As of 9/30/2006

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

## *FY 2006 Comprehensive Program -- New Awards by Institution*

**University of Arizona (AZ)**

**P116B060067**

Title: Preparación \-- Building Teacher Capacity for Latino Academic
Success in Middle/High School and Beyond

Builds in-service and pre-service teacher capacity and introduces an
innovative and reproducible translation and interpretation curriculum
for inclusion in middle and high school curricula. The process aims to
capitalize on Latino students\' unique bilingual and bicultural heritage
as a springboard to improve English language and academic skills leading
to educational achievement at the postsecondary level.

FY 2006 Award: \$238,479

Total Award: \$594,832

Contact: Roseann D. Gonzalez, Geronimo Building, 2nd Floor; P.O. Box
210432, University of Arizona, Tucson, AZ 85721-0432; 520-621-3615;
<rgonzale@u.arizona.edu>

**Associated Colleges of Illinois (IL)**

**P116B060176**

Title: ACI's College Success Network

Develops a collaborative, learner-centered, integrated college retention
strategy to increase retention and graduation rates among minority,
low-income, first generation, and other at-risk students. Creates a
database to track student persistence across a statewide network that
involves 24 private colleges and universities. The database includes
best practices associated with persistence and financial aid. Faculty
serve as members of multi-disciplinary campus teams across institutions
and establish and implement collaborative institution-wide policies and
programs based on best practices.

FY 2006 Award: \$214,553

Total Award: \$600,000

Contact: Renee Martinez, Associated Colleges of Illinois, 20 N. Wacker
Drive, Suite 1456, Chicago, IL 60606; 312-263-2391;
<martinez@acifund.org>

**Association of American Colleges and Universities (DC)**

**P116B060445**

Title: Shared Futures: General Education for Global Learning

Aligns general education curricula with global learning outcomes at 16
institutions collaborating in AAC&U\'s \"Shared Futures\" project. The
project will focus on making the general education science requirements
more central to global education, using global education to assess key
liberal education outcomes, and illuminating the links between global
learning, diversity, democracy, civic engagement, and social and ethical
responsibility.

FY 2006 Award: \$225,000

Total Award: 2 years, \$450,000

Contact: Caryn McTighe Musil, AAC&U; 1818 R Street N.W.; Washington, DC
20009-1604; 202-387-3760; <musil@aacu.org>

**Biotechnology Institute (VA)**

**P116B060093**

Title: Operation Biotechnology

Develops engaging biotechnology teacher training curriculum and
experiments that integrate biology, chemistry and physics content. In
year-round professional development workshops high school teachers are
trained to modify their existing courses and, using an easily replicable
"teacher/leader" model, these master teachers will disseminate programs
and labs to their colleagues.

FY 2006 Award: \$277,137

Total Award: \$824,660

Contact: Paul Hanle, Biotechnology Institute, 1840 Wilson Blvd., Suite
202, Arlington, VA 22201; 703-248-8681; <phanle@biotechinstitute.org>

**California State University System (CA)**

**P116B060079**

Title: Alignment of High School and College Curriculum: Expository
Reading and Writing

Advances the Early Assessment Program begun in 2001 and combines it with
the new 12th grade Expository Reading and Writing course begun in June
2006. The project will focus on teacher professional development of
pre-service teacher candidates, evaluate the results of the new 12th
grade course and begin the process of state-wide adoption. The course
was developed through a collaborative effort of California State
University\'s English faculty and Long Beach area high school teachers
to align secondary literacy skills with collegiate expectancies.

FY 2006 Award: \$199,897

Total Award: \$599,829

Contact: Nancy Brynelson, California State University System, 6000 J
Street, Sacramento, CA 95819-6018; 916-278-4581;
<mbrynelson@csustate.edu>

**California State University, Long Beach (CA)**

**P116B060223**

Title: The MERLOT Faculty ELIXR Project: Faculty Development Centers and
Online Repositories Collaborating to Share Exemplary Practices

Links online repositories in order to improve faculty
development\--linking Multimedia Educational Resource for Learning and
Online Teaching (MERLOT) to a newly piloted and innovative repository
which is designed to provide faculty with best practicing teaching tools
and a variety of discipline-oriented resources. The new repository
serves to enhance existing faculty development centers and online
resource repositories across a range of higher education participants in
MERLOT. The digital collection of exemplary case story resources that
combine disciplinary and institutional contexts are to improve the
teaching-learning culture on campuses through faculty development
interventions.

FY 2006 Award: \$236,088

Total Award: \$680,184

Contact: Gerard L. Hanley, California State University, Office of the
Chancellor, 401 Golden Shore, Long Beach, CA 90802-4210; 562-951-4259;
<chanley@calstate.edu>

**Carnegie Mellon University (PA)**

**P116B060106**

Title: Opening the Genetics Gateway

Develops, evaluates and disseminates an innovative genetics course that
shifts the emphasis to problem based learning. Cognitive tutor
technology is integrated into a problem oriented course with new lecture
preview problems individualized to student needs. Summative evaluations
will be conducted at a varied group of ten institutions.

FY 2006 Award: \$145,166

Total Award: \$450,586

Contact: Albert Corbett, Carnegie Mellon University, HCII-CMU, 5000
Forbes Ave., Pittsburgh, PA 15213; 412-268-8808; <corbett+@cmu.edu>

**Cedar Crest College (PA)**

**P116B060261**

Title: A Cost-Benefit Analysis of Nursing Education

Develops a replicable model to reduce the high cost of nursing education
in schools of nursing, including a cost-benefit analysis, thereby
helping to reduce the nursing shortage. Curricular, pedagogical, and
administrative innovations in junior- and senior-year clinical
laboratories and senior-year clinical rotations will result in reduced
costs while enhancing the quality of baccalaureate nursing programs.
Hospital-employed registered nurses, paid by the hospital and trained by
the college, are to assume responsibility for additional nursing
students during clinical rotations with no overall increase in cost to
the college. The college also examines whether the use of online
computer simulations and lessons reduces clinical laboratory time in
junior-year courses.

FY 2006 Award: \$171,224

Total Award: \$497,863

Contact: Laurie Murray, Cedar Crest College, 100 College Drive,
Allentown, PA 18104-6196; 610-606-4606; <lrmurray@cedarcrest.edu>

**City College of New York, John Jay College of Criminal Justice (NY)**

**P116B060183**

Title: Teaching the Process of Science

Creates a curriculum and supporting materials to expose a greater number
of undergraduate students, both science majors and non-science majors,
to the scientific process and scientific research. The project\'s
ultimate aim is to expand this model to catalyze a shift in the way
undergraduate introductory science courses are taught. It seeks to
develop a set of freely available online curricular modules to be used
in a Process of Science course. The modules are to be used and evaluated
at four different postsecondary institutions through interdisciplinary
science programs. Five key concepts make up this work: scientific
methods; the evolution of science through time; the practice of science;
communicating science; and science today. The set of curricular modules
and associated teaching materials to be used in the Process of Science
course uses Vision Learning, a widely used teaching module design.
Outcomes are a community of practice for the teaching of the process of
science.

FY 2006 Award: \$200,746

Total Award: \$599,870

Contact: Anthony Capri, CUNY, John Jay College, 445 West 59th Street,
New York, NY 10019-1069; 212-237-8944; <acapri@jjay.cuny.edu>

**City University of New York (NY)**

**P116B060154**

Title: School Teacher and College Faculty Improving Teacher Preparation

Expands a public/private NYC Partnership for Teacher Excellence that
transforms the preparation of mathematics and science teachers. CUNY and
the New York City Department of Education bring together college faculty
and host school teachers to design fieldwork experiences for aspiring
teachers, redevelop education courses, develop new approaches for
insuring that all students learn math and science well, and re-think the
relationship between content study at the postsecondary level and
content teaching at the secondary.

FY 2006 Award: \$150,000

Total Award: \$600,000

Contact: John Garvey, City University of New York, Office of Academic
Affair, 535 East 80th Street, New York, NY 10021; 212-794-5747;
<john.garvey@mail.cuny.edu>

**City University of New York Graduate Center (NY)**

**P116B060012**

Title: The Dissemination of the Self-Regulated Learning (SRL) Model

Demonstrates the effectiveness of the Self-Regulated Learning model to
dramatically improve student performance in associate degree programs.
SRL teaches students a new way of understanding the learning process and
how to monitor and manage it. The project seeks to apply this model to
teacher training in urban high schools, urban two-year colleges, and
urban four-year colleges.

FY 2006 Award: \$764,084

Total Award: 3 years, \$764,084

Contact: John Hudesman, CUNY Graduate and University Center, 365 Fifth
Ave., NY, NY 10016; 212-817-1835; <jhudesman@gc.cuny.edu>

**College of Charleston (SC)**

**P116B060026**

Title: Radical Change in Large-Class Instruction

Demonstrates the use of Process Oriented Guided Inquiry Learning
(POGIL), a student-active teaching method where students work in
self-managed teams relying on little formal lecture. The use of POGIL
has been proven successful in small-class chemistry instruction and one
large class showing increases in student knowledge and key process
skills. The grantee will now pilot test the method at the University of
Washington in an organic chemistry class with over 250 students. The
project will also explore using tablet PCs to monitor student
performance and gauge what interventions are needed and when. This
project will develop: an activity book; a first of its kind organic
chemistry text designed to be read in a guided discovery mode;
instructors' guide; strategies for employing wireless tablet PC
technology; and, tools for assessing conceptual learning in large
classes. It will also collect and disseminate data on the effectiveness
of POGIL in a large class.

FY 2006 Award: \$214,681

Total Award: \$596,499

Contact: Andrei R. Straumanis, College of Charleston Chemistry
Department, 66 George St., Charleston, SC 29412; 843-953-5275;
<straumanisa@cofc.edu>

**Colorado State University (CO)**

**P116B060387**

Title: Labtop: An Integration of Theory and Practice in General
Chemistry with Diverse Community College Learners

Implements a project to create a new chemistry learning system that
merges the methodology of Powerful Pictures and Small-Scale Chemistry
with the technological potential of Tablet PCs. Labtop would be a fusion
of theory and practice in which a web-based computer system would
replace the printed textbook, class and homework problems, and much of
the traditional laboratory approach. The project outcomes include new
curriculum materials, case studies, assessments of student learning, and
evaluation of the potential for replication.

FY 2006 Award: \$146,089

Total Award: \$415,162

Contact: Stephen Thompson, Colorado State University, CSMATE, Campus
1802, Fort Collins, CO 80523-1802; 970-491-1700;
<thompson@csmate.colostate.edu>

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

**P116B060021**

Title: Family Involvement for Latino College Success

Implements a model of "family centered" community-based programs,
including credit and non-credit courses and a variety of other family
centered educational activities. The key to the instructional model is
the integration of family members in the educational process throughout
the tenure of the students' studies at the participating colleges.

FY 2006 Award: \$184,140

Total Award: \$605,260

Contact: Jim Corvey, 4849 W. Illinois Ave., Dallas, TX 75211;
214-860-8520; <sjc6610@dcccd.edu>

**Drexel University (PA)**

**P116B060122**

Title: Enhancement in Online Laboratory Learning

The aim of the project is to enhance online distance laboratory learning
in engineering education through the synergistic integration of a
stereoscopic tele-presence system for sufficient visual, auditory
communications and the ability to control the remote system in an
intuitive and natural manner so that for students it appears to co-exist
in one unified world model. Its goal is to develop an agent-based
tutorial system and infuse research into the curriculum. The project
seeks to overcome the current limitations in online laboratory education
by advancing the understanding of pedagogy to acquire knowledge of: 1)
how remotely located, technologically sophisticated systems work; 2) how
cognitive learning develops under the lack of face-to-face interactions
with teachers; and 3) design assessments that incorporate effective
evaluation methodology from K-12 education research. During the period
of the grant the project will benefit 300 non-traditional students, 270
traditional students, and 100 high school students.

FY 2006 Award: \$135,789

Total Award: \$412,484

Contact: Yongjin Kwon, Drexel University, 3001 Market St., Suite 100,
Philadelphia, PA 19104; 215-895-0969; <yk73@drexel.edu>

**Florida State University (FL)**

**P116B060460**

Title: Improving the Academic Performance and Critical Thinking Skills
of College Freshmen

Develops a social annotation model (SAM) that uses a software program
(Hylighter) for annotating text online. The model teaches critical
thinking skills, self-reflection, and feedback to second-semester
freshmen. This project further evaluates the software to measure
effectiveness and student learning. The software allows the instructor
significant control over the written work of students. Students can
annotate each others' papers and communications and compare their
understanding of a text with other students' and the instructor's. The
resulting broader awareness of users is significantly greater than what
is achieved in a standard classroom with or without the use of other
annotation software on the market.

FY 2006 Award: \$153,687

Total Award: \$587,178

Contact: Dale W. Lick, Florida State University, C4600 University
Center, Tallahassee, FL 32306-2540; 850-644-2570; <dlick@lsi.fsu.edu>

**Kansas State University (KS)**

**P116B060403**

Title: Inter-Institutional Collaboration: The Key to Affordable and High
Quality Education

Using the establishment of a multi-state, multi-institutional program in
nuclear engineering as a test case, the project examines the policy and
political obstacles to inter-state cooperation in higher education.
Specifically it seeks to address the influence of higher education
governing and accrediting board policies and procedures on
inter-institutional programming.

FY 2006 Award: \$225,226

Total Award: \$636,617

Contact: Sue Maes, Kansas State University, 128 Dole Hall, Manhattan, KS
66506-6903; 785-532-3110; <scmaes@ksu.edu>

**Kentucky Science and Technology Corporation (KY)**

**P116B060272**

Title: Linking Pre-Service Preparation and In-Service Induction of
Science and Math Teachers Through Formative Assessment

Improves science and mathematics teacher preparation by conducting an
analysis of student teacher and first-year teacher instructional
strategies. A Web-based classroom observation system will be used to
develop a database of patterns of instruction of student and first-year
teachers. Participating higher education institutions will use the data
to evaluate student teaching and develop improvement plans for their
teacher education programs.

FY 2006 Award: \$200,000

Total Award: \$634,071

Contact: Stephen A. Henderson, Kentucky Science and Technology
Corporation, 200 West Vine Street, Suite 420, Lexington, KY 40507;
859-255-3511; <shenderson@arsi.org>

**LaGuardia Community College (NY)**

**P116B060124**

Title: Project Quantum Leap

Demonstrates the use of a proven project, Science Education for New
Civic Engagements and Responsibilities (SENCER). The approach of
teaching science and higher-level mathematics in "compelling contexts"
will be adapted to a new setting and population: high-risk, urban
community college students in basic skills mathematics classes. SENCER
promotes the development of courses that teach science and advanced
mathematics through complex, capacious, and unsolved public issues. The
project intends to systemically change the developmental mathematics
instruction at LaGuardia for students college-wide and the on-campus
high schools by strengthening student engagement in the mathematics
learning process, increase student success in these gatekeeper courses,
and advance student retention and completion. Over 3500 students are
expected to benefit from the project during the course of the grant.

FY 2006 Award: \$188,632

Total Award: \$499,969

Contact: Paul Arcario, LaGuardia Community College, 3410 Thomson Ave.,
Long Island City, New York, 11101-3007; 718-482-5405;
<arcariop@lagcc.cuny.edu>

**Loyola Marymount University (CA)**

**P116B060364**

Title: Project for Learning in the United States (PLUS): International
Student Support Project

Develops a unique comprehensive online curriculum enabling faculty and
staff of institutions of higher education to improve their information
support services for international students. These services create
greater incentives for attracting and retaining students from other
countries studying at U.S. institutions, students whose presence
contributes to the internationalization of U.S. campuses. Three online
courses (pre-study, U.S. study, and post-study), a special certificate
for students completing all three, and faculty/staff modules will be
developed.

FY 2006 Award: \$143,533

Total Award: \$441,659

Contact: Gary M. Rhodes, Loyola Marymount University, STE 1840, 1 LMU
Drive, Los Angeles, CA 90045; 310-338-7451; <grhodes@lmu.edu>

**Montgomery College (MD)**

**P116B060280**

Title: Portal to Success in Engineering

Builds on empirical data and adapts lessons learned to develop programs
and strategies to increase the numbers of women and minorities at
two-year colleges who are entering engineering. Mentoring, academic
coaching, supplemental instruction, and undergraduate research are part
of a holistic approach to preparation.

FY 2006 Award: \$198,831

Total Award: \$471,142

Contact: Sanjay Rai, MT 621, Rockville, MD 20850; 301-279-5031;
<sanjay.rai@montgomerycollege.edu>

**New Hampshire Community Technical College System (NH)**

**P116B060322**

Title: Optimizing Technology to Deploy Quality Matters Concepts and
Implement an Online AA Degree in a Resource Limited, Geographically
Dispersed Community College System

Implements a pilot project to expand hybrid and online courses and offer
a full AA degree online. The New Hampshire System proposes to train
faculty in online course design with the use of a quality assurance
system originally developed in Maryland. The project is designed to
demonstrate the cost effectiveness and replicability of adapting a
system of quality assurance for the use of technology that was not
designed for a rural, dispersed community college system.

FY 2006 Award: \$93,189

Total Award: 2 years, \$143,189

Contact: Sharon Sabol, New Hampshire Community Technical College System,
26 College Drive, Concord, NH 03301; 603-271-0705; <ssabol@nhctc.edu>

**Pierce College (CA)**

**P116B060197**

Title: Textbook Accessibility for Deaf Community College Students

Makes textbooks accessible to deaf students at the community college
level. The project will develop an assessment methodology and produce a
series of DVDs using skilled interpreters for the deaf to sign the
content of textbooks for courses in eleven commonly required subjects.
The project will involve eleven California community colleges.

FY 2006 Award: \$118,076

Total Award: \$586,067

Contact: Norman Crozer, Pierce College, 6201 Winnetka Ave., Woodland
Hills, CA 91371-0002; 818-710-4226; <crozernp@piercecollege.edu>

**Professional Educator Standards Board (WA)**

**P116B060057**

Title: Opportunity and Access to Increase the Diversity of Teachers

Strategically addresses the diversity gap between the teacher workforce
and student populations in Washington State school districts in three
regions. Opportunity and access are to be provided for paraprofessionals
to enroll in teacher certification/BA degrees via three alternative
route partnership programs.

FY 2006 Award: \$144,568

Total Award: \$488,294

Contact: Lin Douglas, PESB, P.O. Box 47236, Olympia, WA 98504;
360-725-4951; <ldouglas@ospi.wednet.edu>

**Purdue University (IN)**

**P116B060421**

Title: Increasing Access to Quality Learning Through Effective Use of
Peer Feedback in Online Discussions

Prepares students for the workplace by increasing student learning in
selected disciplines such as engineering, mathematics, science, and
technology and in the areas of critical thinking, self-directed
learning, and teaming skills through the use of online discussions,
augmented by a rigorous peer feedback strategy. Online discussions are
content-based and geared toward the application, synthesis, and
evaluation of subject matter information in order to solve problems
relevant to the discipline under study. The peer feedback strategy
includes use of an electronic tool developed in partnership with WebCT
and modeled after the kinds of Web-based feedback systems used by Amazon
and other online retailers. If successful, the tool will be disseminated
to wider audiences, including two-year and four-year institutions
nationwide.

FY 2006 Award: \$146,996

Total Award: \$497,135

Contact: Jennifer C. Richardson, Purdue University, Beering 3142, C&I
Department, 100 North University Street, West Lafayette, IN 47907-2098;
765-494-5669; <jennrich@purdue.edu>

**Roanoke College (VA)**

**P116B060412**

Title: Preparing Faculty for Creating Integrative Learning Experiences

Designs, implements, and assesses a faculty development program that
facilitates faculty providing integrative learning experiences to
students. The project includes three initiatives to produce integrative
teaching: initiative grants, annual faculty retreats, and e-portfolios.
In collaboration with four other institutions, they develop and
integrate three categories of assessment: national and local student
surveys, student work, and results of qualitative face-to-face
interactions. The outcome of the project creates a community of practice
that promotes improved assessment-based inquiry and decision-making for
faculty and students.

FY 2006 Award: \$129,372

Total Award: \$452,041

Contact: Adrienne G. Bloss, Roanoke College, 221 College Lane, Salem, VA
24153; 540-375-2434; <bloss@roanoke.edu>

**Salish Kootenai College (MT)**

**P116B060220**

Title: Building Cultural Connections to Health Care

Plans for the development and dissemination of culturally competent
health modules for nursing education programs to improve education and
culturally competent care for Native Americans. The project focuses on
planning for three levels of nursing education: nursing assistant
certificate, associate degree, and registered nurse/baccalaureate
degree. The college is collaborating with Oglala Lakota College (Kyle,
South Dakota). Instructional technologies, including an Internet
discussion board and ITV technologies, will support communication
between the two colleges.

FY 2006 Award: \$100,000

Total Award: 1 year, \$100,000

Contact: Jacque K. Dolberry, Salish Kootenai College, Nursing
Department, Box 70, 52000 Highway 93 North, Pablo, MT 59855;
406-275-4909; <jacque_dolberry@skc.edu>

**San Francisco State University (CA)**

**P116B060437**

Title: National Network of Metropolitan Health Leadership Academies

Working with a network of partners, San Francisco State University and
City College of San Francisco seek to organize, pilot test and evaluate
a consortium of health leadership academies. Through a planned 2+2+2+2/3
organized curriculum, beginning in the 11th grade, the goal is to
encourage community members to become community health leaders devoted
to overcoming the serious health problems of the nation's metropolitan
areas.

FY 2006 Award: \$200,000

Total Award: \$600,000

Contact: Mary Beth Love, SFSU, 1600 Holloway Ave, San Francisco, CA;
415-338-2708; <love@sfsu.edu>

**Simon's Rock College of Bard (MA)**

**P116B060297**

Title: Institute on Early College Pedagogy

Offers an alternative to the traditional ways of educating adolescents
by restructuring the last two years of high school and the first two
years of college. Simon's Rock College of Bard proposes to develop an
institute on early college pedagogy to advance the successes of this
growing education reform effort. The project activities will include a
series of teaching seminars on early college pedagogy, a network of
consultants serving other colleges, and a national conference leading to
the creation of a consortium on early college pedagogy.

FY 2006 Award: \$169,784

Total Award: \$393,405

Contact: Christine Somervill, Simon's Rock College of Bard, 84 Alford
Road, Great Barrington, MA 01230-0123; 413-528-7216;
<csomervill@simons-rock.edu>

**State University of New York at Buffalo (NY)**

**P116B060438**

Title: Building Literacy: The Integration of Building Technology and
Design in Architectural Education

Develops educational materials for architecture students to improve
understanding of the application of technological principles in building
design. The project seeks to accomplish this end by teaching building
systems integration and harnessing the capabilities of advanced graphic
media such as dynamic modeling programs to help students visualize
concepts that otherwise are difficult to comprehend. Dissemination plans
incorporate use of a nationally recognized publisher to disseminate the
Interactive Building Software and support material for faculty and
students.

FY 2006 Award: \$210,266

Total Award: \$553,045

Contact: Shahin Vassigh, Dept. of Architecture; 3435 Main St. Bldg.1;
Buffalo, NY 14214-3087; 716-829-3485; <vassigh@ap.Buffalo.edu>

**Stephen F. Austin State University (TX)**

**P116B060283**

Title: Articulated Internet Teacher Education Program for Multilingual
Elementary Classrooms

Partners with 21 community colleges in Texas to recruit, mentor, and
support paraprofessional/teacher aides with associate of arts in
teaching degrees interested in raising their level of educational
attainment through an online baccalaureate Early Childhood-4 (EC-4)
completion program. The EC-4 program will provide the skills to
effectively manage and instruct children in multicultural and
multilingual classrooms. Webcams and other interactive media devices
will be used to facilitate instruction and to assess student teacher
performance.

FY 2006 Award: \$248,461

Total Award: \$592,260

Contact: Janice S. Pattillo, Stephen F. Austin State University, P.O.
Box 13017, Nacogdoches, TX 75962; 936-468-1410; <jpattillo@sfasu.edu>

**Tallahassee Community College (FL)**

**P116B060298**

Title: A Blueprint for the Establishment and Implementation of a
Statewide Standards-Based Digital Repository

Develops a blueprint for establishing a digital content repository
throughout the state of Florida and extends the initiative to other
states and entities. The statewide digital content repository will
accommodate all subject areas in postsecondary education. By using the
blueprint, institutions, states and departments can ensure
interoperability among repositories and learning management systems and
maintain consistent quality content. The blueprint is to include
recommendations for policies, procedures, meta-data and content
standards; workflow and quality review guidelines; training topics; and,
funding and marketing strategies that will enable users to establish and
maintain a successful learning object repository. The blueprint can be
modeled and reused by educational institutions and state and federal
government entities across the nation and will be based on the Shareable
Content Object Reference Model (SCORM) that has been proven effective in
reducing development costs and duplication of effort.

FY 2006 Award: \$147,315

Total Award: \$473,364

Contact: Susie Henderson, Florida Distance Learning Consortium; 1753 W.
Paul Dirac Drive, Tallahassee, FL 32310-3708; 850-922-3359;
<shenderson@distancelearn.org>

**Tennessee Board of Regents (TN)**

**P116B060289**

Title: Tennessee Board of Regents (TBR) and Education Commission of the
States (ECS) Academic Preparation Initiative

Designs and implements a statewide academic preparation initiative to
reform developmental studies curriculum, teaching and learning methods,
and assessment strategies. The Tennessee Board of Regents (TBR) is
developing academic bridge programs and curriculum alignment on a state
level between high schools and colleges while increasing access for
students. Using a proven course re-design strategy, TBR develops new
delivery structures that streamline course delivery, promote dual
enrollment, and provide academic support. Emphasis is on English and
math assessment and remediation. In cooperation with the Education
Commission of the States, TBR seeks to disseminate this model nationwide
so that other states and institutions can borrow and benefit from a more
efficient and effective college readiness approach.

FY 2006 Award: \$235,081

Total Award: \$739,040

Contact: Houston D. Davis,Tennessee Board of Regents, 1415 Murfreesboro
Road, Suite 324 Nashville, TN 37217-2833; 615-366-39975;
<houston.davis@tbr.edu>

**Texas State University, San Marcos (TX)**

**P116B060466**

Title: Mix It Up: Correlating Math and Science for Middle School

Provides intense, sustained, systemic, correlated math and science
content knowledge and skills to undergraduates and graduates. The
project recruits, strengths, and maintains middle school math and
science teachers through an innovative model that utilizes collaboration
and mentoring and produces custom-made, research-based, correlated
science and math lesson plans using best practices that are aligned to
national, state, and local standards

FY 2006 Award: \$216,956

Total Award: \$714,762

Contact: Selina Vasquez-Mireles, 601 University Drive, Department of
Mathematics, San Marcos, TX 78666-4616; 512-245-8019; <sv10@txstate.edu>

**The National Center for Academic Transformation, Inc. (FL)**

**P116B060027**

Title: Course Redesign National Dissemination Project

Disseminates to 60 novice institutions a re-design methodology for
large, early enrollment courses. The proven methodology uses technology,
improves student learning, and cuts institutional costs by a significant
degree. The National Center for Academic Transformation, building on its
eight-year successful track record, partners with 60 new institutions in
order to demonstrate how large-scale course re-design can be
accomplished. Sustainability beyond the end of the grant is achieved by
the creation of a Redesign Alliance of institutions with a yearly
membership fee.

FY 2006 Award: \$292,462

Total Award: \$849,670

Contact: Carol A. Twigg, National Center for Academic Transformation,
Inc., 1643 Brickell Avenue, #3804, Miami, FL 33129; 518-695-5320;
<ctwigg@thencat.org>

**The University of Kansas Center for Research, Inc. (KS)**

**P116B060192**

Title: An Innovative Mentoring Model for Underrepresented Students at
the University of Kansas and Partnering Community Colleges in Kansas

Modifies, evaluates, and disseminates a model mentoring program. The
Multicultural Scholars Program (MSP) will develop partnerships with
community colleges in Kansas that express interest in using the modified
version of the MSP model. Patterned after the MSP, for which past
results evidenced a significant improvement in GPA for students
participating in the program, the project focuses on improved retention
and performance of students from underserved populations.

FY 2006 Award: \$156,443

Total Award: \$515,157

Contact: Renate Mai-Dalton, KUCR, Summerfield Hall, 1300 Sunnyside
Avenue, Rm. 302, Lawrence, KS 66045-7585; 785-864-7566;
<rmaidalton@ku.edu>

**University of Arizona (AZ)**

**P116B060067**

Title: Preparación \-- Building Teacher Capacity for Latino Academic
Success in Middle/High School and Beyond

Builds in-service and pre-service teacher capacity and introduces an
innovative and reproducible translation and interpretation curriculum
for inclusion in middle and high school curricula. The process aims to
capitalize on Latino students\' unique bilingual and bicultural heritage
as a springboard to improve English language and academic skills leading
to educational achievement at the postsecondary level.

FY 2006 Award: \$238,479

Total Award: \$594,832

Contact: Roseann D. Gonzalez, Geronimo Building, 2nd Floor; P.O. Box
210432, University of Arizona, Tucson, AZ 85721-0432; 520-621-3615;
<rgonzale@u.arizona.edu>

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

**P116B060029**

Title: A Systems Response to Improving Education on Aging

Creates and assesses competency-based gerontology curricula for courses
in gerontology, nursing and social work that represent education and
career ladder principles and national disciplinary standards, and trains
faculty to implement the curricula at two-year and four-year campuses
throughout the California system.

FY 2006 Award: \$259,248

Total Award: \$728,768

Contact: Janet C. Frank, UCLA Division of Geriatrics, 10945 Le Conte
Avenue, Suite 2339, Los Angeles, CA 90095-1687; 310-312-0531;
<jcfrank@mednet.ucla.edu>

**University of California, San Diego (CA)**

**P116B060216**

Title: Developing, Assessing, and Disseminating an Alternative Program
for Teacher Preparation in Mathematics at the High School Level

Implements an innovative instructional approach as an alternative to
current practice in most programs in secondary mathematics education.
The project develops a series of professional development activities and
materials for pre-service and in-service secondary mathematics teachers
using a theoretical framework, DNR-based instruction based on principles
of learning -- duality, necessity and repeated-reasoning - which helps
students develop conceptual knowledge through the careful design,
selection and sequencing of problems. The professional development
focuses on improving teachers' understanding of the mathematics content,
fundamental principles of learning and teaching practices that are in
accordance with these principles.

FY 2006 Award: \$124,955

Total Award: \$557,877

Contact: Guershon Harel, University of California, San Diego, Dept. of
Mathematics, 9500 Gilman Drive, 0112, La Jolla, CA 92093-0112;
858-534-2650; <harel@math.ucsd.edu>

**University of California, San Diego (CA)**

**P116B060323**

Title: The California BioBridge Partnership

Enhances instruction and stimulates high school students\' interest in
science through curricular innovation based on state-of-the-art research
technologies using fluorescent protein technology. Approximately 360
teachers are to be trained to instruct students in inquiry-based applied
mathematics, physics, chemistry, and biology labs. The program will be
implemented in two demographic areas with different teaching
populations - Sweetwater Unified High School District in San Diego and
East Bay in the San Francisco Bay. The partnership collaboration
includes biotech industry, university science researchers, and high
school teachers. Project activities and objectives include the
development of an interactive Website with lab resources, including
teacher-developed curricular materials with an "Ask a Scientist" feature
for teachers and students and establishment of more cost-effective,
production-efficient systems of supply and demand for lab supplies. Real
world science programs can be used by teachers with Web access, whether
or not they participate in the labs.

FY 2006 Award: \$190,649

Total Award: \$593,382

Contact: Brinda K. Rana, University of California, San Diego, 9500
Gilman Drive, mc 0815, La Jolla, CA 92093-0815; 858-822-4010;
<bkrana@ucsd.edu>

**University of Illinois at Chicago (IL)**

**P116B060059**

Title: Reducing Errors in Medicine -- Adapting the Aviation Industry
Model

Expands a very promising pilot effort that uses an airline industry
model to train medical students in communication and teamwork so that,
as doctors, they can perform well in highly stressful emergency
situations. Project would develop survey instruments and course modules
for medical students that address non-cognitive attitudes and behaviors
that may affect medical error rates.

FY 2006 Award: \$145,871

Total Award: \$438,203

Contact: David Mayer, University of Illinois at Chicago, 1819 W. Polk
St., Room 150, Chicago, IL 60612; 312- 996-4020; <dmayer1@uic.edu>

**University of Massachusetts Amherst (MA)**

**P116B060327**

Title: Building a Java Instructor Community: An online Plan for
Improving Introductory Computer Science Teaching and Learning

Builds an instruction community, which supports an effort to increase
the number of students majoring in computer science through a training
program at the introductory level using the iJava system. The iJava
system is integrated with an online teaching community, which includes
online teaching notes, lesson plans, groups work resources, and other
lab materials. Six institutions are involved initially, but ultimately,
the instruction community seeks to develop an outreach program aimed at
training high school and college instructors in two- and four-year
institutions around the country.

FY 2006 Award: \$209,906

Total Award: \$599,515

Contact: Robert Moll, University of Massachusetts Amherst, 140 Governors
Drive, Amherst, MA 01003; 413-545-4315; <moll@cs.umass.edu>

**University of Missouri - Columbia (MO)**

**P116B060045**

Title: The Context Awareness and Notification System

Partners with the University of Michigan and Virginia Tech to broaden
access to higher education by improving the processes and quality of
online teaching and learning. The project is to: 1) develop a software
system for context awareness that is integrated with the Sakai course
management system and is easy for faculty and students to use and 2)
evaluate its impact on teaching and learning, producing new knowledge
about the contextual and social implications of online learning.
Specifically, this new software application allows the instructor and
students to keep better track of communications and activities in online
courses.

FY 2006 Award: \$180,813

Total Award: \$559,474

Contact: James M. Laffey, University of Missouri-Columbia, SISLP - 221P
Townsend Hall, Columbia, MO 65211-2400; 573-882-5399;
<laffeyj@missouri.edu>

**University of North Texas (TX)**

**P116B060398**

Title: SimMentoring: Guiding Development from Virtual to Real Teaching

Demonstrates a Web-based computer application (simSchool) that
dynamically simulates a classroom in which experienced teachers guide
novice teachers. This simulation prepares and supports teachers through
their induction years and is intended to reduce the attrition rates of
new teachers. The approach combines mentoring with a wide range of
simulated students. The innovation of simMentoring lies in its capacity
to allow teachers many learning trials with simulated students, thereby
increasing teacher confidence, competence, and retention.

FY 2006 Award: \$189,118

Total Award: \$599,889

Contact: Rhonda Christensen, University of North Texas, P.O. Box 311335,
Denton, TX 76203-1335; 940-565-4195; <rhonda.christensen@gmail.com>

**University of Northern Colorado (CO)**

**P116B060180**

Title: Videocases for The Professional Development of Novice College
Mathematics Instructors

Develops a book of DVD-case studies for graduate teaching assistants
(TAs) to use as preparation for the teaching of college mathematic
courses. Building on a former FIPSE-funded Boston College Case Studies
(BCCS) project that created a book of case studies based on the pedagogy
of mathematics using text-only case materials, this current project
constructs a book of videocases with ancillary textual resources to help
teachers of mathematics improve their instructional skills. The main
focus is on improving classroom practice for TAs, although it is
suitable for professional development for other levels of teachers as
well. Extensive field-testing will be conducted throughout seven states
and has the endorsement of the American Mathematical Society and the
Conference Board for Mathematical Sciences, which are interested in
publishing the final product. The book-DVD may be used as a core for
college mathematics professional development programs or as a part of an
already-established program.

FY 2006 Award: \$162,996

Total Award: \$488,742

Contact: Shandy Hauk, Campus Box 122, Mathematical Sciences, University
of Northern Colorado; Greeley, CO 80639; 970-351-2344;
<shandy.hauk@unco.edu>

**University of Oregon (OR)**

**P116B060073**

Title: Measuring Second Language Performance to Improve Articulation and
Accountability

Develops a comprehensive Web-based assessment instrument to measure
student proficiency in second language acquisition. Reliable proficiency
data will improve academic placement and articulation of students and
support postsecondary language educators in evaluation and program
improvement efforts. The Center for Applied Second Language Studies
(CASLS) at the University is to develop online proficiency assessments
in six languages: Chinese, French, German, Hindi, Japanese, and Spanish.
These online assessment instruments are expected to assist government
and private sector employers.

FY 2006 Award: \$196,709

Total Award: \$506,112

Contact: Carl Falsgraf, Suite 100, 975 High Street, 5290 University of
Oregon, Eugene, OR 97403-5290; 541-346-5699; <falsgraf@uoregon.edu>

**University of Rochester (NY)**

**P116B060113**

Title: Optimizing and Disseminating Reforms in American Sign Interpreter
Education

Implements curricular reforms in 12 sign language interpreter
preparation programs across the United States. The reforms are centered
on the Demand-Control Schema for Interpreting Work (DC-S), tested and
refined through an earlier FIPSE project at the University of Tennessee.
Three expert DC-S mentors are to each work with four interpreter
preparation partners to refine, apply and expand this approach in their
curricula. A national conference highlights the various applications of
DC-S pedagogy.

FY 2006 Award: \$530,085

Total Award: 3 years, \$530,085

Contact: Robert Q. Pollard, URMC Deaf Wellness Center, 300 Crittenden
Boulevard, Rochester, NY 14642-8409; 585-275-3544;
<robert_pollard@urmc.rochester.edu>

**University of South Florida (FL)**

**P116B060110**

Title: Marketing of Science Teachers and Induction (MOSTI)

Tests a model program that implements innovative marketing aimed at
increasing the number of career change professionals teaching middle
school science. Project will improve this group\'s preparation and
support through linked mentoring and content focused workshops. The
Museum of Science and Industry, building on its local and national
visibility, is to initiate an innovative national marketing strategy
that combines multimedia advertising and public presentations to promote
careers in teaching middle school science.

FY 2006 Award: \$190,392

Total Award: \$568,799

Contact: Robert Potter, University of South Florida, 4202 E. Fowler
Ave., SCA400, Tampa, FL 33620; 813-974-3538; <Potter@cas.usf.edu>

**University of Virginia (VA)**

**P116B060039**

Title: ETIPS Educational Leadership Cases

Seeks to expand the current Educational Theory into Practice Software
(ETIPS), developed as an outcome of a PT3 grant, by creating new case
studies for pre-service administrative preparation programs. Using an
iterative design process and evaluation, it will expand the current
library of ETIPS cases by providing practice of the application of
theory within realistic school settings and receipt of feedback on
critical thinking, thus helping to develop students\' critical
leadership skills in ways that bridge theory and practice.

FY 2006 Award: \$223,901

Total Award: \$641,943

Contact: Sara Dexter, University of Virginia, P.O. Box 400265,
Charlottesville, VA 22904-4265; 434-924-7131; <sdexter@virginia.edu>

**University of Washington (WA)**

**P116B060047**

Title: Collaborative Learning in Construction Management Through
Situational Simulations

Develops and demonstrates situational simulations for problem-based
learning by construction engineering students. Situational simulations
using many of the engaging features of video games help learners further
develop decision-making skills. These simulations are created with the
Virtual Coach, a desktop software tool that will be revised for use on
the Internet. The project will produce a simulation development kit for
non-programmers.

FY 2006 Award: \$136,586

Total Award: \$436,512

Contact: Eddy Rojas, University of Washington, 532 Condon Hall, Box
351610, Seattle, WA 98195-1610; 206-616-1917; <er@u.washington.edu>

**University of Wisconsin - Stout (WI)**

**P116B060111**

Title: Combining Technology with Traditional Approaches to Improve
Student Outcomes in Introductory Algebra Courses

Expands upon a new approach to teach introductory algebra courses. The
approach has achieved a 61 percent reduction in failure and withdrawal
rates in Beginning Algebra and 23 percent in Intermediate Algebra. This
project assesses the long-term impact of the program on subsequent
course outcomes and retention in school, expands the concept to higher
level general education math courses, adapts the program to a summer
pre-college preparatory program, and develops a series of workshops to
foster adoption and adaptation of the approach by other institutions.

FY 2006 Award: \$150,000

Total Award: \$450,000

Contact: Jeanne M. Foley, University of Wisconsin - Stout, P.O. Box 790,
210L Harvey Hall, Menomonie, WI 54751; 715-232-5001;
<foleyj@uwstout.edu>