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FY 2002 Project Abstracts - Group 2

The following abstracts represent the second group of FY 2002 Comprehensive Program grants announced on October 16, 2002. For a complete list of FY 2002 grant abstracts you will also need to go to the abstracts for the first group of grants announced on September 12, 2002.

P116B020313
American Registry of Pathology (MD)

Title: "Development of a World Wide Web Resource in Systemic Veterinary and Comparative Pathology"

Develops a web-based, database of histopathological digital images of major animal diseases with a full- text searchable case study manuscript for each disease to serve both the research and educational needs of students, faculty, and professionals in veterinary pathology, comparative medicine, public health, and chemical and biological security. This dual purpose reference and teaching/learning tool includes tissue sections for approximately 500 diseases, captures diagnostic fields with digital photomicroscopy, and provides digital images of progressively higher magnification that are sequentially linked in the database. Four veterinary colleges will pilot test the system, document various ways to integrate the system into pathology courses, develop assessments, and provide feedback.

FY 2002 Award: $185,544
Total Funding Estimate: 3 years, $538,272

Contact: T. Joy Atkin, American Registry of Pathology, AFIP, Washington, DC 20306-6000; 202-782- 2600; atkin@afip.osd.mil

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P116B020503
Barnard College (NY)

Title: "Disseminating 'Reacting to the Past' Pedagogy"

Disseminates Barnard College's successful pedagogy in which students study classic texts from different cultures and periods of time through role-playing strategies. The program enhances learning outcomes and improves the teaching of general education concepts for first-year college students. Through a partnership with seven schools, the project will develop additional instructional strategies to improve student learning; the program will be evaluated for its impact on student success and completion.

FY 2002 Award: $151,387
Total Funding Estimate: 3 years, $497,161

Contact: Mark C. Carnes, Barnard College, 3009 Broadway, New York, New York 10027; 212-854-5943; mc422@columbia.edu

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P116B020856
Boston University (MA)

Title: "Exploring Quantum Concepts in Chemistry"

Reforms the chemistry curriculum by redesigning the general chemistry course with current application of the manipulation of matter at the atomic and molecular level that has become increasingly important in modern chemistry, technology, and many other fields. The program uses interactive computer activities in a discovery-learning model to provide students with an in-depth introduction to the modern model of the electronic structure of atoms and molecules in the general chemistry course. The project will improve student understanding of difficult concepts and improve college completion rates.

FY 2002 Award: $141,788
Total Funding Estimate: 3 years, $391,752

Contact: Peter Garik, Science and Mathematics Education Center, 605 Commonwealth Avenue, Boston, MA 02215; 617-353-4735; garik@bu.edu

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P116B020143
Columbia College Chicago (IL)

Title: "Communities of Practice: An Inter-Institutional General Education Assessment Project"

Assesses student learning outcomes in written communication, quantitative reasoning, and acceptance of diverse perspectives through a consortium of seven institutions. The program will use criterion-referenced instruments to compare results, curricula, and pedagogies across institutional boundaries to create a replicable and cost effective model for assessment.

FY 2002 Award: $58,768
Total Funding Estimate: 3 years, $167,834

Contact: Neil Pagano, Columbia College Chicago, 600 South Michigan Avenue, Chicago, IL 60605; 312- 344-8218; npagano@colum.edu


P116B020528
Foothill-De Anza Community College District (CA)

Title: "A Community College Disseminates "Pass the Torch" Program

Disseminates a retention program for at-risk community colleges students to three 4-year institutions. the program is based on a method that uses one-on-one study teams in English and Mathematics transfer courses. Disseminating this model will ensure the continued academic success of community college transfer students and also extend the use of this model to upper-level undergraduate institutions. Retention statistics are consistently higher for the program than comparable control groups.

FY 2002 Award: $144,431 Total Funding: 3 years, $348,971

Contact: Jean Thomas, Foothill College, 12345 El Monte Road, Los Altos Hills, CA 94022; 650-949- 7284; thomasJean@fhda.edu

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P116B020901
Foothill-De Anza Community College District (CA)

Title: "Foothill-De Anza Student Success Network"

Develops a program to improve community college student support services and teaching practices with the use of a knowledge management system. The college will implement a student support service tracking module, an instructional early alert monitoring module, a web portal for learning styles inventories, and an information repository. The project will also include select campuses of the University of California, the California State Universities, and the California Community College System.

FY 2002 Award: $282,410
Total Funding Estimate: 3 years, $458,492

Contact: Kathleen Taneda Kyne, Foothill-De Anza College, 21250 Stevens Creek Blvd., Cupertino, CA 95014; 408-864-8292; kynekathy@fhda.edu

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P116B021035
Georgetown University (DC)

Title: "The Crossroads Online Institute: A Collaborative Model for Sustainable Pedagogy"

Demonstrates a virtual environment for developing technology-enhanced instructional strategies and curricula. Focusing on the humanities and social sciences, the model is designed to be adopted by systems, professional organizations, or other organizations. Discipline-centered faculty cohorts work in a three- stage, year-long cycle of activity that includes peer review of instructional modules as well as annotated artifacts of student achievement.

FY 2002 Award: $174,899
Total Funding Estimate: 3 years, $507,315

Contact: Randall J. Bass, Georgetown University, Box 571113, Washington DC 20057-113; 202-687- 4535; bassr@georgetown.edu

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P116B020918
Macalester College (MN)

Title: "Quantitative Methods for Public Policy"

Promotes civic engagement and leadership by engaging students in deliberation about public policy issues and by developing in students the quantitative skills necessary for informed policy analysis and decision- making. A team of Macalester faculty will select a new public policy topic each year and then infuse quantitative methods that will help students analyze this policy topic in a variety of courses, including such disciplines as economics, English, geography, mathematics, and political science. Students enrolled in these individual courses will also participate in a common evening course which will bring them all together to listen to presentations by experts, to debate the issues, and to discuss the role of quantitative methods in determining policy.

FY 2002 Award: $123,611
Total Funding Estimate: 3 years, $414,953

Contact: David Bressoud, Department of Math and Computer Science, Macalester College, St. Paul, MN 55105; 651-696-6559; bressoud@macalester.edu

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P116B021117
Mary Washington College (VA)

Title: "Advancing AP Economics"

Creates a virtual workshop for AP Economics teachers, an online preservice course for new teachers, and a Web-based inservice course on pedagogy for teachers experienced in teaching AP Economics. These resources would give special attention to the needs of teachers in high schools with significant numbers of disadvantaged students. AP courses are a contributing factor in students' success in admission to selective postsecondary institutions. This project would help to achieve a more equitable participation in AP Economics courses and, in turn, a more equitable access to college.

FY 2002 Award: $67,227
Total Funding Estimate: 3 years, $150,521

Contact: Margaret Ray, Mary Washington College, Department of Economics, 1301 College Avenue, Fredericksburg, VA 22401; 540-654-1485, mray@mwc.edu


P116B021071
Monterey Institute of International Studies (CA)

Title: "Developing Critical Skills for Professionals Addressing Social Problems at the Grassroots Level"

Develops and implements a short-term curriculum for practical skills needed by public policy professionals to work with problems and issues that are global and multidimensional in scope. Skills include conflict resolution, cross-cultural communications, information technology, organizational skills, program management, and training of trainers.

FY 2002 Award: $100,000
Total Funding Estimate: 2 years, $200,000

Contact: Edward Laurance, Monterey Institute of International Studies, 460 Pierce Street, Monterey, CA 93940; 831-647-4142; elaurance@miis.edu


P116B020678
Our Lady of the Lake University (TX)

Title: "Undergraduate Multi-disciplinary Biliterate Program"

Develops a dual language tracking approach to prepare students for professions. The project will target student success and completion in professional majors in business, communication arts, communication and learning disorders, organizational leadership, psychology , and social work. These new tracks will become part of the University's regular offerings.

FY 2002 Award: $81,112
Total Funding Estimate: 3 years, $238,006

Contact: Joan Biever, Our Lady of the Lake University, San Antonio, TX 78209-4689; 210-434-6711 x 494; bievj@lake.ollusa.edu

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P116B020356
Rochester Institute of Technology (NY)

Title: "Promoting Access and Inclusion for Deaf and Hard of Hearing Students in Postsecondary Education"

Increases access for deaf and hard of hearing students by engaging and motivating faculty to modify their behavior in ways that produce observable and durable changes in pedagogy, curriculum, and support services. The products of this grant will incorporate universal design principles with the potential to increase access for learners whom are not deaf. The project focuses on changing behavior at the individual classroom level rather than the administrative or organizational level.

FY 2002 Award: $78,057
Total Funding Estimate: 3 years, $257,726

Contact: Susan B. Foster, Rochester Institute of Technology, National Technical Institute for the Deaf, 96 Lomb Memorial Dr., Rochester, NY 14623; 716-475-6137; sbfnis@rit.edu

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P116B020464
Saint Paul Technical College (MN)

Title: "Postsecondary Education Programs Network (PEPNet) E-Learning Transition Project"

Creates e-learning curriculum modules to improve retention rates of learners who are deaf and hard of hearing. Three e-learning modules will be developed to teach transition skills to secondary students and first-year college students. These will include modules on self-assessment, postsecondary options, and essentials of college living. A fourth module, designed for secondary teachers, will include an online guide to using the transition modules and instructions for using the online database to compile and record student assessment results.

FY 2002 Award: $200,450
Total Funding Estimate: 3 years, $544,928

Contact: Debra Wilcox Hsu, St. Paul Technical College, 235 Marshall Ave., St. Paul, MN 55125; 651-846- 1432; debra.wilcox@sptc.mnscu.edu

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P116B020940
Shasta College (CA)

Title: "Project to Expand Academic Choices in Rural Communities"

Develops the capacity of the local community college to serve as an effective brokering agency with universities and employers. The project creates a seamless transition from community college to university studies at the local campus by developing information and advertising campaigns for joint student recruitment, by offering a full range of student support services to university students, by combining on-site with distance learning, and by sharing instructional staff and learning resources among employers, the local college, and partner institutions.

FY 2002 Award: $100,242
Total Funding Estimate: 3 years, $304,825

Contact: Doug Treadway, Shasta College, Box 496006, Redding, CA 96049-6006; 530-225-4612,; dtreadway@shastacollege.edu

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P116B020477
SUNY at Albany (NY)

Title: "Information Security Academy: A Partnership Model for Building Public Sector Capacity"

Establishes an Information Security Academy to develop practical education in information security and network forensics, and to increase public sector capacity for meeting security needs in today's Internet society. Built on a partnership between the University and the New York State government, the program will train practitioners to protect computers, networks, and information assets in both the public and private sectors. The Academy will support hands-on instruction for students in both degree and non-degree programs.

FY 2002 Award: $200,000
Total Funding Estimate: 3 years, $485,884

Contact: Peter Bloniarz, SUNY at Albany, Center for Excellence in Teaching and Learning, LE G30, Albany, NY 12222; 518-437-3920; p.bloniarz@albany.edu

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P116B020523
TLT Group (DC)

Title: "Better Teaching Through Assessment (BETA): Shining a Light on Faculty/Course Evaluations"

Assists colleges and universities in using course evaluations to create a "culture of assessment" around best practices in teaching and learning, using institutionally collected data to assure course quality and improve learning outcomes. A model for transforming the faculty/course evaluation process and Web-based tools for collecting, organizing and analyzing such data will be developed and disseminated to other institutions through an online community of practice.

FY 2002 Award: $179,939
Total Funding Estimate: 3 years, $500,616

Contact: Robin E. Zuniga, Flashlight Program, The TLT Group, 2110 Slaughter Lane, Suite 115, PMB 194, Austin, TX 78748; 512-428-1042; zuniga@tltgroup.org

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P116B020207
Tufts Health Care Institute (MA)

Title: "The Online Learning Program in Systems-Based Care and Practice-Based Learning and Improvement: A Curriculum Integration Project for Medical Education"

Integrates national accreditation standards in evidence-based care and quality improvement into medical curricula by creating a consortium of diverse medical colleges representing small, large, public, private, and faith-based institutions in various parts of the U.S. Consortium members will customize use of online modules and assessments previously developed and tested by the Tufts Health Care Institute (THCI), demonstrating different ways to integrate practice improvement into their curricula and providing a strong base for national adoption. The project supports a virtual faculty community to share and disseminate experiences and includes evaluation of student and faculty learning outcomes, as well as cost effectiveness of the model.

FY 2002 Award: $207,698
Total Funding Estimate: 3 Years, $597,263

Contact: Rosalie R. Phillips, Tufts Health Care Institute, 136 Harrison St. Boston, MA 02111; 617-636- 0429; Rosalie_Phillips@tufts-health.com

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P116B020211
University of Arizona (AZ)

Title: "Responding to Regional Challenges: Implementing the North American Student Mobility Program"

Develops a network of more than 100 higher education institutions that promotes international student exchange based on tuition reciprocity agreements. By emphasizing tuition reciprocity, the project will provide a starting point for US institutions interested in developing trilateral consortia programs with Canadian and Mexican colleges and universities and increase the number of international experiences available to US students. Refinement of an established Internet-based database and electronic course catalog and live and online workshops for faculty and administrators around the country will be used to disseminate the tuition reciprocity model.

FY 2002 Award: $200,000
Total Funding Estimate: 3 years, $450,000

Contact: Francisco Marmolejo, CONAHEC, University of Arizona, P.O. Box 210158, USB Room 414, Tucson, AZ 85721-0158; 520-621-9080;

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P116B010038
University of Houston-Downtown (TX)

Title: "Building a Bridge Beyond High School: A Learning Framework for the First Year of College"

Develops a Learning Frameworks course which involves collaboration among full-time, tenured faculty from across seven academic disciplines and uses data-supported theory in the psychology of learning, cognition, and motivation to address the academic underpreparedness of first-year students. The project also implements a bridge program, which uses the frameworks course as a forum for introducing an early college awareness curriculum into an Hispanic-serving high school in the Houston community.

FY 2002 Award: $130,302
Total Funding Estimate: $484,167

Contact: John Webb, University of Houston-Downtown, One Main Street, Houston, TX 77002-1001; 713- 221-2763; webbj@uhd.edu

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P116B020196
University of Oregon (OR)

Title: "Agents of Change: Building the Case"

Transforms architecture education by training faculty to integrate building performance evaluation into building design and construction curricula and by engaging students to develop case studies of building evaluations. The program addresses a new initiative for architecture education, which historically lacks the tradition of evaluating buildings. By targeting both faculty and students in one-third of accredited architecture programs to train their peers, the project will integrate important evaluation concepts into architecture education on a national scale, and also establish a national library of building evaluation case studies.

FY 2002 Award: $137,475
Total Funding Estimate: 3 years, $485,301

Contact: Alison Kwok, University of Oregon, Dept. of Architecture, Eugene, OR 97403; 541-346-2087; akwok@aaa.uoregon.edu

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P116B020722
University of Pittsburgh (PA)

Title: "Pitt Engineering Career Access program (PECAP)"

Addresses the under-representation of women and minorities in engineering careers by providing comprehensive pre-college summer programs emphasizing critical thinking skills, summer research experience and academic mentoring. It advances the common single-summer bridge programs by targeting students prior to eleventh grade and by working closely with the local schools and industry to improve secondary instruction.

FY 2002 Award: $179,280
Total Funding: 3 years, $554,072

Contact: Sylvanus N. Nwosu, University of Pittsburgh, Office of Diversity, 323 Benedum Hall, Pittsburgh, PA 15261; 412-624-9842; nwosu@engrng.pitt.edu

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P116B020609
Virginia Community College System (VA)

Title: "Project HEAR"

Addresses systemic issues regarding higher education access and retention for individuals who are hearing impaired. The project will demonstrate the efficacy of unique and innovative models using distance education, remote interpreting, and other non-traditional strategies.

FY 2002 Award: $234,207
Total Funding Estimate: $658,364

Contact: Joan Velliquette Powers, VCCS, 15th Floor, 101 North 14th Street, Richmond, VA 23227; 804- 819-4947; jpowers@vccs.edu

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If you would like to request application guidelines, send your name and postal mailing address by Internet e-mail to: [fipse@ed.gov]. Don't forget to identify the particular competition that interests you.

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Last Modified: 04/22/2005