Fund for the Improvement of Postsecondary Education (FIPSE)
Title: "A Model for Competency-Based Distance Assessment"
Addressing the key problems of competency-based assessment, courseware development, and cost effectiveness, these partners will work with eight participating Jesuit colleges to apply a cognitive-based strategy that measures student competencies and embeds performance and assessment tasks in online instruction. The project will also deploy a suite of new software tools that support the identification and accumulation of student competencies, capture student learning events, and summarize collaborative discussion threads. A primary focus of the project evaluation is the cost effectiveness of these strategies as implemented by faculty in typical college settings.
FY2000 Award: $603,288
Contact: Dr. Richard Vigilante, Jesuit Distance Education Network, Washington, DC, 202-862-9893, firstname.lastname@example.org
Title: "The Foster Digital Curriculum (FDC) Project"
Fourteen states and several foreign countries have approved a competency-based curriculum to train foster parents on a wide range of skills required for their successful parenting. This face-to-face training is logistically complex and costly to deliver, and fails to serve many foster parents living far from training centers or facing formidable logistics. This project will create a library of digital multi-media modules of this national training curriculum for foster/adoptive parents in a variety of formats (Web-based, videotape with print guide, and CD-ROM) to provide nearly universal access to foster parents everywhere, with or without computers, modems and Internet access. These modules will be piloted in four different states so that each of the different training delivery systems in use nationally will be tested. The Child Welfare League of America will distribute the materials nationally and provide training and technical assistance.
FY2000 Award: $432,716
Contact: Charles Nolley, Governors State University, University Park, IL,
Title: "Achieving Accountability: Standards-Based Teacher Professional Development"
This project will develop a school-based online professional development program that provides teachers practical hands-on experience in learning about and building standards-compliant programs in their own local contexts. In the project, educators will participate as part of local school-based teams in Web-based courses that will engage them in professional collaboration, dialogue, and peer assessment. The teachers taking these courses will be developing and sharing curriculum resources not only within their own schools, but also through a national network of educators. Ultimately, the project will result in 1) a customizable professional development curriculum, 2) local leadership development, and 3) a number of new technology tools to facilitate professional development, including an easy-to-use course authoring and management system and new standards-based information and management tools accessible via the Web.
FY2000 Award: $588,798
Contact: Dr. Kathleen King, Fordham University Graduate School of Education, New York, NY, 212-636-6472, email@example.com
Title: "Information Technology Credentials Through Electronic Pathways Partnership (ITCEPP)"
This project partners the public higher education systems in Tennessee, national brokering partners, and industry to address the national shortage of Information Technology workers. The partners will develop a seamless, carefully articulated "pathway" to higher education credentials in Information Technology that will be accessible "anytime and anyplace" via the Internet. Four levels of credentials will be developed, each one a feeder to the next level and each one with specific career competencies: these credentials include non-credit certificate, credit certificate, associate's degree, and bachelor's degree options focusing on Web Development and Administration and Technical Writing/Electronic Publishing. Initially the project will target individuals in Appalachia and then other regions of the country.
FY2000 Award: $286,055
Contact: Robert Leiter, University of Tennessee, Knoxville, TN, 865-974-3181, firstname.lastname@example.org
Title: "Standards for Accessible Learning Technologies (SALT)"
This partnership will develop specifications and will support implementation that enables individuals with disabilities to access distributed/distance learning. In so doing, it also promises to improve Internet-mediated instruction for all users. Specifications will affect the entire community of public and private companies, organizations, and individuals developing learning resources. This broad impact is ensured by: 1) collaboration with the 230-member IMS Global Learning consortium, which is developing specifications that permit interoperability and re-use of internet-based learning systems and resources across institutions or technical environments; 2) commitment of industry leaders to implement the standards in their existing and emerging products; and 3) participation of the British Open University-a major global provider.
FY2000 award: $412,033
Contact: Madeleine Rothberg, WGBH Educational Foundation, CPB/WGBH National Center for Accessible Media, Boston, MA, 617-300-3400, email@example.com
Title: "Accrediting for Educational Effectiveness in Distance Learning Degree Programs"
In response to public concerns about the quality of distance education, this project will develop a uniform set of assessment protocols for the accreditation of programs and institutions that offer (or seek to inaugurate) Internet-based undergraduate bachelor's degree programs. These protocols will focus primarily upon the educational effectiveness of the general (liberal) education requirements in pre-professional and bachelor's degree programs. A National Advisory Board of distance learning providers and assessment experts will derive suitable accreditation standards. A national coordinating council comprising representatives of the six regional accreditors, several specialized accreditors, and several higher education associations (including CHEA) will evaluate the academic viability of these standards and incorporate them into a coherent distance learning accreditation procedure. Finally, AALE will field test the resulting national accreditation standards and procedures on several distance learning programs.
FY2000 Award: $328,455
Contact: George Lucas, American Academy for Liberal Education, Washington, DC, 410-293-2114, firstname.lastname@example.org
Title: "A National Model for Inter-institutional Postbaccalaureate Distance Education Programs"
Working to launch an inter-institutional post-baccalaureate program in family financial planning, this eight-university alliance will resolve policy issues, organizational and financial problems, and infrastructure barriers, as well as construct a national model for inter-institutional post-baccalaureate distance education programs. Teams of faculty, academic deans, registrars, continuing education directors, graduate deans, and chief financial offices will revamp the policy and practice environment for post-baccalaureate education, simplify inter-institutional partnership arrangements, and provide for academic and fiscal accountability. Two newly developing inter-institutional partnerships will serve as test beds for the transferability of the policies, and team members will serve as collaboration coaches to smooth the way for the development of similar inter-institutional programs inside and outside these institutions.
FY2000 Award: $361,869
Contact: Virginia Moxley, Kansas State University, Manhattan, KS, 785-532-5500, email@example.com
Title: "'Reach Out' Project for Migrant Farm Workers and Their Families"
This project creates anytime, anywhere learning opportunities for migrant farm workers and their families by offering online remedial courses, mentoring, career counseling and career training. Web access will be provided at summer camps and corporate sites, which are located on or near UW campuses and nearby food companies, and also at winter base camps in Texas. Training UW campus-wide faculty about migrant culture is a major objective and a critical element to the effectiveness of both the online program and the face-to-face mentoring activities designed to motivate participants. During the project, the Wisconsin model will be scaled up to include migrant workers in other states, as well as Native American populations.
FY2000 Award: $327,572
Contact: Salvador L. Carranza, University of Wisconsin System Administration, Madison, WI, 608-265-9177, firstname.lastname@example.org
Title: "Improving Lives, Improving Public Safety: A Partnership for Inmate Rehabilitation"
Currently, no adult correctional institution permits inmates access to the Internet due to security and public safety concerns. By developing, testing, and implementing technologies that ensure secure transmission of distance learning to prisons and their inmates, this project will open the corrections community to educational opportunities delivered on the Internet. The proposed design of hardware and related software and management protocols is akin to a switch box controlled by prison officials. The Maryland Community College Consortium will deliver courses to several Maryland prisons under the direction of Maryland's Correctional Education Program. To ensure meaningful and stringent testing, a National Formative Evaluation Committee comprised of members from eight other state correction agencies will participate in the design and evaluation of pilot activities and potentially adopt the secure architecture themselves. The Correctional Education Association will develop a best practices guide and market the project nationally.
FY2000 Award: $296,613
Contact: D. Ray Harbert, Correctional Education Program, Maryland State Department of Education, Baltimore, MD 410-767-0455, email@example.com
Title: "e-ABA: Behavior Analysis Autism Training Project"
This project will provide important, "break-through" continuing education to professionals who treat autistic children by teaching practitioners "early intensive behavioral intervention" procedures. This therapy, derived from the field of applied behavior analysis, is one of the few interventions with a significant success rate--50% of autistic children so treated achieve normal intellectual functioning. However, practitioners trained in the technique are in very short supply. An Internet-based distance learning curriculum will be specifically designed to address this shortage of therapists by educating and certifying new practitioners across the country.
FY2000 Award: $351,189
Contact: Charles Hamad, University of Massachusetts Medical School, Waltham, MA, 781-642-0048, CHamad@shriver.org
Title: "BATE: Borderless Access to Training and Education"
This project addresses the needs of a vast, mostly rural geographic region in which working school personnel have no access to local in-service training. New on-line certification programs in school administration and school library/media services will be designed and implemented to address shortages of such personnel in the public schools of five western states: Montana, South Dakota, Nevada, Wyoming and Alaska. Four partner universities will cooperate to develop and deliver courses to in-service teachers and current administrators throughout the region who seek to acquire or upgrade skills in these subject areas.
FY2000 Award: $200,000
Contact: Janis Bruwelheide, Montana State University, Bozeman, MT, 406-994-3261, firstname.lastname@example.org