**Fund for the Improvement of Postsecondary Education (FIPSE)**

## *FY 2004 Comprehensive Program -- New Awards*

**American Council on Education (DC)**

P116B040503

Title: Lessons Learned in Assessing International Learning

Few United States postsecondary institutions have articulated
international learning outcomes or established methods for assessing
student achievement of those outcomes. The grantee will work closely
with six diverse institutions to translate a set of agreed upon
international learning outcomes into measurable performance indicators
and rubrics. It will also assess student achievement of those outcomes
at six institutions, develop plans to improve student international
learning and disseminate lessons learned and offer guidance for
replicating the assessment to the larger postsecondary education
community. This will be accomplished through workshops and Web-based
resources.

FY 2004 Award: \$203,222

Total Award: 3 years, \$528,211

Contact: Christa Olson, American Council on Education, 1 Dupont Circle,
N.W., Suite 800, Washington, DC 20036; 202-939-9739;
<christa_olson@ace.nche.edu>

**American Councils for International Education (DC)**

P116B040979

Title: Short-Term, Curriculum-Based Study Abroad Impact Study

Examines the impact of various factors of short-term, curriculum-based
study abroad programs on students who participate in them as well as the
long-term effects that these programs have on students' academic and
professional development. The project will focus on students who
participate in FIPSE-sponsored programs that link United States
institutions with the 25 European countries of the European Union, and
with Canada, Mexico and Brazil. The project will focus on how
participation has an impact on students' subsequent academic study,
career choices, and work experience while taking into consideration
different demographic profiles, majors, and types of home institutions.

FY 2004 Award: \$156,359

Total Award: 3 years, \$457,886

Contact: Jeanne-Marie Duval, American Councils for International
Education, 1776 Massachusetts Ave., N.W., Suite 700, Washington, DC
20036; 202-833-7522; <duval@americancouncils.org>

**Associated Colleges of Illinois (IL)**

P116B040884

Title: Illinois SPED Collaborative

Establishes new and accelerated multi-category special education (SPED)
certification programs through a statewide consortium of small,
independent colleges. Building on successful earlier consortium
approaches to teacher induction and career transition, the project will
target three different subgroups of adults, including those teaching on
emergency credentials, and place those accepted into the program in
paraprofessional positions in the school districts for two years
concurrent with their coursework.

FY 2004 Award: \$124,034

Total Award: 3 years, \$434,353

Contact: Cindy Diehl Yang, Associated Colleges of Illinois, Chicago, IL
60606; 312-263-2391 ext. 26; <cindy.yang@acifund.org>

**Association of American Geographers (DC)**

P116B040193

Title: A Teacher\'s Guide to Modern Geography

Responds to the No Child Left Behind Act's expectation that the core
subject of geography be taught by "highly qualified" geography teachers.
The project will develop a standards-based teacher's guide referenced to
geography standards for all 50 states. The guide will have both
technology-based and print-based products to accommodate different modes
of instruction and variation in the types of technology available in
classrooms. The suite of products will include a multimedia CD, a
printed manual, copier-ready student activities and transparency
masters, evaluation instruments, curriculum planners adaptable to
standards of each state, and an interactive Web site. Central to the
project will be training/professional development focusing on
pre-service education and on practicing teachers in their second through
fifth years of teaching. The project's objective is to improve
preparation and retention of an already-too-small pool of geography
teachers.

FY 2004 Award: \$173,949

Total Award: 3 years, \$515,927

Contact: Philip J. Gersmehl, Department of Geography, University of
Minnesota, Minneapolis, MN 55455; 612-625-0805; <gersmehl@umn.edu>

**Bard College (NY)**

P116B040916

Title: The Bard Prison Initiative

Develops a model by which colleges and universities can transform
student volunteer programs into institutions for the study of American
civic life. The project integrates the institutions\' commitment to
social issues with the multi-disciplinary teaching of civics to young
adults. Faculty and student volunteers work together to bring the
promise of college to thousands of young New Yorkers in New York
prisons.

FY 2004 Award: \$199,299

Total Award: 3 years, \$494,307

Contact: Max Kenner and Daniel Karpowitz, Bard College,
Annadale-on-Hudson, NY, 12504; 845-758-6822 ext. 6847; <bpi@bard.edu>

**Brigham Young University (UT)**

P116B041238

Title: Disseminating a Package of Best Practices for Teaching and
Assessing Analytical Reasoning in Biology

Disseminates a package of interactive software and simulations
(originally for science majors), related teaching/learning strategies,
and assessment tools that were proven successful in cell biology. Six
different institutions will receive and implement the dissemination
package: University of Utah School of Medicine; California State
University, Fullerton; University of Washington; Youngstown State
University; University of California, Riverside; and Brigham Young
University. The spread of institutions and courses in this dissemination
project will allow evaluation both of how well this package can be
adapted in similar course, as well as in courses that are much different
from the original cell biology course.

FY 2004 Award: \$526,695

Total Award: 3 years, \$526,695

Contact: John Bell and William Bradshaw, Brigham Young University,
College of Biology and Agriculture, 302C WIDB, Provo, UT 84602;
801-422-2353; john_bell@byu.edu; <wsb@email.byu.edu>

**Carleton College (MN)**

P116B040816

Title: Quantitative Inquiry, Reasoning, and Knowledge to Strengthen the
Educational Foundations of Citizenship

Develop faculty workshops and activities to support the creation of
first-year seminars to emphasize quantitative inquiry, reasoning, and
knowledge. Faculty will learn to assess students' quantitative skills in
the current electronic portfolio system that is used at the college.
Over 100 institutions that use electronic portfolios to assess writing
skills would learn from this project. All first-year students are
involved in this project. Evaluations will assess student performances
before and after the first year.

FY 2004 Award: \$90,926

Total Award: 3 years, \$301,801

Contact: Neil Lutsky, Carleton College, One North College Street,
Northfield, MN 20202; 507-646-4379, <nlutsky@carleton.edu>

**City of Kent Police Department (WA)**

P116B040291

Title: Opening Doors Project

Implements a program that provides life-skill classes and educational
transition services to short-term offenders. The project is intended to
assess the impact of educational classes in Adult Basic Education and
General Education Degree test preparation. The project aims to improve
the success rates of offenders as they transition back into society.
Very few programs work with offenders who are incarcerated for less than
one year. A thorough evaluation will assess the changes in the
recidivism of inmates.

FY 2004 Award: \$80,631

Total Award: 3 Years, \$234,094

Contact: Debra J. Leroy, City of Kent Police Department, 220 4th Avenue
South, Kent, WA, 98032; 253-856-5856; <dleroy@ci.kent.wa.us>

**Claflin University (SC)**

P116B040369

Title: Performing Arts for Effective Civic Education

The purpose of this project is to give preservice teachers a better
understanding of civic education. The project staff will work with
university faculty to revise the current curriculum, using the
performing arts (music, dance, and theater) as part of the methodology
to give preservice teacher education students a fuller appreciation of
the importance of civic education. Faculty will participate in workshops
to learn how to teach civic education using the performing arts.
Preservice teacher education students will become active learners
through participation in practica at selected K-12 public schools. The
project will not only improve knowledge of civic matters among college
and K-12 students and in-service teachers but also increase appreciation
for educational theater.

FY 2004 Award: \$162,669

Total Award: 3 years, \$439,766

Contact: Miriam Chitiga, Claflin University, 400 Magnolia Street,
Orangeburg, SC 29115; 803-387-5307; <mchitiga@claflin.edu>

**College of Staten Island (NY)**

P116B041145

Title: Discovery Learning Teacher Mentors

Develops and tests a program to retain teachers through the first years
of teaching. The project will utilize, as mentors to newly trained
teachers, retired teachers who are experienced in the "discovery" method
of teaching. The mentors will help novice teachers develop coherent,
student-centered approaches to teaching that are more likely to interest
and engage their students.

FY 2004 Award: \$187,901

Total Award: 3 Years, \$547,175

Contact: Leonard Ciaccio and James Sanders, College of Staten Island,
2800 Victory Blvd., Room 1A-211, Staten Island, NY 10314; 718-982-2325;
Sanders@postbox.csi.cuny.edu; <Ciaccio@postbox.csi.cuny.edu>

**Colorado School of Mines (CO)**

P116B040030

Title: Calculus-Based Introductory Physics: Maximizing Learning
Effectiveness in an Online Delivery Format

Develops an introductory, online physics course focused on mechanics and
based on mathematics up to and including calculus. The target audience
includes students preparing for advanced learning in engineering and the
physical sciences where the need is high for breakthroughs in access to
effective instruction via online delivery. Four other collaborating
institutions will assist in developing, testing, and implementing the
software and accompanying instructional approaches: University of
Colorado-Denver, Kansas State University, Rensselaer Polytechnic
Institute, and North Carolina State University.

FY 2004 Award: \$124,475

Total Award: 3 years, \$396,413

Contact: Tom Furtak, Colorado School of Mines, Physics Department, 1500
Illinois St., Golden, CO 80401; 303-273-3843; <tfurtak@mines.edu>

**Columbia University (NY)**

P116B041341

Title: Postdoctoral General Dentistry Residency Training

Develops a curriculum that provides advanced training in postgraduate
dentistry in community health centers that are geographically distant
from academic centers. The curriculum will include faculty training, a
discussion guide, and systems for mentoring and support. Community
health centers are key sites for practitioners in community dentistry
and public health and benefit a growing number of Americans lacking
health insurance. The project will stress active learning, and students
will construct personalized lifelong learning plans.

FY 2004 Award: \$169,953

Total Award: 3 years, \$480,202

Contact: John Zimmerman, Columbia University, School of Dental and Oral
Surgery, 630 West 168th Street, Box 20, New York, NY 12752-3702;
646-365-3144; <zim@columbia.edu>

**Community-Campus Partnerships for Health (WA)**

P116B040133

Title: The Community-Engaged Scholarship for Health Collaborative

Review, promotion, and tenure issues (RPTs) create major drawbacks for
faculty involved in community-based learning in health care professional
schools (clinical internships and teaching). Professional publications
postulate that such faculty often do not advance in RPTs because
clinical-educators link their research and service to community-engaged
scholarship. This project seeks to address these issues, as a first step
aimed at developing review, promotion, and tenure systems for health
professional schools that would support community-engaged scholarship.
Leaders from 11 institutions of higher education from a variety of
geographical areas and health professions will participate in the
development and collaboration. Objectives are specific and measurable in
terms of capacity building and are sensitive to the need for strong
faculty buy-in. Quantitative and qualitative methods will be used to
collect and assess data and determine outcomes.

FY 2004 Award: \$188,362

Total Award: 3 years, \$563,842

Contact: Sarena D. Seifer, University of Washington, School of Public
Health and Community Medicine, Seattle, WA 98195-4809; 206-616-4305;
<sarena@u.washington.edu>

**Dallas County Community College District (TX)**

P116B040437

Title: The Cultural Mobility Project

Proposes a planning effort for an educational information infrastructure
that focuses on family involvement as the key to Hispanic students'
access, retention, and graduation. The project will identify resources,
involve family members in a range of activities, and create on- and
off-campus learning and development opportunities for students and their
families.

FY 2004 Award: \$50,339

Total Award: 18 months, \$50,339

Contact: Jim Corvey, Planning and Resource Development, DCCCD, 701 Elm
St., Dallas, TX 75202; 214-860-2456; <SJC6610@dcccd.edu>

**Fremont County Board of Cooperative Education Services (WY)**

P116B040068

Title: Middle School to Middle College: Charting a New Course for Career
and Technical Education

Aligns courses from middle school (MS) through middle college (MC) to
prepare students to enter six career areas relevant to Wyoming's
economic development, and also establishes two positions---Career
Development Facilitators and Academic Transition Coaches---to help
students and teachers achieve the MS to MC program. The targeted area is
the Wind River Indian Reservation in Wyoming, a rural, low-income area
with the largest student dropout and drug use rates in the country. By
focusing on careers, grouping together students of similar career
interests to share academic courses, instituting a six-year career
portfolio that students create from MS to MC, and coordinating schools
and the county's community college and private sector to work together
in refining curricula and learning activities, this project aims to
retain students to completion of the program. Elaborate management and
evaluation plans will guide the project\'s complex activities. Liaison
to other reservations and underserved areas is a major part of
dissemination.

FY 2004 Award: \$208,716

Total Award: 3 years, \$501,362

Contact: Sandy Barton, Executive Director, Fremont County BOCES, 2660
Peck Ave., Riverton, WY 82501; 307-855-2297; <cswenson@cwc.edu>

**Georgia Southwestern State University (GA)**

P116B040823

Title: Documenting and Disseminating the Effectiveness of Professional
Development Schools in Improving Teacher Quality and Retention and
Student Learning and Achievement

Creates a self-sustaining, Web-based national network through which the
effectiveness of professional development schools (PDSs) is documented
and disseminated. The project includes conceptualizing and implementing
an interactive data collection, analysis, and reporting system through
which PDS practices across the country can be assessed, aggregated and
accessed for both accountability and improvement purposes. The project
brings together a consortium of institutions, agencies, and professional
associations, and establishes a subscription service to fund ongoing
operations.

FY 2004 Award: \$145,469

Total Award: 3 years, \$402,676

Contact: Mary Gendernalik Cooper, Georgia Southwestern State University,
School of Education, 800 Wheatley Street, Americus, GA 31709;
229-931-2145; <mgcooper@canes.gsw.edu+H52>

**Howard University (DC)**

P116B040233

Title: Learning Communities for Academic Achievement in Science,
Technology, Engineering, and Mathematics (STEM)

Incorporates the methodology of learning communities with past and
present practices and principles traditionally used by Historically
Black Colleges and Universities (HBCUs) to promote learning among
underachieving African-American students. The project will apply this
methodology to courses in the fields of science, technology,
engineering, and mathematics (STEM). Faculty from four HBCUs will
collaborate to restructure their STEM curricula, combining cooperative
learning with socio-cultural principles already used by HBCU faculty.
The restructured approach to STEM will be disseminated to the STEM
higher education community and especially to other HBCUs desirous of
improving achievement of students in the hard sciences.

FY 2004 Award: \$147,223

Total Award: 3 years, \$446,486

Contact: Orlando L. Taylor, Howard University, Graduate School, 4th and
College Streets, N.W., Washington, DC 20059; 202-806-6800;
<otaylor@howard.edu>

**Indian River Community College (FL)**

P116B040316

Title: National Pilot Project for Strategic Planning Online

In 1998, Indian River Community College developed strategic planning
online (SPOL), a Web-based system used to improve institutional
effectiveness for strategic planning, budget planning, and accreditation
compliance. Based on a thorough evaluation indicating the potential for
replication, the project will implement the SPOL system at ten other
colleges. The focus of the project will be on revising the software to
fit a variety of institutional settings and assess its effectiveness in
new sites.

FY 2004 Award: \$425,361

Total Award: 3 years, \$425,361

Contact: Erin Bell, Indian River Community College, 3209 Virginia
Avenue, Fort Pierce, FL, 34981-5596; 772-462-4430; <ebell@ircc.edu>

**Indiana University Bloomington (IN)**

P116B041038

Title: Laboratory for Virtual Field Experience

Combines an online database of 28 video cases of difficult-to-observe
teaching strategies in grades 6-12 involving authentic classroom
practices with multiple resources and tools for preservice teachers of
history and social studies. This project also addresses the difficulty
facing teacher educators attempting to provide diverse and rich field
experiences for preservice teachers in rural and remote areas. To
address this problem, the project will collaborate with three other
universities to create a Laboratory for Virtual Field Experience (LVFE).
Using a rich set of tools and research-supported methods, the laboratory
will integrate cases into preservice method experiences in social
studies, where there is a dearth of teaching practice models.

FY 2004 Award: \$182,104

Total Award: 3 years, \$545,768

Contact: Thomas A. Brush, Indiana University, Center for Research on
Learning and Technology, School of Education, Wright Education Building,
201 North Rose Avenue, Bloomington, IN 47405; 812-856-8458;
<tbrush@indiana.edu>

**Iowa State University (IA)**

P116B040216

Title: Teacher Education Goes into Virtual Schooling

Incorporates virtual schooling in four preservice teacher education
programs serving four states. Nationally, over 15% of students in grades
8-12 engage in virtual schooling, using technology to learn at a
distance. The project will produce three virtual schooling tools for use
by preservice teachers: a lab tool for exploring archived cases, a tour
tool for observations, and a discursive portfolio tool for supervision
and mentoring. The project will assess teaching competence against
standards.

FY 2004 Award: \$184,218

Total Award: 3 years, \$581,849

Contact: Nicola Davis, Iowa State University, Center for Technology in
Learning and Teaching, N108 Lagomarcino Hall, Ames, IA 50011-3196;
515-294-5596; <nedavis@iastate.edu>

**Lock Haven University (PA)**

P116B040182

Title: Democracy Lab: A Web Strategy for Transforming Learning and
Engaging Citizens

Expands the "Democracy Lab" program, through which students at various
institutions engage in deliberative discourse about National Issues
Forum topics. Postsecondary and secondary teachers use Democracy Lab, a
Web-based dialogue tool, in a range of classroom and co-curricular
settings. Students deliberate important issues in small online groups
with peers from around the country. As they are guided from dialogue to
inquiry to action, students learn to understand differing perspectives,
to research information for decision-making, and to express and act on
their own conclusions. This project will disseminate the Democracy Lab
to 75 schools and colleges and involving as many as 6,000-10,000
students.

FY 2004 Award: \$450,455

Total Award: 3 years, \$450,445

Contact: James T. Knauer, Lock Haven University, Lock Haven, PA 17745;
570-893-2491; <jknauer@lhup.edu>

**Loyola Marymount University (CA)**

P116B040123

Title: Project for Learning Abroad, Training, and Outreach

Develops the first national online curriculum to orient and train
students before, during, and after study abroad. The project will
provide an online curriculum to deepen the study abroad experience for
all students and provide materials designed especially for students from
diverse backgrounds. The project also includes the creation of an
international honors certificate that will serve as a high-profile
symbol of achievement in the program.

FY 2004 Award: \$128,413

Total Award: 3 years, \$401,128

Contact: Christopher Chapple, Loyola Marymount University, One LMU
Drive, Suite 1840, Los Angeles, CA 90045; 310-338-2846;
<cchapple@lmu.edu>

**Miami Museum of Science and Planetarium (FL)**

P116B040006

Title: Elementary Student Teacher Enhancement Program for Science
(STEPS)

Enhances preparation of future science teachers through a collaborative
effort involving a university, an urban science museum, and local high
schools. A summer program will place preservice teachers in a museum
internship and will provide clinical supervising teachers with
professional development opportunities. The project will also provide
school year follow-up activities and maintain the new teachers
relationship with the master teachers.

FY 2004 Award: \$186,917

Total Award: 3 years, \$507,790

Contact: Judy Brown, Sr. VP, Programs, Miami Museum of Science and
Planetarium, 3280 S. Miami Ave., Miami, FL 33129; 305-646-4246;
<jabrown@miamisci.org>

**National Association of College and University Business Officers
(DC)**

P116B041048

Title: Building Organizational Capacity at Colleges and Universities

Develops and implements a new approach and a set of conceptual tools for
senior campus executives to use in managing organizational change and
operations, improve cost efficiencies, and sustain successful
mission-oriented outcomes to build organizational capacity. This
one-year grant will enable NACUBO to develop several case studies
describing the utility of this new approach.

FY 2004 Award: \$101,200

Total Award: 1 year, \$101,200

Contact: James E. Morley, Jr., President, NACUBO, 2501 M Street, N.W.,
Suite 400, Washington DC 20037-1324; 202-861-2500;
<james.morley@nacubo.org>

**New England College of Optometry (MA)**

P116B041011

Title: Interactive Cases and Asynchronous Instruction in Training
Eyecare Providers (ICAITEP)

Digital teaching and training project that emphasizes critical thinking
and enhances competency in the differential diagnosis of eye disease for
optometric students, residents, and general practitioners. The project
will emphasize a comparative approach between conditions that have
similar clinical presentations and will draw students through successive
learning stages of recognition, recall, and reasoning, thus impacting
their ability to diagnose and manage eye disease more effectively.
Timelines are established for beta testing with an evaluation design
consisting of quantitative and qualitative methodologies. Broad-range
dissemination is expected to eventually reach over 1,000 students.

FY 2004 Award: \$166,440

Total Award: 3 years, \$379,991

Contact: William Sleight, New England College of Optometry, Boston, MA
02115; 617-236-6246; <wsleight@psouth.net>

**New England Conservatory of Music (MA)**

P116B041268

Title: The Music-In-Education National Consortium: A Music Education
Reform Project

The Music-In-Education National Consortium (MIENC) is a coalition of
major schools of music, schools of education, arts organizations, and
public school partnerships in six states (Florida, Massachusetts,
Illinois, New York, North Carolina, and Georgia) to support the
evolution of professionally trained musicians in public schools and meet
the growing teaching shortages that traditional music education cannot
fill. Goals for the Reform Project include creating, piloting, and
evaluating: 1) MIE students and community artists in preservice and
guided internship programs at all MIENC sites; 2) a professional
development exchange program designed to share innovative curricula and
assessment practices across MIENC sites; 3) an action research network
of lab school programs that evaluate the impact of program curricula and
teaching in MIENC partnership school sites; 4) a central MIENC
communications Web site to share work, data collection, and
publications; and, 5) MIENC local conferences convened in non-MIENC
communities to help create local partnerships among institutions,
organizations, and schools interested in leveraging the evolving role of
music and musicians in the context of school reform and accountability.

FY 2004 Award: \$639,090

Total Award: 3 years, \$639,090

Contact: Larry Scripp, New England Conservatory of Music, 290 Huntingdon
Avenue, Boston, MA, 02115; 617-585-1364; <lscripp@aol.com>

**New York City College of Technology (NY)**

P116B040973

Title: The Adjunct Academy at City Tech

Establishes an \"Adjunct Academy,\" integrating adjuncts into the
academic system and simultaneously providing professional tutoring and
mentoring to 5,000 students of the School of Technology and Design.
Adjuncts provide the majority of instruction in many technical and
community colleges, but their role in the academic life of these
institutions is minimal as many teach only one class. They do not get
paid to stay and help students, go to faculty meetings, or participate
in the academic life of the institution. At the same time, many students
in technical and community colleges are at risk and need encouragement
and tutoring to complete their studies. This project builds on a
successful pilot project that replaced student tutors with adjuncts and
achieved significantly greater student retention and completion. This
project will expand to the School of Technology and Design by training a
large cadre of adjuncts to serve as tutors and mentors, and supporting
and compensating their roles in governance and leadership activities to
integrate them more fully into the institution and into the lives of
students. They will disseminate the model to CUNY institutions,
community colleges, and others needing to retain students and integrate
adjuncts more fully into academic life.

FY 2004 Award: \$183,076

Total Award: 3 years, \$500,818

Contact: Elaine Maldonado, Director of College Learning Centers, New
York City College of Technology, 300 Jay Street, Room AG-18, Brooklyn,
NY 11201; 718-260-5874; <emaldonado@citytech.cuny.edu>

**North Central State College (OH)**

P116B040827

Title: The College NOW Engineering Academy

Improves persistence, completion, and success for students in the "Rust
Belt" through development of an Engineering Academy that gives students
the opportunity to pursue simultaneously a high school diploma and an
associate of arts degree in engineering. North Central State College
will collaborate with public school systems and businesses in mid-Ohio.
High school teachers, college faculty, and businesspersons will teach
core academic and engineering competencies. The project, which will
emphasize use of problem-based instruction, will work with students from
lower socioeconomic groups. Within these groups, the project will place
a special emphasis on participation by women who are interested in
studying and working in the field of engineering.

FY 2004 Award: \$166,250

Total Award: 3 years, \$355,255

Contact: Dale Doty, North Central State College, Engineering Division
2441 Kenwood Circle, Mansfield, OH 44901-0698; 888-755-4899;
<ddoty@ncstatecollege.edu>

**Northampton Community College (PA)**

P116B040404

Title: ACT NOW! Achieving College Transitions Now

Eases the transition between secondary and postsecondary education for
students with physical, learning, visual, hearing, and/or psychological
disabilities. The project will serve disabled high school students,
their parents and counselors, along with postsecondary staff and
faculty, to develop a Transition Skill Kit of portable materials to
facilitate improved access and retention at the postsecondary level.

FY 2004 Award: \$117,378

Total Award: 3 years, \$356,292

Contact: Loraine Demshock, Northampton Community College, 3835 Green
Pond Road, Bethlehem, PA 18020; 610-861-5318;
<ldemshock@northampton.edu>

**Oregon Health & Science University (OR)**

P116B040822

Title: NEXus -- The Nursing Education Xchange: Partnering to Increase
the Capacity of Nursing Ph.D. Programs

Addresses the serious shortage of faculty teaching at the Ph.D.-level in
nursing programs. This project aims to create partnerships to share
academic resources with the goal of building capacity for online
doctoral nursing programs (Ph.D.s). The partnerships will reduce costs
to develop online programs, increase the number of courses available to
nursing Ph.D. students, overcome administrative barriers to students\'
enrolling in shared courses, and tap faculty resources at non-doctoral
institutions. The project is innovative in that it is creating an
ongoing academic exchange of resources and not creating a single
joint-degree program between academic partners.

FY 2004 Award: \$182,702

Total Award: 3 years, \$521,957

Contact: Paula A. McNeil, Oregon Health & Science University, & Western
Institute of Nursing, Portland, OR 97239-2941; 503-494-0869;
<mcneilp@ohsu.edu>

**Portland State University (OR)**

P116B041080

Title: Students First: Improving First-Generation Student Retention in
Higher Education

Develops, implements, and disseminates a cost-effective program to
improve retention for low-income, first-generation college students. The
project will combine student role mastery strategies into a
multi-layered mentoring program that will serve students who qualify for
federally-funded TRIO programs but whose institutions do not have the
resources to include them in TRIO activities.

FY 2004 Award: \$73,454

Total Award: 3 years, \$406,135

Contact: Peter Collier, Sociology Department, Portland State University,
P.O. Box 751, Portland, Oregon 97207; 503-725-3951; <cfpc@pdx.edu>

**Riverside Community College (CA)**

P116B040897

Title: Innovative Teaching and Learning Center: A New Paradigm for
Preparing Teachers

Establishes a reformed community college teacher preparation curriculum,
with pedagogical coursework and clinical experiences taking place at an
elementary school that is jointly managed by the Alvord Unified School
District and the community college. The school, which incorporates
elements of the lab school concept and the professional development
school, is a true collaborative venture that includes four-year teacher
preparation programs as well and focuses on children from low
socioeconomic backgrounds. The project also provides community college
liberal arts faculty with training in state content competency standards
for future teachers as well as pedagogical knowledge expected of
teachers. The aim is to demonstrate that the collaborative Center model
enhances learning for all (teachers, faculty, teachers-in-training, K-5
students) and increases the successful transfer of community college
students to four-year teacher education programs and eventually into
teaching careers.

FY 2004 Award: \$102,338

Total Award: 3 years, \$294,437

Contact: Irving Hendrick, Riverside Community College, Riverside, CA
92506-1299; 909-222-8417; <Irving.Hendrick@rcc.edu>

**San Diego County Office of Education (CA)**

P116B041000

Title: Preparing and Retaining Educational Professionals (PREP): An
Innovative Postsecondary Reform

Designs a program to improve preparation of teachers of students
acquiring English as a Second Language (English learners), the fastest
growing segment of the K-12 population. The project builds on successes
of an earlier San Diego County Office of Education (SDCOE)
teacher-training program, the WRITE Institute. WRITE's language
acquisition experts, partnering with San Diego State University (SDSU)
faculty, will restructure and disseminate SDSU's teacher preparation
program. Attention will be given to redesigning course content, teacher
assessment, and instructional strategies.

FY 2004 Award: \$214,211

Total Award: 3 years, \$501,220

Contact: Donna Heath, San Diego County Office of Education, 6401 Linda
Vista Road, San Diego, CA 92111-7399; 760-510-4720; <dheath@sdcoe.net>

**Stanford University (CA)**

P116B040327

Title: Stanford Medical Youth Science Program

Develops, evaluates, and disseminates an innovative science training
program for high school teachers and disadvantaged students. The program
will encourage students to pursue studies in biomedical and behavioral
sciences and, subsequently, careers in the health professions. The
program design includes summer institutes for teachers and students as
well as an academic year-long science program for students and their
parents.

FY 2004 Award: \$152,971

Total Award: 3 years, \$487,290

Contact: Marilyn Winkleby, Stanford University, School of Medicine, 211
Quarry Rd., Stanford, CA 94305-5705; 650-723-7055;
<winkleby@stanford.edu>

**Temple University (PA)**

P116B040920

Title: Conflict Resolution Education in Teacher Education (CRETE)

Trains higher education faculty to integrate conflict resolution
education and social and emotional learning (CRE/SEL) into teacher
preparation courses. This is a collaboration between Temple University,
Cleveland State University, Kent State University, and the Ohio
Commission on Dispute Resolution. Graduate teacher candidates and
teacher mentors will participate in external training programs in
CRE/SEL. Teachers graduating and taking teaching positions in Cleveland
Municipal School District and the School District of Philadelphia will
be paired with the teacher mentors. Data collection for evaluation will
consist of tracking new teachers trained in conventional coursework,
those trained in external training, and a control group to assess CRETE
impact on teacher retention, student learning, and classroom climate.

FY 2004 Award: \$165,159

Total Award: 3 years, \$504,474

Contact: Tricia S. Jones, Temple University, Department of Psychological
Studies in Education, Ritter Annex 447, 1301 Cecil B. Moore Avenue,
Philadelphia, PA 19122; 215-204-7261; <tsjones@temple.edu>

**University of Arizona (AZ)**

P116B041079

Title: National Community of Practice Initiative for Community Health
Worker Postsecondary Education Programs

Disseminates validated, college-supported, competency-based courses for
the growing professional population of community health workers (CHWs)
who serve as technicians for health services and advocates for members
of their ethnic populations in community health clinics. This profession
and the new national requirements for formal training are related to the
continuously growing immigrant populations in the United States. The
dissemination strategies are customized to suit various cultures and
communities in urban, rural, mountain, and desert areas across the 50
states. An extensive evaluation will capture the impacts of the training
on improved performance of community health workers, improved services,
and improved job opportunities for CHWs. A train-the-disseminator
approach will extend the training courses beyond the time and
participating institutions of the project.

FY 2004 Award: \$662,142

Total Award: 3 years, \$662,142

Contact: Donald Proulx, University of Arizona Health Science Center,
AHEC Program, 1830 E. Broadway Blvd., Suite 136, Tucson, AZ 85719-5968;
520-629-4396; <dproulx@u.arizona.edu>

**University of Arkansas for Medical Sciences (AR)**

P116B041003

Title: An Interdisciplinary Distance Education Model for Specialty
Education to Train Healthcare Professionals

Expands an existing distance education program in nuclear pharmacy for
healthcare students and professionals---Nuclear Education Online (NEO).
The Web-based curriculum includes both synchronous and asynchronous
features. The program also provides problem-based learning and
experiential training at local clinical facilities in nuclear medicine
imaging and therapeutic procedures. The program will especially focus on
two topics of high national significance: nuclear cardiology and
positron emission tomography (PET).

FY 2004 Award: \$189,423

Total Award: 3 years, \$440,861

Contact: Nicki Hilliard, University of Arkansas for Medical Sciences,
College of Pharmacy, 4301 W. Markham #552, Little Rock, AR 72205;
501-686-6398; <NLHilliard@uams.edu>

**University of California, Berkeley (CA)**

P116B040739

Title: The Scholar\'s Box: A K-12-University Project to Create Better
Learning Objects

Addresses the need to make digital primary sources usable for teaching
and learning in the K-12 years by developing Web technologies and
collaborative processes that enable teachers to identify digital
resources, download themed collections, reorganize them into learning
objects, and reuse them in various curricula. The digital technologies
and processes mirror universal and timeless behaviors of teachers that
reflect the way they gather, reorganize, and reuse learning materials
for given lessons. Collaborating with Berkeley's Interactive University
are the school districts of Oakland and San Francisco, which will
provide schools and teachers for grades 9-12. The pilot process will
focus on curricula related to human and civil rights. In the final year,
the project will be open to others in the Bay region and beyond to use
the Scholar's Box for preparing content objects for the full range of
K-12 grades and subjects. A national advisory committee of
representatives from the fields of learning objects, digital libraries,
K-12 teaching with technology, and industry will guide the project and
assist in national dissemination.

FY 2004 Award: \$184,508

Total Award: 3 years, \$595,358

Contact: David A. Greenberg, Director, The Interactive University,
UC-Berkeley, 298 Evans Hall, Berkeley, CA 94720-3810;
<dag@uclink.berkeley.edu>

**University of Cincinnati (OH)**

P116B040276

Title: Developing a Corporate Feedback System for Use in Curricular
Reform

Develops methods to use assessment data on student workplace performance
to improve cooperative education curricula and meet the needs of
employers. The Department of Architecture, the Department of Civil and
Environmental Engineering, the Department of Civil and Construction
Management, the College of Business Administration, and the Division of
Professional Practice are collaboratively developing the model. The
model will be designed to work in a community college as well as a four-
or five-year institution.

FY 2004 Award: \$253,356

Total Award: 3 years, \$555,133

Contact: Cheryl Cates, University of Cincinnati, Divison of Professional
Practice, Cincinnati, OH 45221-0115; 513-556-0333; <cheryl.cates@uc.edu>

**University of Illinois Chicago (IL)**

P116B040410

Title: Project Trust: Technology Resources for Urban School
Transformation

Demonstrates a tool for developing online learning resources that
mediates between digital library collections and course management
systems, supporting curricular development and instruction for both
teacher education faculty and K-12 teachers. Focusing on proven
principles of learning and assessment in K-8 mathematics and science
content, the University collaborates with the Chicago Public Schools to
develop elementary materials, revise teacher preparation courses, and
encourage replication by other colleges of education and school
districts.

FY 2004 Award: \$128,407

Total Award: 2 years, \$153,447

Contact: Kimberly A. Lawless, University of Illinois Chicago, Chicago,
Illinois 60607; 312-996-2359; <klawless@uic.edu>

**University of Kansas (KS)**

P116B041156

Title: Advanced Technologies for Using Assessment Data to Improve
Student Achievement

Addresses the growing demands on teachers to implement testing policies
through instructional planning and produces online modules to teach the
analysis and interpretation of test data in the K-12 years. The project
teaches instructors to align curricula to state standards, monitor
annual school progress, provide effective assessment experiences for all
student populations, use disaggregated assessment results, interpret
test scores that follow new psychometric approaches, share student
performance with parents, and develop individual student improvement
plans based on test results. The proposed modules will target both
preservice teachers and in-service teachers and undergo field-testing in
rural, urban, inner-city, and historically black institutions. Inclusion
of professional higher education organizations and commercial test
publishers in marketing the instructional modules are key strategies for
national dissemination.

FY 2004 Award: \$156,717

Total Award: 3 years, \$552,322

Contact: Sean Smith, University of Kansas, Center for Research on
Learning, 1122 W. Campus Road, Room 517, Lawrence, KS, 66045;
785-864-0693; <seanj@ku.edu>

**University of Minnesota Twin Cities (MN)**

P116B041277

Title: American Sign Language (ASL) Instructional Assessment

Develops a computer-based environment and curriculum-based measures to
improve the assessment of American Sign Language (ASL) instruction.
Current students\' efforts to film examples of their ASL mastery are
awkward and cumbersome, and hamper faculty feedback. The language
learning software includes a component that enables students to capture
their ASL performance on digital video and a module for instructors to
evaluate performance.

FY 2004 Award: \$181,382

Total Award: 3 years, \$536,710

Contact: Simon Hooper, University of Minnesota Twin Cities, 1308 Peik
Hall, 157 Pillsbury Drive S.E., Minneapolis, MN 55455; 612-625-0534;
<simon@umn.edu>

**University of North Carolina at Charlotte (NC)**

P116B040349

Title: Project ICEB: Developing an Interdisciplinary Course in
Environmental Biotechnology

Develops an interdisciplinary curriculum in environmental biotechnology
at four campuses of the University of North Carolina system. The two
courses to be developed will teach both biology and engineering students
how to apply biotechnology methods to solve environmental engineering
problems. Students will work together on interdisciplinary teams and use
inquiry-based learning methods to solve real-world problems.

FY 2004 Award: \$101,963

Total Award: 3 years, \$464,915

Contact: Warren DiBiase, University of North Carolina at Charlotte,
College of Education, Colvard 503, Charlotte, NC 28223-0001;
704-687-3729; <wjdibias@email.uncc.edu>

**University of Oregon (OR)**

P116B040564

Title: Improving High School-College Articulation and Student Success
Through Paired Courses

Improves student success in college by developing exit-level/entry-level
paired courses. The courses will be developed cooperatively by
universities, community colleges, and high schools. They will use as a
common reference point the recently created standards that identify the
knowledge and skills necessary for student success in college
entry-level courses.

FY 2004 Award: \$162,984

Total Award: 3 years, \$422,955

Contact: David T. Conley, University of Oregon, 720 E. 13th Ave., Suite
201, Eugene, OR 97401; 541-346-6155; <conley@uoregon.edu>

**University of Oregon (OR)**

P116B041014

Title: Project PREPARE

Creates Web-based instruments, materials, and video case studies in
order to train elementary administrators and teachers not only to
measure their students' mathematics and reading proficiencies but also
diagnose student competencies, monitor their progress, make appropriate
instructional decisions, and certify overall program outcomes. The
project uses curriculum-based measurements, turnkey training, national
institutes, and Web delivery to achieve wide impact.

FY 2004 Award: \$185,654

Total Award: 3 years, \$589,172

Contact: Gerald Tindal, University of Oregon, College of Education 232,
Eugene, Oregon 97403-5262; 541-346-1640; <geraldt@darkwing.uoregon.edu>

**University of Oregon (OR)**

P116B041307

Title: Building Content Knowledge and Pedagogical Skills of Teachers

Partners novice and experienced teachers with university content and
pedagogy faculty to work together to meet challenges common in middle
and high school classrooms. The project will be based on the Japanese
"Lesson Study" approach. Partners will work collaboratively to analyze
teaching and learning problems, redesign selected lessons, and re-teach
the lessons to identify evidence of improvement.

FY 2004 Award: \$134,007

Total Award: 3 years, \$412,673

Contact: Susan W. Hardwick, Dept. of Geography, University of Oregon,
Eugene, OR 97403; 541-346-4557; <susanh@uoregon.edu>

**University of Pittsburgh (PA)**

P116B040127

Title: A New Approach to Preparing Highly Qualified Teachers

Creates a Reserve Training Corps (RTC) for preparing qualified
substitute teachers in an effort also funded by the Pittsburgh
Foundation. The focus of the FIPSE portion of the project is a residency
Master's of Arts in Teaching strand of the RTC that establishes a path
from the training of substitutes to creating a high-quality, permanent,
credentialed teaching staff. This approach develops a non-profit agency
with an approach involving all facets of the community. It includes
urban, rural, and suburban areas, and will be implemented by several
teacher education programs in collaboration with the University of
Pittsburgh.

FY 2004 Award: \$155,536

Total Award: 3 years, \$451,745

Contact: Alan M. Lesgold, School of Education, University of Pittsburgh,
Pittsburgh, PA, 15260; 412-648-1773; <al@pitt.edu>

**University of Virginia (VA)**

P116B040720

Title: Preparing Science and Mathematics Teachers to Use Visualization
in Whole-Class, Inquiry-Based Instruction

The proposed initiative will develop and test a model curriculum to
prepare future secondary school science and mathematics teachers to use
interactive projection systems to support student engagement and
whole-class inquiry. This will require a deep knowledge of
content-specific tools and software, an associated understanding of
related concepts in science and mathematics, and pedagogical knowledge
of how interactive display systems can best be used in the one-computer
classroom to facilitate inquiry in whole-class settings. The project
will follow fourth-year students using the Interactive Display Systems
through their induction year.

FY 2004 Award: \$145,281

Total Award: 3 years, \$480,026

Contact: Joe Garofalo, University of Virginia, Center for Technology &
Teacher Education, Charlottesville, VA 22904-4279; 434-924-0845;
<garofalo@virginia.edu>

**Utah State University (UT)**

P116B041212

Title: Consortium for National Paraprofessional Training in
Deafblindness

Develops a three-course sequence for paraprofessionals in K-12 who serve
children with deafblindness. No similar training programs exist in the
United States, and the No Child Left Behind Act mandates that
paraprofessionals be highly qualified and meet state paraprofessional
standards. The new curriculum will be jointly developed and integrated
into preservice programs at institutions in four states: Salt Lake City
Community College (UT); Mount Wachusett Community College (MA); South
Plains Community College (TX); and the University of Arkansas-Little
Rock (AR).

FY 2004 Award: \$151,694

Total Award: 3 years, \$401,821

Contact: Linda Alsop, SKI-HI Institute, Utah State University, Logan,
Utah 84322; 435-770-0782; <lalsop@cc.usu.edu>

**Wake Technical Community College (NC)**

P116B040506

Title: Associate Plus: Employment Assets in the College Transfer Program

Combines the resources of the North Carolina Community College System
and a public K-12 system (Wake County Public Schools) to implement a
college transfer curriculum by adding work-appropriate certificate
programs. The project will make innovative use of online and blended
resources. Five Associate Plus certificate programs will be implemented
during the life of the grant.

FY 2004 Award: \$123,043

Total Award: 3 years, \$310,411

Contact: Bryan Ryan, Wake Technical Community College, 9101 Fayetteville
Road, Raleigh, NC 27603; 919-662-3450; <bryan@waketech.edu>