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Award Abstract #0341551
Calculus 1 Video Project
| NSF Org: |
DUE
Division of Undergraduate Education
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| Initial Amendment Date: |
November 28, 2003 |
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| Latest Amendment Date: |
November 28, 2003 |
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| Award Number: |
0341551 |
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| Award Instrument: |
Standard Grant |
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| Program Manager: |
Lee L. Zia
DUE Division of Undergraduate Education
EHR Directorate for Education & Human Resources
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| Start Date: |
June 1, 2004 |
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| Expires: |
May 31, 2007 (Estimated) |
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| Awarded Amount to Date: |
$75000 |
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| Investigator(s): |
Mark Holmes holmes@rpi.edu (Principal Investigator)
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| Sponsor: |
Rensselaer Polytechnic Institute
110 8TH ST
Troy, NY 12180 518/276-6000
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| NSF Program(s): |
CCLI-EDUCATIONAL MATERIALS DEV
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| Field Application(s): |
0000099 Other Applications NEC
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| Program Reference Code(s): |
SMET, 9178, 7427
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| Program Element Code(s): |
7427
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ABSTRACT
Mathematical Sciences (21) This proof-of-concept project is developing short video clips explaining how to do selected homework problems covering the primary topics covered in introductory calculus. These clips are intended to supplement traditional forms of support such as tutorials and recitation sessions with particular attention to reducing the percentage of unsuccessful students (D/F/Withdraw) taking calculus. The digital incarnation of these clips promotes wide accessibility and reuse. From the learner's perspective the clips also offer multiple opportunities for viewing and reviewing. To manage this collection of clips an XML/DTD management system is being constructed to allow publication to a variety of media, in multiple formats. Both web and DVD based dissemination is being undertaken along with a comprehensive evaluation program to determine the effectiveness of these initial clips. This project also offers a model for helping potentially unsuccessful students in other math and science courses.
PUBLICATIONS PRODUCED AS A RESULT OF THIS RESEARCH
Mark H. Holmes. "Integrating the Learning of Mathematics and Science Using Interactive Teaching and Learning Strategies," Journal of Science Education and Technology, v.15, 2006, p. 247.
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