Fund for the Improvement of Postsecondary Education - Comprehensive Program

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FY 2001 Abstracts (Page Two of Two)
Archived Information

Miami University (OH)

Title:  "Developing Faculty Learning Communities to Transform Campus Culture for Learning"

Disseminates Miami's proven faculty learning communities model to five adapting institutions: The Claremont Graduate University and Colleges; Indiana University-Purdue University Indianapolis; Kent State University; Ohio State University; and the University of Notre Dame. Each faculty learning community consists of a cross-disciplinary group of 8-10 faculty engaged in a collaborative, year-long curriculum focused on enhancing and assessing undergraduate learning. Over three years the project will develop at least 12 faculty learning communities involving over 100 faculty at each of the adapting institutions.

Total Funding: 3 years, $539,992

Contact: Milton D. Cox, Miami University, Oxford, OH 45056; 513-529-6648;

Mount Mary College (WI)

Title:  "Leadership for Social Issues"

Develops a three-credit required course for first-year students and transfers on "Leadership for Social Justice" designed to provide students with the leadership skills necessary to promote social change. The course includes a substantial service learning component that is attentive to issues of gender, race and class.

Total Funding: 3 years, $141,568.

Contact: Phyllis Carey, Mount Mary College, Milwaukee, WI 53222; 414-258-4810;

Mt. San Jacinto College (CA)

Title:  "College Mentor/Kiosk Network"

Develops a bilingual kiosk network to provide underrepresented populations of high school students a three-pronged outreach approach. Students will be provided bilingual (Spanish and English) mentors at the high schools who can introduce students to on-line information through kiosks placed in the high schools as well as in the greater community. The project is aimed at increasing the college-going rates and completion rates of low-income, underrepresented high school students.

Total Funding: 3 years, $448,089

Russell Bloyer, Mt. San Jacinto College, San Jacinto, CA 92583; 909-487-6752;

New England Conservatory of Music (MA)

Title:  "The National Consortium for Music-in-Education"

Disseminates an innovative New England Conservatory of Music (NEC) program in which faculty employ the Artist/Teacher/Scholar framework as the basis of institution-wide reform of the music education program. NEC will create a National Consortium for Music-in-Education that will guide program development at adapting sites in Chicago, Atlanta, and New York, each featuring collaboration among an institution of higher education, local public schools, and premier arts organizations.

Total Funding: 3 years, $648,536

Contact: Larry Scripp, New England Conservatory, Boston, MA 02115; 617-585-1364;

New Hampshire Technical College System (NH)

Develops an online asynchronous program for family child care providers through a series of modular courses that are customized to deliver college-level coursework as well as training for certification. College faculty from seven campuses across the state will collaborate to develop a new Family Child Care Option that uses Web-based delivery, shared by a statewide consortium of technical colleges, and will create a model for replication at community colleges nationwide. The program will increase the quality of child care in family settings using statewide and national standards as benchmarks of quality.

Total Funding: 3 years, $309,864

Contact:  Gale Hall, New Hampshire Technical College System, Concord, NH 03301; 603-271-6555;

North Dakota State University (ND)

Title:  "A Virtual Planet to Train Future Earth Scientists"

Develops the Geology Explorer, an Internet-based software program for virtual mapping and geologic interpretation. This virtual learning 3-D environment provides students with problem-solving skills to learn the principles and concepts of geology in an immersive, exploratory environment. The Geology Explorer takes the form of a synthetic, virtual world, Planet Oit, where students are given the means and equipment to carry out geological investigations and interpretations as a geologist would in the field.

Total Funding: 3 years, $270,293

Contact: Donald P. Schwert, North Dakota State University, Fargo, ND 58105-5517; 701-231-7496;

Oregon University System (OR)

Title:  "The Oregon Reading Education and Distance Education Project (TO-READE)"

Addresses critical needs in the teaching of reading with a statewide university, K-12, and teacher licensing board partnership. Both the needs of inservice teachers and preservice teachers will be addressed. Using distance learning methods, a classroom Literacy Competency Certificate for regular classroom teachers and the Oregon Reading endorsement for Reading Specialist will be offered. The pre-service teacher programs, which focus on reading for K-12 at six university colleges of education, will be strengthened.

Total Funding: 3 years, $593,899A

Contact: Holly Zanville, Oregon University System, Eugene, OR 97403-0175; 541-346-5726;

Oregon University System (OR)

Title:  "Linking Assessment Data Directly to Entry Requirements for K-16"

Links high school assessment data to the college admissions process and subsequent class placement decisions at all seven universities of the Oregon University System. Moderation Panels in English, mathematics, and science insure validity and comparability of high school ratings of student proficiency. Higher education Faculty Teams align these ratings together with state and national assessment data on incoming applicants with class placement decisions. The project evaluation assesses the impact on student access, success in general education course work, and retention beyond the freshman year. This alignment is the second stage in building a K-16 system.

Total Funding: 3 years, $506,031

Contact: Christine Tell, University of Oregon, Eugene, OR 97403-0175; 541-346-5714;

Portland State University (OR)

Title:  "Student Transitions and the Baccalaureate: Building Portable and Credible Documentation of Student Learning"

Lays the groundwork for improving student transfer processes from two- to four-year institutions. Portland State University, Georgia State University, and Alverno College will collaborate with four community colleges (Georgia Perimeter College, Clackamas CC, Mt. Hood CC, and Portland CC) to design, pilot, and evaluate the use of electronic portfolios that document defined learning objectives to provide students with a credible and portable way to demonstrate what they know. Key individuals from the seven campuses with leadership responsibilities central to the design and implementation of electronic portfolios (registrar, admissions, advising, information technology, assessment, and evaluation of student performance) will work together on the various systems within and across institutions impacted by the implementation of digital portfolios that document student competencies. A cohort of students will pilot the initial portfolio process, and student experiences and institutional practices will be documented, evaluated, and disseminated.

Total Funding: 18 months, $150,170

Contact: Charles R. White, Portland State University, Portland, OR 97207-0751; 503-725-5891;

Prairie View A&M University (TX)

Title:  "Disseminating Enrollment Management Reforms in Black Colleges"

Disseminates proven recruitment, remediation, and retention strategies to four public historically black colleges. The model to be shared is an intensive residential effort that combines dorm life, academic counseling, and social counseling.

Total Funding: 3 years, $404,722

Contact: Gerald Gaither, Prairie View A&M University, Prairie View, TX 77446-0065; 936-857-2448;

Rensselaer Polytechnic Institute (NY)

Title: "Learning Ethnomathematics: A Software Environment for Teacher Professional Development and Students' Classroom Use"

Develops an ethnomathematics software environment for use with students in grades 5-12. Through a participatory design process, the program involves teachers and students from minority and ethnic communities in creating and using curricula based on mathematical concepts and practices embedded in indigenous cultural practices and activities of descendents of African-American and Native American heritage to improve overall student understanding and application of mathematical concepts. The program's materials use mathematical practices developed through computer media that match topics that meet National Council of Teachers of Mathematics standards.

Total Funding: 3 years, $358,814

Contact: Ron Eglash, Rensselaer Polytechnic Institute, Troy, NY 12180-3590; 518-276-2048;

Richard J. Daley College (IL)

Title:  "Institute for Business and Technical Careers"

Conducts a program to prepare 10th and 11th grade students for technical careers in occupations where there are labor shortages. The curriculum for these students will include courses in manufacturing technology, business and applied science, and computer information systems. This project expands and further demonstrates a successful pilot program, which included the Daley College Equipment and Technology Institute, a local Chicago public high school, and the Associated Equipment Distributor Foundation. Three local high schools and a manufacturing company will collaborate with the College.

Total Funding: 3 years, $272,974

Contact: Prem Sud, Richard J. Daley College, Chicago, IL 60652; 773-838-0320;

Rochester Institute of Technology (NY)

Title:  "Project Solve: Web-based Guided Practice to Improve Math Word Problems"

Addresses the need for deaf college and high school students to have targeted instruction in mathematics and word problem solving skills. A Web-based resource will continue to be developed, now that a pilot project has designed a prototype Web site with a help/guidance function to supplement classroom teaching. Virtual "mentoring" will provide graphic and numeric/symbolic representation of math problems so that students with reading deficits (including students with math and reading learning disabilities) can have alternative ways to conceptualize math problems. No existing web resources meet the functional reading abilities of the majority of deaf students entering college. About 300 word problems, representative of those in popular high school and college math textbooks and college entrance exams, will be developed. The project will be implemented at the National Technical Institute for the Deaf, the Rochester Institute of Technology, and Rochester area high schools, with dissemination through four Regional Postsecondary Centers for Individuals who are Deaf and Hard of Hearing.

Total Funding: 3 years, $314,602

Contact: Ronald R. Kelly, Rochester Institute of Technology, Rochester, NY 14623-5604; 716-475-6802

San Diego State University (CA)

Title:  "Project CaMexUS: Preparing for Business Without Borders"

Addresses a major problem facing business schools: the preparation of students who can successfully conduct business in an interdependent global marketplace. The International Business program at San Diego State University will provide a North American solution to this problem by developing the first transnational triple-degree program in the three NAFTA countries: Canada, Mexico, and the United States. Business students will enroll in 10 business and regional studies courses taught in the host country's language alongside native speakers in both a Canadian university and a Mexican university. Students also will participate in internships offered by both Mexican and Canadian multinational firms. Students will receive three undergraduate degrees awarded by the participating NAFTA institutions of higher education.

Total Funding: 3 years, $205,697

Contact: Steven Loughrin-Sacco, San Diego State University, San Diego, CA 92181-7732; 619-594-3008;

San Diego State University (CA)

Title:  "Discussion Management Software"

Improves the conduct and management of online discussion. One goal is to produce and disseminate a new type of discussion forum software offering features that make online discussion more convenient for teachers and students, including: responding to multiple items in the discussion forum; quoting from comments by others while responding to them; reviewing the forum by user selected topics; composing lengthy comments more securely; and reusing teaching materials deposited in the forum. A second goal is to facilitate and encourage the use of a specific pedagogical technique called "weaving," i.e., the writing of summary comments in online discussions. Weaving can help teachers address students' difficulties with subjects and with communication, as well as introduce sophisticated concepts and methods while commenting on students' contributions or launch the discussion into a new phase. Weaving comments are an effective way to advance the dialogue among students and advance the agenda of a course. Although many teachers consider this technique uniquely effective, it is difficult to do with existing software. The software will be designed so that it can easily be integrated into existing online, commercial systems and software as a substitute for the usual discussion forums through a three-year process of programming, testing, and formative evaluation. The evaluation will study both usability and pedagogical impacts of the software.

Total Funding: 2 years, $631,812

Contact: Andrew Feenberg, San Diego State University, San Diego, CA 92182-8142; 619-594-2403;

San Francisco State University (CA)

Title:  "Literacy Unleashed: An Integrated Approach to Reading/Writing"

Implements, refines and disseminates an innovative literacy program for at-risk freshmen, which fully integrates reading and writing instruction into a single year-long course. This program responds to accumulated evidence suggesting a causal link between under-preparation in both reading and writing and treats the two processes as indistinct and inseparable. At the end of this new course, students will not only have met the university remediation requirement but will also have met the first-year college composition requirement, in effect completing in one year what would ordinarily have taken three semesters. The evaluation component will utilize a variety of quantitative and qualitative measures to compare the performance of students in the experimental accelerated course with a matched cohort of their peers in the traditional remedial program. To disseminate the program, SFSU has partnered with community colleges and will provide faculty development through a series of workshops. The project team will create an interactive Web site with a dedicated home page providing access to curricula, discussion boards, and video clips of exemplary teaching strategies.

Total Funding: 3 years, $332,990

Contact: Sugie Goen, San Francisco State University, San Francisco, CA 94132; 415-338-3104;

San Francisco State University (CA)

Title:  "A Post-doctoral Curriculum: Preparing the Nation's Professorate"

Develops a program to prepare postdoctoral fellows for teaching in the nation's colleges and universities. Components include extensive training in student outcomes-based instruction, mentored teaching practica, and associated professional development activities. The program will employ Web-based technology through which program modules will be made available to other institutions.

Total Funding: 3 years, $471,241

Contact:  Paul Fonteyn, San Francisco State University, San Francisco, CA 94132; 415-338-2231;

SUNY Cortland (NY)

Title:  "The Dragon Planet: Giving the First Global Generation Its Voice in New Media"

Supports "Dragon Planet," a weekly international Web-based news magazine produced by students under faculty supervision. The project will link foreign faculty and students with two U.S. institutions in designing the format and the content of the Planet. U.S. participants will develop and revise four introductory courses at the two institutions to include writing and research assignments developed by the United States students and foreign students. By integrating the newspaper into the global studies curriculum, it is anticipated that student knowledge of the world will substantially increase.

Total Funding: 3 years, $326,235

Contact: Devereaux Kennedy, SUNY-Cortland, Cortland, NY 13045; 607-753-2483;

SUNY Rockland Community College (NY)

Title:  "Preparing Adults for Careers in Teaching: The Rockland Community College Connection"

Develops a teacher preparation program for returning adult students in partnership with six institutions. The program will revise liberal arts curricula for teacher preparation to address students' practical applications of theoretical knowledge in the classroom, with a focus on math and science. The program will provide alternative scheduling and learning modes to accelerate adult students' progress in academic preparation, transfer, and entry into the teaching profession.

Total Funding: 3 years, $447,716

Contact:  Debra Tietze, Co-director, SUNY Rockland Community College, Suffern, NY 10901; 845- 574-4383;; Terri Kaye Needle, Co-director, SUNY Rockland Community College, Suffern, NY 10901; 845-574-4383;

Texas A&M University-Kingsville (TX)

Title:  "The Texas Electronic Coalition for Physics"

Proposes a "virtual physics department" across several institutions to address the problem of small enrollments in upper division physics courses and to increase the viability of the physics major in small colleges. The Texas Electronic Coalition for Physics -- comprised of Texas A&M University-Kingsville, Texas A&M University-Corpus Christi, and Texas A&M International University plus Tarleton State University and West Texas A&M University -- will establish a "virtual physics department" that operates across all five institutions. This coalition has been active for eight years experimenting with shared courses, teaching loads, and student support. In this project the Coalition seeks to institutionalize a virtual department by: 1) establishing a Web site to serve as an administrative office; 2) creating two new physics courses, including a laboratory course; 3) optimizing the original eight courses to take advantage of new Internet technologies; 4) developing and assessing research-at-a-distance techniques as a way to provide students with meaningful research experiences; and 5) investigating mechanisms to officially recognize the unifying structure of the "virtual department." The proposed model of a virtual department offers promise for a multitude of endangered disciplines. Learning, teaching, administrative, and institutional outcomes will be evaluated, and the project will be disseminated throughout the state and nationally.

Total Funding: 3 years, $210,00

Contact: Daniel Suson, Texas A&M University, Kingsville, TX 78363; 361-593-2299;

Tidewater Community College (VA)

Title:  "Consortium for Innovative Instruction: Aligning Writing Instruction in Secondary and Postsecondary Institutions"

Attempts to eliminate remedial instruction in freshman composition courses for high school graduates by aligning twelfth grade writing with requirements for satisfactory placement in college freshman composition. By expanding a successful pilot project to two other sites in Virginia and in seven broadly distributed states, important beta testing will be completed. The promising project is focused on writing center methodology and has strong collaborations between schools and colleges and between college faculty and high school English teachers.

Total Funding: 3 years, $579,356

Contact: Christine Jennings, Tidewater Community College, Virginia Beach, VA 23456; 757-321-7145;

Tufts University (MA) 

Title:  "Creating an Active Science Learning Environment over the Internet"

Adapts the tested and pedagogically effective large class teaching technique called "Interactive Lecture Demonstrations" to distance learning in physics via the Internet. The same technique will be developed by Harvard University, a project partner, for Internet delivery of introductory chemistry. The methodology is based on hands-on investigational activities by students, using real-time data gathering and data logging tools. In addition, teacher education materials and instruction will be developed and disseminated for use both by K-12 teachers and by college faculty using the internet materials.

Total Funding: 3 years, $497,149

Contact:  Ronald K. Thornton, Tufts University, Medford, MA 02155; 617-627-2825;

Tufts University (MA)

Title:  "Creating a Blueprint for Leadership and Citizenship Development: The EPIIC Educational Process"

Conducts an independent assessment of the Education for Public Inquiry and International Citizenship (EPIIC) program. EPIIC's main components include an intensive, year-long colloquium for undergraduate and graduate students; a global research and public service program; an international symposium for reporters and editors; and a national high school global issues simulation program. The assessment will focus on documenting the program's educational impact in preparation for dissemination and replication at other institutions.

Total Funding: 18 months, $103,26

Contact:  Heather Barry, Tufts University, Medford, MA 02155; 617-627-3314;

University of Arizona (AZ)

Title:  "Consortium for Innovative Environments in Learning"

Initiates, in conjunction with seven institutions, a Consortium for Innovative Environments in Learning (CIEL) designed to: 1) disseminate best practices in learner-centered education; 2) implement a shared renewal program enabling member institutions to creatively address emerging issues in postsecondary education; 3) implement strategies for sharing students, faculty, curricula, pedagogy, co-curricular programs and other resources to enrich the learning experience of all students while containing costs; and 4) share innovations, structures, and proven programs with other institutions.

Total Funding: 3 years, $772,263

Contact:  Dr. Edward Pope, University of Arizona, Tucson, AZ 85721; 520-626-0637;

University at Buffalo (NY)

Title:  "A Comprehensive Approach to Teaching Structures Using Advanced Media"

Develops an integrated systems instructional package (ISIP) to teach architectural structures. Products include multimedia instructional software, an e-textbook, a detailed user tutorial, and an online structures course. The project addresses weaknesses in current methods for teaching structures by integrating content with the rest of the architecture curriculum. Four institutions-University at Buffalo, University of Oregon, University of Utah, and Virginia Tech--are collaborating in the project.

Total Funding: 3 years, $299,712

Contact:  Shahin Vassigh, University at Buffalo, Buffalo, NY 14214; 716-829-3485

University of California at Irvine (CA)

Title:  "Disseminating the Proven Model of ArtsBridge"

Disseminates to six universities the award-winning ArtsBridge program, a university/K-12 partnership redressing the lack of arts education in public schools. In ArtsBridge, university arts majors teach K-12 students semester-long interdisciplinary courses in the arts, simultaneously improving skills in reading, writing, and speaking. The six adapting institutions are New York University, the University of Utah, the University of Colorado at Boulder, and the California State University campuses in Long Beach, San Bernardino, and Sacramento.

Total Funding: 3 years, $846,528

Contact: Jill Beck, University of California, Irvine, CA 92697-2775; 949-824-6612;

University of Colorado at Boulder (CO)

Title:  "Development of a Hands-on, Integrated, Standards-based Elementary Engineering Curriculum"

Integrates hands-on, portable engineering activities into K-12 curricula focusing on topics universal to all elementary school science and math classes. Engineering graduate students will develop and instruct pre-engineering curricula in local elementary schools, using hands-on experimental modules currently used in existing undergraduate engineering courses. The program integrates mathematical and science concepts into experimental activities, which stress hands-on and design/build components. Activities are grouped into multi-grade, six-week curricular sets featuring specific topics from state science and math standards. In-service teacher workshops are also provided to facilitate integration of the materials into third, fourth and fifth grade curricula.

Total Funding: 3 years, $465,234

Contact: Janet deGrazia, University of Colorado, Boulder, CO 80309-0522; 303-735-4763;

University of Colorado Health Sciences Center (CO)

Title: "Dissemination a Virtual Problem-based Learning Program: Project L.I.V.E."

Disseminates its virtual problem-based learning program, Project Live, and digital video pediatric cases to six medical schools. The project will train faculty to facilitate case discussions with small groups of students via the Internet. Digital video cases within a virtual problem-based learning group are progressively disclosed by digital videos of patient/physician encounters. Prototypical as well as hard-to-see pediatric cases that are critical for physicians of any specialty to recognize, such as child abuse, are available within a system that allows participants the ability to manage teaching and learning opportunities.

Total Funding: 3 years, $549,608

Contact: Carol S. Kamin, University of Colorado Health Sciences Center, Denver, CO 80218; 303-861-6542;

University of Delaware (DE)

Title:  "Developing Consistent and Reliable Qualitative Measures of Faculty Activities"

Expands the highly successful Delaware Study of Instructional Costs and Productivity to measure not only how much activity faculty engage in, but also the qualitative outcomes of that activity. Colleges and universities will now have information that will enable them to make the most effective and efficient use of both personnel and fiscal resources. The result should lead to more effective management, greater cost containment, and broader access to higher education for students.

Total Funding: 3 years, $201,649

Contact: Michael F. Middaugh, University of Delaware, Newark, DE 19716; 302-831-2021;

University of Kentucky (KY)

Title:  "HOV Hands-on/Virtual Workshops in Physics"

Provides inservice teacher education in physics for rural Appalachian communities in six states by means of a combination of Web-based distance instruction and local hands-on laboratory exercises. Teachers work in small school-sponsored cohort groups, which provide social and academic support, increase motivation, and reduce the likelihood of attrition. About 300 teachers of grades 4-8 will learn new pedagogical approaches as well as updated physics content. They will be taught to use inexpensive, but leading-edge, laboratory equipment kits, and will be given the kits for use in their schools.

Total Funding: 3 years, $539,992

Contact: Joseph P. Straley, University of Kentucky, Lexington, KY 40506-0055; 859-257-3197;

University of Massachusetts Amherst (MA)

Title:  "Expanding a General Framework for Inquiry Learning"

Expands a successful computer model of inquiry learning into three disciplines--geology, biology, civil engineering--in seven different types of colleges and universities in Massachusetts and Rhode Island, using teaching styles of both large lecture and small case-based classes. The software design uses intelligent tutors and a discovery approach to guide students' inquiry in problem cases illustrated with multimedia and text. Student performance across institutions and learning styles will be measured, and rigorous evaluation methodologies, including student/faculty outcomes, interviews and evaluations of attitude and content learning changes, will be used among well-defined populations to analyze outcomes. Cost effectiveness and faculty impact will also be measured. A strong dissemination effort from members of the seven partnering institutions will spread the results of the project to faculty across the relevant sciences, and Neil Patterson Publishers will publish the modules.

Total Funding: 3 years, $599,203

Contact: Beverly Park Woolf, University of Massachusetts Amherst, Amherst, MA 01003; 413-545-4265;

University of Minnesota, Twin Cities (MN)

Title:  "Campus and Community Support Consortium"

Brings national awareness of the real and perceived institutional barriers to creating effective systems of support and accommodation for the growing numbers of students with psychiatric disabilities on college campuses. Focus groups on 10 college campuses will be held with four stakeholder groups, including faculty, deans, directors, and department heads; campus and mental health providers; disability support service providers; and students with psychiatric disabilities. A local and national advisory committee will be formed to guide the needs assessment, including developing, evaluating, and disseminating a needs assessment tool so other colleges and universities can proactively determine institutional barriers facing students with psychiatric disabilities on their campuses.

Total Funding: 18 months, $149,295

Contact: Donna Johnson, University of Minnesota, Minneapolis, MN 55455; 612-624-6884;

University of North Carolina at Chapel Hill (NC)

Title:  "Web-based Materials for the Enhancement of Anatomical Instruction in the Health Sciences"

Expands the development of new approaches for teaching anatomy, specifically in the practice of dissection skills, the interpretation of scanned anatomical images, and the comprehension of three-dimensional skeletal elements. The project will create streaming videos demonstrating dissection for students to help them prepare for their dissection laboratory and review for examinations. Stacked sectional anatomical images from the National Library of Medicine's Virtual Human Project (VHP) will be used to help students interpret MRI, CT scan, and radiographic images. VHP images will be used to reconstruct 3-D images of complex skeletal elements to deepen student learning.

Total Funding: 3 years, $498,420

Contact: Noelle Granger, University of North Carolina, Chapel Hill, NC 27599-7090; 919-966-3288;

University of North Carolina at Chapel Hill (NC)

Title:  "A Su Salud!: Spanish for Health Profession Students"

Creates a distance learning course using technology to promote spoken Spanish fluency and related cultural competency among health profession students. A Su Salud! is an interdisciplinary course that combines video, audio, and direct online interaction with community learners and faculty. Course material, interactive exercises, tracking, and testing functions will be delivered via DVD and the Web. This course will be developed locally and then disseminated to health centers and universities regionally and nationally.

Total Funding: 3 years, $469,983

Contact: Claire Lorch, University of North Carolina at Chapel Hill, Chapel Hill, NC 27599-3343; 919-962-4011;

University of Rochester (NY)

Title:  "Reforming Interpreter Education: A Practice-Profession Approach"

Develops a new five-course, baccalaureate track and summer intensive sign language interpreter training program to be implemented at the University of Tennessee to address a national problem in the consistency and quality of sign language interpreter education. The model combines "demand-control theory" and problem-based learning to go beyond traditional training in sign language skills and the deaf culture by teaching students about the environmental demands, technical vocabulary, communication objectives, and interpersonal skills of interpreters working in specific educational and workplace settings. The goal is to better address the high stress demands of this growing profession, improve interpreter retention, and better serve deaf clients. If shown to be effective, the project has the potential to be disseminated to 114 Interpreter Training programs around the country.

Total Funding: 3 years, $484,818

Contact: Robert Pollard, University of Rochester, Rochester, NY 14642-8409; 716-275-3544;

University of the Sacred Heart (PR)

Title:  "Comprehensive Language Development Across the Curriculum Program"

Develops a Comprehensive English Language Across the Disciplines Program to increase oral, written and comprehension skills of Spanish-speaking students in Puerto Rico. The program will move English language instruction away from separate courses by integrating specialized support in English language acquisition throughout the curriculum. Content area professors will have English as a Second Language (ESL) instructors work alongside them in their courses. Students will be required to fulfill requirements in general education courses as well as courses in the major in both Spanish and English. This project will be used as a model for the 68 institutions of higher education in Puerto Rico as well as for the many Hispanic-Serving Institutions in the United States.

Total Funding: 3 years, $450,000

Contact:  Helen Domenech, University of the Sacred Heart, San Juan, PR 00914-0383; 787-728-1515;

University of South Carolina (SC)

Title:  "GRADPortal"

Develops and implements a Web-based information and referral service that will enhance minority students' access to graduate education. The Web site will provide information for minority undergraduates, undergraduate and graduate faculty, funding professionals, and professional associations that play key roles in access issues for minority students. The Web site will be evaluated at institutions across the country.

Total Funding: 3 years, $499,999

Contact: Dr. Gerard M. Crawley, University of South Carolina, Columbia, Columbia, SC 29208; 803-777-2505;

University of Texas at Austin (TX)

Title:  "Supporting Standards-based Teacher Preparation in Mathematics"

Establishes a statewide faculty leadership team to plan for the effective implementation of Texas' new standards-based certification system for teachers of mathematics. The project will provide opportunities for faculty collaboration, professional recognition, and leadership as well as develop resources for implementing standards-based teacher preparation and certification. The project's content guidelines provide practical guidance to teachers seeking to implement the new state standards.

Total Funding: 3 years, $515,185

Contact: P. Uri Treisman, University of Texas, Austin, TX 78722-2348; 512-471-6190;

University of Western Montana (MT)

Title:  Title: "Facilitating Experiential Learning with Immersion Scheduling"

Develops and implements "one class at a time" block scheduling for the first-year general education courses. If successful, the school would implement the schedule as a permanent feature of the institution. The university will implement block scheduling and evaluate its effectiveness and feasibility for other institutions. The objectives of this reform are to implement active learning that will result in better student retention and learning.

Total Funding: 3 years, $417,797

Contact: Anneliese A. Ripley, University of Montana, Western Montana College, Dillon, MT 59725; 406-683-7537;

Virginia Commonwealth University (VA)

Title: "Preparing Future and Middle School Mathematics and Science Teachers: An Opportunity for Virginia"

Disseminates to ten Virginia colleges and universities recently developed curricular materials and programs to prepare middle school mathematics and science teachers. The ten institutions produce almost two-thirds of new teacher education graduates in the state. Materials and programs developed and tested under a previous five-year collaborative effort will be used in combination with national materials reflecting best practices. This project responds to a national and state problem of a large percentage of middle school science and math teachers teaching out of their field, in many cases without the equivalent of a minor in science or math. The project will also address recruitment and retention of future middle school math and science teachers.

Total Funding: 3 years, $600,000

Contact:  William E. Haver, Virginia Commonwealth University, Richmond, VA 23284-2014; 804-828-1301;

Washington State University (WA)

Title:  "Fostering Student Critical Thinking and Faculty Practice in a Large Public University"

Dramatically improves the critical thinking and writing skills of students in all general education subjects and at any level by teaching faculty how to use a well-validated generic seven-point "rubric" to critique and evaluate student essays and presentations. The items in the rubric have been proven to correlate well with many dimensions of sophisticated analysis and problem solving. During the project the rubric will be implemented throughout the general education programs of Washington State University, and simultaneously disseminated to five other universities and all the community colleges in the State of Washington.

Total Funding: 3 years, $378,675

Contact: William Condon, Washington State University, Pullman, WA 99146-5046; 509-335-2268;

Washington University (MO)

Title:  "A Modular Interdisciplinary Methods Course for Cognitive Science Majors"

Develops the first undergraduate research methods course for the interdisciplinary field of cognitive science, combining research methodologies from the various disciplines that make up the field. Using the unifying theme of "memory," this laboratory course will be modular and Web-based for maximal flexibility of use in various settings. The full course will be tested at two additional partner sites (University of Cincinnati and the University of California, San Diego), and a substantial proportion of the modules will be incorporated into an existing course at a fourth partner site, the University of Alabama at Birmingham. Six other institutions have expressed their intention to use the materials as soon as they are available.

Total Funding: 3 years, $315,619

Contact: William Bechtel, Washington University, St. Louis, MO 63130; 314-935-6873;

Wittenberg University (OH)

Title: "Connecting the Liberal Arts to Effective Teacher Education"

Models collaboration between university and school partners for teaching improvement. Master P-12 teachers will be hired by Wittenberg as "Teaching Associates" (adjuncts) who, together with regular university faculty in the liberal arts and sciences, will develop a series of graduate level courses leading to a new Master of Arts in Education degree. Both groups will receive training in research skills necessary to assess student learning and also training about needs of youth in local area school districts, including citizenship, character education, and social skills; literacy development; and math and science literacy.

Total Funding: 3 years, $205,485

Contact: Robert Welker, Wittenberg University, Springfield, OH 45501; 937-327-642;

Youngstown State University (OH)

Title: "An Innovative Approach to Professional Development for High School Chemistry Teachers: A New Kind of Master's Degree"

Develops and disseminates a graduate degree program that meets National Science Education Standards in a Master of Science program in chemistry with a chemistry education emphasis. The program targets high school chemistry teachers seeking to maintain teaching certification by continuing professional development that provides integration of both pedagogical and content knowledge in chemistry.

Total Funding: 3 years, $332,990

Contact: Stacey Lowery Bretz, Youngstown State University, Youngstown, OH 44555; 330-742-7112;


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Last Modified: 03/13/2008