Fund for the Improvement of Postsecondary Education - Comprehensive Program

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FY 2002 Project Abstracts Group #1
Archived Information

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

Bard College (NY)

Title: "Early College as a Model for Reforming American Postsecondary Education"

Develops strategies for teacher education and new curricula appropriate for the social and intellectual development of high school students participating in the early college experience. High school/early colleges are transitional institutions offering an alternative to the traditional high school for students by providing an earlier and better transition to postsecondary education than the traditional high school. In collaboration with New York City Board of Education the project will create training strategies for teacher professional development that will address the academic, social, and intellectual development of high school students participating in the early college experience. Based on the pilot model developed at the Bard High School Early College, a four-year high school/early college in New York City, this project will develop and evaluate promising strategies to improve student learning outcomes for newly established alternative high school/early college institutions throughout the country.

FY 2002 Award: $203,900
Total Funding Estimate: 3 years, $653,770

Contact: Robert Martin, Bard College, Annandale, NY 12504; 845-758-7419;

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Benedictine University (IL)

Title: "Alternative Teacher Certification for Science and Mathematics in Middle and Secondary Schools"

Develops an accelerated alternative certification program for science and mathematics teachers in middle and secondary schools. The program is designed for mathematics and science professionals with at least five years of work experience. Candidates participate in an intensive problem-based summer teacher preparation program followed by a paid, year-long and mentored teaching internship in a local school. The program uses standards-based learning experiences to foster inquiry and problem solving within mathematics, science, and real-world situations.

FY 2002 Award: $216,689
Total Funding Estimate: 3 years, $525,634

Contact: Eileen Kolich, Benedictine University, 5700 College Drive, Lisle, IL 60532-0900; 630-829-6285;

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Berkshire Community College (MA)

Title: "National Dissemination of 'Project CONNECT': A Community College Program Model for At-Risk Students"

Extends the successful academic support and summer transition program for at-risk college freshmen that has significantly increased rates of academic success, retention, and completion at the community college. The program immerses students in an intensive academic program focused on reading trade books that includes major academic components in English, mathematics and technology, while providing students with skills in the context of coursework. The project will collaborate with five community colleges to adapt the program to each campus and collect data to assess the impact on student learning across all institutions.

FY 2002 Award: $79,312
Total Funding Estimate: 3 years, $240,771

Contact: Christine Adams and Jean Walden, Berkshire Community College, 1350 West Street, Pittsfield, MA 01201; 413-499-4660;;

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Bonner Foundation (NJ)

Title: "The Civic Engagement Certificate Program"

Improves the quality and intensity of students' service learning experiences as they relate to student academic success and completion. The project will improve student learning and completion rates by developing an academic curriculum that will be linked with a student's year-long service activity. The project will develop strategies and materials, including program implementation guidelines that can be adapted for use across the country at other institutions.

FY 2002 Award: $135,188
Total Funding Estimate: 3 years, $383,749

Contact: Robert Hackett, Bonner Foundation, 10 Mercer St., Princeton, NJ 08540; 609-924-6663;

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California State University, Dominguez Hills (CA)

Title: "Project CCAT: Collaboration to Credential All Teachers"

Creates a local capacity building model that will increase the numbers of fully credentialed teachers and reduce and eventually eliminate emergency teaching permits and credential waivers. Through a partnership with the California State University, Dominguez Hills, the California Commission on Teacher Credentialing, and the Los Angeles Unified School District, the project will develop a new professional development school for emergency permit teachers. In addition, the project will implement shared data systems, comprehensive academic support, and a new management council to address impediments to teaching credential completion.

FY 2002 Award: $243,181
Total Funding: 3 years, $604,783

Contact: Kelli Beard-Jordan, CSU, Dominguez Hills, 1000 E. Victoria St., Carson, CA 90747; 310-243-2832;

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Carnegie Mellon University (PA)

Title: "Opening the Genetics Gateway with Automated Support for Student Thinking"

Develops an intelligent computer learning environment called a 'cognitive tutor' to support the curriculum reform of a course in genetics based upon active, problem-based learning. Cognitive tutors use an embedded program based upon a cognitive model of the many ways students may attempt to solve a problem. Generally these tutors have been used in mathematics and computer science, but this project will apply them in the more open-ended domain of scientific reasoning, and pilot test the curriculum materials at six participating colleges and universities.

FY 2002 Award: $136,853
Total Funding: 3 years, $418,873

Contact: Albert Corbett, Human Computer Interaction Institute (HCII), Carnegie Mellon University, 5000 Forbes Avenue, Pittsburgh, PA 15212; 412-268-8808;

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Connecticut Distance Learning Consortium (CT)

Title: "Supporting Online Learners: A Statewide Approach to Quality Academic Support Services"

Creates a comprehensive collaborative solution for delivering online academic support services to students at twelve participating Connecticut institutions, including among them both two-year and four-year, and public and private institutions. The project will focus on three key areas of need. First, the project will design and implement an electronic portfolio framework that can be used across institutions for advising, outcomes assessment, and tools to support job placement. Second, the project will create a technology literacy assessment and, where necessary, provide training to students. Finally, this model will be disseminated to other statewide consortia and virtual universities seeking comprehensive, cost-effective models for student services.

FY 2002 Award: $173,364
Total Funding Estimate: 3 years, $450,889

Contact: Diane Goldsmith, Connecticut Distance Learning Consortium, 55 Paul Manafort Drive, New Britain, CT 06053; 860-832-3893;

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Duke University (NC)

Title: "Scholarship with a Civic Mission"

Develops a student-centered curriculum sequence that enables undergraduates to pursue research projects of relevance both to academic inquiry and to community needs and interests. In collaboration with community partners, the project fosters not only intellectual but also ethical and civic engagement among students and faculty providing a comprehensive model of service learning for research universities. Through gateway courses, intensive community-based research experiences, and capstone experiences, the project integrates service learning and civic engagement with the university's mission to generate new knowledge.

FY 2002 Award: $159,372
Total Funding Estimate: 3 years, $454,403

Contact: Elizabeth Kiss, Kenan Institute for Ethics, Box 90432, Duke University, Durham, NC 27708; 919-660-3033;

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Fairfield University (CT)

Title: "University-High Schools Collaboration: Analytical Skills, Technology, International Studies"

Implements a college-high school collaboration focusing on training 36 high school teachers in the use of Geographical Information Systems (GIS). The project includes summer seminars for applying GIS applications into the high school curriculum with the use of digitized maps, census data, and social geography. Teachers from the inner-city high schools will adapt GIS systems into mathematics, foreign language, history, and social science classes.

FY 2002 Award: $141,453
Total Funding Estimate: 3 years, $353,194

Contact: Kurt Schlichting, Fairfield University, North Benson Road, Fairfield, CT 06824: 203-254-4000;

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Helping Teens Succeed, Inc. (GA)

Title: "College Transitions"

Disseminates the successful College Transitions program, a year-long, in-school program for high school seniors that has been successful as an access and retention strategy for low-income college bound students. In partnership with the Georgia Board of Regents Post-Secondary Readiness Enrichment Program, Helping Teens Succeed, Inc. will work with 100 high schools in Georgia to assist disadvantaged students over the final hurdles to college acceptance and to college completion.

FY 2002 Award: $234,742
Total Funding Estimate: 3 years, $419,199

Contact: Deborah Insel, Helping Teens Succeed, Inc., 1083 McConnell Dr., Decatur, GA 30033; 404-929-0449;

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Hennepin Technical College (MN)

Title: "English for Specific Purposes"

Develops, tests, and replicates an alternative model for preparing English language learners for success in technical education and workplace settings. The project draws upon current research from the fields of vocational and second language education, which reinforce the value of teaching literacy in the functional context of technical education. The purpose of the project is to increase the recruitment, retention, completion, placement, and continued learning of English language learners.

FY 2002 Award: $120,210
Total Funding Estimate: 3 years: $500,905

Contact: Kelly Marchwick, Hennepin Technical College, 1820 North Xenium Lane, Plymouth, MN 55441; 763-550-7218;

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Heritage College (WA)

Title: "A Preparation Program to Increase Post-Secondary Access for Native American and Latino Populations"

Develops a technology-based alternative remedial program to prepare underserved populations for success and completion of college coursework. The program includes computerized college preparation materials in English, reading, writing, mathematics, and computer skills. Web-based materials target both native and secondary speakers of English with low-level English language skills.

FY 2002 Award: $178,241
Total Funding Estimate: 3 years, $596,529

Contact: Ryan A. Landvoy, Heritage College, 3240 Fort Road, Toppenish, WA 98948; 509-865-8630;

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Johnson County Community College (KS)

Title: "A National Study of Community College Instructional Costs and Productivity"

Develops and implements a national study of instructional costs and productivity in two-year colleges. This project will address critical information and data needs for academic planners at community colleges, for which no reliable source currently exists. The data provided will assist academic managers in maximizing instructional resource utilization while containing costs. An advisory committee of institutional researchers and academic managers will ensure that the data collection effort is both manageable and useful to community college leaders. The cooperation of major national organizations representing two-year colleges will ensure wide dissemination of project results.

FY 2002 Award: $141,958
Total Funding Estimate: 3 years: $282,113

Contact: Jefftrey Seybert, Johnson County Community College, 12345 College Boulevard, Overland Park, KS 66210-1299; 913-469-8500, ext. 3442;

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Kentucky Council on Postsecondary Education (KY)

Title: "Kentucky Virtual University Coordinated Advising Network"

Develops and implements an electronic guidance office to serve the entire population of Kentucky and increase completion and retention rates. "U CAN" will serve as an interactive, single point of contact for pre-admission, academic, career, and financial aid counseling. The project has specific goals, including increases in the number of students taking advanced placement tests, high school seniors applying for financial aid, first-time enrollment at schools, and the number of Kentuckians who take adult basic literacy tests.

FY 2002 Award: $250,000
Total Funding Estimate: 3 years, $400,000

Contact: Gene Ranvier, Kentucky Council on Postsecondary Education, 1024 Capital Center Drive, Suite 320, Frankfort, KY 40601; 502-573-1555;

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Long Beach Community College (CA)

Title: "Successful Disabled Students: The Faculty Perspective"

Develops a preventative tool for faculty to anticipate and address potential student disability related issues before they actually encounter them in class. Specifically, the project will engage faculty with a series of computer-based, interactive training modules that introduce fundamental concepts and issues related to disabled student success in the classroom by providing classroom awareness and access to students with disabilities. The project will create an e-learning environment available on CD-ROM and on the Web.

FY 2002 Award: $114,253
Total Funding Estimate: 3 Years, $305,519

Contact: Amit Schitai, Long Beach Community College District, 4901 E. Carson St., Long Beach, CA 90808; 562-938-4626;

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Massachusetts Community Colleges (MA)

Title: "100% Math"

Develops a comprehensive program to improve the college completion rate of students enrolled in community college developmental mathematics programs. The project will: (1) develop and implement new placement criteria for students; (2) design a new math instructional curriculum with a high quality instructional support system consisting of faculty constructed, innovative math instructional and problem-solving content; and (3) establish an effective, permanent faculty development program which will include a strong mentoring/coaching component. The project will include web-based lessons that are highly visual, interactive, and focused on specific learning environments. Faculty and students at all 15 Massachusetts community colleges will participate.

FY 2002 Award: $262,710
Total Funding Estimate: 3 years, $680,400

Contact: David Kelley, Northern Essex Community College, Elliot Way, Haverhill, MA 01830; 978-556-3401;

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MGH Institute of Health Professions (MA)

Title: "Changing the Face of Speech-Language Pathology Through Dissemination of a Model Reading Curriculum"

Develops three online, interactive case-based literacy modules for practitioners and graduate students in speech-language pathology. The modules are based on research indicating the strong interaction between speech and reading competence for improved student learning. The project will stress best practices in literacy and provide online resources in formats modeled on the clinical process.

FY 2002 Award: $196,297
Total Funding Estimate: 3 years, $591,248

Contact: Kevin Kearns, MGH Institute of Health Professions, 36 First Avenue, Boston, MA 02129; 617-724-6361;

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Miami-Dade Community College (FL)

Title: "eWriting: ESL Writing Success"

Develops a six-level, modularized, competency-based, interactive, online writing lab as a cost-effective, student friendly method of increasing the ability of at-risk students to write English at the college level. The project will train ESL faculty to design and test the effectiveness of the online writing courses. Miami-Dade Community College will collaborate with Kennesaw State University (GA), Johns Hopkins University (MD), and the Hispanic Educational Telecommunications System of the University of Puerto Rico (PR) to develop, test, and replicate the eWriting curriculum.

FY 2002 Award: $171,452
Total Funding Estimate: 3 years, $498,833

Contact: Judith Garcia, Miami Dade Community College, Room 3212, 11011 SW 104 Street, Miami, Florida 33176; 305-237-2434;

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Michigan Community College Association (MI)

Title: "A Statewide Collaborative Approach to a Comprehensive Distance Learning Experience"

Implements six specific online support services for online learners across all 28 community colleges in the state of Michigan. The services will include: orientation for online learners, off campus access to library resources, academic advising, online tutoring, access to test proctoring, and help desk services. Michigan would be among the first states to extend statewide access to online student support services, regardless of varied abilities, disabilities, or geographic location.

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

Contact: Michael Wahl, Michigan Community College Association, 222 N. Chestnut Street, Lansing, MI 48933; 517-372-4350;

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Miles Community College (MT)

Title: "Bridging Health Connections in Montana"

Addresses the critical nursing shortage by working with school, academic, health care and private sector partners to develop a unique career-ladder model that spans from high school to graduate school to open new paths to obtain the degrees of Certified Nursing Assistant, Licensed Practical Nurse, Registered Nurse, and Bachelor of Nursing Science. The project includes collaboration with telecommunications networks and county school systems to develop a distance learning health occupations course to high schools. Through partnerships with Associate Degree Nursing programs, the project will also develop a curriculum for advanced placement of LPN's into the associate level nursing programs, and articulation agreements with nursing colleges across the state to promote mobility of LPN's into RN degree programs. The Colleagues in Caring network and associated national professional organizations will participate in connecting the program model nationally.

FY 2002 Award: $174,919
Total Funding Estimate: 3 years, $620,131

Contact: Kathy Wankel, Miles Community College, 2715 Dickinson, Miles City, MT 59301; 406-234-3543;

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Oregon University System (OR)

Title: "PK-16 Digital Learning Environment"

Creates and implements a digital learning environment (DLE) designed to support the State of Oregon's transition to a PK-16 system that will use PK-12 learning assessments for the purpose of proficiency-based college admission and placement decisions. The DLE will have three components: (1) an online training lab to train teachers in standards-based teaching and assessment; (2) an online scoring lab for the review and assessment of collections of student work; and (3) an online calibration lab where teachers and college faculty may "meet" virtually to review and discuss one another's judgments about collections of student work.

FY 2002 Award: $253,479
Total Funding Estimate: 3 years, $497,862

Contact: Christine Tell, Director, PASS, Office of the Chancellor, Oregon University System, P.O. Box 3175, Eugene, OR 97403-0175; 541-346-5714;

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Puget Sound Educational Service District (WA)

Title: "Washington State Early Literacy Outreach Projects (WELOP)"

Builds and implements new asynchronous learning modes for delivering an existing national satellite-broadcast distance learning course called HeadsUp! Reading (HUR) that trains childcare workers to teach young children literacy and reading skills. The project will make the course available in a variety of new formats, among them web-based, CD-ROM, cable TV, and videoconferencing. The project also will develop a self-paced competency-based student assessment and tracking system that can be used across all of these learning formats. A "train the trainer" model will disseminate the course to colleges, child care training agencies, and school districts across the State of Washington, but the National HUR program also will help to disseminate the new learning formats to other states now using only the satellite course.

FY 2002 Award: $181,056
Total Funding Estimate: 3 years, $613,364

Contact: Traceyanne Yee, PSESD, 400 SW 152nd Street, Burien, WA 98166; 206-439-6910 x4981;

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San Diego State University (CA)

Title: "Digital Historical Inquiry Project: Transforming Pre-Service Teacher Social Studies Training"

Develops a revised social studies curriculum that will include current and emerging technologies to support elementary and high school student learning of history concepts. Web-based digital technologies will be used to facilitate new methods and strategies for including primary historical materials, narratives, and data in the social studies curriculum. Project activities focus on the development of pedagogical strategies to improve student learning in elementary and secondary classrooms across a consortium of six schools.

FY 2002 Award: $145,020
Total Funding Estimate: 3 years, $500,665

Contact: Philip Molebash, San Diego State University, 5500 Campanile Drive, San Diego, CA 92182; 619-594-2504;

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San Diego State University (CA)

Title: "Disseminating a Methodology to Create Virtual Machines"

Implements and evaluates a cost-effective curriculum to attract and retain traditionally underserved students in engineering fields. Engineering students create virtual reality machines to learn physics and engineering topics. The project will create a library of such virtual machines to enable students to virtually practice on complex expensive machines without the cost or possible damage that would incur from practice on real machines. In addition, students' confidence and expertise gained through this approach will assist nontraditional engineering students in successfully completing their academic programs.

FY 2002 Award: $106,172
Total Funding Estimate: 3 years, $387,186.

Contact: Tomas Impelluso, San Diego State University, 5500 Campanile Drive, San Diego, CA 92182; 619-594-0753;

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South Carolina Commission on Higher Education (SC)

Title: "Creating Best Practices for Responsible Accountability Models in Higher Education"

Creates and disseminates best practices for responsible accountability in higher education using the expertise of five states currently engaged in accountability initiatives. A national team, using the expertise of high-level state policy and practitioner teams, will highlight best practices in: (1) cost containment, (2) strengthening student-based outcomes, and (3) rebuilding public trust in higher education. Each of the five participating states will take a leading role in covering specific accountability issues of national importance.

FY 2002 Award: $300,000
Total Funding Estimate: 3 years, $800,000

Contact: Lovely Ulmer Sottong, S.C. Commission on Higher Education, 1333 Main Street, Suite 200, Columbia, SC 29201; 803-737-2225;

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Texas Southern University (TX)

Title: "Second Mile: A Sophomore Success Model"

Focuses on student retention beyond the freshman year. The project addresses the critical issue of "sophomore slump" as students in their sophomore year find it difficult to continue toward completion of their college degree programs. The project will provide support mechanisms to enhance student academic performance and will develop leadership skills for students to motivate them to remain in college and continue to completion.

FY 2002 Award: $120,820
Total Funding Estimate: 3 Years, $361,768

Contact: Cherry Ross Gooden, Texas Southern University, 3100 Cleburne Avenue, Houston, TX 77004; 713-313-1922;

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University of Arkansas, Fayetteville (AR)

Title: "Reengineering the Business Core Curriculum: A Business Process Approach"

Develops a business core curriculum which replaces traditional accounting, finance, marketing, management, and informations systems courses with integrated courses based on business processes that must be in place for any organization to be successful. Interdisciplinary course materials will focus on business process concepts that include markets and consumers, production and delivery of goods and services, acquisition and management of capital resources and human resources, data analysis, business planning, and strategy.

FY 2002 Award: $33,276
Total Funding Estimate: 3 years, $229,999

Contact: William P. Curington, Sam M. Walton College of Business, University of Arkansas, Fayetteville, AR 72701; 479-575-7105;

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University of California, Riverside (CA)

Title: "The Galileo Project: Building a Technology-Rich Alternative Model of Performance-Based New Teacher Assessment"

Addresses the issues of teacher quality and performance assessment through an innovative alternative to paper-and-pencil teacher tests used throughout the country. The project designs and implements an assessment system by joining an electronic learning portfolio with a computer-based information management system. The system is based on research-based national and state professional standards for schools of teacher education and teachers. Several California institutions are involved, including community college and California State University campuses.

FY 2002 Award: $153,656
Total Funding Estimate: 3 years, $469,080

Contact: Linda Scott Hendrick, University of California, Riverside, Graduate School of Education, UCR/RIMS BTSA, Sproul Hall 1362, Riverside, CA 92521; 909-787-5722;

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University of Hawaii (HI)

Title: "A Collaborative Model to Improve Health Education in High Schools"

Improves in-service teacher education for delivering new national health education standards in high school through a collaborative partnership of a medical school and K-12 school system. The program combines teacher workshops with longitudinal relationships between high school teachers, medical students, and medical school faculty through year-long, school-based collaboration in team teaching and the development of web-based resources for ongoing teacher support.

FY 2002 Award: $196,316
Total Funding Estimate: 3 years, $506,475

Contact: Richard Kasuya, John Burns School of Medicine, University of Hawaii, 1960 East West Road, Biomed B102, Honolulu, HI 96822; 808-956-5086;

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University of Hawaii (HI)

Title: "Disability and Diversity"

Demonstrates effective practices for improving postsecondary access, retention and completion for culturally and linguistically diverse (CLD) students with disabilities. The project will develop, refine, and evaluate coordinated transition activities involving CLD youths entering college. The project will address three phases of coordinated transition activities which affect student completion of college coursework: (1) preparation; (2) linkage, and (3) reception activities that are confounded by students' lack of self-advocacy and adult role expectations of peers and faculty. The project will create activities to work with persons from culturally and linguistically diverse backgrounds to overcome complex problems encountered when transitioning from secondary to postsecondary education.

FY 2002 Award: $193,600
Total Funding Estimate: 3 Years, $427,688

Contact: Robert Stodden, University of Hawaii, 1776 University Avenue, UA 4-6, Honolulu, HI 96822; 808-956-5713;

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University of Minnesota Twin Cities (MN)

Title: "School Technology Leadership Initiative"

Joins with 32 partners to develop and deliver a unique, national, online learning environment and certificate program. Addressing the need for leadership in integrating technology in K-12 schools to enhance student learning, the project targets principals, superintendents, and other educational leaders, preparing them to effectively use, and facilitate the use of, information technology in their schools and districts. Based on National Technology Standards for Administrators (NETS-A), the project includes the development and testing of a learning outcomes assessment instrument that will be of use throughout the country.

FY 2002 Award: $264,544
Total Funding Estimate: 3 years, $677,365

Contact: Scott McLeod, University of Minnesota, EDPA 330 Wulling Hall, 86 Pleasant St. SE, Minneapolis, MN 55455-0221; 612-626-0768;

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University of Nevada, Las Vegas (NV)

Title: "Project ENHANCE: Enhancing the Capabilities and Retention of Beginning Teachers of Children with Disabilities"

Develops a web-based program for teachers completing alternative certification in special education. In collaboration with the Council for Exceptional Children, Teachscape, the Council of Great City Colleges of Education, and the Council of Great City Schools, teachers and special education college faculty will develop a series of modules for instructional intervention. Mentoring support will also be provided within the online learning environment to enrich teaching and promote student learning.

2002 Award: $173,066
Total Funding Estimate: 3years, $623,078

Contact: Amanda Kyle Higgins, University of Nevada, Las Vegas, 4505 Maryland Parkway, Las Vegas, NV 89154-3014; 702-895-3205;

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University of North Dakota (ND)

Title: "Real-time Online Engineering Laboratories to Enhance Distance Education"

Converts residential physical laboratory components to web-based learning laboratories to increase access and completion rates for undergraduate engineering degrees. As the only ABET accredited undergraduate distance engineering degree program, this project will develop real-time online interactive laboratories to provide a combination of virtual and interactive assignments as well as to establish a cost-effective method of sharing of equipment between campuses.

FY 2002 Award: $123,779
Total Funding Estimate: 3 years. $330,420

Contact: John L. Watson, School of Engineering, University of North Dakota, PO Box 8155, Grand Forks, ND 58202; 701-777-3876;

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University of Pittsburgh (PA)

Title: "Measuring Process-Oriented Student Learning Outcomes: A Work Sampling Approach to Behavioral Observation"

Develops a software tool to assess methodology for conducting cost-effective behavioral observations of process-oriented student learning outcomes. The tool will assess students' ability to: function on teams; identify, formulate, and solve problems; communicate effectively; and understand professional and ethical responsibilities. The assessment method will investigate student learning outcomes in action and evaluate students' abilities to function in higher level learning domains. It will be packaged on a CD-ROM to facilitate deployment to a variety of educational settings.

FY 2002 Award: $144,696
Total Funding Estimate: 3 years, $455,598

Contact: Mary Besterfield-Acre, University of Pittsburgh, 1040 Benedum Hall, Pittsburgh, PA 15261; 412-624-9836;

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University of Wisconsin-Extension (WI)

Title: "An Investigation of the Pedagogical and Economic Effectiveness of Sharable Content Objects in Online Instruction"

Establishes a framework for developing Web-based instruction units created by mixing and matching sharable content objects (SCOs). The purpose of this project is to evaluate the effectiveness of SCOs at improving learning and reducing the costs of online instruction. The effort will be led by the Academic Advanced Distributed Learning (ADL) Co-Lab and draw upon the resources of its 39 partner academic institutions. Using the best available academic content from these partner institutions, the Co-Lab will select, assemble, disassemble, and reassemble the content to create modular, customizable SCOs, while at the same time defining standards for SCO reusability, interoperability, and manageability. Additionally, SCOs will be used to build a modular course to instruct faculty on how to build and sequence quality online courses in this manner themselves.

FY 2002 Award: $247,979
Total Funding Estimate: 3 years, $517,565

Contact: Edward Meachen, University of Wisconsin System, 1554 Van Hise Hall, 1220 Linden Drive, Madison, WI 53706; 608-265-3095;

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University of Wisconsin-Madison (WI)

Title: "Equal Access Means Equal Opportunity for All: Creating a Real-Time Statewide Advanced Placement Consortium"

Develops a statewide consortium of real time distance education Advanced Placement courses targeted to students from resource-poor, low-income rural and urban school districts. The project will provide students who have limited or no access to Advanced Placement courses the opportunities to highlight their competencies, enhance their confidence, and spark their commitment to postsecondary education for greater access and subsequent completion of college course work.

FY 2002 Award: $221,419
Total Funding Estimate: 3 years, $559,208

Contact: L. Allen Phelps, University of Wisconsin, School of Education, 964 Educational Sciences Building, 1025 West Johnson Street, Madison, WI 53706-1796; 608-263-2714;

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West Chester University (PA)

Title: "Preparing Educational Entrepreneurs: A Curriculum Reform Initiative in Teacher Education"

Reforms West Chester University's teacher education programs by introducing entrepreneurial concepts into the curriculum. The project will create an Institute for Educational Excellence and Entrepreneurship that incorporates entrepreneurial skills across the education curriculum, establishing mentoring relationships between students, faculty, and entrepreneurs.

FY 2002 Award: $190,260
Total Funding Estimate: 3 years, $394,725

Contact: Tony W. Johnson, West Chester University, School of Education, Recitation Hall 302, West Chester, PA 19383; 610-436-2428;

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Western Interstate Commission for Higher Education (CO)

Title: "The Northwest Educational Outreach Network (NEON)"

Broadens access to distance education in high-demand disciplines and reduces costly overduplication of academic programs by creating a regional consortium devoted to interstate planning and collaborative sharing of degree programs. The Northwest Educational Outreach Network (NEON), which has been created by the Northwest Academic Forum and its member states and institutions, will partner with WICHE to achieve the following project goals: (1) establish three interstate, collaboratively delivered pilot programs in teacher education, nursing, and logistics management to be delivered via the Web; (2) establish a regional planning process involving faculty, administrators, and state policymakers to identify needed programs and to expand learner access; (3) expand faculty development opportunities; and (4) develop policies that foster inter-institutional and interstate program sharing and reciprocity of distance-delivered academic programs and support services.

FY 2002 Award: $213,067
Total Funding Estimate: 3 years, $616,337

Contact: Jere Mock, WICHE, P.O. Box 9752, Boulder, CO 80301-9752; 303-541-0222;

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Winston-Salem State University (NC)

Title: "An Inclusive Model: Teacher Preparation in a Culturally and Linguistically Diverse Society"

Develops a comprehensive model to increase the quality and number of prospective teachers, particularly those from underrepresented groups. The program includes high school recruitment; a pre-college teacher bridge program that focuses on career activities and PRAXIS I skills; a multidisciplinary minor that focuses on PRAXIS II teaching areas tied to standards; and mentoring throughout the student's career, up to and including beginning teaching years. The interventions are aimed at improving PRAXIS I and II scores which cause teacher candidates to drop out or not gain program entry.

FY 2002 Award: $146,183
Total Funding Estimate: 3 years, $438,513

Contact: Francine G. Madrey, Winston-Salem State University, CB 19288, Winston-Salem, NC 27110; 336-750-2693;

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

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Last Modified: 03/07/2008