| Organization (Proposal Number) |
Principal Investigator |
| Project Title |
Director |
| Website (If Still Functioning) |
| Organization Information |
| |
| University of Arizona (9620092) |
Paul Sypherd, Senior Vice President for Academic Affairs and Provost |
| "Making Science Education Count: Tenure Reform and Undergraduate Biology Research" |
Randall Richardson, Associate Dean, College of Science |
| http://www.biology.arizona.edu/raire/ |
| The University of Arizona has made fundamental changes to its tenure and promotion guidelines, and these changes have greatly increased the integration of research and education on campus. The university has established a Science and Education Promotion and Tenure Committee which ensures that education issues are considered on a par with research performance in promotion and tenure decisions. The University of Arizona has demonstrated its commitment to infusing research into the undergraduate experience in both lower and upper divisions, and the achievements of the university's biology program stand as proof of its success. |
| |
| University of California at Los Angeles (9620104) |
Brian Copenhaver, Provost |
| "Science Education for the Twenty-First Century" |
Judith Smith, Vice Provost for Undergraduate Education |
| The University of California at Los Angeles is one of the Nation's largest urban universities, with an enormous and diverse student enrollment. UCLA is using a comprehensive approach to the integration of research and education. The university has developed discovery-based courses through its Office of Instructional Development and is facilitating one-on-one collaborative research between faculty and first- and second-year students. UCLA has focused this collaborative research program on students from underrepresented groups, as well as students from two-year colleges. The students engaged in this program have shown increased success and persistence, and the university will be expanding the initiative to a broader pool of students. |
| |
| Carnegie Mellon University (9620091) |
Paul Christiano, University Provost |
| "Learning as Problem Solving" |
Indira Nair, Associate Professor of Engineering |
| Carnegie Mellon University has made cross-disciplinary problem-solving a core activity in the undergraduate curriculum. The university has created a Center for Teaching Excellence and a Center for Innovation in Learning that encourage support faculty efforts to use problem-solving as a vehicle for learning. Students are able to pursue independent research and study through courses, paid work-study, senior honors programs and internships. The university provides significant support for undergraduate research projects and organizes an annual student research symposium at which 200 student projects were recently presented. Carnegie Mellon has established a campus culture that truly integrates research and education in its everyday activities. |
| |
| University of Delaware (9620082) |
David Roselle, President |
| "Research-Based Education: A Template for Promoting Discovery Learning on Today's College Campuses" |
Joan Bennett, Coordinator of the University's Undergraduate Research Program |
| http://www.udel.edu/RAIRE/ |
| The University of Delaware systematically engages as many undergraduates as possible in meaningful research projects with faculty, and their senior research theses are read and evaluated by a Faculty Board. Recognizing that not all students will have access to true research experiences, the university provides discovery-based courses for all students. More than 90 percent of the science and engineering faculty participate, as do more than 60 percent of the total faculty. This outstanding level of faculty participation marks the University of Delaware as a leader in the integration of research and education. Dr. David P. Roselle, University President and Principal Investigator, will accept the Recognition Award for the University of Delaware. |
| |
| Duke University (9620019) |
Nancy Keohane, President |
| "Extending and Sharing Successful Models" |
James Siedow, Dean of Faculty |
| Duke University integrates research and education into all aspects of university life. A Center for Teaching and Learning has developed discovery-based courses and encourages transfer of cognitive research results into classroom practices. A Preparing Future Faculty program seeks to introduce graduate students to effective teaching methods. A new science building juxtaposes classroom teaching and faculty research. Teaching effectiveness is now a consideration in faculty salary, promotion and tenure decisions. Campus networking (including dorm rooms) provides access to Web-based course resources and linkages to faculty research. |
| |
| Kansas State University (9620042) |
James Coffman, Provost |
| "Integrating Research and Education: Contemporary Research in the Education of Teachers" |
Dean Zollerman, Professor of Physics |
| Kansas State University has used the integration of research and education to create a better-prepared generation of K-12 teachers. The university integrates research experiences and discovery-based learning into the undergraduate education of future K-12 teachers and into post-graduate development of in-service K-12 teachers. Innovative curricula have been developed in genetics and quantum physics and these experiences have made important improvements in the classroom teaching of participants. The university is in the process of expanding this approach to all students. |
| |
| University of Michigan (9620103) |
Lee Bollinger, President |
| "Integrating Research and Education: Diversity Through Engagement in Research" |
Fawwaz Ulaby |
| http://www.undergraduate.research.umich.edu/homeraire.html |
| The University of Michigan is implementing institution-wide change by engaging students in research experiences early in their undergraduate careers. Special encouragement is being given to female and minority students, groups that are traditionally underrepresented in science and engineering. First and second year students are electing to become and remain science majors in increasing numbers because of Michigan's collaborative research with faculty and graduate students, and because of the creation of living/learning/research communities. |
| |
| University of Missouri at Columbia (9620032) |
Brady Deaton, Deputy Chancellor and Provost |
| "Institutionalization of an Integrated Undergraduate Curriculum Featuring Active-Inquiry, Research Based Instruction and Mentored Research Experiences" |
John David, Director of the Division of Biological Sciences |
| http://web.missouri.edu/~nsf-educ/ |
| The University of Missouri is integrating research and education through a variety of comprehensive programs. The university has developed and offers discovery-based courses to all undergraduates. Future K-12 teachers are learning to use discovery-based learning methods in their classroom careers. Residential learning communities have been established to promote and reinforce group research. The university is providing all honors students and science majors with a "crowning point" experience, and a variety of mechanisms have been implemented to encourage and support faculty members who participate in these integrative activities. The diversity and success of these efforts are evidence of the University of Missouri's leadership and innovative spirit. |
| |
| State University of New York at Stony Brook (9620074) |
Shirley Kenny, President |
| "Stony Brook: Integrating Research and Education" |
Robert McGrath, Deputy Provost |
| The State University of New York at Stony Brook has integrated research and education in a variety of important ways. The research collaboration between students and faculty is strong; approximately 40% of the undergraduates participate in research activities. An undergraduate research office symbolizes the link between research and learning; the office facilitates undergraduate research by connecting students with faculty and providing information on research opportunities at Stony Brook and elsewhere. Research programs for first-year women and minority students have led to increased retention in these traditionally underrepresented groups. There is a new emphasis to train graduate students to use research and discovery-based activities in their teaching. |
| |
| University of Oregon (9620040) |
John Moseley, Provost and Vice President for Academic Affairs Project |
| "Integrating Research and Education: Using High-Speed Networking to Improve the Learning Environment" |
Gregory Bothum, Professor of Physics |
| http://zebu.uoregon.edu/nsf.html |
| The University of Oregon is integrating research into the education of non-science students in large introductory science survey courses. This is part of a systematic move towards a more learner-centered environment driven by student inquiry. The university is developing and delivering interactive networked-based courseware that combines simulations of experiments with access to research data libraries. This allows students to learn by discovery at their own pace, aided by a variety of network tools. Computer networking and advanced educational technology are made readily available to faculty, allowing them to integrate their research and teaching efforts. The goal is to provide these network learning tools to facilitate discovery-based learning opportunities for the entire undergraduate student body, thereby increasing their level of scientific literacy. |
