Title: "Professional Development Laboratory: Centers for Literacy and Community Service"
Establishes teacher professional development laboratories, which focus on literacy in three schools, each in a different inner city school district. These professional development laboratories, called Centers for Literacy and Community Service, will provide teachers and administrators with technical assistance to develop their literacy teaching, intervention and tutoring services for students, as well as support for families to improve their literacy skills and become active participants in their children's learning.
Contact: Carol Rhodes, Adelphi University, Garden City, NY, 516-877-4089, firstname.lastname@example.org
Title: "An Integrative Curriculum Approach to Developmental Mathematics and the Health Professions Using a Problem-Based Learning Model"
Transforms the developmental mathematics curriculum at community colleges to problem-based learning with career applications. The revised courses target health sciences students with developmental math requirements in order to improve retention and access to the health sciences programs. Students simultaneously enroll in mathematics and health sciences courses; faculty work together to provide mathematical concepts in practical career applications. To augment faculty development and training in curricular areas, mathematics faculty will attend health sciences courses and faculty from the health career programs will attend developmental mathematics courses.
Contact: Mark Shore, Allegany Community College, Cumberland, MD, 301-784-5371, email@example.com
Title: "Physics Teacher Education Coalition (PhysTEC)"
Enlists the assistance of innovative college and university physics departments in collaboration with departments of education to improve the science education, especially physics education, of future teachers as well as other undergraduates. The project is a cooperative effort among the major players in physics and physics education, bringing together the American Institute of Physics and the American Association of Physics Teachers, as well as the American Physical Society, in a new organization called "PhysTEC," the Physics Teacher Education Coalition. This one year planning effort, funded by both NSF and FIPSE, will enable PhysTEC to sponsor a conference of participating institutions, carry out site visits to test sites, select at least six such sites, select an evaluator and design an evaluation plan, identify and/or produce model teaching materials, develop an organizational infrastructure, and plan the broad implementation of reforms at the initial test sites and beyond.
Contact: Frederick Stein, American Physical Society, College Park, MD, 301-209-3263, firstname.lastname@example.org; Jack Helm, American Institute of Physics, 301-209-3010, email@example.com
Title: "Strategies for Successful Course Recognition and Credit Across Borders"
Identifies and analyzes successful institutional strategies and approaches that recognize academic work in other countries to credit that work toward degrees and diplomas. The ultimate intent of this assessment is to assist colleges and universities in their efforts to initiate multilateral study abroad programs. To achieve this intent, the project will develop a "lessons learned" report, that will spotlight program strategies, best practices, and tips on what constitutes a successful international consortia arrangement. The report will include data within and across disciplines and types of programs, and the results of interviews with consortia participants.
Contact: Barbara Turlington, American Council on Education, Washington, DC, 202-939-9313, Barbara_Turlington@ace.nche.edu
Title: "Reducing the Public School String Teacher Shortage: The National String Project Consortium"
Disseminates a highly successful model, tested in South Carolina using local funding, which greatly increases the supply of string instrument and orchestra teachers while meeting the music education needs of neighboring public schools. The South Carolina program will be replicated at ten new sites across the country, selected for readiness and commitment from among 30 applicant colleges. Accepted sites have each pledged ten years of financial support for the program (at least $10,000 per year per site). The program offers undergraduate music majors (most having the initial goal of music performance careers) four years of paid work as school music teachers at increasing levels of responsibility each year. Participants receive a rigorous course of study in music education, most ending up in teaching careers. In South Carolina, about half the school children who have studied string music as a result of the program are members of racial minority groups.
Contact: Robert Jesselson, University of South Carolina, Columbia, SC, 803-777-2033, firstname.lastname@example.org; Ellen Barclay, American String Teachers Association, Reston, VA, 703-476-1316, email@example.com
Title: "Greater Expectations for Student Transfer"
Assembles educators representing state systems in Utah, Georgia and Maryland to clarify the purpose and coherence of each state's general education goals, in order to guide transfer students and others in their progress through higher education. Another central goal is to encourage faculty to take ownership of the resulting rationale, and to use it in advising and guiding students. The project will produce statewide advising networks and state-specific written guidelines for students and advisors. Extensive evaluation and dissemination will encourage state-by-state replication of the process, with he ultimate goal of producing guidelines for students, parents and educators to understand and follow general education guidelines in their own states.
Contact: Robert Shoenberg, Association of American Colleges and Universities, Washington, DC, 301-946-3279, firstname.lastname@example.org
Title: "Service Effectiveness in Academic Research Libraries"
Proposes to respond to the national need for outcomes-based assessment of the effectiveness of services offered to faculty and students by the 121 research libraries in the U.S. The project proposes an innovative means of making available improved measurements for library directors to use, as they decide how best to allocate scarce resources—a problem of increasing importance for all academic libraries from community colleges to major research institutions. Outcomes include: the tailoring of a credible instrument to library services' assessment; a web-based method of administration and analysis,; and a highly scaleable, replicable model, that will be available to every academic library in the country. Use of the instrument, once thoroughly tested, refined, and evaluated, promises to make libraries better and thus promote both scholarship and student preparation for working in an information-rich society.
Contact: Duane Webster, Association of Research Libraries, Washington, D.C., 202-296-2296, email@example.com; Colleen Cook, Texas A&M University, College Station, TX, 979-862-4230, firstname.lastname@example.org
Title: "The Bard College Clemente Course in the Humanities Dissemination Project"
Disseminates the successful model of the Bard College Clemente Course in the Humanities to five colleges and universities. Each institution will establish its own adaptation of a community-based, credit-bearing and college-level humanities course for economically and educationally disadvantaged residents of poor communities for whom further postsecondary education would not normally be an option.
Contact: Martin Kempner, East Brunswick, NJ, 732-297-9214, email@example.com; Linda Capell, Seattle, WA, 206-525-2408, firstname.lastname@example.org
Title: "Pen-less Chinese Language Learning: A Computer-Assisted Approach"
Develops, with Bryn Mawr College, instructional software to accelerate the learning of Chinese. By creating a special word processing program especially customized for instruction, student progress in speaking and in reading comprehension proceeds at a faster rate than in traditional approaches, which emphasize learning to write characters by hand.
Contact: Ping Xu, Baruch College, New York, NY, 212-387-1580, email@example.com; Theresa Jen, Bryn Mawr College, Bryn Mawr, PA, 610-526-5380, firstname.lastname@example.org
Title: "Demonstration of TEAM LEARNING in Health-Sciences Education"
Develops a multi-institutional, interdisciplinary evaluation and dissemination of Team Learning methods in health sciences education, to determine whether or not it is an acceptable alternative to Problem Based Learning (PBL) in the medical education field. It will involve the basic tenets of Team Learning, including a priori, out-of-class study, individual and group "readiness assurance tests," and in-classroom assignments that promote application of key concepts through group discussions. The major objectives will be to (1) adapt Team Learning, starting with select courses in medical, allied health, and resident curricula; (2) assess the impact on learner engagement, performance outcomes, and participant (including faculty) responses; (3) supplement team learning with Web-based materials; (4) train faculty to employ team learning; and (5) disseminate team learning results.
Contact: Boyd Richards, Baylor College of Medicine, Houston, TX, 713-798-7760, email@example.com
Title: "Composing Academic Identities: Writing and Serving"
This one-year planning grant will pilot and evaluate the impact of connecting writing and service-learning to improve writing for open admissions African-American students and to help faculty gain insight into how students think and learn in and outside the classroom. Four faculty from Education, English, Social Work, and Health/Physical Education/and Recreation disciplines will redesign their courses using service-learning projects and reflective exercises. An evaluation plan will be developed that will focus on three outcome areas: student outcomes as a result of applying service-learning projects to content courses, faculty development outcomes, and community partner collaboration outcomes. The project builds on and integrates two existing campus programs – the Bridges Writing Program and Service-Learning Program (a graduation requirement. Small student-led groups will extend student learning and help teachers learn more about their students.
Contact: Gwenda Greend, Benedict College, Columbia, SC, 803-253-5253, firstname.lastname@example.org
Title: "Innovative Adaptive-Learning Courseware: Addressing Students' Different Learning Styles"
Incorporates adaptive learning software into an introductory biology course. The software allows students to understand their preferred learning style, presents information to students in different learning styles, and gives faculty members a better understanding of the role of learning styles in pedagogical practice. The innovation lies in a cost-effective method of giving individualized attention to students in introductory classes, including those with large enrollments. The project will be pilot tested at Bowdoin with additional testing at Bates College and Colby College.
Contact: Peter Schilling, Bowdoin College, Brunswick, ME, 207-725-3494, email@example.com
Title: "Community College Regional Science Resource Center"
Establishes a Regional Science Resource Center, a well equipped after-hours and weekend laboratory for pre-service and in-service teachers, and for K-12 students and their parents. When not in use for the teaching of scheduled college classes, the laboratory will be staffed and available for teacher education, school field trips, science fair projects, and informal science education of area K-12 students and family members. The area to be served is one where less than 4% of the adult population has participated in postsecondary education. A primary goal of the project is to improve the science literacy and academic motivation of children and their parents, in order to increase the college attendance rate of both groups.
Contact: Karen Powell, Bowling Green Community College of Western Kentucky University, Bowling Green, KY, 270-780-2565, firstname.lastname@example.org
Title: "Project OLE: Implementing the SRS2000 Model for Student Retention and Success"
Implements, tests and disseminates a composite student support model designed to "personalize and humanize" distance learning and reduce attrition from on-line courses. The model is composed of a number of tested innovations and other features which have individually been associated with improved student retention and success, but this is the first test of these components bound together as a package. Some of the elements of this package include readiness testing, on-line advising and mentoring, and the use of attractive graphics in on-line instructional materials.
Contact: Katherine Cobb, Brevard Community College, Cocoa, FL, 321-632-1111 x1790, email@example.com
Title: "Realistic Simulations of Instructional Chemistry Laboratories"
Constructs realistic simulated chemistry laboratories, which will provide more access and greater learning at lower cost. The materials will be of particular interest to students at community colleges and smaller institutions where laboratory cost may prohibit extensive laboratory work. The work will also be useful in distributed learning applications that often have no laboratory component. The five experiments developed will include both complex inorganic qualitative experiments and organic synthesis. The simulations use a realistic 3D interface.
Contact: Brian Woodfield, Brigham Young University, Provo, Utah, 801-378-2093, Brian_Woodfield@byu.edu
Title: "National Center for Educational Alliances Action Forums"
Plans and tests the concept of " Action Forums " which will bring together national experts, local educators, institutions and other stakeholders to develop new strategies for access and retention.
Contact: Barbara Schaier-Peleg, Bronx Community College, Bronx, NY, 718-289-5165, firstname.lastname@example.org
Title: "Developmental Education Program III: Disseminating "Making the Core Curriculum a Reality for Disadvantaged Students"
Disseminates Brooklyn College's very successful developmental education program. Rather than having separate remedial activities, the project integrates the program into a college's core or general education curriculum. At least 14 colleges will be assisted in adapting this model.
Contact: Martha Bell, Brooklyn College, Brooklyn, NY, 718-951-5738, email@example.com
Title: "The Academic Language Project: Expansion and Dissemination"
Expands in a Web-based format and continues in its current form dissemination of CSU-Fresno's previously FIPSE-supported project to develop the academic language of underprepared students. Academic language, the language of college textbooks and professors, is different from everyday spoken language and is directly related to student achievement.
Contact: Phyllis Kuehn, California State University, Fresno, CA, 559-278-0323, firstname.lastname@example.org
Title: "Using Web-Based Learning Tools to Improve Learning Outcomes in Chemistry"
Disseminates to institutions in service area and in two other states the recently developed Web-based chemistry tools for learning molecular level conceptualization and proportional reasoning, "Mastering Chemistry," that both CSU Fullerton and UC Irvine have used successfully in their own courses. Dissemination will occur with separate groups of participating instructors at community colleges and in high schools. One group will learn to use the Web-based learning tools in their own courses. The other group, limited to no more than eight, will develop guided-inquiry classroom materials to be used in concert with the server-based tools. Web-based surveys will be integrated into the materials development and classroom testing process to yield efficient and timely evaluation data.
Contact: Patrick Wegner, California State University, Fullerton, CA, 7140278-2672, email@example.com; Ramesh Arasasingham, University of California, Irvine, CA, 949-824-5632, firstname.lastname@example.org; Barbara Gonzalez, California State University, Fullerton, CA, 714-278-3870, email@example.com
Title: "Building Information Technology Fluency into a Liberal Arts Core Curriculum"
Develops an information technology requirement that is designed to help students achieve fluency, not just literacy, in the use of technology. The technology initiative will be incorporated throughout the liberal arts curriculum, with appropriate variations in individual departments.
Contact: Steven VanderLeest, Calvin College, 616-957-6559, firstname.lastname@example.org
Title: "Access First"
Develops a redirection strategy for first-time, nonviolent offenders, which provides access to higher education. The program partners with the court system to provide personal as well as academic skills development through college credit courses, counseling and mentoring.
Contact: Philip Rodriguez, Ceritos Community College, Norwalk, CA, 562-860-2451 x2376, email@example.com
Title: "The University Center at Chipola Junior College"
Creates a collaborative student-centered program with four universities that targets community college students participating in university degree programs on site at the community college. Responding to the need for rural community colleges to have cost-effective access to four-year degree programs, this community college University Center offers a model for successful degree programs by universities on rural community college campuses. By establishing students as a community of learners, providing student support services, and developing collaboration among institutions in distance learning, this project makes more productive use of resources and addresses the student retention and completion problem.
Contact: Kitty Myers, Chipola Junior College, Mariana, FL, 850-718-2260, firstname.lastname@example.org
Title: "Redefining the Teaching of Applied Quantum Mechanics Through the Dissemination of a Proven Reform"
Disseminates a FIPSE-funded curriculum to teach quantum physics (also called 'modern physics'), a second year course for majors, using interactive tutorial materials of proven value for student learning. Dissemination will take place in two phases. First, the curriculum will be implemented at six geographically and demographically diverse primary test sites; then it will be distributed to a cohort of about 15 additional institutions at a significantly lower cost per site.
Contact: Robert Steinberg, City College of New York, New York, NY, 212-650-5698, email@example.com; Michael Wittman, University of Maryland, College Park, MD, 301-341-9531, firstname.lastname@example.org
Title: "Science and Mathematics Teachers for the New Millennium: An Online Virtual Classroom for Tomorrow's Urban Teachers"
Addresses the demand for science and mathematics teachers in hard to staff urban secondary school by creating a teacher preparation program of education courses, seminars, and internships with four community colleges located in urban areas. The program will increase the number of Associate Degree science and mathematics students who persist in the teacher preparation program and transfer to the four-year college. Faculty liaisons at each community college campus will serve as counselors and mentors. The program will include field-based teaching experience with master teacher mentoring for students in their earliest education course, active advising and transfer supports to ensure a smooth transition to a four-year campus, distance learning and video conferencing technologies.
Contact: Michael Weiner, City College of New York, New York, 212-650-8337, MikeWeiner@aol.com; Ellen Goldstein, City College, 212-650-6798, gold3100@con2,com
Title: "A Partnership in Preparing Master Mathematics Teachers"
Incorporates the expertise of experienced secondary mathematics teachers, mathematicians and mathematics educators to design a Master's degree in Mathematics Education. The graduate program will simultaneously address advanced mathematics content and new reforms in pedagogy that emphasize conceptual knowledge rather than procedural knowledge. An extensive formative evaluation process will be applied to the thirteen courses to ensure coherence and effectiveness of the curriculum.
Contact: Jon Beal, Clarion University, Clarion, PA, 814-393-2592, email@example.com
Title: "College Summit: The Pipeline to College for America's Low-Income, Mid-Tier Students"
Provides support to scale-up a successful college access program in which low-income, "average" high school students are assisted in preparing college applications and are mentored throughout their senior years. The program will develop a large-scale test of the process in Chicago public schools as well as a comprehensive evaluation.
Contact: Kinney Zalesne, College Summit, Washington, DC. 202-265-7707, firstname.lastname@example.org
Title: "Lesson Study: Creating Laboratories for Curricular and Instructional Enhancement"
Implements the "study lesson" model to reform the first calculus course. Ten study lessons and a manual for users and adapters will be created. Ten study lessons will focus on understanding of the concepts central to calculus. The study lessons will be interspersed with skill development that will flow from the lessons. The project provides a balance of concept and skill development to improve learning calculus.
Contact: Kelly Chappell, Colorado State University, Fort Collins, CO, 970-491-6416, email@example.com
Title: "Powerful Pictures: A Conceptually-based Curriculum for First-Year Chemistry"
Develops and tests an interactive conceptual chemistry text for a first-year, two-semester chemistry program in which students learn basic concepts through molecular pictures. The project emphasizes conceptual understanding and delays the introduction of extensive mathematical procedures. Traditional approaches emphasizing mathematical procedures negatively influence many students who are not science majors and ultimately impede their conceptual understanding of the subject. A total of 15 modules will be developed and tested at four participating community colleges and a tribal college.
Contact: Stephen Thompson, Colorado State University, Fort Collins, CO, 970-491-1700, firstname.lastname@example.org
Title: "Using Performance-Based Assessments to Evaluate Curricular Effectiveness in Pharmacy Education"
Responds to the newly-implemented national pharmacy college accreditation standards that now require better assessment in pharmacy training with specific emphasis on outcomes and performance based assessment. This project will design, develop and implement Web-based assessments of acquired knowledge during the first two years. The program continues during the third and fourth years of pharmacy school to assess application competencies using the "standardized patient" model. The model uses common authoring software, and includes not only student assessment rating scales, but also faculty rating of student performance.
Contact: Michael Monaghan, Creighton University, Omaha, NE, 402-280-5260, email@example.com
Title: "Crossing Borders: A Program of Student Exchange and Community Studies Between Dickinson College, Spelman College, and Xavier University"
Involve students from a predominantly white institution and two historically black institutions in a series of structured community immersions that take place in West Africa, Central Pennsylvania, New Orleans, and Atlanta. The community immersions are intended to reflect ethnic, racial and gender make-up, geographic region, urban-small town setting, and historical and cultural contexts of the three home institutions. Faculty at the three institutions will design curricula that combine classroom learning with community service, internships, and fieldwork. Students from all three institutions will engage in student exchange programs among themselves. The culminating experience is a community immersion program in Cameroon.
Contact: Brian Whalen, Dickinson College, Carlisle, PA, 717-245-1341, firstname.lastname@example.org; Kenneth Boutte, Xavier University, New Orleans, LA, 504-486-1098, email@example.com; Cynthia Spence, Spelman College, Atlanta, GA, 404-681-3643, firstname.lastname@example.org
Title: "Workshop Science: Implementation of a Project-Centered Curriculum for Non-Scientists"
Adapts the well-proven "Workshop" methodology for teaching introductory science, which uses lectureless, inquiry-based pedagogy, to a flexible modular format, and tests it at three collaborating sites. New subject modules covering topics in physics, biology, chemistry and geology will be added, as well as inexpensive cutting-edge technologies, such as new hand-held sensors and motion-detectors. The modules developed will be available to science faculty everywhere. Adopting faculty will also receive "action research kits" to enable them to continue the process of evaluation, adaptation, and innovation.
Contact: Priscilla Laws, Dickinson College, Carlisle, PA, 717-245-1242, email@example.com; Scott Franklin, Rochester Institute of Technology, Rochester, NY, 716-475-2536, svfsps@rit. edu; David Jackson, Santa Clara University, Santa Clara, CA, 408-551-1891, firstname.lastname@example.org
Title: "Affirming Students' Strengths: A Campus-wide Approach to Student Success and Retention"
Eastern College and Greenville College (IL) will partner to develop, evaluate, and disseminate to six adapting institutions a strengths-based approach to improving student retention, advising, and career planning. This campus-wide model builds on all four years of a student's college experience and begins when a student enters the campus by identifying student strengths using two career instruments. Sophomores are targeted with a career planning and strengths program. Juniors will be offered five new service-learning courses on each campus within the student's major, which affirm the project's orientation to strengths, expose students to diverse populations, and offer significant off-campus service and guided interaction and reflection. Seniors will be offered a wider variety of courses tied to their majors and the strengths-based approaches of previous years. All faculty and staff will be trained in strengths-based advising in all years. Evaluation will assess impact on retention rates, student satisfaction, and certainty about a career major, compared to a significant body of baseline data collected on a larger FIPSE Quality/Retention dissemination project.
Contact: Laurie Schreiner, Eastern College, St. Davids. PA, 610-341-5868, email@example.com; Karen Longman. Greenville College, 618-664-2800, firstname.lastname@example.org
Title: "A Sustainable Model for Academic Service Learning"
Addresses current challenges of educational reform by disseminating to a diverse group of six regional institutions of higher education a successful model involving faculty development in academic service learning. The model will be disseminated in turn to K-12 school districts and other colleges and universities.
Contact: Dale Rice, Eastern Michigan University, Ypsilanti, MI, 734-487-6570, email@example.com
Title: "The Social and Behavioral Sciences Curriculum Integration Project"
Addresses critical problems facing the social and behavior sciences through a new model for the integration of the curriculum that includes a college-wide core curriculum, revision of the disciplinary majors, and a set of interdisciplinary career-oriented certificates. This project promises to strengthen, integrate, and improve the cost efficiency of the social and behavioral sciences.
Contact: Jeffers Chertok, Western Washington University, Cheney, WA, 509-359-7929, firstname.lastname@example.org
Title: "LangMedia II: An Expanded Web-Based Video Resource for Foreign Language and Culture"
Creates a Web-based resource for foreign language and cultural studies for French (in Africa, Canada, and France), German, Greek, Italian, Norwegian, Portuguese, and Spanish (in Central America, Latin America, Mexico, and Spain). The two-year project is an expansion of a Web site with material for 15 less-commonly-taught languages. Using streamed authentic video, audio and text, this project will assist students and faculty in study abroad programs and provide greater linguistic and cultural understanding. Material developed for the website also will be available to language labs on CD-ROM.
Contact: Elizabeth Mazzocco, University of Massachusetts, Amherst, MA, 412-55-3453, email@example.com
Title: "Family Education Model Dissemination"
Develops a plan to disseminate to seven sites the successful Family Education Model for delivering student services, which has been shown to significantly increase consistent class attendance by American Indian students. The program shifts the perspective of students services personnel to a family-centered approach. Student services personnel and families become partners in the educational process to work together to support student efforts. The planning grant period includes on-site visits by the project director and a Family Specialist Counselor to two tribal colleges, one tribal university and to four rural community colleges in distressed areas. In addition, a two-day conference in February 2001 will focus on communicating to prospective adapters the lessons learned from institutions that have used the Family Education Model as they have tailored the program to their respective needs.
Contact: Iris Heavy Runner, Fort Peck Community College, Poplar, MT, 406-768-5551, firstname.lastname@example.org
Title: "Curricular and Pedagogical Development of a Conservation Biology Program"
Establishes an interdisciplinary, interagency program in conservation biology. The applicant will partner with the Smithsonian Institution's Conservation and Research Center to plan a program for conservation biologists. The model will incorporate extensive evaluation for educators and students, and will serve as a general model for other institutions wishing to enhance their programs in conservation biology or other interdisciplinary areas.
Contact: Thomas Wood, George Mason University, Fairfax,VA, 703-993-3167, email@example.com
Title: "Medical Science and Beyond: Teaching the Unconventional Unconventionally"
Develops three training modules about complementary and alternative medicine (CAM) for use in medical schools. Students are not asked to practice CAM but rather to better equip themselves to discuss complementary medicine with their patients and assess its role in their lives. The modules (experiential, didactic, and participatory) present CAM from multiple points of view and are used in different courses over several years to reinforce learning. In a final practicum in the participatory module, students learn how different CAM practices interact and complement conventional allopathic medicine.
Contact: Susan Silver, George Washington University, Washington, DC, 202-994-2113, firstname.lastname@example.org
Title: "Virginia Tidewater Regional International Project"
Proposes the development of a regional network of study abroad advisors and resources to increase the number of underrepresented students participating in international study programs. Faculty and administrators from twelve regional institutions will conduct project activities to support the development of a shared resource database and web site to serve as a clearinghouse on financial aid opportunities, academic programs, and overseas study opportunities.
Contact: April Burriss, Hampton University, Hampton, VA, 757-728-6922, email@example.com
Title: "Creating a Science Program to Benefit Women and Minority Students"
Implements a travel semester in environmental studies that is designed to attract and retain women and minority students. This semester immersion in a learning community with hands-on science is coupled with related historical and cultural learning. The travel semester will cover four sites in east Florida, the tidewater Maryland Chesapeake Bay, and the Maryland watershed of the Chesapeake Bay. Students will be in residence at each site, complete research projects, and attend a professional scientific meeting as part of their travel semester.
Contact: Drew Ferrier, Hood College, Frederick, MD, 301-696-3660, firstname.lastname@example.org
Title: "Promoting Strategic Teaching to Enhance Academic Competencies of Students in Transition Courses"
Proposes a professional development program to train adjuncts to become more effective instructors by using a repertoire of teaching patterns or templates based on the constructive-development theory. The teaching materials are based on the work of Angelo and Cross and also the approach of Eggen and Kauchak, and will be tested by faculty in first-year developmental classes before it is implemented by adjunct faculty at the home institution plus two additional institutions. The project will evaluate the learning outcomes and effect on classes of both faculty and students.
Contact: Terence O'Connor, Indiana State University, Terre Haute, IN, 812-237-3053, email@example.com