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

## *FY 2003 Comprehensive Program -- New Awards*

**American Council on Education (DC)**

P116B030558

Title: Crafting and Testing Models of Assessing International Learning

Analyzes a total of seventeen approaches for assessing international
learning with the objective of developing a common set of competencies
and assessment tools that could be used by any institutions desiring to
assess international learning among their students. ACE will form a
working group of five institutions that have a culture of assessment.
The core competencies and approaches created by this group will be
shared with the broader ACE membership and other interested
institutions. A pamphlet describing the project and a related Web site
will be produced and disseminated broadly.

FY 2003 Award: \$54,573

Total Award: \$54,573

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

**Baruch College (NY)**

P116B031208

Title: A Model for Enhancing Graphical Learning for Students with Print
Disabilities: An Audio/Tactile Statistics Curriculum

Develops an audio-tactile statistics textbook for visually impaired
people via a Talking Tactile Tablet (TTT), a new low-cost content
delivery system that presents text coordinated with tactile and
large-print graphics with audio description. Because statistics is full
of graphical content, it is often an obstacle for visually impaired
students, preventing them from entering numerous science and social
science programs where statistics is required. The technologies and
pedagogy in this project aim to eliminate the obstacles and make
statistics more accessible to this population. Collaborating with Baruch
College in the evaluation of the proposed TTT statistics curriculum are
New York University Dominican College, Pima County Community College
District (AZ), California State University-Northridge, California
Community College system, and the Royal National College for the Blind
in Hereford UK, as well as Carroll Center for the Blind, Newton MA, and
the Jewish Guild for the Blind in NYC. A national dissemination plan
includes such strategies as: presentations, exhibits, faculty workshops,
website showcase, and collaboration with publishers and distributors in
the U.S. and abroad.

FY 2003 Award: \$176,837

Total Award: \$402,145

Contact: Karen Gourgey, CCVIP, Baruch College of CUNY, One Barnard
Baruch Way, Box H-0648, New York, NY 10010; 212-802-2146;
<Karen_Gourgey@baruch.cuny.edu>

**Bennett College (NC)**

P116B030339

Title: Learning Communities: A Proactive, Inclusive, and Preemptive
Entry to the First-Year College Experience

Will use the approach of learning communities to restructure the
curriculum to create a hybrid developmental course in reading and
writing for first-year, at-risk students. Faculty will participate in
summer institutes and workshops designed to teach them how to use
learning communities to improve student retention. At-risk students who
participate in the hybrid course also will benefit from a tutoring
service designed around the course. The approach will be disseminated to
five Historically Black Colleges and Universities.

FY 2003 Award: \$102,735

Total Award: \$343,423

Contact: Anna Hammond, Bennett College, 900 East Washington Street,
Greensboro, NC 27401; 336-517-2233; <ahammond@bennett.edu>

**Buck Institute for Education (CA)**

P116B031306

Title: Standards-Focused Project-Based Learning: Mastering the
Methodology

Develops a multi-pathway, interactive, video-rich Web site and
three-unit online course to prepare PreK-12 preservice and inservice
teachers to use standards-focused, academically rigorous project-based
learning to increase student motivation and achievement. In addition,
they will create a virtual community of teachers and researchers
committed to scientifically-based research on project-based learning for
all teachers including alternative certification programs, school
districts, and state departments of education. The project will
encourage civic understand and engagement through the creation and
dissemination of projects tailored to the local community. Partners
include the George Lucas Educational Foundation, three institutions of
higher education and one school district.

FY 2003 Award: \$159,221

Total Award: \$454,741

Contact: John R. Mergendoller, Buck Institute for Education, 18
Commercial Blvd., Novato, CA 94949; 415-883-0122; <john@bie.org>

**Bunker Hill Community College (MA)**

P116B030903

Title: The Pathway Campus at Villa Victoria

Embeds a college campus within a subsidized housing community with
substantial technology resources. The Pathway Campus will offer on-site
and on-line tuition free courses in Basic English and Math, GED, ESL,
etc., as well as content courses in career areas. The partner community
development agency will provide individual support and job counseling.

FY 2003 Award: \$202,585

Total Award: \$554,943

Contact: Jane Milley, Vice President, Academic and Student Affairs,
Bunker Hill CC, 250 New Rutherford Ave., Boston, MA 02129-2995;
617-228-2435; <jmilley@bhcc.mass.edu>

**California State University, Dominguez Hills (CA)**

P116B031405

Title: CSU Dominguez Hills Teacher Training Program for Immigrant
Professionals

Develops a collaborative recruitment and teacher training program aimed
at preparing legal immigrant professionals to teach in math, science or
special education within public high-need urban schools. Target
population is linguistically diverse immigrant professionals from
medical and health services, technical fields such as accounting and
engineering, and the counseling and human resource areas who obtained
their education degrees in foreign countries, but have lacked the
ability to access respective fields of study in U.S. institutions of
higher education. Two major project outcomes are: 1) development of
materials and establishment of an electronic Prospective Teacher
Registry and website for recruitment of immigrant professionals
interested in pursuing teaching as a career; 2) institutionalization and
replication by developing capacity building strategies for adoption in
urban public institutions in California, as well as target cities of
Chicago, Washington, San Francisco, Miami, and New York.

FY 2003 Award: \$139,450

Total Award: \$399,999

Contact: Billie Blair, School of Education, CSUDH, 1000 E. Victoria St.,
Carson, CA 90275; 310-243-3510; <bblair@csudh.edu>

**Carnegie Institute (PA)**

P116B030621

Title: Using Assessment to Advance Student Learning

Validates and disseminates a model and protocol for the use by
preservice, inservice and principals to improve their understanding and
use of student assessment data as a tool to improve student learning.
The model will incorporate strategies for classroom assessment and
integration of other information that will provide educators with a more
complete picture of performance at the classroom and individual student
levels. The model will be disseminated through a partnership at three
postsecondary institutions and a network of K-12 schools in Pennsylvania
and West Virginia and through the use of a Web portal.

FY 2003 Award: \$218,291

Total Award: \$524,882

Contact: John Friedrick, Carnegie Museum of Pittsburgh, School
Performance Network, 425 Sixth Ave., Pittsburgh, PA 15219; 412-201-7409
<friedrickj@schoolperformance.org>

**College Summit (DC)**

P116B031055

Title: College Summit: A Collaborative Solution to Increase College
Access for, and Retention of, Low-Income Youth

Develops College Summit\'s national capacity to serve low-income high
school graduates through improvements to its online tool, CSNet, while
improving overall usability and strengthening the technological
infrastructure to support rapid growth. CSNet tech-enables all College
Summit programs and operations using workflow, collaboration, and
document management technologies. CSNet is designed to be the heart of
an online community embracing students, teachers, school and college
administrators, College Summit local and national staff, and workshop
faculty. The grant award will enhance the online system\'s functionality
and serve as the site for interactive online learning and training
modules for students, parents, and teachers.

FY 2003 Award: \$155,000

Total Award: \$400,000

Contact: Kinney Zalesne, President and General Counsel, College Summit,
2600 Virginia Avenue NW, Washington, DC 20037; 202-965-1222;
<kzalesne@collegesummit.org>

**Columbia College Chicago (IL)**

P116B031375

Title: A.I.M.: Arts Integration/Mentorship Program

Integrates arts instructional methods into curriculum as a means to
increase reading achievement in grades 4 through 8. Target population is
8 Chicago Public Schools with large minority populations of low-income
and underserved students. Expansion of classroom penetration and
participating teachers and students are targeted for a total of 125
teachers and 8,000 students served by 2006. Anticipated outcomes
include: establishment of sustainable arts integration infrastructure at
each targeted school; a pool of College faculty who are trained to work
as effective mentors in public schools, increased confidence and
familiarity with arts integration methods on the part of participating
local school teachers and principals, improved reading performance by
students at target schools, infusion of arts integrated curriculum into
the target schools' overall curriculum, development of materials for
potential adaptors and evaluation results which will aid in
dissemination and replication planned within the third project year to
Maryland.

FY 2003 Award: \$156,157

Total Award: \$509,550

Contact: Julie Simpson, Columbia College Chicago/OCAP, 600 S. Michigan
Ave., Chicago, IL 60605; 312-344-8851; <jsimpson@colum.edu>

**Florida State University (FL)**

P116B030215

Title: Expansion and Evaluation of an Online Advanced Standing Master's
of Social Work Curriculum

Implements and evaluates the first Web-based Master of Social Work (MSW)
curriculum established in the United States. The online MSW curriculum
is designed to address the needs of adult students seeking advanced
social work training, particularly those residing in remote areas. The
expectation that most coursework be taken at an on-campus facility often
serves as a barrier to those students who are currently employed
full-time, have family obligations that prevent them from leaving their
current situation, or who live in an area that is unserved by an MSW
program. The online curriculum effort is groundbreaking inasmuch as the
teaching and evaluation of clinical practice skills have not yet been
designed for online distance education in social work. Faculty will be
piloting innovative approaches to evaluate students' clinical skills in
a multi-media format. Finally, the evaluation component is to assure
that the quality of education provided to the online student is
comparable to that received by the on-campus student.

FY 2003 Award: \$151,662

Total Award: \$448,622

Contact: Dina Wilke, School of Social Work, Florida State University,
Tallahassee, FL 32306-2570; 850-644-9597, <dwilke@mailer.fsu.edu>

**Georgia Southern University (GA)**

P116B031259

Title: Professional Development District: P-16 Partnership for
Teaching/Learning and Reducing the Achievement Gap

Creates a Professional Development District (PDD) model that involves
all of a poor rural district, including the alternative high school and
the county juvenile facility, in addressing the severe K-12 achievement
gap. A multi-disciplinary model, it encompasses not only teacher
education but counselor, administration and special education programs
at the college. In addition, the project's focus on simultaneous
school-college improvement from both the school-level and a
district-wide perspective, promises a more comprehensive and systemic
approach than that of Professional Development Schools (PDS). Joint
professional development is designed to involve all the teachers and all
faculty over the three years of the grant. As the largest teacher
producer in the Georgia system and a member of both the Holmes
Partnership and the National Network for Education Renewal, the project
is positioned to have a wide impact.

FY 2003 Award: \$161,511

Total Award: \$489,427

Contact: Lucinda Chance, Georgia Southern University, Statesboro,
Georgia 30460-8133; 912-681-5648; <lchance@gasou.edu>

**Grand Rapids Community College (MI)**

P116B030183

Title: The Institutionalization of Effective Teaching for Student
Success

Develops and implements faculty learning communities using five
instructional strategies---contextualized curriculum, instructional
technology, service learning, diverse learning styles, and cooperative
learning. The project will develop the skills of faculty for effective
teaching strategies in the classroom. The interaction of the different
teaching strategies will provide the basis for a systematic evaluation
of these approaches relative to the subject matter and student
diversity.

FY 2003 Award: \$150,000

Total Award: \$406,396

Contact: Frank Conner, Grand Rapids Community College, 143 Bostwick NE,
Grand Rapids, MI 49503; 616-234-3612; <fconner@grcc.edu>

**Inver Hills Community College (MN)**

P116B030926

Title: A PLUS: Accelerated Paraprofessional Learning for Urban Schools

Develops an adult alternative program to enable teacher
paraprofessionals to complete an AA degree within two years. Providing
on-site tutoring and instructional support, the project focuses on
addressing the ESL/ELL needs in this paraprofessional
population\--limitations that challenge the majority of
paraprofessionals in pursuing higher education and seriously impede
their effectiveness in the K-12 classroom. The project will also enhance
the capacity of the College's Teaching and Learning Center in the areas
of instructional technology, learning skill development and ESL/ELL
strategies. The Center will support teams of College faculty, K-12
teachers, and paraprofessionals in integrating these strategies into all
the Colleges' liberal arts courses. The program builds on an existing
adult orientation course that results in individualized degree plans,
financial aid assistance, and the like. Plans include expansion
throughout the Minneapolis and St. Paul school systems, as well as
dissemination through national associations such as CAEL and AACC.

FY 2003 Award: \$168,523

Total Award: \$463,830

Contact: Marianne M. Barnett, Inver Hills Community College, Inver Grove
Heights, Minnesota 55076; 651-450-8568; <mbarnet@inverhills.mnscu.edu>

**Kansas State University (KS)**

P116B030511

Title: Advancing the Efficacy of Diverse Higher Education Academic
Alliances

Disseminates policy and practice models developed by the Great Plains
Interactive Distance Education Alliance (Great Plains IDEA) to develop
and implement inter-institutional distance education degree programs
that aim to promote resource sharing, improve cost-effectiveness, and
increase student access. Great Plains IDEA, an alliance of ten state
universities, will assist four additional alliances to implement
inter-institutional distance education degree programs: 1) a multi-state
consortium devoted to a community development Master's program; 2) the
Hispanic Educational Telecommunications System (HETS); 3) the Kansas
early childhood education consortium; and 4) the 1890's Historically
Black Land Grant institutions.

FY 2003 Award: \$612,646

Total Award: \$612,646

Contact: Virginia Moxley, College of Human Ecology, Kansas State
University, 119 Justin Hall, Manhattan, KS 66506; 785-532-5500;
<moxley@ksu.edu>

**Lane Community College (OR)**

P116B031282

Title: Flexible Sequence Algebra (FSA) at Lane Community College

Creates and pilot tests a new curriculum and teaching approach for
developmental algebra. This new approach, Flexible Sequence Algebra,
seeks to provide the benefits of flexible pacing, modular instruction,
and variable credit classes while still maintaining the structure and
support of instructor-led classes. In each course section, the material
is broken into two-week long modules that are taught sequentially.
However, if a student fails a particular module, he/she moves to another
"trailing" section, repeats the failed module, and then continues
additional modules in the appropriate sequence. Because different
sections are overlapping and start with different modules, students can
be placed more effectively and gain course credit for individual modules
as they complete them.

FY 2003 Award: \$97,730

Total Award: \$398,484

Contact: David Shellabarger, Lane Community College, 4000 E. 30th
Avenue, Eugene, OR 97495; 541-463-5123; <shellabargerd@lanecc.edu>

**Los Angeles Valley College (CA)**

P116B030758

Title: STARS - Strategic Team for the Advancement and Retention of
Students

Develops as a retention strategy a student-centered curriculum reform
model that focuses on learning outcomes in gateway courses. STARS
students, faculty, and staff will discuss and collaboratively adopt key
learning outcomes for each gateway course. They will further agree to
self-evaluate their learning during the course of the semester. STARS
will quantify the actual time-on-task students, faculty, and staff spend
and will measure how well students do at achieving the key learning
goals necessary for success at the course-level, and at the discipline,
program and institution levels.

FY 2003 Award: \$134,076

Total Award: \$341,555

Contact: Deborah Harrington, Los Angeles Valley College, 5800 Fulton
Avenue, Valley Glen, CA 91401-4096; 818-947-2811; <harrindl@lavc.edu>

**Marquette University (WI)**

P116B031239

Title: A Qualified Teacher in Every Classroom: Extending and
Transforming Alternative Teacher Preparation

Develops and disseminates a model accelerated online post-baccalaureate
teacher certification program that will span the boundaries of three
states, Wisconsin, Illinois, and Pennsylvania, and accommodate
respective state certification requirements. The focus will be to
recruit and train 105 new urban secondary teachers in high need areas
such as math and science. A minimum of 20% of students of color will be
targeted for recruitment. This project will test strategies to recruit
non-traditional students, including students of color, and will partner
with the Wisconsin Troops to Teachers Program in their recruitment
efforts.

FY 2003 Award: \$145,048

Total Award: \$428,150

Contact: Heidi Schweizer, Marquette University, School of Education, 197
Schroeder Health Complex, Milwaukee, Wisconsin 52301; 414-288-1423;
<heidi.schweizer@marquette.edu>

**MDC (NC)**

P116B031252

Title: Rural Leadership for Community Change

Develops, tests, and disseminates curriculum models to prepare students
to lead community change efforts. Tailored to rural community colleges,
the curriculum will combine classroom learning with experiential
learning. The curriculum will be developed collaboratively by MDC (a
non-profit agency) and six community colleges representing high poverty
rural regions across the United States.

FY 2003 Award: \$157,231

Total Award: \$491,380

Contact: Sarah Rubin and Carol Lincoln, MDC, Inc., P.O. Box 17268,
Chapel Hill, NC 27516-7268; 919-968-4531; <srubin@mdcinc.org> ,
<linc@gate.net>

**Montana State University-Bozeman (MT)**

P116B030241

Title: The U.S. Distance Learning Network: A National Infrastructure for
Arabic Learning and New Paradigm for Less-Commonly-Taught Language
Instruction

Develops a national infrastructure to expand the teaching of Arabic and
other less-commonly-taught languages based on an innovative new
instructional methodology. The methodology, which combines cutting-edge
distance educational technologies, faculty expertise from Title-VI area
and foreign language centers, native speaker foreign student teaching
assistants, and study abroad has been developed and proven over the last
five years through an NSEP-funded pilot program. Through this proposed
project, the number of institutions able to offer Arabic and,
eventually, other less-commonly-taught languages can greatly expand
across the United States and the number of university students who are
able to develop Arabic language proficiency and study in Arabic nations
will substantially increase.

FY 2003 Award: \$170,574

Total Award: \$431,301

Contact: Norm Peterson, 400 Culbertson Hall, Montana State University,
Bozeman, MT, 59717 406-994-7150 <normp@montana.edu>

**North Dakota State University (ND)**

P116B030120

Title: The Virtual Cell Dissemination Project

Creates a new distribution model for education software and uses it to
disseminate the Virtual Cell (VCell), an exploratory environment in
which students can perform experiments and problem-solving exercises in
cell biology. The software will be distributed via a "cluster by
cluster" approach in which the VCell server software will be installed
and run autonomously on local area networks at adapting sites, each of
which will still be able to rely upon a home server hosted at North
Dakota State for basic support and updating. The project will pilot this
model with several current partner institutions, and then expand the
project to include new institutional adapters, first locally and then
nationally. In addition, the project will continue the development of
new VCell instructional modules.

FY 2003 Award: \$495,770

Total Award: \$495,770

Contact: Alan White, Dept. of Biological Sciences, North Dakota State
University, Fargo, ND 58105-5517; 701-231-7411;
<alan.white@ndsu.nodak.edu>

**Northeastern Illinois University (IL)**

P116B031308

Title: Preparing Future Teachers to Integrate Real-life Issues into the
K-12 Curriculum

Demonstrate and disseminate the use of Curriculum Infusion (CI)
methodology into K-12 classrooms by seamlessly incorporating real-life
prevention content into the curriculum at low to no cost. The project
will develop materials and provide training to preservice faculty to
learn the methodology. Preservice teachers will learn to apply CI to
areas beyond substance abuse, so teachers will be self-sufficient in
delivering prevention programming based on real-life issues. As a
result, schools will not be dependent on outside presenters or expensive
prepackaged programs to fulfill prevention programming requirements
which are usually difficult for urban and rural schools with high-needs
and limited resources to implement. NEIU will partner with four Colleges
of Education in Illinois and the Chicago Public School System.

FY 2003 Award: \$146,875

Total Award: \$465,800

Contact: Ron Glick, Northeastern Illinois University, 5500 N. St. Louis
Ave., Chicago, IL 60625-4699, 773-442-4778, <R-Glick@neiu.edu>

**Ohio State University (OH)**

P116B030981

Title: A Program for Increasing Postsecondary Success Rates among Urban
Students

Disseminates a successful classroom-based, computer--mediated
instructional model of learning strategies for at-risk high school and
community college students. The features of the program include four
major learning strategies---taking reasonable risks, taking
responsibility for your outcomes, searching for information, and using
feedback effectively. Using a series of learning performance activities,
students achieve increases in grade point averages and retention rates.
The model will be adapted and disseminated to high schools and community
colleges in Ohio and to other states in years two and three.

FY 2003 Award: \$340,203

Total Award: \$340,203

Contact: Bruce Tuckman, Ohio State University, 250 Younkin Success
Center, 1640 Neil Avenue, Columbus, OH 43201; 614-688-4011;
<tuckman.5@osu.edu>

**Oklahoma State Regents for Higher Education (OK)**

P116B030991

Title: Oklahoma Project FAITH in Student Success

Engages faith communities and tribal organizations as partners to
promote access, retention, and completion of college. The project will
train 200 Community Opportunity Liaisons at faith-based and tribal
government sites with College Opportunity Toolkits that provide
materials and instructions for teaching/counseling parents and students
on planning for college. The Toolkits will be presented in English and
Spanish. This effort will be expanded through a dissemination effort
that will use Oklahoma's state colleges and universities as models for
other local, regional, state, and national organizations.

FY 2003 Award: \$90,595

Total Award: \$272,606

Contact: Dolores A. Mize, Oklahoma State Regents for Higher Education,
655 Research Parkway, Suite 200, Oklahoma City, OK 73104; 405-225-9196;
<dmize@osrhe.edu>

**Portland State University (OR)**

P116B030643

Title: Seamless Transition Through Assessment of Student Learning

Continues a collaborative effort between three teams of 4-year and
2-year college partners to design learning outcomes and assessment
processes, using electronic student portfolios, which are credible
across institutions for the purpose of student transfer.

FY 2003 Award: \$155,875

Total Award: \$312,070

Contact: Charles White, Portland State University, P.O. Box 751,
Portland, OR 97207; 503-725-5891; <whitech@pdx.edu>

**Prince George's Community College (MD)**

P116B030646

Title: Quality Matter: Inter-Institutional Quality Assurance in Online
Learning

Develops a system for inter-institutional quality assurance and course
improvement in online learning by creating and implementing a
faculty-centered, peer review-based, consortium-wide process to certify
the quality of online courses and of online course components. This
project will focus on helping Maryland Online, a large consortium of
colleges that share online courses and coordinate the determination of
quality assurance of courses. The purpose is to extend the scale of
course sharing and articulation of online programs to additional
colleges and four year institutions.

FY 2003 Award: \$188,005

Total Award: \$514,177

Contact: Mary Wells, Prince George's Community College, Largo, MD
301-386-7568; <mwells@pgcc.edu>

**Professional Educator Standards Board (WA)**

P116B031093

Title: Washington Teacher Preparation: When, Where and How It Is Needed

Develops a truly competency-based alternative route to teacher
preparation through a consortium of institutions in two rural school
regions in Washington. The project addresses a number of barriers to a
consortial approach to preparing adults to enter teaching-including
financial aid, registration and transcripting procedures,
collaboratively developed assessments of competencies, and institutional
revenue-sharing. The program is designed to target teacher training
specifically to those shortage areas in the particular locale and
recruits adults from that same region. Although focused locally, the
project has a strong policy and funding context within the state that
should provide a model for other states.

FY 2003 Award: \$89,118

Total Award: \$238,194

Contact: Jennifer Wallace, Professional Educator Standards Board,
Olympia, Washington 98504-7236; 360-725-6275; <jwallace@ospi.wednet.edu>

**Rensselaer Polytechnic Institute (NY)**

P116B030435

Title: Establishing National Academic Practices to Leverage Key IT-Based
Innovations

Disseminates proven best practices to use technology to transform large
enrollment courses---increasing learning and reducing instructional
costs at the same time. Focusing on four disciplines with high
enrollment, introductory courses (psychology, statistics, Spanish, and
pre-calculus), teams of institutions previously funded under the Pew
Program for Course Redesign will mentor 20 new institutions in
restructuring the way they operate such courses. The project will also
develop a repository of already-developed learning materials and test a
streamlined version of the course redesign and implementation process,
so that this restructuring of courses will be easy to replicate across
the country.

FY 2003 Award: \$835,258

Total Award: \$835,258

Contact: Carol Twigg, Center for Academic Transformation, Rensselaer
Polytechnic Institute, Troy, NY 12180; 518-695-5320; <twiggc@rpi.edu>

**Saint Xavier University (IL)**

P116B031062

Title: SIMPLE: Systematic Implementation of a Modular Progression for
Learning Effectively

Proposes curricular reform in cognitive and communication disorders
(CCD), a subfield of speech-language pathology that produces specialists
in stroke and neural degenerative conditions, a fast-growing area due to
the aging U.S. population. The project will focus on a structured,
progressive and modular approach to learning, familiarization and
performance; knowledge, comprehension, analysis, synthesis and
evaluation; a high infusion of audio, video, and graphics into concept
presentation, case studies, and assessment; and use of web and DVD
technology to deliver the curriculum in a platform-independent system.
Six Lead Collaborators will assist in developing the curriculum; nine
Field Collaborators will test it; an Advisory Panel of well-known CCD
educators and clinicians will participate in semi annual reviews of
project results; a Consumer Panel of employers and supervisors of
clinicians will contribute to curriculum goals and design; and, a
Dissemination Team of relevant association leaders will assist in
creating and implementing effective, national dissemination strategies.

FY 2003 Award: \$174,479

Total Award: \$499,251

Contact: Michael J. Flahive, Saint Xavier University, 3700 W. 103rd St,
Chicago, IL 60655; 773-298-3566; <flahive@sxu.edu>

**Shaw University (NC)**

P116B031042

Title: The Entrepreneurial Village

Provides under-represented students opportunities to become social
entrepreneurs. Faculty will participate in workshops that emphasize the
writing of case studies that are relevant to the needs of small,
business owners. Cases resulting from the faculty workshops will be part
of an interdisciplinary curriculum in social entrepreneurship. Students
will take courses in this curriculum and participate in internship and
service learning programs with local businesses. Long-term goals include
the development of a partnership arrangement with at-risk youth in
middle and high school.

FY 2003 Award: \$126,986

Total Award: \$350,483

Contact: Kenneth Mitchell, Shaw University, 118 East South Street,
Raleigh, NC 27601; 919-546-8351; <kmitchell@shawu.edu>

**SUNY Oswego (NY)**

P116B030099

Title: SUNY Teacher Education Program Assessment Project

Creates a sustainable assessment system to document beginning teacher
competency and performance and provide feedback for program improvement
for each of 15 teacher preparation institutions collaborating within the
State University of New York (SUNY) system. Guided by an innovative and
robust model of program assessment goals that applies to the full range
of teacher preparation institutions in SUNY, it will systematically
report and analyze aggregated teacher performance data and use the
results to guide program changes designed to improve candidate
performance at major checkpoints (admission, candidacy for student
teaching, graduation, and post-graduation in the schools). A major
outcome will be the creation of a database to support individual
assessment by combining teacher certification examination results with
other student data and eventually to include data on in-service teachers
from the New York State Education Department (NYSED). Such an approach
will serve to create a holistic resource for assessing program
effectiveness using replicable, systematic approaches to teacher program
assessments based on standard, reliable data. Replication will be
enhanced by producing a handbook of the processes and procedures
followed during the implementation plan and making the information
available on the university's website.

FY 2003 Award: \$234,752

Total Award: \$682,769

Contact: Suzanne Weber, School of Education, SUNY Oswego, Oswego, NY
13128; 315-312-2102; <sueweber@oswego.edu>

**University of Arizona (AZ)**

P116B030990

Title: Einstein\'s Protégés: A Heuristic Approach to Bridging the Gap
between Faculty Expectations and Student Preparedness

Develops a university-wide, critical competencies program called
Einstein's Protégés. The project includes concurrent student and faculty
development based on learning theory, incremental skill building through
the use of student peer assistants (preceptors), student-initiated
program management and low cost. Preceptors will be imbedded within
participating faculty members' classrooms to help students improve their
critical competencies while applying them to assigned course work.
Learning specialists and subject librarians will design and facilitate
preceptor-training courses that will focus on learning competencies,
information literacy competencies, and communication techniques.

FY 2003 Award: \$171,044

Total Award: \$483,389

Contact: Professor Harold Larson; Space Sciences 353; Department of
Planetary Sciences, The University of Arizona; Tucson, AZ 85721-0092;
520-621-6943; <hplarson@u.arizona.edu>

**University of Arizona (AZ)**

P116B031416

Title: The Initiative to Improve Latino Access and Academic Success

Seeks to inspire bilingual students to pursue higher education by
affording them the opportunity to utilize and develop their native
language and cognitive skills for academic success. The project will
develop and implement a 4-year bachelor's major and minor course of
study in Translation and Interpretation and a fully transferable
Associate's degree program, in conjunction with Pima Community College.
The project aims to improve access and retention among Latino students
and to increase the number of individuals entering the workforce with
specialized language skills that are in high demand.

FY 2003 Award: \$158,826

Total Award: \$471,242

Contact: Dr. Roseann Duenas Gonzalez, The University of Arizona, MLB
#67, Room 445; Tucson, AZ 85721; 520-621-3615; <ncitrp@u.arizona.edu>

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

P116B030526

Title: Arabic Without Walls: A Model for Increasing Access to the Less
Commonly Taught Languages Via Online Learning

Develops a model for teaching Arabic and other less commonly taught
languages through distance learning. The proposed course will be
sponsored by the University of California Consortium for Language
Learning & Teaching, developed in conjunction with the National Middle
East Language Resource Center at Brigham Young University, and offered
for credit through the University of California at Berkeley. The project
directly addresses the problem that language instruction for less
commonly taught languages is not available to most students on their
home campuses.

FY 2003 Award: \$125,201

Total Award: \$452,622

Contact: Robert Blake, University of California, Davis, UC Consortium
for Language Learning and Teaching, 220 Voorhies Hall, Davis, CA 95616;
530-754-7152; <rjblake@ucdavis.edu>

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

P116B031429

Title: Development of a Bachelor of Science Degree in Informatics

Establishes a new undergraduate degree program in informatics to better
educate the technological workforce that will create and maintain the
software and information systems of tomorrow. The new degree program is
in response to concerns that the traditional computer science curricula
have become too broad to best meet the needs of software and information
design. The curriculum development includes multi-course sequences,
studio and design courses, independent and problem-based learning
activities, a community service project course, and integrated
specializations. It is expected that the curriculum will attract more
women and underrepresented groups to the profession than the traditional
computer science curriculum.

FY 2003 Award: \$175,057

Total Award: \$448,303

Contact: Andre van der Hoek, University of California, Irvine, 444
Computer Science Building, Irvine CA 92697-3425; 949-824-6326;
<andre@ics.uci.edu>

**University of California, Los Angeles (CA)**

P116B030828

Title: Geographical Literacy with EL Focus

Combines the training of teachers in geographic literacy with English
Learner teaching methodologies in the Los Angeles Unified School
District. The project addresses not only the low level of geographic
understanding in the general population but also the low level of
English proficiency among the District's students, turning the large
proportion of English Learners and immigrants to pedagogical advantage.
Utilizing a comprehensive professional development model that builds
capacity in the schools and expands in the local area, the project will
also be disseminated through several state-wide and national
professional networks.

FY 2003 Award: \$160,989

Total Award: \$467,039

Contact: J. Nicholas Entrikin, UCLA, Los Angeles, California
900095-1524; 310-825-1071; <entrikin@geo.ucla.edu>

**University of Idaho (ID)**

P116B031480

Title: Academic Success -- The Norm: Academic Champions Experience
(ACE-it)

Design and demonstrate a new academic achievement model program based on
the Social Norms Model that has proven effective to change college
students' high-risk drinking behavior and campus climate. The new model
will change the campus culture towards high academic achievement from
one of low achievement. The ACE-it project intends to increase the
six-year college graduation rate by 5% by the end of the grant period.
Partner institutions include Central Washington University, Washington
State University and Western Washington University (the control site).
The project will be evaluated using a cost-benefit analysis in addition
to other measures.

FY 2003 Award: \$108,832

Total Award: \$332,273

Contact: Michael Griffel, 2nd Floor Wallace Resident Center, P.O. Box
442010, University of Idaho, Moscow, ID 83844-2010, 208-885-5848,
<mgriffel@uidaho.edu>

**University of Massachusetts Medical School (MA)**

P116B030570

Title: The Community Skills Mentor Project: Skill Training for Direct
Support Workers in Developmental Disabilities

Develops a Web-based curriculum to train supervisors of direct support
professionals (DSPs) to implement 12 core competencies identified by a
national consortium of human service professionals in the area of
developmental disabilities. Direct support workers provide daily
hands-on care of persons with mental retardation or developmental
disabilities. This consortium project complements an existing distance
education curriculum for DSPs that is aligned with Community Support
Skills Standards (12 competencies) and the Code of Ethical Practices of
the National Alliance for Direct Support Professionals. The 12 new
complementary course modules will aid supervisors and mentors in
training DSPs in learning and applying those standards. Partners include
three state departments of mental retardation, the Human Services
Research Institute, the University of Massachusetts, and UMASS OnLine.

FY 2003 Award: \$149,864

Total Award: \$449,543

Contact: Charles Hamad, University of Massachusetts Medical School,
Shriver Center, 200 Trapelo Road, Waltham, MA 02452; 781-642-0048;
<charles.hamad@umassmed.edu>

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

P116B030781

Title: Transforming Undergraduate Earth Science: The Social Significance
of Earth Processes

Creates a new concluding earth science course-based case studies of the
upper Mississippi region to address the continuing question of how to
teach science for the non-science major. Rather than serving as
introduction to a particular body of knowledge, the course will focus on
concepts and skills the students need to become informed citizens in a
global community and provide the appreciation of the close interactions
between earth processes and human society. Also the course will provide
students with the opportunity to learn and practice scientific methods,
analyze data or situations, form and test hypotheses. Many of the course
differences will occur in the laboratory portion where case studies and
visualization methods of the upper Mississippi region will be used as a
vehicle to effectively demonstrate the interaction between humans and
earth processes. Students are more likely to have visited or have
knowledge of regional earth science topics than the far distant
geological areas typically used in these courses.

FY 2003 Award: \$158,644

Total Award: \$439,966

Contact: Kent C. Kirkby, University of Minnesota, 310 Pillsbury Drive
SE, Minneapolis, MN 55455; 612-624-1392; <kirkby@umn.edu>

**University of North Texas (TX)**

P116B031199

Title: Parent Teacher Education Connection

Further refine and disseminate five online modules that prepare teacher
candidates to engage parents in the education of PreK-12 students.
Modules will reflect the areas for parent involvement articulated by
Epstein and the National PTA standards and will be piloted in three
partner site programs with particular attention given to preservice
candidates' attitudes, knowledge and skills that promote parental
engagement across cultures. Findings and online modules will be
disseminated through the Web Library of the Texas Center for Educational
Technology and facilitated through the American Association of Colleges
for Teacher Education and contact with state departments of education.
Partner schools are the University of Mississippi, University of North
Dakota, and the University of Texas El Paso.

FY 2003 Award: \$175,528

Total Award: \$468,545

Contact: Mary Harris, University of North Texas, P.O. Box 311337,
Denton, TX 76203, 940-565-4327, <mmharris@unt.edu>

**University of Texas at El Paso (TX)**

P116B030216

Title: Forging Global Supply Chain Management in Engineering Education

Integrates international supply chain management (SCM) with an
information technology-based educational strategy into the undergraduate
engineering curriculum at the University of Texas at El Paso (UTEP).
This project will teach business skills and industrial practice to
Hispanic and other students underrepresented in the upper echelons of
U.S. companies. The project will develop two senior-level courses
cross-listed in the schools of engineering and business and one graduate
course in supply chain management. The project includes year-long
internships for UTEP and Howard University students in companies on both
sides of the U.S.-Mexico border and an SCM seminar series with faculty
from two American and two Mexican universities.

FY 2003 Award: \$146,722

Total Award: \$302,286

Contact: Rong Pan, University of Texas at El Paso, Dept. of Mechanical
and Industrial Engineering, 500 W. University Road, El Paso, TX
79968-0521; 915-747-5780; <rpan@utep.edu>

**University of Texas Medical Branch (TX)**

P116B030983

Title: Clinical Laboratory Sciences Accessibility Project

Develops and evaluates the use of clinical laboratory educational
materials packaged as "learning objects" that may be used to instruct
clinical laboratory science (CLS) students, lab science practitioners
seeking continuing education, and many other pre-professional and
practicing health students. In leading the project, the University of
Texas Medical Branch will partner with the University of Nebraska
Medical Center and also collaborate with national digital libraries to
catalog and disseminate the new learning objects. Additionally, the
project will include several pilot programs with hospitals to determine
how easily and cost-effectively the learning objects can be packaged in
the creation of new clinical lab sciences programs; thereby, the project
seeks to address the shortage of clinical lab science graduates and
counteract the recent closures of many CLS programs, especially those
that are hospital-based.

FY 2003 Award: \$213,830

Total Award: \$658,279

Contact: Vicki Freeman, Dept. of Clinical Laboratory Sciences,
University of Texas Medical Branch, 301 University Boulevard, Galveston,
TX 77555-1140; 409-772-3056; <vfreeman@utmb.edu>

**University of Wisconsin (WI)**

P116B031118

Title: Nursing Education and Technology (NEAT) Project: Opening the
Floodgates

Establishes a Collaborative Academic Team (CAT) of 18
inter-institutional partners to identify common teaching and learning
needs in distance nursing education by developing and testing shareable
content objects (SCOs); and, by interactive case studies applicable
across courses, programs, and educational levels of nurses, nurse
practitioners, nurse midwives, physician assistants, and nurse
educators. A Dissemination Advisory Committee representing various
organizations of the nursing fields will design and implement strategies
for sharing the SCOs, including a "home" to support maintenance, manage
the addition of new SCOs, continue evaluation, and develop sharing
procedures. A Virtual Guide will be developed and implemented to help
others share and use the SCOs from this project.

FY 2003 Award: \$135,535

Total Award: \$484,950

Contact: Jeannette McDonald, H6/210 Clinical Science Center, 600
Highland Avenue, Madison, WI 53792; 608-263-5170; <mcdonal7@wisc.edu>

**University of Wyoming (WY)**

P116B031291

Title: Connecting Learning Across Academic Settings

Restructures the curriculum and instruction of six general education
science and humanities courses by integrating the development of
"working literacies" such as information literacy, computer literacy,
critical thinking, quantitative literacy and writing. Faculty will
scaffold learning and support interaction so that mastery of these
working literacies is advanced (within the general curriculum rather
than in remedial settings) and the potential for applying this mastery
to other courses is increased. Outcomes include an Inventory of Working
Literacies," workshops on the process of reconstructing courses, six
model course portfolios, and various dissemination activities.

FY 2003 Award: \$110,000

Total Award: \$351,440

Contact: Jane Nelson, Ellbogen Center for Teacher and Learning, 307 Coe
Library, University of Wyoming, Laramie, WY 82071; 307-766-4822;
<jnelson@uwyo.edu>

**Wright College (IL)**

P116B030714

Title: Great Books in the Two-Year College

Conducts an evaluation of Wright College\'s five-year old Great Books
curriculum, focusing on long-term student and campus outcomes. The
college will compare participating and non-participating students for
differences in learning outcomes, retention and completion, GPA, choices
of careers and disciplines, faculty satisfaction, transfers to four-year
schools, changes in the college curriculum and other variables. The
applicant will also develop a transportable evaluation tools that could
be used by other schools interested in instituting Great Books
curricula.

FY 2003 Award: \$100,262

Total Award: \$380,468

Contact: Bruce Gans, English Department, Wright College, Chicago, IL
60634; <bmg1030@hotmail.com>

**Yale University School of Medicine (CT)**

P116B031017

Title: Anatomy Transformed: A Modular, Multimedia Approach to Teaching
Anatomy from High School through Clinical Education

Proposes a modular, multimedia, multidimensional approach to teaching
anatomy from high school through college and clinical education. The
project addresses the shortage of anatomists in the United States, the
ineffectiveness of rote memorization as a pedagogy to attract and engage
students in anatomy, and the inefficiencies of repetitively teaching a
one-dimensional view of anatomy in high school, college, and early
medical school. The project will use surgical case studies to provide a
clinical context that allows students to explore anatomy from
perspectives of a patient's presentation, physical exam, diagnostic
imaging, and surgical resolution. The course integrates with second-year
pathophysiology modules, linking anatomy to other medical disciplines. A
Web-based instructional delivery plan enables: 1) the integration of
radiology, video and web activities to complement the dissections; 2) a
modular design enabling reorganization and adaptation to instruction in
other health fields; and 3) the training of surgeons, anatomists and
anthropologists charged with teaching basic, medically relevant anatomy.
Six universities will test the Web modules with medical, nursing and
allied health students; New Haven's inner city Career High School will
be a test site in high school biology; and, a Dissemination Advisory
Board will create strategies for national adaptation in institutions
that teach anatomy from high school to clinical practice.

FY 2003 Award: \$149,313

Total Award: \$395,293

Contact: Lawrence J. Rizzolo, Ph.D., Dept of Surgery, Yale University
School of Medicine, PO Box 208062, New Haven, CT 06520-8062;
203-785-6277; <lawrence.rizzolo@yale.edu>