COURSE AND CURRICULUM DEVELOPMENT
Institution-Wide Reform

Campuswide Reform Initiative for Undergraduate Education

Laurel L. Wilkening
University of California-Irvine
Irvine, CA 92717
laurelw@uci.edu
DUE-9653664
$199,529
Interdisciplinary

The University of California, Irvine (UCI) Campuswide Reform Initiative for Undergraduate Education focuses on developing students' scientific and technological literacy skills that are needed for the 21st century. The Campuswide Reform Initiative includes: 1) major curricular and course content changes, especially in mathematics, engineering, and computer science; 2) the infusion of educational technology throughout the undergraduate curriculum; and 3) a change in the campus climate regarding curricular innovation and reform. This project builds on current efforts at UCI to improve undergraduate education, including: the California Alliance for Minority Participation (CAMP); the Southern CA Coalition for Education in Manufacturing Engineering (SCCEME); UCI's new Interdisciplinary Minor in Global Sustainability, a collaborative effort across five of UCI's schools; and Project SMART (Science and Mathematics Articulated Roads Toward Teaching), a national model for teacher preparation. The project includes several campuswide planning retreats, the creation of multidisciplinary curricular committees, a mini-grants program for faculty, instructional technology training for students and faculty, and a Teaching Colloquy series focused on effective uses of instructional technology. Additional curricular components include the development of four new courses (an engineering literacy course, an expansion of the "Idioms of Science" course for non-science students, and two teacher preparation courses), new "dual competency" minors in computer science, and new models of instructional technology.

 

Mathematical and Quantitative Reasoning Across the Curriculum

Susan F. Pustejovsky
Alverno College
Milwaukee, WI
pustejov@class.org

DUE- 9653689
$200,000
Mathematics

Alverno College is building on the success of its earlier curricular reform by expanding the quantitative-reasoning requirement for all students, not only mathematics and science majors, beyond the introductory level. Appropriate quantitative reasoning and application experiences, as well as quantitative assessment activities, are being integrated throughout the Alverno curriculum. Non-mathematics/science faculty are receiving training in exposing the quantitative dimensions and applications already inherent in course content, and in designing appropriate quantitative instructional and assessment strategies, including the use of technology. This project serves as a model for the many Alverno students who go on to teach at the K-12 level.

 

INSTRUMENTATION AND LABORATORY IMPROVEMENT

Implementing Experiential Education in the Anatomy and Physiology Laboratories

Brian Witz
Nazareth College Rochester
Rochester, NY 14618-3703
Bwwitz@naz.edu
DUE-9750521
$24,477
Life Sciences

The Biology Department is implementing experiential learning in anatomy and physiology through the use of computers and other digital technology. The new equipment, coupled with an on-line laboratory manual and Internet access in the laboratories, allows both major and nonmajor biology students to explore physiological and anatomical concepts in both supervised and independent laboratory experiences. The project greatly enriches introductory-level courses for non-majors, many of whom are preservice teachers. By modeling computer-enhanced instruction and experiential learning for preservice teachers, the project has a significant impact on science teaching at the K–12 level. It also allows biology majors to conduct more sophisticated senior research projects in physiology and anatomy.

The equipment enables students to become active participants in physiological experiments by using computer interfaces to record, compare, and analyze data. Four new mobile computer workstations, each equipped with digital data acquisition technology, are being used in conjunction with an on-line laboratory manual to allow students to have hands-on experience in physiological investigation. Students are also using a computer-based anatomical package and digital camera to capture, modify, and link three-dimensional anatomical images and to record dissections. Students are able to compare homologous structures from representatives of multiple taxa. The equipment also allows biology faculty to help students link form and function in physiology and anatomy courses.

 

A Computer Laboratory for Geography and Earth Science

Karen Trifonoff
Bloomsburg University of Pennsylvania
Bloomsburg, PA 17815
Trifonof@planetx.bloomu.edu
DUE-9750573
$26,410
Social Sciences

This project is modernizing the curriculum in the Department of Geography and Earth Science Department with the addition of a computer laboratory, which is significantly affecting the curriculum in several ways: 1) increasing the exposure of majors to the tools of geographic information systems and remote sensing in four of the upper-level courses; 2) enabling the department to incorporate a vast array of available multimedia and Internet resources into the introductory courses; 3) undergirding a new course for students preparing to be K-12 teachers, called Geography for Life, and enabling implementation of at least one other course for teachers, Computer Tools for Earth Science Teachers; 4) supporting design of advanced courses that use mathematical or computer models; and 5) providing a facility for students to use for projects, independent research, and presentations.

 

Computer Laboratory/Classroom for Instruction in Calculus, Linear Algebra and Differential Equations and for Teacher Preparation

Cherry Mauk
Kutztown University
Kutztown, PA 19530
Mauk@kutztown.edu

DUE-9750683
$51,210
Mathematicas

This project is developing a computer laboratory to strengthen undergraduate mathematics education and teacher preparation. Problem-solving skills, situational strategies, and solid understanding of concepts are resulting from the laboratory format. The calculus sequence and linear algebra are using the laboratory format, as are other upper-level courses. The laboratory is also having a strong impact on the preparation of secondary education mathematics majors. An in-depth exposure to this format is developing an understanding of the interdependence of analytical, numerical, and graphical methods, which is carrying over to the way these potential instructors will teach mathematics. A course is being developed emphasizing technology, in which students can create lessons (using Maple, Geometer's Sketch Pad, Cabri Geometry, spreadsheets, etc.), review software for their teaching, create on-line exams and assessment activities, and search the World Wide Web to obtain material involving mathematics education. Secondary education mathematics majors are participating in "Mentor to Mentor" workshops that use university students to "mentor" the high school teachers in using Maple, while the in-service teachers "mentor" the students in mathematical pedagogy.

 

Instrumentation for Undergraduate Lab Instruction in Molecular Cell Biology Using Non-Radioactive Labels and Computer Data Analysis

Barbara Chapman
California State University at San Marcos
San Marcos, CA 92069-1434
Bchapman@coyote.csusm.edu
DUE-9750703
$29,899
Life Sciences

Preparing undergraduates for careers in the biological sciences requires a laboratory-rich curriculum, which includes hands-on experience with current technologies. Many methods in cell and molecular biology involve exposure to toxic and radioactive chemicals. The new instrumentation is part of an effort to redesign the bioscience curriculum around non-radioactive, nontoxic methodologies. Exercises that teach quantitation of nucleic acids and proteins (including PCR products), DNA, RNA, and antibody blotting, analysis of SDS-PAGE, DNA sequencing, protease and nuclease assays, gel-shift assays for DNA-binding proteins, CAT reporter assays, and protein phosphorylation assays used in signal transduction studies can be performed with non-hazardous fluorescent labels instead of toxic or radioactive detection reagents. The new instrumentation also provides for computer data analysis, designed to improve student understanding of computational tools in biology and help them to process and report their data. This approach to laboratory instruction in the molecular biosciences is broadly applicable and is particularly important for attempts to increase the number of students preparing to be teachers who select biology as a science option.

 

Improvement of Biology Teacher Education

Janice S. Greene
Southwest Missouri State University
Springfield, MO 65804
jsg326f@vma.smsu.edu
DUE-9750728
$16,581
Life Sciences

The objectives of this project are: 1) to increase preservice biology teachers’ knowledge of the use of computer based technologies in the sciences, including video microscopy, digital imaging, and computer interfacing with data collectors; 2) to allow students to develop inquiry-based laboratories using the above technologies; and 3) to provide opportunities for students to practice integrating these technologies with their teaching as they give demonstrations to other biology classes and to inservice teachers. During the teaching methods courses for secondary and middle school biology preservice teachers, students participate in a variety of inquiry-based laboratories and demonstrations using computer-based technologies. After becoming familiar with the equipment, they develop their own lessons and teach lessons to their peers. In addition they are further developing their teaching skills by conducting demonstrations and workshops for the elementary teachers’ biology course, graduate students who teach the introductory biology courses, and inservice teachers.

 

Improvement of Lower Level Biology and Chemistry Courses by the Addition of Computer Assisted Spectrophotometers to the Laboratory Curriculum

Sharon Lambert
Converse College
Spartanburg, SC 29302-1931
Sharon.lambert@converse.edu
DUE-9750748
$9,543
Chemistry

The objective of this project is to improve the laboratory curriculum in lower-level biology and chemistry courses by introducing computer-assisted spectrophotometers into the laboratories. The courses affected by this project serve mainly non-science-majors, many of whom eventually major in education. The ease of use and speed of the computer-assisted spectrophotometers allow their introduction into the larger, lower-level classes, while the number of variables that can be investigated with this equipment opens up the possibility of doing more complex laboratory experiments. Exposure of non-science-majors, especially those entering the teaching workforce, to computer-assisted technology can make them feel more comfortable with the science and technology of this field.

 

Portable CAS Laboratories

Patricia A. Preston
Pellissippi State Technical Community College
Knoxville, TN 37933
apreston@pstcc.cc.tn.us
DUE-9750825
$26,204
Mathematics

This project is adapting ongoing graphics calculator and computer algebra system (CAS) projects for use with the new TI-92 and Calculator Based Laboratory (CBL). The project focuses on calculus instruction, with extensions to precalculus, physics, engineering technology, and teacher training courses at various colleges. Existing CBL/TI-82/CAS activities are being adapted and new activities developed for the new hand-held system.

 

Improving an Undergraduate Program in Field and Experimental Ecology

Amos Black
Eastern Washington University
Cheney, WA 99004
Rblack@ewu.edu

DUE-9750920
$40,926
Life Sciences

This project modernizes the environmental and ecological curriculum at Eastern Washington University with a major infusion of investigative field and laboratory research into the course activities. The main objective of the project is to equip a local field station, a teaching and research facility established by the U.S. Fish and Wildlife Service, with modern ecological and environmental biology equipment for undergraduate student use. The new equipment allows students to use a variety of modern ecological research techniques to query important ecological questions. The close proximity of the field station to the main campus enables the department to provide invaluable field experience for environmental biology students and pre-service teachers as part of the regular curriculum. Students are also gaining more experience designing and conducting studies and analyzing and presenting their own data.

 

Computer Classroom and Laboratory for the Enhancement of Teacher Preparation in Mathematics

Ockle Johnson
Keene State College
Keene, NH 03435-0001
Ojohnson@keene.edu
DUE-9751044
$36,195
Mathematics

With the goal of producing innovative mathematics teachers, this project is providing pre-service teachers with a variety of pedagogical methods in a technology rich environment. Visualization, experimentation, and real applications are being used to foster the understanding of mathematics. To achieve this goal, the department has begun several initiatives, including the integration of graphing calculators and computer software into the courses. Twenty-five Power Macs, software packages, and a laser printer are being purchased to equip one classroom and an adjoining laboratory. This project is being piloted through four courses: calculus III, mathematical modeling, linear algebra, and geometry. All majors enroll in the first three courses in K-12 teaching options, and all future secondary mathematics teachers enroll in geometry.

 

Application of Computing Tools and PC-Instrumentation for Science Students: Enhanced Learning Through Visualization and Exploration

Bon K. Sy
Research Foundation of the City University of New York
New York, NY 10003
bon@bunny.cs.qc.edu
DUE-9751135
$38,748
Interdisciplinary

The specific goals of this project are to: 1) introduce students to PC-driven instrumentation for data acquisition; 2) introduce students to computing tools that allow them to interpret difficult science concepts and processes visually as well as mathematically; and 3) develop skills important for the marketplace.

Curricula are being developed for two laboratory courses: PC-instrumentation for Science Experiments, and Exploring Scientific Computing Tools. With the use of PC- instrumentation, laborious manual measurements and data recording are being replaced by automated data acquisition. Students can manipulate "live" data/formula and visualize the change "on-the-fly." The main beneficiaries of this project are upper sophomore and lower junior science students, as well as pre-service science teachers.

 

Technology Education Integration Systems Laboratory

Rodney Custer
University of Missouri-Columbia
Columbia, MO 65211
Pavtrod@showne.missouri.edu
DUE-9751170
$47,899
Engineering

The objective of this project is to significantly enhance an interdisciplinary Integrated Systems Laboratory (ISL) technology teacher education facility for both pre- and in-service teacher preparations at the University of Missouri-Columbia. This is resulting in a model laboratory, unique in Missouri, for preparing secondary-level Technology Education teachers to work within an interdisciplinary environment. Additionally, students throughout the College of Education utilize the laboratory, with specific emphasis given to science and mathematics education majors as well as students from the Industrial and Mechanical & Aerospace engineering departments. To insure broad scale integration and use, the specifications for this laboratory have been developed jointly by faculty from technology education, science, mathematics education, and engineering.

 

Laboratory Improvement in Plant Biology

Mark Hammer
Wayne State College
Wayne, NE 68787-144
Mhammer@wscgate.wsc.edu
DUE-9751176
$7,485
Life Sciences

This project enhances the plant biology curriculum by utilizing instruction that increases critical thinking skills. The objectives of the project are to increase student quantitative skill levels, provide students with exposure to the process of science, increase the level of interest in plant biology, and allow more opportunities for student research projects. These objectives are being met by utilizing modern scientific methodology and computer-assisted data analysis in Botany, Advanced Plant Biology, and Research Project courses. The Plant Biology course enrolls a significant number of K-12 prospective teachers.

An ultraviolet/visible spectrophotometer with computer analysis software is used to examine absorption spectra of isolated plant pigment, measure enzymatic rates, and monitor protein during column chromatography. A photosynthesis package that includes a leaf chamber, oxygen sensor, data logger, and software is used ton measure photosynthetic rate, light compensation point, light saturation curves, and photosynthetic action spectrum. Mini SDS-PAGE equipment is used to examine protein changes during stages of plant development. A notebook computer is interfaced to facilitate data collection from multiple instruments and including use of the photosynthesis package in the greenhouse. A scanner facilitates analysis of electrophoresis gels so that protein bands can be quantified using public domain software. The success of the project is based primarily on measurements of student performance and by student evaluations.

 

Use of GC/MS for Improvement of Undergraduate Education at All Levels of the Chemistry Curriculum

Susan Swope
Plymouth State College
Plymouth, NH 03264
Susans@psc.plymouth.edu
DUE-9751184
$18,317
Chemistry

This project enhances undergraduate chemical education at all levels by integrating a Gas Chromatography/Mass Spectrometer (GC/MS) into the curriculum. The GC/MS provides user-friendly interfaces and the presence of network connections in classrooms and laboratories allow for remote access. Students in an introductory course for nonscience majors are being introduced to the instrument through analysis of familiar substances such as spices, coffee and perfumes; within this context, concepts relevant to chemical literacy are introduced. This course is required for students interested in elementary education, and the approach of giving such students access to major instrumentation, if successful, will be adapted to a variety of educational programs concerned with teacher education. In the courses for majors, the instrument provides increased capabilities for analysis of organics in air, water and soil samples in environmental chemistry, and is an important addition to the laboratory program in organic chemistry and instrumental analysis. The instrument also provides an important tool for pursuing the departmental goal of increasing undergraduate research.

 

Enhancing Prospective Teachers’ Mathematical Understanding through Computer Based Modeling

Joanne Lobato
San Diego State University Foundation
San Diego, CA 92115-2412
Lobato@saturn.sdsu.edu
DUE-9751212
$53,955
Mathematics

This project enhances Elementary and Secondary Education students' understanding of the mathematics they will teach through the use of computer-based modeling and explorations. The institution is purchasing 30 Macintosh computers for a mathematics computer laboratory. The facility is being used to support class discussions, small-group explorations, and individual efforts to make mathematical models of real-world phenomena. The project supports development of a deep conceptual understanding of mathematics and fosters an appreciation for technology as a powerful tool for teaching and learning. The university offers four core mathematics courses for prospective elementary teachers, which allow faculty to plan for the integration of several computer-based explorations in a systematic way.

 

Integrating Techniques of DNA Analysis Across the Biology Curriculum for Majors and Non-Majors

Jeanne Sullivan
West Virginia Wesleyan College
Buckhannon, WV 26201
Sullivan@academ.wvwc.edu
DUE-9751280
$18,242
Life Sciences

This project is designed to address a systemic lack of laboratory experiments in molecular biology in majors' and non-majors' courses at West Virginia Wesleyan College. The proposed project is of interest because of its focus on DNA-related techniques across a broad spectrum of questions to be investigated, the way in which technical skills are reinforced throughout the majors' curriculum, and the emphasis on non-majors' as well as majors' courses. Over 200 students per year enroll in the affected non-majors' courses, including all elementary education majors, for whom one of the enhanced courses fulfills a state requirement. Experiments centered on DNA analysis enhance student understanding of major biological concepts and scientific reasoning. Teams of students carry out experiments in forensics, phylogenetic, population genetics, cell biology and animal behavior at the freshman through senior level. This equipment also supports student-faculty research in a project that uses microsatellites to assess genetic relatedness. Techniques to be introduced include agarose and polyacrylamide gel electrophoresis, use of restriction enzymes and analysis of restriction fragment length polymorphisms, DNA isolation and quantitation, the polymerase chain reaction, reverse transcription-PCR, Southern transfers, use of chemiluminescent probes, computer-based image analysis, bacterial transformation and colony screening.

 

Advanced Neuroscience Learning Laboratory

Wayne Briner
University of Nebraska Kearney
Kearney, NE 68849
Brinerw@platte.unk.edu
DUE-9751339
$23,849
Life Sciences

The Advanced Neuroscience Learning Laboratory is providing students with a broad and integrative education in neural and brain studies. The laboratory also provides students with background in the four foundation areas of neuroscience: behavior, neuroanatomy, neurochemistry, and neurophysiology. This laboratory serves a broad group of students, including majors, K-12 teachers seeking re-certification, and students preparing to be teachers who will earn subject endorsements in psychology, chemistry, and biology. It significantly enhances their research and laboratory experiences. This equipment serves majors as part of a comprehensive education in neuroscience, physiology of behavior, development, cognition, learning, and psychopathology. Health science, biology, and chemistry majors also use the facility.

The laboratory is an integral part of the department's curriculum, providing experiences in the classroom and opportunities for independent undergraduate research. The laboratory uses off-the-shelf technology and techniques that are easily mastered by undergraduate students. Behavior is studied by examining exploratory behavior, learning and conditioning, and neuromotor development. Neuroanatomy is studied using prepared neuroanatomic slides and examples of human pathology. Neurochemistry is studied with neurohistochemical techniques, as well as gel electrophoresis and thin layer chromatography, to reveal neurotransmitter function and distribution. Neurophysiology is studied with a student-oriented computer interface, which permits studies of EEG, EMG, GSR, and several other physiologic and behavioral systems.

 

Equipment Acquisition/Development of a Multi-Use Physical/ Computer Science Laboratory

Robert Dell
Mohawk Valley Community College
Utica, NY 13501
rdell@mvcc.edu
DUE-9751351
$37,670
Interdisciplinary

A new computer laboratory equipped with the latest imaging and multimedia related hardware for use with Physics, Astronomy, Chemistry and Computer Science courses is designed to: 1) improve the instructional quality in all courses; 2) develop and implement new multidisciplinary service courses aimed primarily at improving the "quantitative science experience" for non-science students; 3) modernize existing courses and develop innovative courses within the newly acquired computer science and data processing/programming and systems curricula; 4) accommodate object oriented programming with languages such as Java; 5) support imaging, applications, digital video and multimedia development tools; 6) expand the computer based laboratory utilization to include multidisciplinary training in physical science, computer literacy, imaging and multimedia applications for practicing professionals such as photographers, fine and graphic artists; and 7) assist with the training of new elementary education teachers and in-service elementary and secondary educators.

 

An Inquiry Based Laboratory for First Semester Biology Majors

Katherine Denniston
Towson State University
Towson, MD 21204-1010
E7bzden@toe.towson.edu
DUE-9751385
$68,061
Life Sciences

This project improves the quality of the laboratory component of two key courses in our department: the freshman entry-level biology course taken by approximately 250 biology majors each year, and the second semester of the biology sequence taken by students in the NSF Maryland Collaborative for Teacher Preparation (MCTP) track of the Elementary Education Major. Four of the topics studied in the biology laboratory are experimentally investigated in the MCTP course. Since courses for both sets of students share the same laboratory space and equipment, the new instrumentation allows both majors and the MCTP students to perform experiments of their own design and to learn to use computers to collect and analyze data.

The pedagogical approach in the MCTP class encourages students to work cooperatively to design experiments and to critically analyze their data. This project provides the instrumentation to allow them to carry out experiments involving quantitative data and to make the transition to computer-assisted analysis of those data. The new biology laboratory is inquiry-based and provides students with the opportunity to actively participate in the design and implementation of experiments.

 

A Computer Laboratory for Mathematics Instruction

John Buoni
Youngstown State University
Youngstown, OH 44555-0001
Buoni@math.ysu.edu
DUE-9751407
$41,118
Mathematics

The Department of Mathematics and Statistics is strengthening the undergraduate program in mathematics by providing students with the technological tools necessary to solve complex and realistic problems. Faculty efforts focus on five key courses: multivariate calculus, linear algebra, mathematical statistics, numerical analysis, and the undergraduate research project in mathematics. These courses are using Maple, MATLAB, and SPSS with the goal of helping students develop a strong conceptual understanding of mathematical ideas, the ability to apply mathematical ideas in meaningful and complex contexts, and the ability to clearly communicate mathematical ideas orally and in writing.

This project is establishing a computer classroom dedicated solely to mathematics and statistics instruction. The classroom consists of 20 computers networked to a server and connected to the World Wide Web. The addition of this facility is making possible the implementation of a technology-intensive mathematics program. The department has previously used the computer facilities to pilot sections of multivariate calculus, linear algebra, and numerical analysis. The revised mathematical statistics course is drawing from faculty experiences teaching elementary statistics in a computer laboratory.

Half of the mathematics majors in the department are preparing to become secondary mathematics teachers. The program directly impacts these students in two ways: 1) improving the mathematical and technical skills of future teachers by emphasizing the use of modern technologies; and 2) preparing future teachers to implement the NCTM standards by actively involving students in their own learning.

 

Computer-Assisted Instruction in Introductory Biology Laboratory

Julie Harless
Long Island University
Brookville, NY 11548
Jharless@eagle.liunet.edu
DUE-9751418
$12,688
Life Sciences

The introductory biology laboratory course is being revised to incorporate data analysis and discussion of concepts into the laboratory portion of this course. This large course enrolls 300 students per year, approximately 10% of whom are biology education majors. Computers, printers, and software are being purchased for the revision of biology laboratories. Computer programs with integrated word processing and spreadsheet capabilities enable the students to prepare laboratory reports with a more extensive analysis of the data and concepts.

 

Web-Based Support for Synthesizing Visual and Analytic Strategies in Mathematics
and Computer Science Undergraduate Education

Ed Dubinsky
Georgia State University
Atlanta, GA 30303-3044
Bbf@j.cc.purdue.edu
DUE-9751419
$50,000
Mathematics

This project is a joint effort of faculty from the Departments of Mathematics/Computer Science and Middle-Secondary Education/Instructional Technology. The project improves learning in mathematics and computer science courses, especially courses taken by preservice teachers, through the development of World Wide Web-based course materials, tools, and methods and a synthesis of visual and analytic pedagogical strategies. The work is part of a general project to reconceptualize undergraduate mathematics and science courses by coordinating pedagogy with methods taught in the College of Education.

A combination of INTEL-based Windows NT workstations and Silicon Graphics UNIX workstations are used in a dedicated laboratory and an open technology center. The project develops and implements teaching methods using materials, which are designed for this equipment. An interdisciplinary team from mathematics, computer science, and education directs the production and application of the integrated collection of information, dynamic applications, and tools that are enhancing teachers' ability to teach and improving their understanding of how students learn.

 

Expansion of Laboratory Facilities through Acquisition of a GC-MS for
Undergraduate and Precollege Use

John D. Yordy
Goshen College
Goshen, IN 46526
jdyordy@goshen.edu
DUE-9751473
$33,75
Chemistry

A gas chromatograph-mass spectrometer system, and associated computer and peripherals and databases, is being integrated with the existing laboratory equipment and educational program. Students using this instrument are gaining experience in data analysis and spectral data base searching. There is significant impact on all science students but particularly on those science majors (Chemistry, Biology, and Molecular Biology) who continue with courses such as organic and analytical chemistry. Non-science majors, education majors, and high school students are also benefiting. The involvement of a high school teacher with adjunct faculty status at Goshen College is a unique feature of this project.

 

Instrumentation for Archaeological Studies

Constance Arzigian
University of Wisconsin-LaCrosse
LaCrosse, WI 54601
Arzigian@mail.uwlax.edu
DUE-9751512
$57,392
Social Sciences

The Archaeological Studies Program is comprehensive and interdisciplinary. The curriculum includes coursework in prehistoric archaeology, classical archaeology, human osteology, geoarchaeology, historical archaeology, cultural anthropology, and cultural resources management. All of these fields are integrated by the unifying theme of cultural ecology. A minor in geoarchaeology is being added in 1997.

This program is actively involved in the preparation of new classroom teachers as it provides School of Education students with hands-on learning in the science of archaeology and prepares them to incorporate this training into their classrooms. Classes offered to teachers include Archaeology for Teachers, Archaeology Field School for Teachers, and Laboratory Methods for Teachers. The new laboratory facilities will enable this program to significantly improve these courses. The staff members of the Archaeology Education program are certified teachers, and therefore able to help education majors incorporate appropriate material into classes designed for students from kindergarten to the 12th grade level.

 

Transforming 3D Space with Virtual Reality Modeling Language

Edward H. Donley
Indiana University of Pennsylvania
Indiana, PA 15705
hedonley@grove.iup.edu
DUE-9751620
$50,808
Mathematics

Virtual Reality Modeling Language (VRML), a three dimensional extension to the World Wide Web, is being used to incorporate 3D visualization into two courses offered by Indiana University of Pennsylvania's Mathematics Department. Students in the Introduction to Linear Algebra course are using VRML to explore the relationships between matrices and linear transformation and to apply linear algebra concepts to applied problems. In a new liberal studies course entitled Building 3D Models for the Web, students from various majors are learning to use 3D coordinate systems and linear transformations to build 3D models related to their disciplines. The project is affecting a large number of preservice secondary school mathematics teachers as approximately 75% of the mathematics majors plan to teach.

 

Developing the European Corn Borer into a Model Organism for Teaching

Steven Skopik
University of Delaware
Newark, DE 19716
Steven.skopik@mvs.udel.edu
DUE-9751622
$30,548
Life Sciences

Introductory biology enrolls large numbers of students many of whom are elementary education majors. This project fully develops the use of the insect Ostrinia nubilalis as a model animal system in investigative laboratories in beginning biology. Current work with Ostrinia in introductory biology laboratory courses has resulted in successful learning experiences for students. The insect has great potential for development as a model organism with its short life cycle (approximately 5 weeks) and ease of culture.

 

Dominguez Hills Information Technology Laboratory

Christopher T. Lee
California State University-Dominguez Hills
Carson, CA 90747
clee@research.csudh.edu
DUE-9751640
$35,636
Geoscience

The Dominguez Hills Information Technology (DoIT) Laboratory focuses on the integration of remote sensing and GIS technologies. The missions of the laboratory are: l) making available technical training in the earth and environmental sciences to student groups that traditionally have not had access to such programs and to future elementary and secondary school teachers; 2) providing access to remote-sensing facilities and instruction for students of the four other state university campuses in the southern California area, including extension programs; and 3) providing access to communications, data and programs only accessible to this audience via the Internet.

 

Interactive Oceanography: Linking Shipboard and Classroom Learning Activities

Kristine Hartney
Occidental College
Los Angeles, CA 90041
Thartney@oxy.edu
DUE-9751728
$41,914
Chemistry

This institution owns and operates an 85-foot research vessel, the R/V Vantuna. In addition to meeting the instructional demands of students enrolled in marine science courses, the R/V Vantuna is involved in educating and giving field-based experiences to students in teacher preparation programs. This project augments the equipment on the boat with sophisticated electronic sampling and photodocumentation gear that allows students to learn state-of-the-art techniques and collect numerical and visual data to support integrative studies. The uniqueness of this project comes from the extended use of oceanographic data in linking field and classroom activities. Not only are many students, and especially future teachers, being given access to sophisticated equipment to learn modern oceanographic techniques, but the high quality data they collect is being made universally available for analysis through an extensive database. This approach is extending the value of the oceanographic experience beyond those groups traditionally served, and benefiting off-campus groups who can sample the database by searching the Internet.

 

A Central Molecular Biology Laboratory for Curriculum Enhancement of
Undergraduates

Lillian S. Waldbeser
Texas A&M Research Foundation
Corpus Christi, TX 78412
wasdbese@falcon.tamucc.edu
DUE-9751735
$18,789
Life Sciences

The objective of this project is to set up a central, state-of- the-art molecular biology laboratory to enhance the learning experience of students from various departments including Biology, Chemistry, and Clinical Laboratory Science. The laboratory is equipped to teach methods of nucleic acid studies and recombinant DNA techniques. The project not only enhances the learning of the undergraduates at the university, but also is of benefit to the community because course enrollment includes secondary school teacher certificate students who will bring their knowledge to the local schools. To increase the impact of the project, molecular biology workshops are conducted to demonstrate the ease of incorporation of the techniques into an existing science curriculum.

 

The Establishment of a Remotely Controlled Astronomical Observatory at Angelo State University

Mark S. Sonntag
Angelo State University
San Angelo, TX 76909
mark.sonntag@angelo.edu
DUE-9751737
$22,563
Astronomy

Angelo State University is establishing a remotely controlled astronomical observatory to enhance its astronomy education program. The remotely controlled and robotic observatory is a multipurpose facility performing university teaching, teacher education, research, and community outreach. It is also providing an avenue for the university to begin a distance education program with area high schools.

 

UNDERGRADUATE FACULTY ENHANCEMENT

Linguistics and the Language Sciences: New Computer Based Methods and
Materials for Undergraduate Education

Barbara Lust
Cornell University
Ithaca, NY 14853-2801
Bcl4@cornell.edu
DUE-9653366
$61,517
Interdisciplinary

A six-day workshop conducted at the national Linguistic Society of America biennial meeting at Cornell University is designed to: 1) provoke rethinking of current approaches to undergraduate education in linguistics; 2) redirect attention to the fundamental properties of linguistics as a science, and as a medium for teaching essential concepts of scientific inquiry; and 3) introduce, disseminate and exchange current developments involving computer assisted teaching materials which foster this essential aspect of the field of linguistics. Three current projects are featured in the curricular part of this workshop, including: 1) Grammar as Science, developed at SUNY-Stony Brook; 2) the teacher training program at Wheelock College (one of the largest producers of K-12 teachers in Massachusetts), a program focused on discovering how implicit knowledge of language can be used to develop an explicit grasp of the constructivist nature of scientific inquiry which uses linguistics to teach scientific inquiry to 7th to 11th graders and teaches this method to undergraduates preparing for teaching careers; and 3) The Cornell University Network of Language Labs in the Cognitive Studies Program, a program coordinating the study of linguistics with related subfields of Cognitive Studies (psychology, computer science, and philosophy) by developing a unified, laboratory-based curriculum.

 

Missouri Undergraduate Mathematics Faculty Enhancement Program

Terry Goodman
Central Missouri State University
Warrensburg, MO 64093
Tgoodman@cmsuvmb.cmsu.edu
DUE-9653373
$89,970
Mathematics

This project is providing opportunities for Missouri undergraduate mathematics faculty to review and consider the implications of emerging secondary and undergraduate curriculum reform/materials. Four conferences serve as the forum in which faculty can learn about and discuss reform. In two of these conferences, teams of high school mathematics teachers and college faculty are participating to further systemic efforts at mathematics reform across multiple levels. Significant follow-up activities are taking place to encourage and support reform efforts across the state. The specific objectives of the project are facilitation of: 1) college/university mathematics faculty in their review of NSF-sponsored undergraduate curriculum materials and the development of related instructional materials for courses they teach; 2) discussion and study of undergraduate curriculum-related issues including new mathematics content, new instructional approaches, and emerging technologies; 3) college/university mathematics and high school mathematics faculty and teachers in their review of NSF-sponsored secondary curriculum materials and the development of related instructional materials for courses they teach; and 4) discussion and study of secondary curriculum and examination and revision of Missouri mathematics teacher preparation programs. Monographs generated from each conference are being provided for each participant and each mathematics department chair in the state of Missouri.

 

Broadening Horizons in Mathematics Instruction through Technology and
Applications

Benny Evans
Oklahoma State University
Stillwater, OK 74078
Bevans@littlewood.math.okstate.edu
DUE-9653381
$75,000
Mathematics

Twelve workshops for college faculty focusing on technology and applications in undergraduate mathematics will be conducted over three summers from 1997 through 1999. The four workshops offered each summer include a one-day overview workshop, a three-day workshop on calculators in undergraduate mathematics emphasizing applications in entry level mathematics, a three-day workshop on computer algebra in undergraduate mathematics with participation by professional engineers showing working applications of mathematics, and an Internet workshop which enables participants to learn about all forms of electronic communication and facilitates establishment of their own presence on the Internet. Of particular note is the involvement of secondary school teachers in the workshops, and recruitment strategies and workshop activities that target faculty involved in pre-service teacher preparation courses and programs.

Additionally the project will sponsor two three-day conferences during the summers of 1998 and 1999 on the applications of computer algebra systems to education and research in the mathematical sciences. Oklahoma State University supports the research portion of the conferences. These conferences feature a strong interaction among mathematics educators and researchers.

 

Cooperative Learning in Undergraduate Mathematics Education: Developing a Comprehensive Program for College Faculty

Ed Dubinsky
Mathematical Association of America
Washington, DC 20036-1358
Edd@cs.gsu.edu
DUE-9653383
$158,869
Mathematics

Cooperative Learning in Undergraduate Mathematics Education (CLUME) is a national program to provide faculty with the knowledge, skills, and experience to implement cooperative learning in undergraduate mathematics courses. This project focuses on cooperative learning as a strategy applicable to course at all collegiate levels from remedial to majors.

The cornerstone activities are a 12-day summer workshop providing intensive training in the theory and practice of cooperative learning, an academic year apprenticeship period with mentoring and electronic networking, and a three-day follow-up workshop during the succeeding summer. In addition to the workshop cycle, the project includes shorter introductory experiences; mini-courses at national American Mathematical Society/Mathematical Association of America (MAA) meetings, and short courses and panels at MAA sectional meetings and national conferences. CLUME will result in a cadre of experienced practitioners of cooperative learning capable of providing training for others. Materials developed, as part of the workshop experience will be available to the mathematics community at large. Of particular interest are the CLUME activities targeting faculty and departments who have large responsibilities for pre-service teacher preparation. Special attention is paid during the recruitment phase to securing the participation of those faculties, and specific components of the workshop activities focus on cooperative learning in the K-12 setting.

 

Reciprocal Science Success: Visions and Strategies

Virginia Anderson
Towson State University
Towson, MD 21204-1010
E7b2and@toe.towson.edu
DUE-9653423 $83,555 Interdisciplinary

The purpose of this two-year project is to facilitate reciprocal science success for college/university science faculty who have taught less than five years and science education faculty who have taught five or more years, in order to improve the preparation of future teachers, especially those planning to teach in urban environments. In all, 24 participant pairs will attend four-day workshops, plan and implement collaboration for at least one full semester at their home institution, and, assisted by project staff, conduct an outreach activity on their own campus. Participants have on-site urban science experiences at the elementary, secondary, and collegiate level and instruction in strategies to engage minorities in active learning, the use of American Association for the Advancement of Science standards and assessment techniques. Teams construct: 1) rubrics and performance assessments to evaluate their own home-based collaboration; and 2) outreach projects with particular attention to ways to improve science education for future teachers by encouraging science education faculty to become more connected to local science research activities.

 


Undergraduate Faculty Enhancement in Earth Sciences

Phillip Romig
American Geological Institute
Alexandria, VA 22302-1507
Promig@mines.edu
DUE-9653435
$228,384

The American Geological Institute (AGI) is offering a series of regional workshops to help faculty develop improved teaching skills in introductory earth science, earth science-related interdisciplinary courses, and/or courses in science teacher preparation. The goal is to encourage faculty to be intellectually vigorous in science courses, to gain experience in effective teaching methods and educational technologies, and to explore the beneficial outcomes of reform-based strategies for student learning. Participating faculty are provided with methods and materials that integrate the Geosciences with other academic disciplines. Instructional methods demonstrated include problem-solving exercises; an issue-based model in which the teacher plays the role of facilitator; integrated learning environments that incorporate field work, experiential learning, and technological access to data into more traditional classroom/laboratory activities; development of communities of science learners by establishing student teams and by building a greater regional or national community through telecommunication access; and use of local and regional issues to demonstrate relevance and to foster in students a sense of stewardship in their communities. Participants continue workshop activities as they develop strategic plans for collaborative teams at their home institutions. Follow-up reports, including evaluative assessment of plan outcomes, such as implementation strategies, student learning achievement, and dissemination beyond the workshop, provide information useful to others interested in improving their educational programs in introductory earth science, earth science-related courses, and courses in (earth) science teacher preparation. This information is being compiled into a database accessible to the community through AGI's Clearinghouse for Earth Science Education, including hard copy and electronic format.

 


Interdisciplinary Summer Institute on Puget Sound

Robert Knapp
Evergreen State College
Olympia, WA 98505
Knapp@elwha.evergreen.edu
DUE-9653466
$163,439
Earth Sciences

This project upgrades the technical content knowledge of faculty from two- and four- year colleges in Washington State relative to the cultural history, current environmental issues, and the ecology of Puget Sound. The Sound provides an ideal environment for studying a variety of interdisciplinary topics and issues. The Summer Institute provides the opportunity to learn about new interdisciplinary curricular designs, and to learn and try out new field techniques and new pedagogical approaches appropriate to interdisciplinary instruction. Three six- or seven-day interdisciplinary summer institutes focusing on Puget Sound are offered over the two-year period of the grant involving a total of 75 faculty participants from two- and four-year colleges. Follow-up activities include a small seed grant program, follow-up sessions, an end-of-project symposium on Puget Sound, and communication among the participants via Internet and a newsletter. Products of the project include a slide set, an annotated bibliography, and a resource guide.

 

SPECIAL PROJECTS

A Workshop to Enhance Native American Faculty/Teacher Aides in the Use of
Calculators in Teaching (ENACT)

Robert Megginson
Mathematical Association of America
Washington, DC 20036-1358
Meggin@math.lsa.umich.edu
DUE-9616685
$182,254
Mathematics

The Mathematical Association of America, through its Strengthening Underrepresented Minority Mathematics Achievement program, in partnership with Arizona State University and in collaboration with the High Plains Rural Systemic Initiative, is conducting a 30 month Workshop to Enhance Native American Faculty and teacher aides in the use of Calculators in Teaching (ENACT). The teacher enhancement project involves 30 tribal college mathematics faculty members and 50 American Indian teacher aids. The Project Director with five other senior staff members are teaching the use of the Texas Instruments TI-83 graphing calculator in teaching. Modern pedagogy is demonstrated in two workshops.

 

Improving Teacher Preparation in Science, Mathematics, Engineering and Technology

Rodger Bybee
National Academy of Sciences
Washington, DC 20418
Rbybee@nas.edu
DUE-9706060
$425,000
Interdisciplinary

The Division of Postsecondary Policy and Practice of the National Research Council's Center for Science, Mathematics, and Engineering Education is undertaking a three-year program of activities in teacher preparation organized into three initiatives: 1) deepening understanding; 2) improving practice; and 3) enhancing infrastructure in mathematics and science teacher preparation. Communities involved in and addressed by this work include: scientists, mathematicians, and engineers; science, mathematics, engineering and technology faculty, teacher educators, and educational researchers; and leaders and policy makers for states, institutions of higher education, and other organizations.

A set of eight interrelated projects are being conducted to advance the three major initiatives. Projects include: developing a brochure about the fundamentals of teacher preparation; creating a report which offers a critical synthesis of recommendations, research base, and indicator system for a workshop and proceedings about helping mathematics teachers learn content more effectively; a report synthesizing research in mathematics and science teachers preparation in a way that would help improve practice; and a white paper from a panel of university presidents and state education personnel commenting upon reform of teacher preparation policy at the state and national levels. The project also includes a strategic effort to inform, interest, and engage the membership of the National Academy of Sciences, National Academy of Engineering, and the Institute of Medicine in teacher preparation issues. The projects capitalize on the two most effective mechanisms of the NRC: convening expert groups for the purpose of generating consensus, and producing objective, highly visible and thoroughly reviewed reports.

 

Invitational Forum on Teacher Preparation for Deans of Science and Education

Jerry Bell
American Association for Advancement of Science
Washington, DC 20005
Jbell@aas.org
DUE-9740520
$19,598
Interdisciplinary

The American Association for the Advancement of Science conducted an invitational "Forum on Teacher Preparation for Deans of Science and of Education" on February 21-23, 1996. Fifty institutional teams (each composed of a dean of education and a dean of science from major research universities and comprehensive universities with large teacher preparation programs) attended the meeting to consider ways in which collaborations among their academic divisions and school personnel can better prepare future teachers of K-12 science and mathematics. The purposes of the Forum were: 1) to present a summary of the research results on the teaching and learning of science and mathematics; 2) to consider exemplary teacher preparation programs that model collaboration among university science and education departments and local schools or school districts; 3) to engage the deans in discussion of the issues associated with the design and implementation of such exemplary programs; and 4) to inform the deans of opportunities, such as the National Science Foundation’s Collaboratives for Excellence in Teacher Preparation program, to engage in large-scale systemic projects designed to change significantly teacher preparation programs, on a state or regional basis, which will serve as comprehensive national models. Based upon discussions and models presented at the Forum, a set of Proceedings, including recommendations for collaborations and the components of model teacher preparation programs, is being produced and made available to participants and others interested in improving teacher preparation.

 

PROJECTS WITHIN OTHER NSF DIVISIONS CO-FUNDED BY DUE

Learning To Teach Secondary Mathematics in Two Reform-Based Teacher Education Programs

Dominic Peressini
University of Colorado at Boulder
Boulder, CO 80309
Dominic.peressini@colorado.edu
REC-9605030
$275,299
Mathematics

This study is providing systemic information about the nature of two reform-based teacher education programs and their impact on prospective teachers. The researchers are following a number of preservice secondary mathematics teachers as they participate in two university-based teacher education programs and through their first two years of teaching, in order to study closely how teacher education impacts their learning and development as mathematics teachers. Data is being gathered predominantly through semi-structured interviews, observations, and the collection and analysis of artifacts. The data gathering process is organized around participants’ knowledge and beliefs, participants’ teaching, university teacher education experiences, and public school experiences. Products include conference presentations, peer-reviewed journal articles, and postings to a Web site.

 

The Math Forum

Eugene Klotz
Swarthmore College
Swarthmore, PA 19081
Klotz@forum.swarthmore.edu
REC-9618223
$971,300
Mathematics

The Math Forum is implementing a full-scale version of a virtual center for mathematics education integrating three key activities: 1) community-building across the many groups involved in math education; 2) user construction, assessment, and organization of materials and projects; and 3) online educational mentoring and facilitation. Partners represent a range of interests including: curriculum and software publishers; summer mathematics program developers; assessors of systemic initiatives in school reform, pre-service teacher education, interactive Internet services, teacher and student mentoring projects; and a variety of professional organizations covering all grade levels and encompassing many different socioeconomic and cultural communities.

 

REU-Site Undergraduate Teacher Training in Materials Synthesis and Processing

John Kouvetakis
Arizona State University
Tempe, AZ 85287
Kouvetakis@asuchm.edu
DMR-9619834
$66,000
Interdisciplinary

The Departments of Chemistry and Biochemistry, Chemical, Biology, and Materials Engineering, Physics and Astronomy, and the Center for Solid State Science at Arizona State University (ASU) are establishing a Research Experience for Undergraduates (REU) site at ASU. The goal of the REU program is to introduce basic materials synthesis and processing to prospective middle and high school teachers. The REU site is designed to attract undergraduate students that are engaged in education and teacher training at ASU and at institutions where the opportunities to participate in research programs are limited. Student participants from universities, community colleges, and tribal colleges in Arizona are involved in research, which includes bioactive surface coating for medical implants, semiconductor corrosion from process residuals, and binary and ternary semiconductor alloys. The student participants are developing teaching modules for the pre-college classroom under the joint guidance of the science and education faculties at ASU. This project targets an important sector of the undergraduate student population: future middle and high school teachers, and has the potential for a broad-reaching impact on the science education of future generations.

 

Unidata: 1993 to 1998

David Fulker
University Corporation for Atmospheric Sciences
Boulder, CO 80307-3000
Fulker@near.ucar.edu
ATM-9742854
$50,000
Interdisciplinary

The mission of the Unidata Program is to empower universities, through innovative applications of current computing and networking technology, to make the best use of atmospheric and related data for enhancing education and research. To this end, the Unidata Program Center and the university community have jointly built a nationwide computing and communications system that provides universities with easy, cost-effective access to atmospheric data and has transformed how the atmospheric sciences are taught on campuses across the nation.

 

Integrating Research and Education: Contemporary Research in the Education of Teachers

James Coffman
Kansas State University
Manhattan, KS 66506
Provost@ksuvm.ksu.edu
STI-9743179
$20,309
Interdisciplinary

Kansas State University (KSU), one of ten recipients of the National Science Foundation’s Recognition Awards for the Integration of Research and Education, has been integrating research experiences with faculty and discovery-based learning into the undergraduate education of future K-12 teachers and the post-graduate development of inservice K-12 teachers. Innovative courses for current and future teachers have been developed through collaborations between faculty in science departments and the College of Education. Science and education faculty also collaborated to provide a capstone research experience for elementary education students. Through these collaborations, faculty and students in the College of Education are enriched by involvement in cutting edge research and members of the science faculty learn the results of the latest research on learning and teaching. The university’s efforts to integrate research and education have been designed with specific outcomes in mind: increasing the science content knowledge of K-12 teachers; increasing the confidence level of current and future K-12 teachers in their ability to learn and teach science; improving the performance of student teachers in their first classroom teaching experience; and publishing research papers documenting the initiatives and their results. Activities include: establishing the KSU Program for Integrating Education and Research dedicated to expanding faculty participation in integration activities; documenting the process used to create new courses; creating and presenting workshops at professional society meetings and other universities to highlight this approach; creating multimedia versions of the workshop for distribution on CD-ROM and through the World Wide Web; and developing new research-based introductory science and engineering courses and courses for teachers in other science and engineering disciplines.