0000765 September 1, 2000 Cryptic Speciation in Acanthocyclops Vernalis Complex (Crustacea: Copepoda): the Hypothesized Role of Chromatin Diminution. NATO DONATIONS FOR FELLOWSHIPS DGE EHR Wyngaard, Grace James Madison University VA Sonia Ortega Fellowship 49800 8252 OTHR 0000 0105000 Manpower & Training 0000779 August 1, 2000 Nonlinear Waves in Multiphase Fluids. NATO DONATIONS FOR FELLOWSHIPS DGE EHR Nadim, Ali Trustees of Boston University MA Sonia Ortega Fellowship 46200 8252 OTHR 0000 0105000 Manpower & Training 0000796 August 1, 2000 The Study of Highly Asymmetric Electrolytes. NATO DONATIONS FOR FELLOWSHIPS DGE EHR Dill, Ken University of California-San Francisco CA Sonia Ortega Fellowship 37200 8252 OTHR 0000 0105000 Manpower & Training 0000798 September 1, 2000 Computational Tool for Generating Mechanisms of Complex Reactions --Bridging the Gap Between Chemistry and Chemical Engineering. NATO DONATIONS FOR FELLOWSHIPS DGE EHR Truong, Thanh University of Utah UT Sonia Ortega Fellowship 42600 8252 OTHR 0000 0105000 Manpower & Training 0000799 October 1, 2000 Vascular Plants of the Paramos. NATO DONATIONS FOR FELLOWSHIPS DGE EHR Luteyn, James New York Botanical Garden NY Sonia Ortega Fellowship 42600 8252 OTHR 0000 0105000 Manpower & Training 0000806 July 1, 2000 Amorophous Silicon-Based Thin Film Diodes. NATO DONATIONS FOR FELLOWSHIPS DGE EHR Kuo, Yue Texas Engineering Experiment Station TX Sonia Ortega Fellowship 40800 8252 OTHR 0000 0105000 Manpower & Training 0000843 July 15, 2000 Application of Engineering Solutions to Analysis of Functional and Morpohological Images Obtained with PET and MRI. NATO DONATIONS FOR FELLOWSHIPS DGE EHR Szabo, Zsolt Johns Hopkins University MD Sonia Ortega Fellowship 49800 8252 OTHR 0000 0105000 Manpower & Training 0000858 August 15, 2000 NSF NATO Postdoctoral Fellowships. NATO DONATIONS FOR FELLOWSHIPS DGE EHR Pires, Joseph C WI Sonia Ortega Fellowship 42800 8252 OTHR 0000 0105000 Manpower & Training 0001502 March 1, 2000 Evolution in Everyday Life: Theory, Evidence, and Social Influences. The ultimate goal of the project proposed here is the delivery of a biology curriculum directed towards students in their roles as laypersons. It will integrate domain content with a consideration of the social and personal issues that arise in the course of learning about evolution. Students will investigate empirical controversies that impact everyday life and related ethical dilemmas. They will learn to go beyond media accounts to determine what information they need to make a sound decision, how to collect this information, and how to use it to make decisions and communicate effectively. Assessments will allow us to examine basic cognitive and social processes that underlie their reasoning, as well as determine the practical effectiveness of the curriculum. POSTDOC FELLOW IN SCI, MATH EN DGE EHR Brem, Sarah Arizona State University AZ Sonia Ortega Standard Grant 45672 7174 SMET 9179 0105000 Manpower & Training 0001789 May 1, 2000 New Strategies for Teaching Introductory Oceanography: A Collaborative and Interactive Approach. DGE-0001789 I am requesting the funds from this starter research grant to first complete the implementation of these course at all three institutions (FAMU, FSU, and TCC). Second, I want to evaluate and compare the effectiveness of this teaching style at each of these settings. Course assessment strategies will include self-evaluations. When selecting the evaluation (by mentors and colleagues), and student evaluations. When selecting the appropriate assessment tools for the student and peer evaluations I will rely heavily upon the advice of my colleagues in science education as well as my other PFSMETE Fellows that have expertise in this area. POSTDOC FELLOW IN SCI, MATH EN DGE EHR Cherrier, Jennifer Florida Agricultural and Mechanical University FL Sonia Ortega Standard Grant 49321 7174 SMET 9179 0105000 Manpower & Training 0003022 June 1, 2000 Initial Astronomy Knowledge and Gender and Culture Affects for Introductory Astronomy Undergraduates. POSTDOC FELLOW IN SCI, MATH EN DGE EHR Hufnagel, Beth Anne Arundel Community College MD Sonia Ortega Fellowship 49897 7174 SMET 9179 0003140 July 15, 2000 Graduate Research Fellowship. GRADUATE FELLOWSHIPS DGE EHR Hanson, Kristi L VA Earnestine Psalmonds Fellowship 28300 7172 SMET 9179 0003299 September 1, 2000 The Albert Einstein Distinguished Educator Fellowship Program. DGE-0003299 The Triangle Coalition for Science and Technology Education, through its Albert Einstein Distinguished Educator Fellow Program, provides school teachers with an opportunity to bring their knowledge and experience to appropriate branches of the federal government that impact the educational system of the United States. Einstein Fellows bring a wealth of information and experience concerning the teaching and learning of science and mathematics in K-12 schools. This proposal requests funding to support one Albert Einstein Fellow to work in the Division of Graduate Education. This Fellow's expertise would be benefical to the Graduate Teaching Fellows in K-12 (GK-12) program GRAD TEACHING FELLOWS IN K-12 DGE EHR White, J. Patrick Triangle Coalition for Science and Technology Education VA Sonia Ortega Standard Grant 168835 7179 SMET 9179 7179 0003713 August 15, 2000 Graduate Research Fellowship. GRADUATE FELLOWSHIPS DGE EHR Christopher, Calvin W VA Earnestine Psalmonds Fellowship 47357 7172 SMET 9179 0003714 October 1, 2000 Graduate Research Fellowship Program. GRADUATE FELLOWSHIPS DGE EHR Boise State University ID Earnestine Psalmonds Fellowship 56800 7172 SMET 9179 0000099 Other Applications NEC 0003731 August 1, 2000 Graduate Research Fellowship Program. GRADUATE FELLOWSHIPS DGE EHR Marriage, Tobias A VA Gisele T. Muller-Parker Fellowship 28300 7172 SMET 9179 0003732 August 1, 2000 Graduate Research Fellowship Program. GRADUATE FELLOWSHIPS DGE EHR Shampine, Chad J VA Gisele T. Muller-Parker Fellowship 28300 7172 SMET 9179 0003733 August 1, 2000 Graduate Research Fellowship Program. GRADUATE FELLOWSHIPS DGE EHR williams, Lauren K VA Gisele T. Muller-Parker Fellowship 28300 7172 SMET 9179 0003734 August 1, 2000 Graduate Research Fellowship Program. GRADUATE FELLOWSHIPS DGE EHR Yu, Angela J VA William J. Hahn Fellowship 88800 7172 SMET 9179 0000099 Other Applications NEC 0003735 August 1, 2000 Graduate Research Fellowship Program. GRADUATE FELLOWSHIPS DGE EHR Cazares, Shelley M VA William J. Hahn Fellowship 88800 7172 SMET 9179 0000099 Other Applications NEC 0003736 August 1, 2000 Graduate Research Fellowship Program. GRADUATE FELLOWSHIPS DGE EHR Soderberg, Alicia M VA Gisele T. Muller-Parker Fellowship 28300 7172 SMET 9179 0003738 August 15, 2000 Graduate Research Fellowship Program. GRADUATE FELLOWSHIPS DGE EHR Colella, Whitney G VA Gisele T. Muller-Parker Fellowship 56800 7172 SMET 9179 0000099 Other Applications NEC 0003741 August 1, 2000 Graduate Research Fellowship Program. GRADUATE FELLOWSHIPS DGE EHR Niehaus, Amanda C VA William J. Hahn Fellowship 70640 7172 SMET 9179 0000099 Other Applications NEC 0003742 August 15, 2000 Graduate Research Fellowship Program. GRADUATE FELLOWSHIPS DGE EHR Skotheim, Jan M none William J. Hahn Fellowship 88800 7172 SMET 9179 0000099 Other Applications NEC 0003883 September 1, 2000 Web Science Curriculum Filter/Editor. DGE-0003883 The World Wide Web is increasingly becoming an integrated extension of users' computing environments, with content indexed and retrieved through Web browsers. Web browsers are increasingly being used as a science curriculum delivery mechanism, for both books delivered as local content on CD ROMs as well as server-based material. Traditional science curriculum has often had a static presentation due to having been delivered on printed media. What was printed ahead of time in books or handouts could not be changed. Any changes would have to be attached externally by way of extra handouts or explanations on the board. The Web gives us the technological affordances to change that. In this work we propose implementing an architecture that allows an instructor to modify curriculum as it is presented through a web browser. This would allow a teacher to customize web-based curriculum to fit a particular need. For example: A list of materials could be substituted with a different list Additional examples personalized to the students' context could be that Extra notes and explanations could be added where necessary Cross-reference and supplementary bibliographic information could be added. The original page would remain unchanged, with just the users' view of it that would change. A working prototype of this approach has already been implemented through the support in part of PFSMETE funding. Additional work is needed to turn it into a tool that is enough to be disseminated. POSTDOC FELLOW IN SCI, MATH EN DGE EHR Reed, Dale University of Illinois at Chicago IL Sonia Ortega Standard Grant 50000 7174 SMET 9179 0105000 Manpower & Training 0003996 January 1, 2001 PFSMETE Program: Behavioral Husbandry and Research Program, Brookfield Zoo. The Behavioral Husbandry and Research Program (BHRP) at Brookfield Zoo is currently being redeveloping. The purpose of the BHRP is to incorporate behavioral observation, behavioral enrichment, and operant conditioning training into all aspects of captive management. This will require extensive training of staff and a more rigorous, systematic appproach to behavioral observation than has recently been required at the zoo. My responsibilities revolve primarliy around developing and maintaining a zoo-wide observational research program, with several goals: (1) Institute a zoo-wide program of routine behavioral monitoring of all animals in the zoo's collection; (2) Develop training and education programs for volunteers, staff and students to enable them to participate in, or initiate, research studies; (3) Initiate long-term research on the development of reproductive and parental behavior in captive animals, and the possible effects of physical and social environments on these life history traits. This proposal requests funding to initiate the primary components of the BHRP, including staff, student, and volunteer training, establishment of data collection and analysis protocols, and development of the technological infrastructure necessary to make the program a success. POSTDOC FELLOW IN SCI, MATH EN DGE EHR Margulis, Susan Chicago Zoological Society IL Sonia Ortega Standard Grant 49970 7174 SMET 9179 0105000 Manpower & Training 0004057 August 15, 2000 PFSMETE Program: Inquiry-Based Learning in the Environmental Sciences. DGE-00-04057 This project represents the continuation of the activities, I began as a PFSMETE Fellow at Northwestern University. The project has three components: 1) continued curricular materials development, testing, and refinement for geography and environmental science education; 2) developing new tools and materials to facilitate hands-on, inquiry-based learning in the geosciences; and to promote and facilitate the pedagogical use of computer-based geographic visualization and analysis tools at the undergraduate level. POSTDOC FELLOW IN SCI, MATH EN DGE EHR Griffin, Duane Bucknell University PA Sonia Ortega Fellowship 50000 7174 SMET 9179 0105000 Manpower & Training 0004121 August 15, 2000 Graduate Research Fellowship Program. GRADUATE FELLOWSHIPS DGE EHR West, Joshua VA William J. Hahn Fellowship 81927 7172 SMET 9179 0000099 Other Applications NEC 0004122 August 15, 2000 Graduate Research Fellowship Program. GRADUATE FELLOWSHIPS DGE EHR Stephenson, Robert L VA Earnestine Psalmonds Fellowship 28300 7172 SMET 9179 0004139 October 1, 2000 Graduate Research Fellowship Program. GRADUATE FELLOWSHIPS DGE EHR University of Alaska Fairbanks Campus AK Earnestine Psalmonds Fellowship 247300 7172 SMET 9179 0000099 Other Applications NEC 0004141 September 15, 2000 Graduate Research Fellowship Program. GRADUATE FELLOWSHIPS DGE EHR University of Central Florida FL Earnestine Psalmonds Fellowship 276800 7172 SMET 9179 0000099 Other Applications NEC 0004142 September 15, 2000 Graduate Research Fellowship Program. GRADUATE FELLOWSHIPS DGE EHR Lehigh University PA Earnestine Psalmonds Fellowship 276800 7172 SMET 9179 0000099 Other Applications NEC 0004144 September 15, 2000 Graduate Research Fellowship Program. GRADUATE FELLOWSHIPS DGE EHR Michigan Technological University MI Earnestine Psalmonds Fellowship 275211 7172 SMET 9179 0000099 Other Applications NEC 0004145 September 15, 2000 Graduate Research Fellowship Program. GRADUATE FELLOWSHIPS DGE EHR Mississippi State University MS Earnestine Psalmonds Fellowship 250600 7172 SMET 9179 0000099 Other Applications NEC 0004146 October 1, 2000 Graduate Research Fellowship Program. GRADUATE FELLOWSHIPS DGE EHR University of Puerto Rico-Rio Piedras PR Earnestine Psalmonds Fellowship 192933 7172 SMET 9179 0000099 Other Applications NEC 0004147 September 15, 2000 Graduate Research Fellowship Program. GRADUATE FELLOWSHIPS DGE EHR Southern Methodist University TX Earnestine Psalmonds Fellowship 695508 7172 SMET 9179 9178 0000099 Other Applications NEC 0004148 October 1, 2000 Graduate Research Fellowship Program. GRADUATE FELLOWSHIPS DGE EHR Texas Tech University TX Earnestine Psalmonds Fellowship 97300 7172 SMET 9179 0000099 Other Applications NEC 0004167 August 15, 2000 Graduate Research Fellowship Program. GRADUATE FELLOWSHIPS DGE EHR University of Iowa IA Earnestine Psalmonds Fellowship 666450 7172 SMET 9179 0000099 Other Applications NEC 0004189 August 15, 2000 Graduate Research Fellowship Program. GRADUATE FELLOWSHIPS HUMAN RESOURCES DEVELOPMENT DGE EHR Montana State University MT Earnestine Psalmonds Fellowship 292100 7172 1360 SMET 9179 0000099 Other Applications NEC 0004241 August 15, 2000 Graduate Research Fellowship Program. GRADUATE FELLOWSHIPS DGE EHR Florida International University FL Earnestine Psalmonds Fellowship 288229 7172 SMET 9179 0000099 Other Applications NEC 0004260 September 1, 2000 Graduate Research Fellowship Program. GRADUATE FELLOWSHIPS DGE EHR University of Texas at El Paso TX Earnestine Psalmonds Fellowship 27300 7172 SMET 9179 0004268 September 1, 2000 Graduate Research Fellowship Program. GRADUATE FELLOWSHIPS DGE EHR Pennsylvania State Univ University Park PA Earnestine Psalmonds Fellowship 188800 7172 SMET 9179 0000099 Other Applications NEC 0004269 September 1, 2000 Graduate Research Fellowship Program. GRADUATE FELLOWSHIPS DGE EHR Florida Atlantic University FL Earnestine Psalmonds Fellowship 27300 7172 SMET 9179 0004270 September 1, 2000 Graduate Research Fellowship Program. GRADUATE FELLOWSHIPS DGE EHR Furman University SC Earnestine Psalmonds Fellowship 27300 7172 SMET 9179 0004271 September 1, 2000 Graduate Research Fellowship Program. GRADUATE FELLOWSHIPS DGE EHR Marquette University WI Earnestine Psalmonds Fellowship 137800 7172 SMET 9179 0000099 Other Applications NEC 0004426 September 15, 2000 Graduate Research Fellowship Program. GRADUATE FELLOWSHIPS DGE EHR DeDeo, Simon J VA Gisele T. Muller-Parker Fellowship 24100 7172 SMET 9179 0000099 Other Applications NEC 0040863 February 15, 2000 NSF-PFSMETE. POSTDOC FELLOW IN SCI, MATH EN EAST ASIA AND PACIFIC PROGRAM DGE EHR Christie, Patrick Fellowships VA Sonia Ortega Fellowship 0 7174 5978 SMET OTHR 9179 0000 0105000 Manpower & Training 0043275 September 1, 2000 NSF PFSMETE. POSTDOC FELLOW IN SCI, MATH EN DGE EHR Straumanis, Andrei Straumanis, Andrei R MD Sonia Ortega Fellowship 51000 7174 SMET 9179 0105000 Manpower & Training 0049094 October 1, 2000 Biological Physics of Matrix Assembly During Embryonic Development. NATO DONATIONS FOR FELLOWSHIPS DGE EHR Little, Charles University of Kansas Medical Center KS Sonia Ortega Fellowship 37200 8252 OTHR 0000 0105000 Manpower & Training 0072944 October 1, 2000 Molecular and Phenotypic Evolution of Stress Resistance. NATO DONATIONS FOR FELLOWSHIPS DGE EHR Feder, Martin University of Chicago IL Sonia Ortega Fellowship 42600 8252 OTHR 0000 0105000 Manpower & Training 0074199 June 15, 2000 Genetic Determination of Mouse Profilin I Function. NATO DONATIONS FOR FELLOWSHIPS DGE EHR Sutherland, James Sutherland, James D NA Sonia Ortega Fellowship 36650 8252 OTHR 0000 0105000 Manpower & Training 0074212 September 1, 2000 Ligand Effects on Kinetic and Thermodynamic Stabilities of Late Transition Metal Oxidation States. NATO DONATIONS FOR FELLOWSHIPS DGE EHR Williams, Burke Williams, Burke S WA Sonia Ortega Fellowship 37900 8252 OTHR 0000 0105000 Manpower & Training 0074228 September 15, 2000 Gas Dynamics and Star Formation within Dark Matter Halos. NATO DONATIONS FOR FELLOWSHIPS DGE EHR Gardner, Jeffrey Gardner, Jeffrey P WA Sonia Ortega Fellowship 37900 8252 OTHR 0000 0105000 Manpower & Training 0075177 September 1, 2000 Leaf Litter Breakdown and Microbial Interactions in Freshwater Ecosystems. NATO DONATIONS FOR FELLOWSHIPS DGE EHR Suberkropp, Keller University of Alabama Tuscaloosa AL Sonia Ortega Fellowship 46200 8252 OTHR 0000 0105000 Manpower & Training 0075178 July 15, 2000 Tailoring Carbon Nanotube Growth Using Nanoparticle Catalyst. NATO DONATIONS FOR FELLOWSHIPS DGE EHR Ajayan, Pulickel Rensselaer Polytechnic Institute NY Sonia Ortega Fellowship 46200 8252 OTHR 0000 0075179 October 1, 2000 Biological Physics of Matrix Assembly During Embryonic Development. NATO DONATIONS FOR FELLOWSHIPS DGE EHR Little, Charles Medical University of South Carolina SC Sonia Ortega Fellowship 37200 8252 OTHR 0000 0105000 Manpower & Training 0075186 September 15, 2000 Quantitative Investigation of Attention. NATO DONATIONS FOR FELLOWSHIPS DGE EHR Niebur, Ernst Johns Hopkins University MD Sonia Ortega Fellowship 46200 8252 OTHR 0000 0105000 Manpower & Training 0075187 June 1, 2000 Characterization of Methylation Guide snoRNPs. NATO DONATIONS FOR FELLOWSHIPS DGE EHR Steitz, Joan Yale University CT Sonia Ortega Fellowship 49800 8252 OTHR 0000 0075188 July 15, 2000 Use of Monte Carlo Transport in Tomotherapy. NATO DONATIONS FOR FELLOWSHIPS DGE EHR Mackie, Thomas University of Wisconsin-Madison WI Sonia Ortega Fellowship 42600 8252 OTHR 0000 0105000 Manpower & Training 0075191 September 1, 2000 Solitons in Two Dimensional Electron Gases. NATO DONATIONS FOR FELLOWSHIPS DGE EHR Mullen, Kieran University of Oklahoma Norman Campus OK Sonia Ortega Fellowship 46200 8252 OTHR 0000 0105000 Manpower & Training 0075193 June 1, 2000 Cloud Properties Study Using Satellite Remote Sensing. NATO DONATIONS FOR FELLOWSHIPS DGE EHR Davies, Roger University of Arizona AZ Sonia Ortega Fellowship 37200 8252 OTHR 0000 0105000 Manpower & Training 0086280 March 1, 2001 GK-12 Program in Mathematics at the University of Washington. This project leverages several K-12 outreach programs at the University of Washington to help increase the subject-matter understanding of precollege mathematics teachers and their students while increasing the Fellows' understanding of teaching and learning. The College of Arts and Sciences, as home of the departments that teach mathematics and the sciences, has a long history of preservice and inservice teacher preparation. The proposal seeks to place 12 graduate students (recruited university wide) as GK-12 Fellows in local elementary and junior high mathematics classes. The project will involve a coordinated program of selection, initial preparation, in-depth preparation, on-going mentoring and assessment. Feasibility has been demonstrated by a two-year pilot project supported by the UW President's Fund and NSF. Fellows will receive initial preparation in instructional methods of inquiry based mathematics by Lillian McDermott and the Physics Education group followed by Developing Mathematical Ideas session to analyze student thinking given by the Expanding a Community of Mathematics Learners local systemic change project. This GK-12 projects extends partnerships with local school districts already involved in systemic change efforts and strengthens on-going attempts to help teachers implement curricula that meet state and national standards. GRAD TEACHING FELLOWS IN K-12 MSP-OTHER AWARDS RESEARCH ON LEARNING & EDUCATI DGE EHR Adams, Loyce Ramesh Gangolli Lillian McDermott Virginia Warfield University of Washington WA Sonia Ortega Continuing grant 1913202 7179 1793 1666 SMET 9179 9178 7179 0000099 Other Applications NEC 0086320 April 15, 2001 GK-12 Fellows: Virginia Consortium Interdisciplinary Program. A total of 24 outstanding middle school teachers will be recruited to be students in an Interdisciplinary Science program of Virginia Commonwealth University and the University of Virginia and to serve as Graduate Teaching Fellows. Each Graduate Fellow will: Complete an M.S. in Interdisciplinary Studies of an M.S. program in physics, mathematical sciences or chemistry. The Interdisciplinary Science program included graduate course work in at least two disciplines, two interdisciplinary science courses and a final thesis. Receive training for in-school activities through the mathematics and Science Center of the Richmond area schools Provide enriched science and mathematics disciplinary content for current middle-school teachers working with them in a training institute and offering in their classrooms model lessons for students. After serving as Fellows, they may become members of the Clinical Faculty at Virginia Commonwealth University or the University of Virginia, continuing to link the schools and the college teacher preparation programs. This award is co-supported by the Office of Multidisciplinary Activities in the Directorate for Mathematical and Physical Sciences. GRAD TEACHING FELLOWS IN K-12 OFFICE OF MULTIDISCIPLINARY AC DGE EHR Haver, William Reuben Farley Stephen Thornton Loren Pitt Julia Cothron Virginia Commonwealth University VA Sonia Ortega Continuing grant 1661167 7179 1253 SMET 9179 9178 7179 0000099 Other Applications NEC 0086335 July 1, 2001 Teaching Fellows in K-12 Education. This project allows for the continuing collaboration of Southwest Missouri State University (SMSU) with Springfield Public Schools (SPS) in a nationally recognized manner. The plan includes the involvement of twelve GK-12 Fellows (four graduate students and eight senior undergraduate students) for year one of the project and 16 GK-12 Fellows (eight graduate students and eight senior students) for years two and three of the project. Initial training of the GK-12 Fellows will include a two-week session prior to the beginning of the academic year. Training will continue through the academic year with weekly follow-up meetings led by two SMSU faculty members. Goals and objectives of this program have been developed in collaboration with SPS. Four SPS Middle Schools will be targeted in this project based on a recent study conducted by a School Board appointed task force on the dropout problem in Springfield. These four middle schools feed into high schools with the largest dropout rates. GK-12 Fellows will work with SMSU faculty and middle school teachers to make a significant positive impact on student-teacher contact and student learning in selected middle schools within the SPS system. GRAD TEACHING FELLOWS IN K-12 DGE EHR Jahnke, Tamera Georgianna Saunders Missouri State University MO Sonia Ortega Continuing grant 1104362 7179 SMET 9179 9178 7179 0000099 Other Applications NEC 0086341 March 15, 2001 A Maine ScienceCorps Promoting Excellence and Equity in High School Biological Science Education. A Maine ScienceCorps Promoting Excellence and Equity in Ifigh School Biological Science Education In partnership with high school biology teachers, a "ScienceCorps" of University of Southern Maine (USM) immunology and molecular biology graduate student fellows will bring laboratory and inquiry-based activities into underserved Maine classrooms while adding a focus upon inquiry methods of learning and teaching to their graduate curriculum. Students in chronically underfunded rural schools typically have inadequate access to laboratory facilities and the scientific world beyond the classroom. ScienceCorps extends the twenty-two year partnership of USM and the Foundation for Blood Research in enrichment of high school biological sciences education through programs of inquiry-based learning activities and laboratory experiences for students and teachers. ScienceWorksfor ME, an ongoing program providing summer institutes for teachers and students and hosting visiting high school bioloav classes for laboratory-based activities, provides the framework for much of the training that graduate fellows will need to serve effectively in high school biology classrooms. ScienceCorps teams, each consisting of two graduate fellows, will take activities developed and tested through ScienceWorks into rural high school classrooms across the state and will also work with skilled high school teachers in developing new activities that will facilitate these teachers'efforts to meet state and national science education standards. 0086341 GRAD TEACHING FELLOWS IN K-12 DGE EHR Duboise, Samuel Ah-Kau Ng Paula Haddow Stephen Pelsue Walter Allan University of Southern Maine ME Sonia Ortega Continuing grant 909170 7179 SMET 9179 9178 7179 0000099 Other Applications NEC 0086354 March 1, 2001 GK-12 Graduate Fellows for Science and Math Education. This program will train and support graduate students in science and mathematics to provide resources for middle and high school students and teachers. Fellows will participate in workshops that focus on interdisciplinary science and math curriculum and effective teaching. University faculty and K-12 teachers will provide a background in inquiry-based techniques and activities, emphasizing national and state learning standards. Fellows and teachers will form school-based teams that will formally assess the science, mathematics, and technology needs at each site. They will collaborate to compile and present curriculum enhancement mini-units, emphasizing inquiry-based activities. The fellows will also adapt the computer technology available at school sites to the needs of specific classrooms. Fellows will provide science resources for students through e-mail communication, an 'Ask-a-Scientist' network, Saturday Science workshops, and collaboration with the Children's Discovery Museum of Central Illinois. University faculty, fellows, and staff members of the Center for Mathematics and Science Education will plan and present professional development programs for classroom teachers. The project will address issues of scientific literacy, equity, and attitudes toward science and math among middle and high school students. It will integrate research and teaching, as well as enhance teaching and curriculum selection/development skills for all participants through collaboration. GRAD TEACHING FELLOWS IN K-12 DGE EHR Moore, Cynthia Carol Thornton William Hunter Jenny Grogg Illinois State University IL Sonia Ortega Continuing grant 1500060 7179 SMET 9179 9178 7179 0000099 Other Applications NEC 0086358 June 1, 2001 GK-12: Project FULCRUM - Building Partnerships. PROJECT FULCRUM: BUILDING STUDENT-SCIENTIST- TEACHER PARTNERSHIPS - Give me a long enough lever and a place to stand and I can move the Earth - Project FULCRUM is a teacher-scientist-teacher educator collaboration that will place graduate and undergraduate science students from the University of Nebraska in grades 4 - 8 in the Lincoln Public Schools to form partnerships with teachers. The goals of this collaboration are: 1) Enhance 4'h _ 8,h grade students' opportunities to team science by increasing access to inquiry-driven experiences in content areas that satisfy national and state science standards; 2) Assist teachers in feeling more comfortable and knowledgeable about teaching science; 3) Provide students with diverse role models by involving women and other underrepresented groups at all levels; 4) Improve student attitudes regarding their involvement in and future study of science; 5) Help GK-12 fellows improve pedagogical, communication and teamwork skills, thus enhancing future employment opportunities; 6) Assess the short- and long-term impacts of the program on the elementary and middle schools, the teachers at those schools and the GK- 12 fellows; 7) Strengthen the UNTL - LPS partnership by establishing an infrastructure that facilitates interactions between teachers, teacher educators and scientists; and, 8) Piomote long-term cooperation between scientists and teacher educators at UNL to stimulate additional joint activities impacting. K- 12 education. Project'FULCRUM is based on school-centered teams that include a graduate and an undergraduate GK-12 fellow, a lead teacher, other classroom teachers, faculty scientists and pre-service teachers. GK-12 fellows will form partnerships with teachers at their school to increase the inquiry component of existing activities and to develop new activities that introduce the students to science content, and to the relationship of science to people and society. Fellows will attend a summer institute to introduce them to inquiry learning. Seminars throughout the school year will help them understand their role in the classroom. The lead teacher will mentor the fellow and assist the Pls in gathering and evaluating. data from their schools. Pre-service teachers will share a common methods course and will discuss experiences from the program as part of their course. Internal and external assessments will monitor whether the program is meeting the needs of the students. 0086358 EXP PROG TO STIM COMP RES GRAD TEACHING FELLOWS IN K-12 DGE EHR Leslie-Pelecky, Diandra Roger Kirby Patrick Dussault Suzanne Kirby Gayle Buck University of Nebraska-Lincoln NE Sonia Ortega Continuing grant 1572817 9150 7179 SMET 9179 9178 9150 7179 0000099 Other Applications NEC 0086375 September 15, 2001 Graduate Teaching Fellows in Elementary School Education. The teaching fellows (graduate and senior undergraduates in biology, earth sciences, physics andastronomy) will be trained in a summer institute, and then paired with grades 3-6 teachers. Inconsultation with Binghamton University faculty, the pairs will develop the "research lessons", test them during the academic year in grades 3-6 classrooms and continue to refine them. Each66research lesson" is a series of lessons based on the 5E Teaching Cycle and with an emphasis on identifying and challenging misconceptions of students in grades 3-6. The "research lessons" willprovide models for addressing the new curricula programs of New York State and BinghamtonCity Schools, the chosen school district. The "research lessons" will make use of a wide varietyof excellent educational materials, and so what the lessons will do is provide conceptually linked and carefully sequenced lessons that specifically address the students' misconceptions. A prioritywill be to develop the habits and skills of scientific inquiry through demonstrations and hands-on activities. An important outcome is that both the teaching fellows and the teachers will learn howto develop, assess and refine "research lessons" that target science content, habits and skills instudents. GRAD TEACHING FELLOWS IN K-12 DGE EHR Stamp, Nancy Eric Cotts Jeffrey Barker Thomas O'Brien SUNY at Binghamton NY Sonia Ortega Continuing grant 1363236 7179 SMET 9179 9178 7179 0000099 Other Applications NEC 0086378 April 1, 2001 GK-12 Formal Proposal. Project Summary- We describe an educational partnership between The University of Akron, the Cuyahoga Valley Environmental Education Center, Bath Township Elementary School, and Akron Public School District that builds an educational community covering K-graduate work in Life Sciences. Each partner will provide expertise in training GK- 12 fellows in research, teacher training, and curriculum and pedagogy development. Impact of our project will stretch well beyond a single school district, to train teachers that come into contact annually with more than 15,000 K- 12 students in over 20 school districts in NE Ohio. A compelling feature of our project is the integration of GK- 12 graduate research projects into content modules that will serve as the organizing theme for teacher professional development and curricular enhancement. Our model moves well beyond the central goal of using GK- 1 2 Fellows as K- 12 content resources. Our approach allows faculty and GK- 12 fellows to integrate their research and teaching goals (an NSF priority) and to provide curricular content that is immediately and directly relevant to the K- 12 institutions. Because each of these partners already cooperate in educational activities, building the comprehensive partnership we describe will benefit from well established lines of communication. Furthermore, extending the existing solid foundation promises that the educational community we seek will have longevity well beyond the granting cycle. 0086378 GRAD TEACHING FELLOWS IN K-12 DGE EHR Niewiarowski, Peter Kathleen Sparrow Deborah Yandala Qetler Jensrud University of Akron OH Sonia Ortega Continuing grant 1439324 7179 SMET 9179 9178 7179 0000099 Other Applications NEC 0086387 April 1, 2001 GK-12 Environment, Materials Science, and Information Technology Themes in Eighth, Ninth and Tenth Grades. We propose a collaboration between Harvard and the Cambridge Public Schools to help public school students learn science and technology. Cambridge teachers follow a curriculum which meets standards of the Massachusetts Comprehensive Assessment System (MCAS) and prepares students for state-wide examinations. Our plan is based on teams, each consisting of one faculty member, three GK-12 Fellows, and three Cambridge teachers. Each team will choose a topic from one of three areas: the environment, materials science, and information technology. During the first half year the team will meet weekly to introduce Cambridge teachers to research at Harvard and to discuss how to involve students in investigations related to the Cambridge curriculum and MCAS standards. In the second half year, GK- 12 Fellows will move to the Cambridge Public Schools to help teachers and students in discussions and student projects. A workshop will be held at the end of the year in which Cambridge students present their results to an audience of students and parents. We will start with eighth grade students and move to the ninth and tenth grades in following years. These activities will help Cambridge students learn science and technology and help GK- 12 Fellows become more involved in public education. This award is co-supported by the Office of Multidisciplinary Activities in the Directorate for Mathematical and Physical Sciences. GRAD TEACHING FELLOWS IN K-12 WORKFORCE OFFICE OF MULTIDISCIPLINARY AC DGE EHR Hutchinson, John Philip Sadler Robert Westervelt Eric Mazur Ana Barros Harvard University MA Sonia Ortega Continuing grant 1365500 7179 1713 1253 SMET 9179 9178 7179 0000099 Other Applications NEC 0086390 March 1, 2001 GK-12 Formal Proposal - Integrating New Media Technologies into Teacher Development. Through the unique partnering of Engineering and Education Graduate Fellows, Columbia University's School of Engineering and Applied Science, Teachers College, Barnard College, and New York City School Districts will create a comprehensive model of teacher recruitment and education that is a significant departure from traditional pre-service and in-service teacher training programs. The long-term objective of this program is to create a sustainable teacher-training model that significantly infuses technology- competent teachers into urban school systems. The proposed fellowship project has as its major goal to develop a unique pre-service and in-service teaching model that has the following program elements: o the creation of an innovative, interdisciplinary education program that seamlessly integrates new educational technologies into their curriculum and capitalizes on a large pool of technology-savvy undergraduate and graduate engineering, science, math, and education students; o the collaboration of Columbia University's Fu Foundation School of Engineering and Applied Science (SEAS), Barnard College, and Teachers College (TC) with Community School Districts and High Schools in Harlem to share institutional resources, experience and expertise; o the organization of parallel college and secondary school technology environments for the training of teachers in academic and real world school settings; o the development and organization of curriculum modules in the sciences and mathematics that enable the full use of computer technology and the Internet to foster learning through self-directed study and group project applications; and o the demonstration and assessment of the impact a technology-integrated learning environment has on secondary students' science and math knowledge and skills. The project's concept is to build the infrastructure and formal mechanisms required to develop the technology and pedagogical skills of graduate and undergraduate engineering, science, and math students to prepare them for careers in urban secondary schools systems. Engineering and Education Graduate Fellows, as partners, will be responsible for the creation of educational technology laboratories located at Columbia and School District #5, the development of technology-enhanced curriculum modules in support of secondary school student learning in science and math, direct mentoring of secondary school students, and the supervision of undergraduate teaching students during a junior year technology-focused field experience. Throughout the project, the fellows will participate in a series of special workshops and mentoring experiences to support the development of their teaching knowledge and skills. GRAD TEACHING FELLOWS IN K-12 DGE EHR McGourty, Jack Columbia University NY Sonia Ortega Continuing grant 1538272 7179 SMET 9179 9178 7179 0000099 Other Applications NEC 0086392 March 15, 2001 GK-12: The Bio-Bus Pilot Project. For the past year, Georgia State University has successfu 'Ily operated the Bio-Bus, a 3 0-foot mobile instructional laboratory that serves Georgia's K- 1 2 school systems. In partnership with six Georgia School systems (Bremen City, Carrollton City, Carroll County, Decatur City, Haralson County, and Paulding County), the University proposes to inaugurate the GKI2 Bio-Bus Pilot Project, an extension of the main Bio-Bus program that provides additional preparation and reinforcement learning experiences not currently available to Bio-Bus participants. For the Pilot Project, science graduate students and advanced undergraduates chosen as GK12 Fellows will present a selection of learning modules to novice learners in their partner districts that incorporate scientific inquiry, hands-on investigation, and student-directed learning. Though centered around a biological theme, each learning module will take a multidisciplinary approach, presenting fundamental physical, chemical and geological concepts in a biological context. Summer workshops in biotechnology will be provided for in-service teachers and their GKI2 Fellow partners. Teachers who complete the summer workshop will qualify for the Bio-Bus Lending Lab,. which provides free equipment and supplies for a week's worth of biotechnology experiments during the school year. 0086392 GRAD TEACHING FELLOWS IN K-12 ECOLOGICAL & EVOLUTIONARY PHYS DGE EHR Baumstark, Barbara G. Davon Kennedy Georgia State University Research Foundation, Inc. GA Sonia Ortega Continuing grant 1387565 7179 1148 SMET 9179 9178 7179 0000099 Other Applications NEC 0086396 March 1, 2001 GK-12 Formal Proposal. The purpose of this project is to place undergraduate and graduate students from science and engineering at UMCP as teaching Fellows in area middle and high schools to enhance and extend the science and mathematics curriculum. The conceptual and pedagogical focus of this project is to develop a program in which Fellows and teachers work together to integrate learning practices into classroom based activities. The Fellows will be drawn from the departments of chemistry, physics, materials science and engineering. They will enhance the curriculum in collaboration with K-12 teachers to develop classroom hands-on, inquiry-based activities that will supplement the curriculum content, by integrating programs that connect classroom learning to science and technology beyond the classroom. The Fellows will also act as liaisons between teachers and university based resources. Through training and direct involvement in K-12 schools, Fellows will become knowledgeable in education outreach, and will in turn become a resource to the University. It is expected that the GK- 12 Fellows will develop a broader sense of their professional options, a stronger grounding in science and engineering education, and a sense of the educational relationships between the university and the community. This award is co-supported by the Office of Multidisciplinary Activities in the Directorate for Mathematical and Physical Sciences. GRAD TEACHING FELLOWS IN K-12 OFFICE OF MULTIDISCIPLINARY AC DGE EHR Williams, Ellen Luz Martinez-Miranda Donna Hammer University of Maryland College Park MD Sonia Ortega Continuing grant 1031086 7179 1253 SMET 9179 9178 7179 0000099 Other Applications NEC 0086397 March 1, 2001 GK-12 at Baylor College of Medicine. Baylor College of Medicine (tCM) and the Houston Independent School District (HISD), propose to partner BCM graduate student scientists and HISD biology teachers to improve teaching and learning in biology, while providing opportunities for graduate students to improve their teaching-related skills. The project will create guided, goal-oriented partnerships between BCM graduate students and 15 selected HISD teachers, provide new professional development for all 96 HISD life sciences high school teachers and produce science, mathematics, engineering and technology career awareness events for all HISD secondary students. A Biosciences Learning Center will be established at an HISD school to support project activities as an in-kind contribution. BCM graduate student scientists will have opportunities to improve their own teaching skills, their knowledge of K-12 education and their abilities to communicate science information to novice audiences. Project evaluation will investigate changes in graduate students' personal science teaching paradigms and beliefs, to development of graduate students' teaching and communications skills, to changes in science teachers' content knowledge and to changes in student science learning and achievement. Each year, proposed activities will impact more than 400 biology students annually through graduate student/teacher partnerships, and all 8,000 students enrolled in biology classes through teacher professional development. GRAD TEACHING FELLOWS IN K-12 DGE EHR Moreno, Nancy Scott Basinger Barbara Tharp Baylor College of Medicine TX Sonia Ortega Continuing grant 734815 7179 SMET 9179 9178 7179 0000099 Other Applications NEC 0086400 March 1, 2001 Graduate and Undergraduate Students Enhancing Science and Technology in K-12 Schools (GUEST K-12). Various K-12 educational programs have been developed by University of Puerto Rico, Mayaguez Campus, which coherently couple motivation, orientation, training, and follow-up activities of K-12 teachers and students with undergraduate, graduate, and university professors. Among them are the programs enclosed in the Earth Science Initiative: Science on Wheels, GLOBE (Global Learning and Observations to Benefit the Environment), SCBL (Sensors and Calculator-Based Laboratory) and the Geology Outreach. University graduate and undergraduate students are already a significant part of the training activities resulting in a favorable model for the development and motivation of future science and engineering professionals and pre-college teachers. Therefore, the GUEST K-12 (Graduate and Undergraduate Students Enhancing Science and Technology in K-12 Schools) program proposes to coordinate and reinforce the partnership between the university and K-12 schools by funding highly qualified undergraduate (four) and graduate (sixteen) students to serve as resources in the pre-college classroom. This initiative will be coupled to existing K-12 outreach programs and will benefit more than three hundred teachers and over ten thousand students. The GUEST K-12 program will transform precollege teachers into science and technology proficient educators while fellows will improve communication and teaching-related skills. This award is co-supported by the Office of Multidisciplinary Activities in the Directorate for Mathematical and Physical Sciences. EXP PROG TO STIM COMP RES GRAD TEACHING FELLOWS IN K-12 OFFICE OF MULTIDISCIPLINARY AC DGE EHR Lopez-Garriga, Juan Nelson Cardona-Martinez Jose Cortes-Figueroa Dalas Alston Hernan Santos University of Puerto Rico Mayaguez PR Sonia Ortega Continuing grant 1721956 9150 7179 1253 SMET 9179 9178 9150 7179 0000099 Other Applications NEC 0086415 March 1, 2001 GK-12 Formal Proposal: Science and Technology Enhance Authentic Learning in The High Schools - Project STEALTH. Project STEALTH involves thirteen graduate and twelve advanced undergraduate Fellows, twelve secondary science and mathematics teachers (from two high schools and two middle schools located in Oklahoma City and Del City), and seven OU faculty (from the School of Civil Engineering and Environmental Science, School of Industrial Engineering, Department of Educational Leadership and Policy Studies, and the Oklahoma Networks for Excellence in Education), who will work in teams developing, designing, implementing, and assessing authentic learning, inquiry-based activities for secondary science and mathematics students. These activities will be incorporated into lessons, demonstrations, laboratory exercises, individual and group projects, and field experiences in order to: 1) emphasize authentic and community-based experiences; 2)encourage creative problem-solving skills; 3) develop interest in life-long learning; and 4) prepare secondary students for advanced education. Activity themes will focus on environmental science and engineering, new materials and their use, and civil infrastructures. Activities will be designed to fit the teachers and students' needs based on curriculum requirements, course content, students' abilities and interests, and available resources. Fellows will be prepared to create and implement these activities through a new course presenting: 1) educational theory, concepts, and assessment congruent with authentic learning; 2) the design, implementation, and assessment of hands-on, inquiry-based activities in secondary science and mathematics curricula; and 3)appropriate teaching practices and methods for secondary students, as well as local, state, and national curricula standards. The program's effectiveness on the Fellows' teaching skills, as well as its effect on secondary science and mathematics education will be quantitatively assessed and used to continually improve the program. EXP PROG TO STIM COMP RES GRAD TEACHING FELLOWS IN K-12 DGE EHR Nanny, Mark Teri Reed-Rhoads Mary John O'Hair University of Oklahoma Norman Campus OK Sonia Ortega Continuing grant 1613510 9150 7179 SMET 9179 9178 9150 7179 0000099 Other Applications NEC 0086420 March 15, 2001 Georgia Tech Student and Teacher Enhancement Partnership (STEP) Program. The Georgia Tech Student and Teacher Enhancement Partnership (STEP) Program partners Graduate Fellows from the Colleges of Sciences, Engineering and Computing with metro-Atlanta area high school SMET teams that are led by master science or mathematics teacher-coordinators. The program seeks to improve the teaching-related communication, and leadership skills of Georgia Tech graduate students, and to use the exceptional scholarly expertise available at Georgia Tech to assist in increasing the mathematics and science performance of Atlanta-area school students. STEP Fellows will participate in summer training workshops to familiarize them with inquiry-based learning pedagogy, classroom management and effective teaching skills, and appropriate uses of educational technologies. They will also work with high school personnel to develop a needs assessment and action plan for the school. During the school year they will work in pairs with their partner school, choosing activities from a menu of options that includes: 1) Student instruction, 2) Teacher professional development, 3) Student enrichment and mentoring, 4) Implementation of classroom websites, 5) Science fair project assistance, and 6) Georgia Tech lab tours. The program will be open, by competitive application, to all of the nearly 3,000 graduate students in the Georgia Tech Colleges of Engineering, Sciences, and Computing. GRAD TEACHING FELLOWS IN K-12 CROSS-DIRECTORATE ACTIV PROGR DGE EHR Llewellyn, Donna Marion Usselman GA Tech Research Corporation - GA Institute of Technology GA Sonia Ortega Continuing grant 1807736 7179 1397 SMET 9179 9178 9150 7179 0000099 Other Applications NEC 0086426 April 1, 2001 Clemson University GK-12 Project. The goal of the Clemson University GK-12 Project is to improve student performance and the teaching of mathematics and science in the middle grades in Title I and "impaired" schools in the school districts of Anderson and Pickens county through the use of inquiry based learning exemplifying a standards-based approach. Benefits are to improve the perception of K-12 mathematics and science education among professional graduate scientists and mathematicians in academe and industry, to increase knowledgeable participation and support by scientists and mathematicians of K-12 education; to improve the perception of collegiate education and the professorate among professional K-12 teachers and administrators, and to improve the teaching skills of graduate students in mathematics and science disciplines through practice and training in the inquiry method with practice in the K-12 arena. Benefits to the teachers include a stipend, content resource support, graduate credit, improved laboratory equipment and manipulatives, and role models for their students. The University will benefit through closer ties with the local schools. The Fellows will have improved presentation skills through mentoring from the teachers. Graduate students in Biological Sciences, Computer Science, Geological Sciences, Mathematical Sciences, and Physics will undergo in-depth training in teaching methods, familiarization with South Carolina frameworks and performance standards, a series of seminars with their mentoring teacher to develop demonstration lessons and ways in which the Fellows will provide content resources for NSF sponsored exemplary curricula, several of which have been developed at Clemson University. Fellows will team with mentoring teachers to provide professional development to colleagues in their schools. GRAD TEACHING FELLOWS IN K-12 EAST ASIA AND PACIFIC PROGRAM CROSS-DIRECTORATE ACTIV PROGR DGE EHR Luedeman, John William Leonard John Wagner Robert Horton Clemson University Research Foundation SC Sonia Ortega Continuing grant 1712955 7179 5978 1397 SMET 9179 9178 7179 5927 5251 0000099 Other Applications NEC 0086427 March 1, 2001 GK-12 Engineering Fellowships to Enhance Science Education in South Carolina Schools. K-12 schools in South Carolina are implementing new state science standards. As a result, many teachers must obtain significantly new content knowledge while developing new curricula and lesson plans. This project supports ten graduate students majoring in mechanical, chemical, electrical, computer, civil and environmental engineering to work with grades 3-9 science teachers and their students. Project planning involving school district personnel has identified a number of connections between the content knowledge of these engineering students and the new science standards for these grades. The graduate fellows will help teachers adopt, adapt and develop curriculum and instructional materials that use engineering examples, experiments and inquiry and design problems. Each fellow will become an expert in one or more area of the standards, and will work with several teachers and schools throughout their tenure. This plan effectively integrates the fellows' teaching activities with their graduate education and research experiences. In addition to the service learning activities proposed, the fellows will receive formal instruction on teaching principles, cognitive processes and learning styles through a field-based course developed by the College of Education. A series of summer workshops involving the fellows and participating teachers is also proposed. EXP PROG TO STIM COMP RES GRAD TEACHING FELLOWS IN K-12 HUMAN RESOURCES DEVELOPMENT DGE EHR Lyons, Jed Christine Ebert University of South Carolina at Columbia SC Sonia Ortega Continuing grant 1329692 9150 7179 1360 SMET 9179 9178 9150 7218 7179 0000099 Other Applications NEC 0086443 June 1, 2001 (GK-12) Graduate Teaching Fellows: Human Impact Along the Front Range of Colorado. The University of Northern Colorado, Colorado State University, Weld County School District 6, and the Poudre RI school district propose a collaborative to support fellows in SMET disciplines and discipline-based education. Our teaching and research themes focus on Human impacts on land use and ecosystem structure andfunction along the Front Range of Nortitern Colorado. Objectives and Activities: Form Teaching-Research Teams - of teachers, fellows, and researchers that will interact throughout the year, for up to 3 years. Conduct Teaching and Research Strategy Workshops - to familiarize teachers, researchers and fellows ,%ith each others culture. Conduct Grant Writing Workshops - for the teachers and fellows for professional development and sustainability. Develop Schoolyard Research Plots - based on the research experience. Teachers and fellows will establish schoolyard plots. Apply,4ge-,4ppropriate, Standards-Based Modules - will be developed to link the research to the classroom. Benefits include: Fellows: I)GuidefellowstoincludeK-12outreachasacareergoal,2)lmprovedcommunication- teaching-related skills, 3) Financial stability, and 4) bnprove grantsmanship. K-12 Teachers: 1) Connect with the research community, 2) Professional development (travel, credit, stipends), 3) Improve classroom resources (supplies, equipment technology), 4) Schoolyard sites, and 5) Provide additional classroom help via the fellows. GRAD TEACHING FELLOWS IN K-12 ECOLOGICAL & EVOLUTIONARY PHYS DGE EHR Moore, John David Swift William Blubaugh Robert Mayes William Hoyt University of Northern Colorado CO Sonia Ortega Continuing grant 1534066 7179 1148 SMET 9179 9178 7179 0000099 Other Applications NEC 0086445 March 1, 2001 Graduate Student-University-School Collaborative for Science, Mathematics, Engineering and Technology. The NDSU Graduate Student-University-School (GraSUS) Collaborative for Science, Mathematics, Engineering and Technology is a project in which graduate and advanced undergraduate students (fellows)will work with science and mathematics teachers in grade 6-12 classrooms. The project uses problem-or inquiry-based learning, in which solutions of interesting real -life problems promote students' learning, problem-solving skills, creative thinking, and teamwork. Challenging problems will be selected to reflect existing school curriculum in the context of the research and applications from core SMET disciplines at the university. The school courses involved include mathematics, general science, environmental science, chemistry, physics and biology. Real-life applications in these areas will come from the same disciplines and from several engineering, agricultural, and technology disciplines. The graduate and undergraduate fellows will receive pedagogical training. Summer workshops will involve school teachers and university faculty in planning and development activities with the fellows. The project's expected outcomes include enhanced communication and teaching skills for the fellows, enriched learning by K- 12 students, professional development opportunities for K- 12 teachers, and stronger partnerships between NDSU and local school districts. This project will build upon several other similar and successful programs at NDSU. EXP PROG TO STIM COMP RES GRAD TEACHING FELLOWS IN K-12 DGE EHR Comez, Dogan Gregory McCarthy Sudhir Mehta Edward Deckard William Martin North Dakota State University Fargo ND Sonia Ortega Continuing grant 1010056 9150 7179 SMET 9179 9178 9150 7179 0000099 Other Applications NEC 0086448 March 1, 2001 Graduate Student Outreach to the Newark Public Schools. This proposal outlines a plan to involve Rutgers University-Newark graduate students and advancedundergraduates with the Newark Public Schools, Newark Museum, and Kids Corporation as NSF TeachingFellows. The conceptual focus of the proposed program falls largely under the thematic heading of knowledge transfer and curriculum development. The university students will be trained to deliver educational activities that are curriculumintegrated, inquiry-centered, and constructivist-based. The strength of the proposed program is that all participants, university students, teachers, and school students,will benefit from the experience. The benefits to be realized are inherent in the following program goals: o to enhance the teaching skills of the university participants o to motivate and excite students about science, mathematics, and technology o to expose students to new ideas, resources, and potential careers and to demonstrate the relevance of their learning experiences to real life situations o to contribute to student knowledge and understanding of science and mathematics o to provide teachers an opportunity to collaborate with graduate students and advanced undergraduates indesigning learning experiences for their students and incorporate new ideas, activities, and resources into their curricula o to provide teachers opportunities to learn, and become comfortable applying, hands-on, inquiry-based approaches to teaching. GRAD TEACHING FELLOWS IN K-12 DGE EHR Gates, Alexander Gary Roth Beth Anne Ebler Ismael Calderon Michael Nolan Rutgers University New Brunswick NJ Sonia Ortega Continuing grant 1099408 7179 SMET 9179 9178 7179 0000099 Other Applications NEC 0086455 April 1, 2001 GK-12 EdGrid Graduate Teaching Fellows Program. This proposal extends the catalyzing impact of EdGrid (http://www.eot.orgledgrid), a consortiumconunitted to developing, testing, and disseminating systemic approaches to integrate the use ofcomputer-based modeling and scientific visualization in science and mathematics education. Therole of the GK- 12 fellows is to bring to each team content expertise and experience withapplications of computational science, modeling and visualization. Fellows will benefit byimproving their own computational suls, learning to relate complex science and mathematicsconcepts to others, by becoming comfortable with teaching, and by understanding how they canparticipate in the improvement of science and mathematics education. Teachers and educationfaculty benefit from access to content expertise, assistance with the use of computationalmodeling and visualization tools, and by learning current scientific methods. The main objectives include: o Training on issues of K-12 science and mathematics education and computer-based modelingand visualization. o Enhanced conununication among the content and education faculty within the university, andbetween the university and K- 1 2 communities. o Science and mtheniaties curriculum utilizing computational science, modeling andvisualization tools, technologies, and methodologies. o Classroom experiences for K- 12 students using computational science, modeling andvisualization to do science and mathematics. o Dissemination of experiences and materials. o Inculcating a comrffitment to broad outreach of leading-edge scientific ideas on the part offuture scientists who will be the graduate student trainees in the project. o Applying to the GK-12 enterprise abilities that NCSA/EOT-PACI have developed for long-distance collaboration communication, and conununity-building. Noteworthy features of the project include the collaboration of very different and geographicallyseparated university communities as well as the integration of research universityscienceleducation enterprises. This will be facilitated by NCSA/EOT-PACI experience inorganizing and computing across geographically distributed human and material resources. GRAD TEACHING FELLOWS IN K-12 DGE EHR Braatz, Richard University of Illinois at Urbana-Champaign IL Sonia Ortega Continuing grant 1639768 7179 SMET 9179 9178 7179 0000099 Other Applications NEC 0086457 March 1, 2001 GK-12: Adventure Engineering: An Inquiry Learning, Design Driven Approach to Middle Grade Science and Mathematics Education. This project is designed to integrate exciting adventure-based scenarios, solutions to which require inquiry learning and an engineering design approach, into the middle grade (5-9) science and mathematics classrooms. Middle grade students win be posed with adventurous scenarios, e.g., Engineering the Congo, Mission to Mars, filled with carefully crafted obstacles, e.g., water purification, power generation, route optimization. The level appropriate science and/or mathematics principles are woven into the obstacles. Student groups then develop solutions to the posed obstacles through inquiry learning and the engineering design approach, running the gamut from experimentation to conceptualization to prototype construction and testing. This curriculum that weaves m the required science and/or math content is designed to replace the existing middle grade content. A team (AE Team) will develop the Adventure Engineering curriculum of engineering graduate and undergraduate Fellows, middle grade science and mathematics teachers from urban, suburban and rural schools, and faculty from Science Education, Mathematics Education, and Engineering at the University of Oklahoma. The engineering fellows will be extensively prepared in the pertinent standards, existing curriculum, and inquiry learning method through observation and participation in the middle grade classrooms, participation in College of Education methods courses, and workshops with middle grade teachers. During the three-year project, the AE Team will develop inquiry and design based science and math curriculum, with diligent assessment, under the adventure-based engineering premise. To accomodate the middle grade teachers, the AE Team will meet outside the classroom monthly on Saturday mornings during the academic year and for daylong workshops in the summer. Between AE Team meetings, the Fellows will work to develop and implement curriculum with the designated teachers in the middle grade classrooms. Each year, the engineering Fellows will increase outreach activity by seeking different teachers and assisting them with Adventure engineering curriculum implementation. The curriculum will be developed and prepared for web-dissemination to be self-sustaining beyond the three-year project period. The Adventure Engineering program is designed to motivate those students in the critical middle grades that otherwise would not pursue technical careers, particularly women and minorities. To this end, the Adventure Engineering curriculum will be developed for and implemented in approximately 72 classrooms, half of which will be predominantly minority classrooms in Oklahoma City. The AE team Fellows will be recruited from and with the dedicated assistance of the outstanding Multicultural Engineering Program at the University of Oklahoma. GRAD TEACHING FELLOWS IN K-12 DGE EHR Knox, Robert LaDawn Haws University of Oklahoma Norman Campus OK Sonia Ortega Continuing grant 1240038 7179 SMET 9179 9178 7179 0000099 Other Applications NEC 0086465 May 15, 2001 GK-12 Formal Proposal: Down to Earth Science - Graduate Teaching Fellows in K-12 Education. Experimentation and exploration - the way scientists create new knowledge - will be adopted as the cornerstone for learning and teaching science in Arizona State University's Down to Earth Science fellow/teacher/student partnership program. The activities are based on a strongly interdisciplinary, multiscalar approach to earth systems science in three important research domains that powerfully convey science content - Materials Science and Engineering, Ecology, and Planetary Studies. ASU is poised to launch, and sustain, new approaches to increasing scientific literacy. We will expand upon the strong infrastructure of successful K-12 educational outreach programs from large-scale science and engineering research projects as well as ongoing and extensive collaborations with K-12 education. This project will: 1) integrate research, education, and outreach in a meaningful way by incorporating instructional strategies consistent with the national science standards; 2) increase teachers'knowledge of science content and concepts, and provide them opportunities to engage their students in actual scientific research; 3) help revitalize science education from the use of abstract and obscure examples to the contextual and the relevant; and (4) instill fellows with the skills to communicate scientific concepts to a wider audience and prepare them to be mentors and role models for students. This award is co-supported by the Office of Multidisciplinary Activities in the Directorate for Mathematical and Physical Sciences. GRAD TEACHING FELLOWS IN K-12 CROSS-DIRECTORATE ACTIV PROGR OFFICE OF MULTIDISCIPLINARY AC DGE EHR Ramakrishna, B. Charles Redman Frederick Staley Philip Christensen Samuel DiGangi Arizona State University AZ Sonia Ortega Continuing grant 1775137 7179 1397 1253 SMET 9179 9178 7179 0000099 Other Applications NEC 0086467 March 1, 2001 San Francisco State University GK-12 Fellows Project. San Francisco State University's College of Science and Engineering (COSE) and the San Francisco Unified School District (SFUSD) have collaboratively developed a GK-12Fellows project to serve students at underperforming middle and high schools (3 each).Fellows will be systematically prepared to support the efforts of SFUSD teachers todeliver an inquiry-based pedagogy rich in science and math content. Fifteen SFSUFellows per year will directly benefit by enhancing their teaching and learning skills;SFUSD will benefit by the having these Fellows co-teach with SFUSD teachers, tutor,and serve as school-based resources, knowledgeable about the content and the applicationof SMET. Fellows will complete two formal classes--one focused on pedagogy andanother focused on either the physical or natural sciences. To ensure compliance withstate and national standards as well as to develop collegial relationships, teachers willpartner with the Fellows in the content classes which will provide both with basicconcepts in integrated biological areas and in fundamental concepts of physical sciences,along with laboratory curriculum modules. Fellows will be selected from COSE's diverse(63% minority) student body. Inverness Research Associates, an evaluation groupspecializing in science education, will conduct a comprehensive evaluation with bothquantitative and qualitative components. A-1 GRAD TEACHING FELLOWS IN K-12 DGE EHR Stubbs, John Kathleen O'Sullivan San Francisco State University CA Sonia Ortega Continuing grant 1687760 7179 SMET 9179 9178 9150 7179 0000099 Other Applications NEC 0102920 January 1, 2001 Dean in Residence Program. The purpose of this proposal is to enhance the partnership between the National Science Foundation (NSF) and the graduate community by creating a new mechanism for ongoing and substantive communications between senior administrators at our universities providing graduate education and the NSF. Based on the model of the Council of Graduate Schools (CGS) Dean in Residence Program, we propose to establish a NSF/CGS Dean in Residence. Selected through a national competition developed and administered by the Council of Graduate Schools, the NSF-CGS Dean in Residence, would interact with program officers in the Division of Graduate Education (DGE) and in other divisions of the Directorate for Eduction and Human Resources, with program officers and managers in the research directorates at NSF, as well as with senior officials at the National Science Foundation. Working though CGS the dean would, in turn, share with the graduate dean community and with the broader science and engineering faculty NSF's perspective on graduate education, particularly but not exclusively those aspects of graduate education that NSF is attempting to strengthen or redirect through its portfolio. The program will serve as a national model that could be adopted by other federal agencies in the future. GRADUATE FELLOWSHIPS DGE EHR Stewart, Debra Council of Graduate Schools DC Carol F. Stoel Continuing grant 523997 7172 SMET 9178 7172 0000099 Other Applications NEC 0104653 March 15, 2001 Convocation on Enhancing the Postdoctoral Experience of Scientists and Engineers. As it developed its guide on Enhancing the Postdoctoral Experience of Scientists and Engineers, the Committee on Science, Engineering, and Public Policy (COSEPUP)--a joint committee of the National Academy of Science, National Academy of Engineering, and the Institute of Medicine--found that action was needed by postdocs, postdoc advisers, administrators, funding organizations, and disciplinary societies and developed a set of recommendations for each. It also found tht more dialogue was needed amongst all these parties in order to enhance the postdoctoral experience. Therefore, COSEPUP decided to host a Convocation on Enhancing the Postdoctoral Experience of Scientists and Engineers to bring all these parties together to facilitate dialogue, highlight best practices, and encourage action on the part of all. This convocation will take place on March 2, 2001. The National Academies are requesting $25,000 to provide travel support for postocs to attend the Convoation. POSTDOC FELLOW IN SCI, MATH EN DGE EHR Stine, Deborah National Academy of Sciences DC Eric J. Sheppard Standard Grant 20332 7174 SMET 9179 0107998 October 1, 2001 Design Research on the Development of Low-Cost, Modular, and Individually Tailored Office Automation for Persons with Severe Disabilities. NATO DONATIONS FOR FELLOWSHIPS DGE EHR Johnson, Michelle Johnson, Michelle J VA Carolyn L. Piper Fellowship 37900 8252 OTHR 0000 0108013 January 1, 2002 Oxidative Stress in Carotid Body Cells and Neurons. NATO DONATIONS FOR FELLOWSHIPS DGE EHR Gao, Lin Gao, Lin VA Carolyn L. Piper Fellowship 37900 8252 OTHR 0000 0108024 October 1, 2001 Quantum Hall Effect and Mesoscopic Physics. NATO DONATIONS FOR FELLOWSHIPS DGE EHR Shayegan, Mansour Princeton University NJ Carolyn L. Piper Fellowship 37200 8252 OTHR 0000 0108025 October 1, 2001 Effects of Mineral Particles Suspended in Sea Water on Optical Variability within the Upper Ocean and Satellite Remote Sensing of Ocean Color. NATO DONATIONS FOR FELLOWSHIPS DGE EHR Stramski, Dariusz University of California-San Diego Scripps Inst of Oceanography CA Carolyn L. Piper Fellowship 46200 8252 OTHR 0000 0108045 August 1, 2001 Characterization of the Dystrophin- and Spectrin-Based Membrane Skeletons in Skeletal Muscle. NATO DONATIONS FOR FELLOWSHIPS DGE EHR Bloch, Robert University of Maryland at Baltimore MD Carolyn L. Piper Fellowship 0 8252 OTHR 0000 0108046 October 1, 2001 Development of Magnetic Measurement Techniques and Models for Evaluation of Fatigue Damage. NATO DONATIONS FOR FELLOWSHIPS DGE EHR Lo, Chester Iowa State University IA Carolyn L. Piper Fellowship 42600 8252 OTHR 0000 0108050 August 1, 2001 Decomposition of Nitrogen Oxides by Electrical Discharge Processes. NATO DONATIONS FOR FELLOWSHIPS DGE EHR Locke, Bruce Florida State University FL Carolyn L. Piper Fellowship 37200 8252 OTHR 0000 0105000 Manpower & Training 0108052 September 1, 2001 Cell-cell signaling for synchronizing the circadian clock in cyanobacterium Synechococcus 7942. NATO DONATIONS FOR FELLOWSHIPS DGE EHR Golden, Susan Texas A&M University Main Campus TX Carolyn L. Piper Fellowship 37200 8252 OTHR 0000 0108053 September 1, 2001 Real-time Applications of Nonlinear Model Predictive Control Strategies. NATO DONATIONS FOR FELLOWSHIPS DGE EHR Braatz, Richard University of Illinois at Urbana-Champaign IL Carolyn L. Piper Fellowship 46200 8252 OTHR 0000 0108063 September 1, 2001 The Location of the Gates in Glutamate Receptor Channels. NATO DONATIONS FOR FELLOWSHIPS DGE EHR Wollmuth, Lonnie SUNY at Stony Brook NY Carolyn L. Piper Fellowship 37200 8252 OTHR 0000 0108067 October 1, 2001 High Resolution Spectroscopy of AlkaliDiatomics as Prospective Ultracold Species. NATO DONATIONS FOR FELLOWSHIPS DGE EHR Stwalley, William University of Connecticut CT Carolyn L. Piper Fellowship 37200 8252 OTHR 0000 0108068 September 1, 2001 Aluminum-Lithium Alloys. NATO DONATIONS FOR FELLOWSHIPS DGE EHR Starke, Edgar University of Virginia Main Campus VA Carolyn L. Piper Fellowship 37200 8252 OTHR 0000 0108076 July 15, 2001 Risk Analysis in a Deregulated Power Market Using Fuzzy Sets. NATO DONATIONS FOR FELLOWSHIPS DGE EHR Tomsovic, Kevin Washington State University WA Carolyn L. Piper Fellowship 49800 8252 OTHR 0000 0108085 July 15, 2001 Atomic Force Microscopy Study of Physical Properties of Biomaterials. NATO DONATIONS FOR FELLOWSHIPS DGE EHR Lal, Ratneshwar University of California-Santa Barbara CA Carolyn L. Piper Fellowship 37200 8252 OTHR 0000 0000099 Other Applications NEC 0108290 February 1, 2001 Using Technology to Promote Experiential and Reflective Cognition. How we can use the power of technology to promote meaningful learning in math and science? PFSMETE research project consists of testing the hypothesis that rich experiential environments and reflective interactions are both necessary conditions for effective educational technology. To promote experiential cognition, students should be exposed to realistic and varied experiences in order to ensure the ability to use what they have learned to understand new and ecologically valid situations. To promote active learning through reflection, students should be asked to reflect as new concepts are being introduced in the lesson with the help, for example, of a pedagogical agent or by self-evaluation. The proposed studies set out to test the main hypothesis in two different domains (science and math), for two different student populations (elementary and college students), and with the primary dependent measure being the number of acceptable solutions that students generate for divergent problem-solving questions. POSTDOC FELLOW IN SCI, MATH EN DGE EHR Moreno, Roxana University of New Mexico NM Sonia Ortega Standard Grant 50000 7174 SMET 9179 0000 0105000 Manpower & Training 0112648 September 1, 2001 Science Education Resources and Equipment Library. I propose to initiate a lending program to share science resources and equipment with pre-service and in-service teachers and schools in the Monterey Bay region. K-12 teachers have a great need for access to scientific equipment and for support in using scientific equipment in their teaching. The University of California Santa Cruz (UCSC) is well positioned to increase the access of regional schools to its own scientific equipment through its outreach wing, the Educational Partnership Center (EPC), and its Division of Natural Sciences. My Post-doctoral Fellowship in Science, Math, Engineering, and Technology Education (PFSMETE) involved the acquisition of a basic set of scientific equipment useful for various kinds of environmental monitoring by K-12 students. The lending program I propose would use this existing equipment to provide follow-up support for teachers with whom I worked on environmental monitoring projects during my post-doctoral fellowship. It would also serve as a seed project for a larger university-based equipment-sharing programs. POSTDOC FELLOW IN SCI, MATH EN DGE EHR Andreasen, Gretchen University of California-Santa Cruz CA Sonia Ortega Standard Grant 50000 7174 SMET 9179 0105000 Manpower & Training 0113108 May 1, 2001 Start-up Grant for Continued Research in Science Education. Improving the publics" understanding of the scientific enterprise and improving scientific literacy have been identified as critical goals in the United States. Science learning occurs in formal (i.e. classroom) as well as in informal (i.e. backyards) settings and there are likely to be, at least, qualitative differences in outcomes between these learning environments. It is critical that scientists collaborate with professional science educators not only to identify the components of scientific literacy, but also to understand how learning occurs in these different settings and to help provide this information to other scientists and educators who will be ultimately responsible for the education of the population in both formal and informal settings. This proposal seeks funding to continue and complete the important research that I began as a National Science Foundation PFSMETE Fellow and to support the preliminary research and development of two other projects that have resulted directly from my post-doctoral position. For the former, I am proposing to analyze, present and publish my ongoing work on understanding the factors that most affect student attitudes and motivation in an established Student/Scientist Partnership, Forest Watch. The new projects include a study of the effects of a community data collection program called Neighborhood Nestwatch on scientific literacy in participants, and the development and implementation of two environmental education courses at Paul Smith's College that will be the cornerstones for the creation of an environmental science education emphasis within the Natural Resource Bachelor of Science degree. POSTDOC FELLOW IN SCI, MATH EN DGE EHR Evans, Celia Paul Smith's College of Arts and Sciences NY Sonia Ortega Standard Grant 49981 7174 SMET 9179 0105000 Manpower & Training 0114264 September 15, 2001 IGERT: Program In Cellular Engineering. This IGERT award supports the establishment of an interdisciplinary research training program in the emerging field of cellular engineering. The program focuses on metabolic and tissue engineering and provides science and engineering students with rigorous educational and research training in the fields of bioengineering, biochemistry, and cell biology. A co-supervision system is created in which students will have an advisor from the Department of Bioengineering and an advisor from the Department of Biochemistry and Cell Biology for guidance of mechanistic and design aspects of research projects. The fundamental curriculum for IGERT trainees includes coverage of scientific ethics, advanced laboratory skills, basic biosciences (biochemistry and cell biology) and engineering systems analysis. Student participants work in cooperative environments including team design projects and an industrial internship program with companies engaged in cellular engineering. This program is coordinated with a pre- and post internship seminar program to maximize the impact of the students' industrial experiences. The establishment of a visiting scientist position and a focused seminar series having different annual themes provides in depth exposure to new areas. A key component of the program will be continued expansion of our successful undergraduate recruitment program for underrepresented minorities to this specialized area of graduate education. Building upon established strengths in interdisciplinary research and education, this training program creates a center of excellence in cellular engineering that will train researchers who can utilize advances in biological sciences to produce innovative and cost- effective biotechnological products in the 21st century. IGERT is an NSF-wide program intended to meet the challenges of educating Ph.D. scientists and engineers with the multidisciplinary backgrounds and the technical, professional, and personal skills needed for the career demands of the future. The program is intended to catalyze a cultural change in graduate education by establishing new, innovative models for graduate education and training in a fertile environment for collaborative research that transcends traditional disciplinary boundaries. In the fourth year of the program, awards are being made to twenty-two institutions for programs that collectively span all areas of science and engineering supported by NSF. The intellectual foci of this specific award reside in the Directorates for Engineering; Biological Sciences; and Education and Human Resources. HUMAN RESOURCES DEVELOPMENT IGERT FULL PROPOSALS PLANT GENOME RESEARCH PROJECT DGE EHR West, Jennifer Frederick Rudolph George Bennett William Marsh Rice University TX Carol Van Hartesveldt Continuing grant 2829649 1360 1335 1329 SMET 9179 1335 0000099 Other Applications NEC 0114304 September 15, 2001 IGERT: Ecosystem Management in Tropical and Temperate Regions: Integrating Education in Sustainable Production and Biodiversity conservation. This IGERT award will establish an interdisciplinary, multi-institution graduate research and education program in conservation biology and sustainability of agricultural and forest systems. The need is acute for better disciplinary integration to achieve biodiversity conservation and sustainable productivity in anthropogenically fragmented landscapes. To achieve this, a new generation of professionals must be educated in a holistic fashion. Students in this program will work in interdisciplinary teams to study aspects of biodiversity conservation and sustainable productivity in three distinct geographic regions characterized by habitat fragmentation. A highly productive group of educators and researchers from three Colleges and seven Departments at the University of Idaho and four Research Areas at the Tropical Agricultural Research and Higher Education Center (CATIE), an international institution headquartered in Costa Rica, will participate in the project. These faculty will provide mentoring in agricultural ecology, forest ecology and management, conservation biology and biodiversity assessment, ecological genetics, soil science, watershed sciences, ethics, rural sociology, policy, social impact assessment, and environmental economics. The IGERT program will differ from traditional doctoral programs at UI in five major ways. First, graduate education will be multi-institutional with course work conducted at UI and CATIE, and dual-institution graduate committee membership. Second, student teams will address similar research questions in temperate and tropical ecosystems and will complete a research internship with their teammates in the country that is not their primary field site. Third, students working in interdisciplinary teams will produce dissertation sets that will include some co-authored chapters. Fourth, students will complete an interdisciplinary graduate curriculum including biophysical and social sciences. Fifth, students will participate in professional development activities including joint annual research symposia and interdisciplinary training workshops. Special efforts are planned to recruit Hispanic, Native American, and African American students. Professionals educated through this program will have the expertise to work effectively in interdisciplinary teams addressing the pressing scientific problems concerning management of the biosphere. Students will gain cross-cultural experience and geographic exposure to enhance their international perspective. These professionals will be uniquely prepared to pursue careers in academia, government agencies, and international research and development institutions. IGERT is an NSF-wide program intended to meet the challenges of educating Ph.D. scientists and engineers with the multidisciplinary backgrounds and the technical, professional, and personal skills needed for the career demands of the future. The program is intended to catalyze a cultural change in graduate education by establishing new, innovative models for graduate education and training in a fertile environment for collaborative research that transcends traditional disciplinary boundaries. In the fourth year of the program, awards are being made to twenty-two institutions for programs that collectively span all areas of science and engineering supported by NSF. The intellectual foci of this specific award reside in the Directorates for Biological Sciences; Social, Behavioral, and Economic Sciences; and Education and Human Resources. EXP PROG TO STIM COMP RES HUMAN RESOURCES DEVELOPMENT IGERT FULL PROPOSALS DGE EHR Bosque-Perez, Nilsa Lisette Waits Paul McDaniel Sanford Eigenbrode Jo Ellen Force University of Idaho ID Holly Given Continuing grant 3094040 9150 1360 1335 SMET 9179 9150 1335 0000099 Other Applications NEC 0114319 September 1, 2001 IGERT: Cross-disciplinary Optics Research and Education (CORE). A Cross-disciplinary Optics Research and Education (CORE) program is established at the Uni-versity of New Mexico to enhance the education and training of graduate students. The program involves the departments of Biology, Chemistry, Chemical Engineering, Electrical Engineering, and Physics. The research and educational theme of the CORE project is centered about optical imaging and spectroscopic techniques with high spatial and temporal resolution and their appli-cation to physical, chemical, and biological problems. (i) During the project interdisciplinary teams of graduate students will work on various aspects of the CORE research, comprising the design and development of methods and tools and their application in the fields of biology, chemistry, physics, and engineering. The research projects involve the study of fundamental pro-cesses in various samples ranging from single molecules, to quantum dots, to living cells, and their utilization for the development of biosensors. (ii) In addition to the current curricula in their respective departments, IGERT students will take a set of cross-disciplinary courses designed specifically for the program. (iii) The IGERT fellows will be offered internships in the local op-tics industry, in local national laboratories, and abroad to widen their horizon and to introduce career opportunities. (iv) A weekly seminar will provide the students with training in technical writing and in presentations of their research in a multi-disciplinary environment. (v) Mentoring undergraduate students will foster team spirit and leadership skills and will help to recruit, retain, and involve undergraduates, in particular those from underrepresented minorities, in research. The overall goal of our education and training activities is to produce a new cadre of engineers and scientists who are prepared to work in multidisciplinary environments. As experts in their respective home disciplines, the IGERT graduates will share a basic understanding of optics, im-aging and spectroscopy. As such, they will be prepared to work at the forefront of optics-related research, development and education in national labs, academia, and industry. IGERT is an NSF-wide program intended to meet the challenges of educating Ph.D. scientists and engineers with the multidisciplinary backgrounds and the technical, professional, and personal skills needed for the career demands of the future. The program is intended to catalyze a cultural change in graduate education by establishing new, innovative models for graduate education and training in a fertile environment for collaborative research that transcends traditional disciplinary boundaries. In the fourth year of the program, awards are being made to twenty-two institutions for programs that collectively span all areas of science and engineering supported by NSF. The intellectual foci of this specific award reside in the Directorates for Mathematical and Physical Sciences; Engineering; Biological Sciences; and Education and Human Resources. EXP PROG TO STIM COMP RES HUMAN RESOURCES DEVELOPMENT IGERT FULL PROPOSALS OFFICE OF MULTIDISCIPLINARY AC DGE EHR Rudolph, Wolfgang Stephen Stricker Mansoor Sheik-Bahae Gabriel Lopez James Brozik University of New Mexico NM Carol Van Hartesveldt Continuing grant 2826572 9150 1360 1335 1253 SMET 9179 9150 1335 0000099 Other Applications NEC 0114329 September 15, 2001 IGERT: Multidisciplinary Training in Reliability and Risk Engineering, Analysis, and Management. This IGERT project will establish a multidisciplinary graduate program in reliability and risk engineering, analysis, and management at Vanderbilt University. Twenty-five faculty participants in this program are drawn from three different schools: Engineering (Civil, Mechanical, Chemical, Electrical Engineering and Computer Science, and Management of Technology), Management, and Arts and Sciences (Mathematics). The research theme consists of three inter-linked areas: (i) large systems reliability and risk, (ii) device- and component-level reliability, and (iii) uncertainty analysis methods. As engineering systems grow in size, complexity and cost, reliability and risk assessment is increasingly dependent on modeling and simulation, rather than on expensive (or impossible) traditional test-based methods. Therefore, the unique features of the research theme are: (i) development of the modeling and simulation-based methodology for reliability and risk assessment, (ii) systematic integration of models and tools across disciplines, and (iii) inclusion of economic, legal, regulatory, and social perspectives in risk assessment and management. The research projects will apply these concepts to infrastructure, environmental, network, mechanical, and electronic systems. The educational goals are to broaden the training with multidisciplinary perspectives, embed information technology, include model integration and high performance computing technologies, and increase the number and diversity of reliability and risk engineers and managers trained in the modeling and simulation methodology. A number of strategies are proposed to achieve these objectives: multidisciplinary coursework and dissertation topics, laboratory rotations, industry and government laboratory internships, seminars, workshops, case studies, training in professional communication and ethics, undergraduate and high school teacher participants, aggressive recruitment (especially among underrepresented groups), and systematic evaluation by industry, government and academia. The program will include strong participation and support from several industries, government agencies and national laboratories, through internships, workshop and seminar participation, educational and research collaboration, and advisory committee. Through these efforts, the graduate program aims to become a self-sustaining center of national and international leadership. The IGERT award will lead to 35 Ph.D.'s over 9 years, fulfilling a critical need of the American industry in this important field. IGERT is an NSF-wide program intended to meet the challenges of educating Ph.D. scientists and engineers with the multidisciplinary backgrounds and the technical, professional, and personal skills needed for the career demands of the future. The program is intended to catalyze a cultural change in graduate education by establishing new, innovative models for graduate education and training in a fertile environment for collaborative research that transcends traditional disciplinary boundaries. In the fourth year of the program, awards are being made to twenty-two institutions for programs that collectively span all areas of science and engineering supported by NSF. The intellectual foci of this specific award reside in the Directorates for Engineering; Social, Behavioral, and Economic Sciences; Computer and Information Science and Engineering; Mathematical and Physical Sciences; and Education and Human Resources. SPECIAL PROJECTS - CCF HUMAN RESOURCES DEVELOPMENT IGERT FULL PROPOSALS OFFICE OF MULTIDISCIPLINARY AC DGE EHR Mahadevan, Sankaran David Kosson Gabor Karsai Bruce Cooil Ronald Schrimpf Vanderbilt University TN Melur K. Ramasubramanian Continuing grant 2980324 2878 1360 1335 1253 SMET 9179 1335 0000099 Other Applications NEC 0114330 September 1, 2001 IGERT: Biophotonics Materials and Applications. The thrust of this IGERT program in biophotonics is to produce graduates capable of crossing the existing boundaries between Physics, Chemistry, Biology, Medicine and Engineering, the combination of which constitutes the multidisciplinary research environments necessary for advancing biophotonics. Novel applications and/or solutions to technological problems involving the use of photonics (lasers and optics) in biology and medicine, and the use of biological materials in photonic applications, have been slow to develop due to the lack of a common ground upon which the current researchers, who come from a variety of disciplines, can interact. Specifically, this program emphasizes graduate research, education and training through the extension of on-going integrative research that includes: (i) nanotechnology (fabrication and application) as a tool in developing new, and improving existing, optical imaging techniques for real-time imaging of cells and cellular processes, (ii) developing the next generation of biosensors and improving sensing applications, (iii) using nanotechnology and laser technology for targeting and treatment in cancer therapy, (iv) applying computer and information technologies in the development of new models and data analysis for understanding cellular mechanisms, (v) developing new photonic devices and systems that are hybrids of traditional polymeric and semiconductor materials with biological materials, and (vi) molding the existing curriculum to provide students with maximum exposure to the diversity of biophotonics and prepare them to operate effectively in this rapidly advancing and changing field. The program will involve graduate students and faculty from Engineering, Chemistry, Physics, Biological Sciences, and the Medical School at the University at Buffalo (State University of New York), from Roswell Park Cancer Institute, and from Hauptman-Woodward Medical Institute (all located in Buffalo, NY). A cross-disciplinary curriculum will be developed that will provide Ph.D and Masters degree graduates with the ability to cross the existing boundaries between the many areas of biophotonics. This program builds upon the strengths of the Institute for Lasers, Photonics and Biophotonics (ILPB), at the University at Buffalo, which has as one of its goals to create a multidisciplinary environment using the common thread of photonics. Moreover, this program will capitalize on recent investments in the ILPB for the development of biophotonics: equipment, laboratory space, and educational training facilities. IGERT is an NSF-wide program intended to meet the challenges of educating Ph.D. scientists and engineers with the multidisciplinary backgrounds and the technical, professional, and personal skills needed for the career demands of the future. The program is intended to catalyze a cultural change in graduate education by establishing new, innovative models for graduate education and training in a fertile environment for collaborative research that transcends traditional disciplinary boundaries. In the fourth year of the program, awards are being made to twenty-two institutions for programs that collectively span all areas of science and engineering supported by NSF. The intellectual foci of this specific award reside in the Directorates for Engineering; Biological Sciences; Mathematical and Physical Sciences; and Education and Human Resources. HUMAN RESOURCES DEVELOPMENT IGERT FULL PROPOSALS OFFICE OF MULTIDISCIPLINARY AC DGE EHR Cartwright, Alexander Paras Prasad David Kofke Bruce McCombe Earl Bergey SUNY at Buffalo NY Holly Given Continuing grant 3077334 1360 1335 1253 SMET 9179 1335 0000099 Other Applications NEC 0114346 September 15, 2001 IGERT: Macromolecular Science and Infrastructure Engineering (MS&IE). This IGERT program in Macromolecular Science and Infrastructure Engineering (MS&IE) focusses on polymeric adhesives and composites in civil structures, a national need identified by the National Research Council. The vision is to train scientists, engineers, and business leaders with an interdisciplinary perspective allowing them to bridge the gap between the materials and infrastructure community, structural and civil engineers, and the economic and business communities to create and maintain a durable, safe, and cost-effective U.S. civil infrastructure. Seven departments (Chemistry, Engineering Science and Mechanics, Civil and Environmental Engineering, Electrical and Computer Engineering, Wood Science and Forest Products, Marketing and Accounting) from 4 colleges will collaborate. A University-based (not departmentally based) graduate degree program in Macromolecular Science and Engineering (MACR) will be launched concurrently with this cross-disciplinary IGERT program to afford sufficient coursework flexibility for gaining depth and breadth in infrastructure materials and design. Thus, the MS&IE IGERT students will comprise one part of a new graduate degree option (MACR). New courses to build depth in this field will be co-developed and co-taught via distance learning technologies with our partner institution, North Carolina State University. IGERT students will begin their research in cross-disciplinary teams with two required semesters of teamed research. Internship opportunities with national labs, key industrial groups, international infrastructure centers, and in congressional offices will enable students to gain experience in specialized topics, develop leadership skills, and obtain a global perspective on infrastructure methodologies and applications. A competitive summer undergraduate program, mentored by the MS&IE students, will facilitate leadership skills for the MS&IE students and recruiting into the program. NSF IGERT funds will support approximately 40 students at VT and NC State during their first year with the objective of at least 50% being either women or students from under-represented groups. IGERT is an NSF-wide program intended to meet the challenges of educating Ph.D. scientists and engineers with the multidisciplinary backgrounds and the technical, professional, and personal skills needed for the career demands of the future. The program is intended to catalyze a cultural change in graduate education by establishing new, innovative models for graduate education and training in a fertile environment for collaborative research that transcends traditional disciplinary boundaries. In the fourth year of the program, awards are being made to twenty-two institutions for programs that collectively span all areas of science and engineering supported by NSF. The intellectual foci of this specific award reside in the Directorates for Engineering; Mathematical and Physical Sciences; Biological Sciences; and Education and Human Resources. HUMAN RESOURCES DEVELOPMENT IGERT FULL PROPOSALS OFFICE OF MULTIDISCIPLINARY AC DGE EHR Riffle, Judy Richard Claus Richard Weyers John Lesko Myra Gordon Virginia Polytechnic Institute and State University VA Carol Van Hartesveldt Continuing grant 3098580 1360 1335 1253 SMET 9179 1335 0000099 Other Applications NEC 0114351 September 1, 2001 IGERT: Integrative Graduate Education in Urban Ecology. Most of today's scientific and social problems lie at the interface of many disciplines. Urban ecology is an emerging field that addresses one of the most challenging problems humanity is facing world wide: how to manage metropolitan growth by simultaneously maximizing human wellbeing and minimizing impacts on ecosystems. These problems require interdisciplinary approaches that current disciplinary doctoral education cannot teach. The vision of this IGERT program is to change the culture of graduate education from a traditional enterprise focused on an individual's discipline to one clearly emphasizing interdisciplinary teams. This will increase student retention and prepare students for leadership within and beyond academia. Team members' dissertations will include a common, co-authored section based on a real-world research problem addressed by the team, plus an individually-written disciplinary section. Students will be immersed immediately into interdisciplinary research questions, using real-world problems presented to them by outside clients. Students from widely varied backgrounds will collectively analyze, evaluate, and propose strategies to address those problems. Rather than provide a set course of instruction before students begin research, the intent is to help teams decide what information and background they need as their analyses progress, then arrange for the extended faculty to provide that background (just-in-time education). The core curriculum assures that all students, regardless of the projects they work on, receive essential skills and informational training. This requires team-taught courses where Urban Ecology faculty members are in the classroom with the students at lectures and discussion sessions, and where everyone participates. The program centers on five broad research themes: (i) What socioeconomic factors drive urban development, (ii) How landscape ecology can be used to quantify urban development patterns, (iii) How urban development patterns affect biodiversity and ecosystem function, (iv) How changes in ecosystems affect human preferences and decisions, and (v) How policies influence human settlement and its effects. By integrating research and education the IGERT program will build a theoretical framework and a series of empirical studies that increase understanding of the complex mechanisms that mediate the interactions between natural and human processes in urban ecosystems. This will produce students experienced in solving real-world problems, improve working relationships between academia and business, regulatory, and urban communities, and strengthen the foundation of Urban Ecology as a field. IGERT is an NSF-wide program intended to meet the challenges of educating Ph.D. scientists and engineers with the multidisciplinary backgrounds and the technical, professional, and personal skills needed for the career demands of the future. The program is intended to catalyze a cultural change in graduate education by establishing new, innovative models for graduate education and training in a fertile environment for collaborative research that transcends traditional disciplinary boundaries. In the fourth year of the program, awards are being made to twenty-two institutions for programs that collectively span all areas of science and engineering supported by NSF. The intellectual foci of this specific award reside in the Directorates for Biological Sciences; Social, Behavioral, and Economic Sciences; and Education and Human Resources. WESTERN EUROPE PROGRAM IGERT FULL PROPOSALS DGE EHR Bradley, Gordon John Marzluff Clare Ryan Marina Alberti Craig ZumBrunnen University of Washington WA Melur K. Ramasubramanian Continuing grant 3357178 5980 1335 SMET 9179 9178 1397 1335 0000099 Other Applications NEC 0114368 September 1, 2001 IGERT: Socio-Technical Infrastructure for Electronic Transactions. This IGERT program is a multi-disciplinary doctoral traineeship in Socio-Technical Infrastructure for Electronic Transactions (STIET). The extraordinarily rapid changes in communications and computing technology, and in the uses and requirements people have for these technologies, have given rise to problems that are not well-suited to narrow, traditional solutions. That these problems are important should be self-evident: electronic transactions are increasingly central to social, economic and political activity in nearly every realm of human endeavor, within and between nearly every location on the planet. The infrastructure to support safe, meaningful, efficient, equitable and productive transactions will determine the extent to which the information revolution is socially beneficial. STIET will offer a comprehensive program from matriculation to graduation that will focus on the interaction between social and technical mechanisms in order to respond to these needs through current research and the training of a corps of scholars to carry forward teaching and research in this area. The program will: (i) provide fellowships for the first two years of graduate study; (ii) require 3 STIET core courses and 2 advanced STIET electives; (iii) provide a weekly research seminar and biannual day-long workshops; (iv) develop a multi-disciplinary, cross-school community of scholars within Michigan through collective and collaborative activities, both synchronous and asynchronous (with computer-supported community and collaboration technologies); and (v) build connections to the external multi-disciplinary research community through its Web site, conference travel, and research experiences at industrial partner facilities. When fully implemented, the program is expected to engage about 35 doctoral students at various stages of their degree. Through the resources and activities of STIET, the students will be encouraged and supported so that they receive serious preparation for multi-disciplinary research and pursue multi-disciplinary approaches to understanding and solving important socio-technical problems in their dissertation research. A large group of faculty are involved from several disciplines (computer science, economics, information, business, public policy) with a long-standing commitment to multi-disciplinary and collaborative research. The team includes collaborative research partners from prominent industrial labs. A professional Master's programs in this area is already in place, which provide a graduate student community, a student services infrastructure, and a fertile recruiting ground for promising doctoral students. IGERT is an NSF-wide program intended to meet the challenges of educating Ph.D. scientists and engineers with the multidisciplinary backgrounds and the technical, professional, and personal skills needed for the career demands of the future. The program is intended to catalyze a cultural change in graduate education by establishing new, innovative models for graduate education and training in a fertile environment for collaborative research that transcends traditional disciplinary boundaries. In the fourth year of the program, awards are being made to twenty-two institutions for programs that collectively span all areas of science and engineering supported by NSF. The intellectual foci of this specific award reside in the Directorates for Social, Behavioral, and Economic Sciences; Computer and Information Science and Engineering; and Education and Human Resources. WORKFORCE IGERT FULL PROPOSALS DGE EHR MacKie-Mason, Jeffrey Michael Gordon Michael Wellman University of Michigan Ann Arbor MI Holly Given Continuing grant 3180127 1713 1335 SMET 9179 1335 0000099 Other Applications NEC 0114372 October 1, 2001 IGERT: Nanoparticle Science and Engineering. This IGERT program focuses on nanoparticle science and engineering, an inherently highly interdisciplinary field that requires researchers with a broad knowledge base of both fundamental scientific and engineering issues. The program addresses the lack of a coherent and well-organized Ph.D. training in this field. Faculty from five departments and six graduate programs at the University of Minnesota have come together to develop an interdisciplinary program transcending departmental boundaries to meet this challenge. At the core of the educational approach is the establishment of a new graduate degree program - a freestanding graduate minor program in Nanoparticle Science and Engineering. Several new interdisciplinary core courses will be developed to offer students a coherent and comprehensive set of courses. Students enrolled in the IGERT program will participate in interdisciplinary research training in research groups that include faculty and students from various departments. Nanoparticle research will be conducted in five focus areas: Two areas will address the development of enabling computational and characterization tools. These areas will form the foundation for research in application oriented areas focusing on new materials, devices, and the environment. Exceptional career development opportunities will add to the appeal of the IGERT program. These include an internship program in corporate and government laboratories, international exchange opportunities, attendance of scientific meetings at an early stage in the career, an annual interdisciplinary symposium, leadership and technology management courses, and training in ethical conduct of research. IGERT Fellows will use the excellent infrastructure at the University of Minnesota, such as its Supercomputing Institute, its Microtechnology Laboratory, and its Characterization Facility. A unique collaboration with Florida A&M University focusing on the preparation of minority undergraduate students for graduate studies and their recruitment into the IGERT program will enable building of a diverse student body. IGERT is an NSF-wide program intended to meet the challenges of educating Ph.D. scientists and engineers with the multidisciplinary backgrounds and the technical, professional, and personal skills needed for the career demands of the future. The program is intended to catalyze a cultural change in graduate education by establishing new, innovative models for graduate education and training in a fertile environment for collaborative research that transcends traditional disciplinary boundaries. In the fourth year of the program, awards are being made to twenty-two institutions for programs that collectively span all areas of science and engineering supported by NSF. The intellectual foci of this specific award reside in the Directorates for Engineering; Mathematical and Physical Sciences; and Education and Human Resources. WESTERN EUROPE PROGRAM HUMAN RESOURCES DEVELOPMENT IGERT FULL PROPOSALS OFFICE OF MULTIDISCIPLINARY AC DGE EHR Kortshagen, Uwe James Chelikowsky Jeffrey Roberts University of Minnesota-Twin Cities MN Holly Given Continuing grant 3330226 5980 1360 1335 1253 SMET 9179 1335 0000099 Other Applications NEC 0114378 October 1, 2001 IGERT: A Unified Approach to Sequential Decision-Making in Cognitive Science. This IGERT project examines the problem of sequential decision-making as a unifying framework for the study of several central topics in cognitive science: selective attention, navigation, language processing, and the coordination of action in multiple-agent groups. The overarching question our students are trained to investigate is the following: how is it possible for an agent to decide what actions to take to achieve long-term goals? We recognize that decision-making in complex environments is a sequential process, involving a series of episodes in which an agent, based on information available through its senses and stored in memory, selects the action appropriate for its goals. The problem is made difficult by perceptual uncertainty arising from sensory limitations and environmental complexity, by the challenge of sorting through the large space of actions available, and by inherent delays in feedback about the long-term consequences of actions. A wide variety of fundamental cognitive tasks can be cast as sequential decision-making problems. Understanding how such problems may be solved will be a critical component of a general theory of intelligent behavior in organisms, and will be essential for the design of truly intelligent machines. To study these problems, we adopt a comparative approach, combining insights from a range of model systems, including humans, non-human animals, robots, and intelligent software agents. This multidisciplinary framework will enable students to integrate ideas and methods from different fields that have been concerned with the study of sequential decision-making (psychology, behavioral biology, linguistics, and computer science), but that have so far remained largely separate. The training program is designed to create a new generation of scientists trained in this innovative, multidisciplinary approach. Graduate training will be focused on fundamental disciplinary education, a common set of courses focused on the sequential decision-making framework, and a strong emphasis on mentored, interdisciplinary research activities that span each student's entire graduate program. IGERT is an NSF-wide program intended to meet the challenges of educating Ph.D. scientists and engineers with the multidisciplinary backgrounds and the technical, professional, and personal skills needed for the career demands of the future. The program is intended to catalyze a cultural change in graduate education by establishing new, innovative models for graduate education and training in a fertile environment for collaborative research that transcends traditional disciplinary boundaries. In the fourth year of the program, awards are being made to twenty-two institutions for programs that collectively span all areas of science and engineering supported by NSF. The intellectual foci of this specific award reside in the Directorates for Social, Behavioral, and Economic Sciences; Computer and Information Science and Engineering; Engineering; Biological Sciences; and Education and Human Resources. ARTIFICIAL INTELL & COGNIT SCI HUMAN RESOURCES DEVELOPMENT IGERT FULL PROPOSALS DGE EHR Dyer, Fred Thomas Getty Michigan State University MI Melur K. Ramasubramanian Continuing grant 2798478 6856 1360 1335 SMET 9179 1397 1335 0000099 Other Applications NEC 0114387 September 1, 2001 IGERT: Computational Phylogenetics and Applications to Biology. Phylogenetics , the study of the relationships among genes, individuals, populations, and species, forms the basis for all of comparative biology. This IGERT grant will support a comprehensive, interdisciplinary graduate training program in Computational Phylogenetics and Applications to Biology. The program involves 27 faculty participants from the computational and biological sciences at the University of Texas at Austin, and it will support 12 graduate trainees each year for five years. Two major research areas will be emphasized: computational phylogenetics and applied phylogenetics. Phylogenies provide a fundamental framework for all of biology, and present the computational scientist with many technical challenges. Computational phylogenetics is concerned with the computational aspects of phylogenetic inference, and applied phylogenetics uses estimated phylogenies to address a wide diversity of biological questions. The training program will involve a series of new and existing courses and seminars, a summer training program for students from underrepresented areas of science, co-advisement of each graduate student by one computational and one biological faculty participant, placement of students into well-established research groups in biology and computer science, participation in spring recruitment conferences and fall phylogenetics retreats, and opportunities for internships in the bioinformatics industry, national laboratories, and non-government organizations. The goals of this project are: (i) design and implement an interdisciplinary training curriculum for graduate students across computational and biological sciences that prepares students to understand and contribute to both sides of computational biology; (ii) stimulate interdisciplinary graduate research and interdisciplinary interactions in general between computational scientists and biological scientists that will lead to development and testing of novel approaches to unsolved problems in phylogenetics and their application to problems in biology; (iii) prepare trainees for their careers beyond graduate school and help them achieve visibility in the larger research community; and (iv) evaluate and improve the program in computational and applied phylogenetics to ensure its success beyond the proposed IGERT project. This program will create a unique collaborative environment for graduate students and faculty from the computational and biological sciences. IGERT is an NSF-wide program intended to meet the challenges of educating Ph.D. scientists and engineers with the multidisciplinary backgrounds and the technical, professional, and personal skills needed for the career demands of the future. The program is intended to catalyze a cultural change in graduate education by establishing new, innovative models for graduate education and training in a fertile environment for collaborative research that transcends traditional disciplinary boundaries. In the fourth year of the program, awards are being made to twenty-two institutions for programs that collectively span all areas of science and engineering supported by NSF. The intellectual foci of this specific award reside in the Directorates for Biological Sciences; Computer and Information Science and Engineering; and Education and Human Resources. WORKFORCE IGERT FULL PROPOSALS DGE EHR Hillis, David Robert Jansen Tandy Warnow Robin Gutell C. Randal Linder University of Texas at Austin TX Holly Given Continuing grant 3175735 1713 1335 SMET 9179 1335 0000099 Other Applications NEC 0114400 September 1, 2001 IGERT: Signals in the Sea. The importance of chemical and hydromechanical signaling is broadly recognized but inadequately studied. In marine and freshwater systems, chemical signals affect critical processes such as feeding, competition, mate recognition, habitat choice, host-symbiont and host-pathogen interactions. These chemical signals not only directly affect organisms but also produce a cascade of indirect effects on population structure, community organization, and ecosystem function. Numerous investigations indicate that chemical signals mediate many of these ecological interactions in aquatic systems, but exceedingly few investigations have coupled aquatic chemical ecology with microbiology, sensory biology, physiology, or an understanding of the fluid dynamics that mediate the transmission and reception of signals. Few scientists have the requisite breadth and cross-disciplinary training in ecology, chemistry, sensory biology, microbiology, physiology and small-scale hydrodynamics necessary to advance the field of chemical signaling in aquatic systems. The recent NSF workshop on challenges and opportunities in biological oceanography (OEUVRE) identified a mechanistic understanding of these small-scale chemically and physically mediated processes as a major challenge facing this diverse field. Georgia Institute of Technology, in collaboration with Skidaway and Scripps Institutions of Oceanography, is uniquely positioned to train students to meet these challenges. Under this IGERT program, graduate training at Georgia Tech will consist of a unique series of integrated core courses, an intensive, hands-on class in aquatic signaling where interdisciplinary student teams will experimentally investigate projects of their own design, intemships, and mentoring by a multidisciplinary graduate committee. Seminars will be conducted on biological, chemical and physical interactions affecting aquatic signaling, scientific ethics, special issues faced by under-represented groups and women in science, and the practical aspects of professional development in science and engineering. During the project, IGERT funds will support over 40 graduate students, produce about 26 PhDs, and start a permanent center for aquatic signaling at Georgia Tech. IGERT is an NSF-wide program intended to meet the challenges of educating Ph.D. scientists and engineers with the multidisciplinary backgrounds and the technical, professional, and personal skills needed for the career demands of the future. The program is intended to catalyze a cultural change in graduate education by establishing new, innovative models for graduate education and training in a fertile environment for collaborative research that transcends traditional disciplinary boundaries. In the fourth year of the program, awards are being made to twenty-two institutions for programs that collectively span all areas of science and engineering supported by NSF. The intellectual foci of this specific award reside in the Directorates for Biological Sciences; Geosciences; Mathematical and Physical Sciences; Engineering; Education and Human Resources; and the Office of Polar Programs. WESTERN EUROPE PROGRAM EAST ASIA AND PACIFIC PROGRAM HUMAN RESOURCES DEVELOPMENT IGERT FULL PROPOSALS OFFICE OF MULTIDISCIPLINARY AC DGE EHR Hay, Mark Peter Verity Patricia Sobecky Donald Webster Julia Kubanek GA Tech Research Corporation - GA Institute of Technology GA Melur K. Ramasubramanian Continuing grant 3278280 5980 5978 1360 1335 1253 SMET 9179 9178 1335 0000099 Other Applications NEC 0114418 September 15, 2001 IGERT: Optical Commuications and Networking. The University of Central Florida will establish an IGERT program with a multidisciplinary research theme in Optical Communications and Networking to train 30 Ph.D. students over the next five years. This program is a joint effort of twenty scientists, engineers and educators from the Departments/Schools of Mathematics, Statistics, Optics, Physics, Material science, Electrical Engineering and Computer Science, and Education at UCF. Optical communications and networking is a particularly well-suited IGERT theme because the diverse multidisciplinary technologies that need to be developed to enable next-generation information infrastructure. Major research efforts are grouped in four areas: advanced components, transport, switching, and networking and network management. Each IGERT thesis project is designed to build upon expertise from at least two different groups in realizing an enhanced functionality that is greater than the sum of the parts, over and above what the two groups would pursue independently. The advising team of each IGERT student, consisting of two or more faculty members from different departments, an industrial advisor and a non-technical advisor, is designed to ensure the successful integration of education, research and training. Industry, the users of technology considered in this effort, will be involved at the onset of the thesis research for each student. The research framework is complemented by the existing multidisciplinary courses, new courses in optical communications and networking to be developed under this IGERT program and being developed under an existing NSF CRCD grant, on-site training on state-of-the-art equipment at UCF, off-site training in industry, and non-technical training including business, communication/ interpersonal skills and ethics. The objective of this IGERT program is not only to train the participating Ph.D. students to become leaders in industry and/or academia but also for this program to serve as a national model for training scientists and engineers in today's globally competitive and technology-driven market economy. IGERT is an NSF-wide program intended to meet the challenges of educating Ph.D. scientists and engineers with the multidisciplinary backgrounds and the technical, professional, and personal skills needed for the career demands of the future. The program is intended to catalyze a cultural change in graduate education by establishing new, innovative models for graduate education and training in a fertile environment for collaborative research that transcends traditional disciplinary boundaries. In the fourth year of the program, awards are being made to twenty-two institutions for programs that collectively span all areas of science and engineering supported by NSF. The intellectual foci of this specific award reside in the Directorates for Engineering; Computer and Information Science and Engineering; Mathematical and Physical Sciences; and Education and Human Resources. NETWORKING RESEARCH HUMAN RESOURCES DEVELOPMENT IGERT FULL PROPOSALS OFFICE OF MULTIDISCIPLINARY AC DGE EHR Li, Guifang M. Moharam Patrick LiKamWa Mostafa Bassiouni Peter Delfyett University of Central Florida FL Melur K. Ramasubramanian Continuing grant 2581371 4097 1360 1335 1253 SMET 9179 1335 0000099 Other Applications NEC 0114419 September 15, 2001 IGERT: Doctoral Training at the Interface of Chemistry and Physics: New Materials for Electronics and Optics through Control of Nanoscale Structure. This IGERT program offers a nationally-unique, comprehensive package of new and tested approaches to graduate education in materials chemistry and physics. It is designed to prepare the next generation of graduate students for the challenges of an increasingly interdisciplinary and rapidly evolving research and development arena. The research and education activities of this IGERT program are unified by the study of the structure/property relationships in electronic and optical materials whose properties are dominated by their nanoscale structure. The proposed research builds upon established activities in three major thrust areas to address the: (i) synthesis and properties of superlattice materials; (ii) preparation and study of metal and semiconductor nanoparticles, quantum dots and assemblies; and (iii) fabrication and properties of molecular assemblies. These research topics provide outstanding opportunities for interdisciplinary graduate training because both the chemistry and physics of short-length-scale systems are intertwined. This initiative has received wide-ranging support within the University and among our industrial affiliates because it provides a multidisciplinary research experience, stimulates industrial/academic relations and prepares students to be successful participants in diverse and changing job markets. Our student-focused program is designed to address three goals: (i) help each student acquire diverse, adaptable and portable technical skills and the knowledge base to succeed in rapidly evolving career markets; (ii) help each student develop the critical thinking skills necessary to solve complex problems and understand new phenomena; and (iii) provide each student with comprehensive career training, i.e. development of professional skills, exposure to many career opportunities, and training tailored to specific career paths. To achieve these goals, a comprehensive and fully integrated graduate training program has been developed. Key activities of the training program include: new interdisciplinary courses, core engineering courses, research rotations during the first year, interdisciplinary research opportunities, targeted internships in industry or academia, and comprehensive career preparation. IGERT is an NSF-wide program intended to meet the challenges of educating Ph.D. scientists and engineers with the multidisciplinary backgrounds and the technical, professional, and personal skills needed for the career demands of the future. The program is intended to catalyze a cultural change in graduate education by establishing new, innovative models for graduate education and training in a fertile environment for collaborative research that transcends traditional disciplinary boundaries. In the fourth year of the program, awards are being made to twenty-two institutions for programs that collectively span all areas of science and engineering supported by NSF. The intellectual foci of this specific award reside in the Directorates for Mathematical and Physical Sciences; Engineering; and Education and Human Resources. WESTERN EUROPE PROGRAM EAST ASIA AND PACIFIC PROGRAM HUMAN RESOURCES DEVELOPMENT IGERT FULL PROPOSALS OFFICE OF MULTIDISCIPLINARY AC DGE EHR Johnson, David University of Oregon Eugene OR Melur K. Ramasubramanian Continuing grant 3448460 5980 5978 1360 1335 1253 SMET 9179 1335 9178 0000099 Other Applications NEC 0114420 October 1, 2001 IGERT: Evolutionary, Computational, and Molecular Approaches to Genome Structure and Function. This multidisciplinary IGERT program will train graduate students in areas at the interface of evolutionary biology, functional genomics, and computational biology in a way that will enable them to collaborate productively across traditional disciplinary boundaries. The emerging fields of comparative and functional genomics will reshape biological research in the next twenty years and have a profound impact on medicine and human health, agriculture, engineering, and our understanding of the origin of life and the relationships among living organisms. Research in these emerging disciplines requires the coordinated interaction of scientists with diverse backgrounds in evolution, molecular biology, and computer science, yet current departmental boundaries at most universities do not foster interactions among these areas. The comprehensive IGERT training plan at the University of Arizona is intended to meet these challenges. This program includes advising, research rotations and colloquia, two novel multidisciplinary courses that engage students in hands-on problem solving, additional lecture and laboratory courses, training in ethics, a monthly discussion group, opportunities to interact with visiting scientists, bi-annual mini-symposia, opportunities to mentor undergraduates in research, and offsite internships at other academic institutions or at leading genomics companies. Finally, the training plan includes a strategy to recruit both minority undergraduate and graduate students into science, drawing on the Hispanic and Native American populations in Arizona. Some of the proposed training initiatives build on existing structures; others are entirely new. The University of Arizona is particularly well suited for this training program because of existing strengths in evolution, functional genomics, and computation, a strong graduate program, and an institutional commitment to interdisciplinary programs. Moreover, the individual participants in this program have a long track record of success in training students and a commitment to multidisciplinary collaborations. The impact of the proposed training program uniting three research areas will be to equip the next generation of biologists with the tools to tackle the challenges of genome-scale research. IGERT is an NSF-wide program intended to meet the challenges of educating Ph.D. scientists and engineers with the multidisciplinary backgrounds and the technical, professional, and personal skills needed for the career demands of the future. The program is intended to catalyze a cultural change in graduate education by establishing new, innovative models for graduate education and training in a fertile environment for collaborative research that transcends traditional disciplinary boundaries. In the fourth year of the program, awards are being made to twenty-two institutions for programs that collectively span all areas of science and engineering supported by NSF. The intellectual foci of this specific award reside in the Directorates for Biological Sciences; Engineering; Computer and Information Science and Engineering; and Education and Human Resources. WORKFORCE IGERT FULL PROPOSALS PLANT GENOME RESEARCH PROJECT DGE EHR Nachman, Michael Vicki Chandler Nancy Moran Michael Hammer University of Arizona AZ Holly Given Continuing grant 3470625 1713 1335 1329 SMET 9179 1335 0000099 Other Applications NEC 0114423 September 1, 2001 IGERT: Regional Resilience and Adaptation: Planning for Change. This IGERT award is for an interdisciplinary graduate-training program in regional resilience and adaptation (RR&A). One of the major challenges facing humanity is to sustain the desirable features of Earth's ecosystems and society at a time of rapid changes in all of the major forces that shape the structure and functioning of ecosystems and society. The RR&A program seeks to train Ph.D.-level scholars, policy-makers, and managers to address these questions in an integrated fashion. The program integrates the tools and approaches of ecology, economics, anthropology, climate dynamics, and philosophy in a systems framework to understand the functioning of regional systems. It emphasize high-latitude ecosystems, where current management issues require an application of the integrated understanding of these disciplines. This graduate-training program will train a new generation of scientists to integrate the perspectives of natural and social sciences in addressing both the basic understanding of regional systems and the application of this understanding to management issues. The goal is to train scientists that are well-grounded in one or more disciplines but have an understanding and research experience in a range of natural and social sciences. The program will provide training to graduate students from the University of Alaska and students enrolled in other universities. It provides course work and a seminar program that integrates ecology, economics, and anthropology in a systems-modeling framework and provides faculty mentorship and internships in areas outside of each student's parent discipline. The program emphasizes cross-cultural communication through heavy involvement with the Alaskan Native American community and with managers, businesses, and conservation groups. IGERT is an NSF-wide program intended to meet the challenges of educating Ph.D. scientists and engineers with the multidisciplinary backgrounds and the technical, professional, and personal skills needed for the career demands of the future. The program is intended to catalyze a cultural change in graduate education by establishing new, innovative models for graduate education and training in a fertile environment for collaborative research that transcends traditional disciplinary boundaries. In the fourth year of the program, awards are being made to twenty-two institutions for programs that collectively span all areas of science and engineering supported by NSF. The intellectual foci of this specific award reside in the Office of Polar Programs and the Directorates for Geosciences; Social, Behavioral, and Economic Sciences; and Education and Human Resources. IGERT FULL PROPOSALS DGE EHR Chapin, F. Stuart Richard Caulfield Joshua Greenburg Rosamond Naylor A. David McGuire University of Alaska Fairbanks Campus AK Holly Given Continuing grant 3231538 1335 SMET 9179 1335 0000099 Other Applications NEC 0114427 October 1, 2001 IGERT: Earth's Subsurface Biosphere: Coupling of Microbial, Geophysical and Geochemical Processes. The biosphere is usually thought of as plants and animals near the Earth's surface, but the Earth's habitable zone extends to depths of hundreds or thousands of meters. The Earth's subsurface biosphere is composed mostly of bacteria, and collectively these bacteria may have a mass equivalent to that of all life in the near-surface biosphere. The emerging study of the subsurface biosphere could solve major environmental, agricultural, and industrial problems, and lead to products that will improve human health and prosperity. The key to success in this field will be an understanding of the links between subsurface microbiology and the Earth's physical and chemical environments and processes. This understanding is applicable to the transformation of toxic waste into harmless byproducts, safer drinking water, increased mining efficiency, increased flow of oil from wells, confining nuclear waste in storage facilities, improving soil and crops, reutilization of animal and human wastes, and the basics the Earth's global and local chemical cycles. To prepare graduate students for these challenges we will coordinate the training of students by internationally recognized engineers, microbiologists, geologists, oceanographers, geochemists, soil scientists, and hydrologists. Students' preparation will be broadened with a new subsurface biosphere integrated minor with five related components. Some of these are: a group training effort, courses that link microbial with physical and chemical processes from molecular to global scales, and international and national internships, field programs, and symposia. Ethical and cultural issues related to subsurface science, bioengineering, and the environment will be included in courses, seminars and workshops. IGERT is an NSF-wide program intended to meet the challenges of educating Ph.D. scientists and engineers with the multidisciplinary backgrounds and the technical, professional, and personal skills needed for the career demands of the future. The program is intended to catalyze a cultural change in graduate education by establishing new, innovative models for graduate education and training in a fertile environment for collaborative research that transcends traditional disciplinary boundaries. In the fourth year of the program, awards are being made to twenty-two institutions for programs that collectively span all areas of science and engineering supported by NSF. The intellectual foci of this specific award reside in the Directorates for Geosciences; Biological Sciences; Engineering; Education and Human Resources; and the Office of Polar Programs. WESTERN EUROPE PROGRAM AMERICAS PROGRAM HUMAN RESOURCES DEVELOPMENT IGERT FULL PROPOSALS DGE EHR Myrold, David Peter Bottomley Stephen Giovannoni Lewis Semprini Anna-Louise Reysenbach Oregon State University OR Melur K. Ramasubramanian Continuing grant 3296002 5980 5977 1360 1335 SMET 9179 9178 1335 0000099 Other Applications NEC 0114429 September 15, 2001 IGERT: On A Virtual Tribology System: Future Engineers and Future Powertrain Virtualization Technology. This IGERT award supports the establishment of a multidisciplinary graduate training program of education and research in the development of a virtual tribology system for future powertrains, which are the power-delivery systems of automobiles and aircraft. The current development of a powertrain tribological system is time-consuming, requiring integration of new materials, engine technologies, trial-and-error, laboratory experimentation and extensive field-testing. The vision is to shorten the development time by developing a virtual powertrain through advanced computer modeling that simulates the interfacial interactions among critical machine elements. The development of such technology requires new engineers and scientists with cross-disciplinary training. The traditional engineering Ph.D. training model based on one advisor and a single topic does not work well in this new paradigm. Creating Ph.D.s who are educated in a multidisciplinary environment represents the educational focus of this IGERT program. Because of the need for multiscale modeling and multidisciplinary research, an aggressive education plan requiring the creation of a multidisciplinary learning/research environment, electronic education, industrial collaboration, international outreach and faculty re-education will be an integral part of the current program. This program is a joint effort among faculty members in chemistry, chemical engineering, civil engineering, computer engineering, materials science and mechanical engineering, as well as physics. With the successful development of virtualization technology, it is hoped to educate a new generation of engineers and scientists who have strong technical skill and are proficient in multidisciplinary collaboration and in working with computer simulations of complex systems. IGERT is an NSF-wide program intended to meet the challenges of educating Ph.D. scientists and engineers with the multidisciplinary backgrounds and the technical, professional, and personal skills needed for the career demands of the future. The program is intended to catalyze a cultural change in graduate education by establishing new, innovative models for graduate education and training in a fertile environment for collaborative research that transcends traditional disciplinary boundaries. In the fourth year of the program, awards are being made to twenty-two institutions for programs that collectively span all areas of science and engineering supported by NSF. The intellectual foci of this specific award reside in the Directorates for Engineering; Computer and Information Science and Engineering; Mathematical and Physical Sciences; and Education and Human Resources. HUMAN COMPUTER INTER PROGRAM MATERIALS AND SURFACE ENG HUMAN RESOURCES DEVELOPMENT IGERT FULL PROPOSALS OFFICE OF MULTIDISCIPLINARY AC DGE EHR Keer, Leon Peter Stair Wing Liu Q. Jane Wang Michael Graham Northwestern University IL Melur K. Ramasubramanian Continuing grant 3495930 T200 6845 1633 1360 1335 1253 SMET 9251 9231 9179 1335 0000099 Other Applications NEC 0114432 October 1, 2001 IGERT: Biological Invasions: From Genes to Ecosystems, From Science to Society. Unprecedented and accelerating rates of biological invasion are creating a unique set of environmental, economic, and social challenges. Modern agricultural societies would not exist were it not for human-mediated introductions of crops and livestock. Yet, as a result of the globalization of human commerce and travel, invasions are rapidly and profoundly changing the environment. The effects of invasions are felt at all biological scales, from genes to ecosystems, with enormous ecological and economic consequences. From every perspective, biological invasions epitomize the rapidly growing array of environmental challenges that no single discipline or constituency can solve individually. This IGERT award supports the establishment of a new multidisciplinary graduate program that includes trainers and students from ten multidisciplinary graduate groups and professional schools at UC Davis, as well as non-faculty participants from state, federal and national organizations who will strengthen ties to policymakers, legislators, regulators, and other stakeholders. In addition, the program emphasizes the global ramifications of invasions through the participation of international authorities, and provides support for international research collaborations and individual projects. Trainees will be required to satisfy the degree requirements of the graduate group to which they are admitted, as well as the specific requirements of the IGERT program that aim to build a multidisciplinary perspective and teamwork. Trainees supported for their dissertations must develop a project that integrates two or more of the IGERT core disciplines (life sciences, social sciences, law, humanities, and physical sciences), and have a similarly diverse guidance committee. The formal training program begins with an integrative first-year foundation curriculum, consisting of a lecture/seminar series, discussion groups, and hands-on technical demonstrations. This foundation program will be followed by a second-year group collaborative research project, involving trainees and faculty, that analyzes an invaded habitat or ecosystem from biological, social, historical, economic, and legal perspectives, and develops a comprehensive management plan. This project will lead to an annual spring workshop, with participants from academia, the private and public sectors, and relevant stakeholders speaking directly to the problem addressed. Other key elements of the training program include requirements for collaborative internships outside the university and participation in an extensive mentorship network. This program will build multidisciplinary research teams that span the natural sciences, social sciences, engineering and humanities and that will train the next generation of environmental scientists to be conversant in the ethical, political, legal, and economic, and scientific issues pertinent to the analysis and remediation of biological invasions. IGERT is an NSF-wide program intended to meet the challenges of educating Ph.D. scientists and engineers with the multidisciplinary backgrounds and the technical, professional, and personal skills needed for the career demands of the future. The program is intended to catalyze a cultural change in graduate education by establishing new, innovative models for graduate education and training in a fertile environment for collaborative research that transcends traditional disciplinary boundaries. In the fourth year of the program, awards are being made to twenty-two institutions for programs that collectively span all areas of science and engineering supported by NSF. The intellectual foci of this specific award reside in the Directorates for Biological Sciences; Social, Behavioral, and Economic Sciences; Mathematical and Physical Sciences; Engineering; and Education and Human Resources. HUMAN RESOURCES DEVELOPMENT IGERT FULL PROPOSALS PLANT GENOME RESEARCH PROJECT OFFICE OF MULTIDISCIPLINARY AC DGE EHR Strauss, Sharon Kevin Rice Richard Grosberg Susan Ustin Holly Doremus University of California-Davis CA Melur K. Ramasubramanian Continuing grant 2999984 1360 1335 1329 1253 SMET 9179 1335 0000099 Other Applications NEC 0114434 September 15, 2001 IGERT: Optical Biomolecular Devices: From Natural Paradigms to Practical Applications. This IGERT brings together Arizona State University's well known basic research program in photosynthesis and photobiology with two other major research thrusts on campus: the Nanostructures Research Group in the Center for Solid State Electronics Research and the Bioengineering thrust within the Engineering College led by the newly formed Bioengineering Department. The research theme is the design and fabrication of molecular-scale devices based on the principles learned from photobiology. This effort represents a major expansion of the current NSF funded RTG training program in this area, shifting the educational and research focus towards the applied realm by including new faculty from four Engineering Departments and Physics as well as several industrial and international partners at Motorola, Lockheed/Martin, Kodak, QTL, CEA-Saclay, Max Planck-Muelheim, and the University of Glasgow. In order to form an integrated graduate education program between these different disciplines, the IGERT includes the creation of a Ph.D. emphasis program that will normalize the curriculum requirements across colleges. Industry will also play a major role through scientific collaborations, student internships and classroom discussion. The IGERT curriculum includes a series of courses that center on research and discovery based learning. Students will solve problems by drawing on an extensive dynamic resource infrastructure that includes both well-equipped instrument facilities, including a new biohybrid fabrication facility, and high level personnel. In addition, the program includes a major educational thrust in science policy, science ethics, and societal impact, culminating in a two week workshop at the Center for Science, Policy and Outcomes in Washington DC. Here students will have the opportunity to consider the impact that research and development in the molecular device area will have on society and to hear the thoughts of scholars who have considered the ethical and political aspects of this expanding area of science. Students will also have the opportunity to participate in research abroad and in the "Preparing Future Faculty" or "Preparing Future Professionals" programs run by the ASU Graduate College. Finally, the three IGERTs on the ASU campus will be coordinated within a superstructure run by the Dean of the Graduate College. This will facilitate common mechanisms for recruiting and evaluation, and provide a formal avenue for information exchange between IGERT faculty and students. This larger scale integration among the ASU IGERTs should result in a practical model of interdisciplinary graduate education that can be used in the future both at ASU and elsewhere. IGERT is an NSF-wide program intended to meet the challenges of educating Ph.D. scientists and engineers with the multidisciplinary backgrounds and the technical, professional, and personal skills needed for the career demands of the future. The program is intended to catalyze a cultural change in graduate education by establishing new, innovative models for graduate education and training in a fertile environment for collaborative research that transcends traditional disciplinary boundaries. In the fourth year of the program, awards are being made to twenty-two institutions for programs that collectively span all areas of science and engineering supported by NSF. The intellectual foci of this specific award reside in the Directorates for Biological Sciences; Engineering; Mathematical and Physical Sciences; and Education and Human Resources. WESTERN EUROPE PROGRAM HUMAN RESOURCES DEVELOPMENT IGERT FULL PROPOSALS OFFICE OF MULTIDISCIPLINARY AC DGE EHR Woodbury, Neal Vincent Pizziconi J. Devens Gust Michael Kozicki Willem Vermaas Arizona State University AZ Melur K. Ramasubramanian Continuing grant 3164163 5980 1360 1335 1253 SMET 9179 9178 1335 0000099 Other Applications NEC 0114437 September 1, 2001 IGERT: Economics of the Environment. This IGERT award supports the establishment of a multidisciplinary graduate training program of education and research in environmental economics (including resource economics), integrating environmental science with economics. The vision of the Program is to provide the first truly multidisciplinary Ph.D. program in environmental economics, a program that does not compromise the depth of economics education nor the depth of education in a companion natural science discipline. Most Ph.D. programs in environmental economics are either very narrowly economic in orientation or disciplinarily broad, with some strength in a variety of disciplines, including economics. This new IGERT program seeks a third path, producing Ph.D.s who are as well trained in economics as any graduating from a good economics department but who also have Ph.D. level depth in one of four complementary fields of natural science: climate, conservation biology, hydrology and marine science. The complementary science fields specified are not intended to be comprehensive but rather to reflect faculty strengths at UCSB. IGERT fellowship support facilitates the additional curricular burden of significant coursework in a companion area of natural science. During the first half of their nominal five years in the Program, students acquire strength in economics and their companion natural science discipline, primarily through coursework. As students move into the second half of their tenure in the Program, they become absorbed in research and research workshops, culminating in the writing of the dissertation. In addition to coursework, three features of the curriculum are designed to build multidisciplinary strength: (i) research seminars in environmental policy, environmental economics, and the chosen complementary field of natural science; (ii) development of an original empirical paper as an intermediate step to the dissertation; and (iii) assisting faculty with the supervision of Masters students involved in group thesis work. Other aspects of the program are designed to strengthen student research skills, introduce issues of ethics in research and develop skills for entering the job market. It is the goal of this IGERT Program to train the next generation of environmental economists, people who can truly bridge the gap between economics and the natural sciences that underlie environmental problems. The program described is comprehensive, designed to turn out research leaders and innovative thinkers. These graduates will enrich the workplace, both academic and nonacademic. IGERT is an NSF-wide program intended to meet the challenges of educating Ph.D. scientists and engineers with the multidisciplinary backgrounds and the technical, professional, and personal skills needed for the career demands of the future. The program is intended to catalyze a cultural change in graduate education by establishing new, innovative models for graduate education and training in a fertile environment for collaborative research that transcends traditional disciplinary boundaries. In the fourth year of the program, awards are being made to twenty-two institutions for programs that collectively span all areas of science and engineering supported by NSF. The intellectual foci of this specific award reside in the Directorates for Social, Behavioral, and Economic Sciences; Geosciences; Biological Sciences; and Education and Human Resources. IGERT FULL PROPOSALS DGE EHR Kolstad, Charles Thomas Dunne Jeff Dozier Frank Davis David Siegel University of California-Santa Barbara CA Melur K. Ramasubramanian Continuing grant 3198358 1335 SMET 9179 1335 0000099 Other Applications NEC 0114443 September 15, 2001 IGERT: Materials Creation Training Program (MCTP). The Materials Creation Training Program (MCTP) at UCLA will train scientists to be leaders in the design, synthesis, and production of new materials for electronic, computer, communication, and nanoscale devices. The training and mentoring faculty come from departments in Physical Sciences (Physics and Astronomy, Chemistry and Biochemistry) and Engineering (Mechanical and Aerospace, Chemical, and Electrical Engineering, and Materials Science). All are associates of the UCLA Exotic Materials Institute (EMI), which will administer the MCTP. Many are also members of the California NanoSystems Institute (CNSI) - a state-supported venture that was created in 2001 to provide facilities and resources for materials and medical nanoscience. This resource will be available for training and research of MCTP Fellows. The MCTP unites a broad range of molecular and materials architects, synthetic chemists, and device fabricators, at UCLA and at partner industrial and national laboratories. MCTP Fellows are supported for two years of their graduate careers, during which they will work in teams with UCLA and off-campus scientist partners using state-of-the-art instrumentation and computational resources. Novel training aspects will include a new graduate course involving all aspects of materials and molecular design, synthesis, testing, and modification of materials, device fabrication and testing, and demonstration and marketing aspects of practical devices. This course will deal with science issues beyond the laboratory and will develop researchers versed in the importance of understanding materials properties across length scales, from molecular to macroscopic. Each MCTP Fellow will spend several months or more at an industrial or national laboratory partner site. Research projects will include the design and synthesis of new molecules, the transformation of these into molecular solids and polymers, the formation of new inorganic and organic/information composites, and the development of devices based on these new materials. Fellows will be selected for excellence and diversity. The new graduate program will be evaluated on a yearly basis by a board including university, industrial, and government representatives. Community outreach activities will emphasize the importance and potential of scientific research and attractiveness of graduate education in science. The Materials (MCTP), Bioinformatics, and Neuroengineering IGERTs at UCLA constitute a new graduate educational paradigm, emphasizing multidisciplinary research encompassing life and physical sciences, as well as computer science and engineering. IGERT is an NSF-wide program intended to meet the challenges of educating Ph.D. scientists and engineers with the multidisciplinary backgrounds and the technical, professional, and personal skills needed for the career demands of the future. The program is intended to catalyze a cultural change in graduate education by establishing new, innovative models for graduate education and training in a fertile environment for collaborative research that transcends traditional disciplinary boundaries. In the fourth year of the program, awards are being made to twenty-two institutions for programs that collectively span all areas of science and engineering supported by NSF. The intellectual foci of this specific award reside in the Directorates for Mathematical and Physical Sciences; Engineering; and Education and Human Resources. HUMAN RESOURCES DEVELOPMENT IGERT FULL PROPOSALS OFFICE OF MULTIDISCIPLINARY AC DGE EHR Garrell, Robin Bruce Dunn Richard Kaner University of California-Los Angeles CA Carol Van Hartesveldt Continuing grant 3192060 1360 1335 1253 SMET 9179 1335 0000099 Other Applications NEC 0116795 June 1, 2001 Introducing Research-Based Curricula to Rochester Institute of Technology. Explorations in Science is an activity-based physics course for non-science majors. Developed during my tenure as an NSF Postdoctoral Fellow in Science, Mathematics, Engineering, and Technology Education (PFSMETE), Explorations in Science uses the study of common, natural phenomena and student-directed group projects to stimulate interest in a population traditionally quite apathetic towards physics. Activities use sophisticated computer tools to take, display, and interpret data. I would like to bring this curriculum to my new, permanent, institution, the Rochester Institute of Technology. While RIT is an institution of technology, it has a significant population of students who will benefit from Explorations in Science including students of imaging science, business, and the social sciences. Faculty from the College of Imaging Arts & Sciences have already expressed interest in Explorations in Science, particularly the projects dealing with human body motions as these are relevant to students studying computer animation. To successfully offer Explorations in Science at RIT, computer sensors (e.g. force sensors, temperature probes, and light sensors) must be purchased. Roughly half of this proposal is for equipment that are not currently available in our existing labs. A necessary condition for the successful implementation of new materials is faculty support. To facilitate the implementation of a research-based curricula, I would like to begin a new project on faculty objectives for introductory physics courses. RIT has a national reputation of excellence in engineering and the imaging arts. Therefore, an overwhelming majority of students taking introductory physics at RIT are not physics majors. It is important to understand why other departments require these students to take physics and what they want their students to take from the class. The traditional answers, including "how to think" and "problem-solving ability," are too vague to be useful. Recent work in physics education has attempted to uncover exactly what is meant by "how to think," i.e. what we the physics community see as the fundamental diamond in the physics rough. By using the ideas and vocabulary from this research, 1 hope to be able to better characterize how other departments see physics. This will allow physics departments to better suit the needs of the majority of their students and make it easier to introduce new curricula such as Explorations in Physics. POSTDOC FELLOW IN SCI, MATH EN DGE EHR Franklin, Scott Rochester Institute of Tech NY Sonia Ortega Standard Grant 47229 7174 SMET 9179 0105000 Manpower & Training 0118073 June 1, 2001 A Longitudinal Study of Eight Engineering Colleges using the SUCCEED Longitudinal Database. This work is proposed as a starter grant to support a follow-on effort to PFSIVIETE fellowship grant number 9896381, "A Longitudinal Study of Eight Engineering Colleges using the SUCCEED Longitudinal Database." The primary goal of the original fellowship was to prioritize factors that contribute to engineering student success by studying programs designed to help engineering students at nine institutions. The breadth of data required to conduct such an analysis could not be collected within the fellowship tenure, so this greater goal remains a subject for continuing research. During the fellowship tenure, a number of individual studies were completed, and results from these have been published or are being developed in collaboration with the investigators who originally designed and implemented the programs under study. This request asks for support necessary to complete the study of data already collected and to collect additional data needed to begin to address the more aggressive goal of characterizing factors that contribute to engineering student success. The Southeastern University and College Coalition for Engineering Education (SUCCEED) will continue to significantly leverage this work. POSTDOC FELLOW IN SCI, MATH EN DGE EHR Ohland, Matthew Clemson University SC Sonia Ortega Standard Grant 49840 7174 SMET 9179 0105000 Manpower & Training 0123425 August 1, 2001 Graduate Research Fellowship Program. GRADUATE FELLOWSHIPS DGE EHR Martin, Aimee Martin, Aimee J none Gisele T. Muller-Parker Fellowship 95013 7172 SMET 9179 0000099 Other Applications NEC 0123490 October 1, 2001 NSF/NEPCoP Fellows Program: Supporting Student Research and Career Development in Conservation Biology: Starter Grant. I propose to initiate an innovative, collaborative small grants program that fosters basic research by undergraduate and graduate students on fundamental questions related to plant conservation biology. With a third year of funding following on my NSF Post-doctoral Fellowship in Science, Mathematics, Engineering, and Technology Education, I will forge partnerships between my host institution, the New England Wild Flower Society (NEWFS), and academic centers in New England to establish a student research program addressing the ecology of rare plants, called the NSF/NEPCoP Fellows Program. During fall 2001, I will solicit research proposals from advanced undergraduate and beginning graduate students from academic institutions in New England. I will fund six field research studies selected via peer-review and will advise these studies during summer, 2002. I will assist students in empirical design, data interpretation, and publication. Results from these studies will be published as appropriate in scientific journals, and promulgated to relevant conservation organizations to facilitate management of rare plant populations. This program will: Enable students to hone both strong empirical research skills and clear communication skills that will enhance their. Professional development and broaden their opportunities for employment; yield valuable new data to advance the science of conservation biology; fund opportunities for research in conservation biology not currently covered by grant sources; provide. Critically needed data on species biology to NEWFS and other conservation organizations to promote scientifically-based. Conservation efforts; serve as a self-sustaining model for collaboration among academic and extramural institutions to strengthen data collection efforts and to train a new generation of conservation biologists. POSTDOC FELLOW IN SCI, MATH EN DGE EHR Farnsworth, Elizabeth New England Wild Flower Society MA Carolyn L. Piper Standard Grant 49910 7174 SMET 9179 0105000 Manpower & Training 0123876 October 1, 2001 Graduate Research Fellowship Program. GRADUATE FELLOWSHIPS DGE EHR Jones, Anne Jones, Anne K VA Earnestine Psalmonds Fellowship 28500 7172 SMET 9179 0123877 September 1, 2001 Graduate Research Fellowship Program. GRADUATE FELLOWSHIPS DGE EHR Thomas, Joaquin Thomas, Joaquin T VA Eric J. Sheppard Fellowship 0 7172 SMET 9179 0123878 August 1, 2001 Graduate Research Fellowship Program. GRADUATE FELLOWSHIPS DGE EHR Pittman, Brian Pittman, Brian T. IL William J. Hahn Fellowship 61500 7172 SMET 9179 0000099 Other Applications NEC 0123879 July 1, 2001 Graduate Research Fellowship Program. GRADUATE FELLOWSHIPS DGE EHR La Grassa, Tracy La Grassa, Tracy J none Gisele T. Muller-Parker Fellowship 79651 7172 SMET 9179 0000099 Other Applications NEC 0123880 July 1, 2001 Graduate Research Fellowship Program. GRADUATE FELLOWSHIPS DGE EHR Newell, Evan Newell, Evan W none Gisele T. Muller-Parker Fellowship 91435 7172 SMET 9179 0000099 Other Applications NEC 0123881 September 1, 2001 Graduate Research Fellowship Program. GRADUATE FELLOWSHIPS DGE EHR Collette, Matthew Collette, Matthew D MA Gisele T. Muller-Parker Fellowship 99500 7172 SMET 9179 0000099 Other Applications NEC 0124301 August 1, 2001 Graduate Research Fellowship Program. GRADUATE FELLOWSHIPS DGE EHR Joyner, Valencia Joyner, Valencia M none Gisele T. Muller-Parker Fellowship 90000 7172 SMET 9179 0000099 Other Applications NEC 0124302 October 1, 2001 Graduate Research Fellowship Program. GRADUATE FELLOWSHIPS DGE EHR Fields, Laura Fields, Laura J AR Earnestine Psalmonds Fellowship 29500 7172 SMET 9179 0124303 August 15, 2001 Graduate Research Fellowships. GRADUATE FELLOWSHIPS DGE EHR None, None University of Oklahoma Health Sciences Center OK Earnestine Psalmonds Fellowship 111250 7172 SMET 9179 0000099 Other Applications NEC 0124947 October 1, 2001 Graduate Research Fellowship Program. GRADUATE FELLOWSHIPS DGE EHR Solomon, Jose Solomon, Jose E FL William J. Hahn Fellowship 61500 7172 SMET 9179 0000099 Other Applications NEC 0124948 August 1, 2001 Graduate Research Fellowship Program. GRADUATE FELLOWSHIPS DGE EHR Spires, Tara Spires, Tara L none Gisele T. Muller-Parker Fellowship 89000 7172 SMET 9179 7172 0000099 Other Applications NEC 0124949 October 1, 2001 Graduate Research Fellowship Program. GRADUATE FELLOWSHIPS DGE EHR Evans, Robin Evans, Robin C MA Gisele T. Muller-Parker Fellowship 29500 7172 SMET 9179 0124950 July 1, 2001 Graduate Research Fellowships. GRADUATE FELLOWSHIPS DGE EHR None, None University of South Dakota Main Campus SD Earnestine Psalmonds Fellowship 98500 7172 SMET 9179 0000099 Other Applications NEC 0124951 October 1, 2001 Graduate Research Fellowship Program. GRADUATE FELLOWSHIPS DGE EHR Pacold, Michael Pacold, Michael E VA Earnestine Psalmonds Fellowship 28500 7172 SMET 9179 0125255 October 1, 2001 Assessment of Research Doctorate Programs: Methodology Study. Assessment of the quality of doctoral programs and their faculty can be a powerful tool to improve doctoral education. For institutions, these assessments have been used in decisions to expand, contract, or merge programs. Potential graduate students use assessment results as part of the decision about where to apply and improved measurement could spur increased attention to the graduate student experience. State boards of higher education have used quality assessments to reallocate state resources. For administrators, the objective of "improving in the ratings" can be used to partially justify hiring and other personnel decisions. Scholars use ratings to examine the correlates of quality and as a yardstick to help them in designing policies to improve graduate education. These uses are consequential for all involved in doctoral education and the Conference Board of Associated Research Councils judges that a periodic review of the methodology of such assessment is essential given the significance of its use. The Conference Board of Associated Research Councils is composed of the American Council on Education, the American Council of Learned Societies, the National Research Council, and the Social Science Research Council. The National Research Council proposes to conduct a review of the methodology of assessment of research doctoral programs. The outcome of this review will be recommendations for the conduct of the next NRC assessment of doctoral programs. The methodology of assessing faculty reputation will be addressed, as will the construction of direct measures of effectiveness of the education of doctoral students. The study will examine the validity of measures of scholarly reputation and the extent to which they should be uniform across fields, the taxonomy of fields, and whether a broad reputational survey is the best way to assess research quality. It will also examine how to design and incorporate valid measures of the process of doctoral education and outcomes for recent graduates. A committee of experts consisting of statisticians, survey researchers, representatives of the major disciplines, and university administrators, will carry out the review. The committee will be assisted by information gathered from topical workshops, panels charged with focusing on taxonomy and measurement for each of the disciplines, and universities that have volunteered to collect data for prototype measures. The outcome of the study will be a report with recommendations designed to shape the next assessment of doctoral programs. Provided funding is obtained by summer of 2001, report completion is expected by February 2003. If the committee recommends a new assessment, it will take place in 2003-5 with data collected for the 2002-3 academic year. Total estimated cost for the project from July 2001 through February 2003 (20 months) is estimated to be $1.2 million. We are requesting $300,000 from NSF. Other prospective funders include the National Institutes of Health, U.S. Department of Agriculture, and the Sloan and Mellon Foundations. GRADUATE FELLOWSHIPS DGE EHR Voytuk, James Charlotte Kuh National Academy of Sciences DC Lenore S. Clesceri Standard Grant 300000 7172 SMET 9179 0000099 Other Applications NEC 0127199 June 15, 2001 Graduate Research Fellowship Program. GRADUATE FELLOWSHIPS DGE EHR Wesley, Daniel Wesley, Daniel H VA Eric J. Sheppard Fellowship 0 7172 SMET 9179 0000099 Other Applications NEC 0127200 October 1, 2001 Graduate Research Fellowships. GRADUATE FELLOWSHIPS DGE EHR Kim, Peter Kim, Peter S MA Earnestine Psalmonds Fellowship 29500 7172 SMET 9179 0000099 Other Applications NEC 0127201 October 1, 2001 Graduate Research Fellowships. GRADUATE FELLOWSHIPS DGE EHR Miller, Joel Miller, Joel C none Gisele T. Muller-Parker Fellowship 92571 7172 SMET 9179 0000099 Other Applications NEC 0128389 October 1, 2001 Mixed Metaphors: Undergraduate Use of Language in Calculus. synthesis of these major approaches. Second, it is the intent to develop a research methodology that can be adapted for classroom use. Recent work by Li-Ping Ma has called attention to the ideas of depth and connectivity of mathematical knowledge. The PI hopes to develop a blend of qualitative and quantitative methods that can be used to analyze the depth and connectivity of a student's mathematical knowledge. With the current affordability of powerful computers, there has been a new push to use computer analysis to gain insight into qualitative data. Existing software like Sacks Conversation Map and Krackplot of social network theorists will be evaluated for use in the math education setting, and new software will be developed as necessary. Third, the research results will be disseminated not only using the traditional avenues of conferences and published papers, but also over the Internet in a web-searchable database. The PI has considerable experience in such projects and already runs two such servers: one is a database of educational resources for the national community of Treisman workshop leaders and another one holds for math and statistics education papers for the Special Interest Group on Undergraduate Math Education of the MAA. Among the indexed and posted contents will be classroom instruments along with examples of student work. As a final benefit, student research assistants will play important roles in the research, either graduate students or motivated advanced undergraduates. The experience will be designed to cultivate an interest in math education in the math majors chosen to work on the project, with an eye towards encouraging them to pursue careers in math teaching or math education research. POSTDOC FELLOW IN SCI, MATH EN DGE EHR Hsu, Eric San Francisco State University CA Sonia Ortega Standard Grant 50000 7174 SMET 9179 0105000 Manpower & Training 0129342 September 1, 2001 Graduate Research Fellowship Program. GRADUATE FELLOWSHIPS DGE EHR None, None University of Texas Health Science Center San Antonio TX Earnestine Psalmonds Fellowship 28500 7172 SMET 9179 0000099 Other Applications NEC 0129343 October 1, 2001 Graduate Research Fellowships. GRADUATE FELLOWSHIPS DGE EHR None, None Nova Southeastern University FL Earnestine Psalmonds Fellowship 98500 7172 SMET 9179 0000099 Other Applications NEC 0129344 August 15, 2001 Graduate Research Fellowships. GRADUATE FELLOWSHIPS DGE EHR None, None Sonoma State University CA Earnestine Psalmonds Fellowship 98500 7172 SMET 9179 0000099 Other Applications NEC 0132132 January 1, 2002 Integrated Coastal Management Sustainability Education Project. The Integrated Coastal Management Sustainability Education Project is designed to help insure that future practitioners of coastal management are well prepared to address the lack of sustainability of environmental management processes in South-East Asia. In order to meet this goal, the results from an ongoing research project which focuses on process sustainability will be translated into educational materials, imbedded into an ongoing distance learning program and disseminated to the public over the Internet. POSTDOC FELLOW IN SCI, MATH EN DGE EHR Christie, Patrick University of Washington WA Sonia Ortega Standard Grant 50000 7174 SMET 9179 0105000 Manpower & Training 0135236 October 1, 2001 Biology and Excellence for Science Teachers (BEST). PROJECT SUMMARY The Biology and Excellence for Science Teachers (BEST) program is an expansion of a NSF -PSFMETE funded program, Engaging Students in Ecological Research, a pilot program that was launched in Summer 2000 by Dr. Lidia Yoshida. The BEST program is a teacher development program designed to improve the biological science curriculum in urban underrepresented schools. The goals are to improve science teachers' knowledge-base and update them in content, techniques and issues in science, to train teachers in the use of computers to prepare lessons for their classes and to further facilitate communication between science teachers within Los Angeles and Orange County through the Internet and ongoing science educational program activities. Workshops will be offered during the academic year with lectures and inquiry-based laboratories topics such as genetics, molecular biology, ecology, evolution and techniques in investigation and experimentation to high school and intermediate school teachers. Teachers will develop interactive lessons with laptop computers in the laboratory and will the have the opportunity to borrow the computers and LCD projectors for use in their classrooms. These lessons will be made available on-line where a website will be maintained for participants to share program information, resources and laboratory activities. POSTDOC FELLOW IN SCI, MATH EN DGE EHR Yoshida, Lidia University of California-Irvine CA Sonia Ortega Standard Grant 50000 7174 SMET 9179 0105000 Manpower & Training 0135733 September 15, 2001 Graduate Research Fellowship Program. GRADUATE FELLOWSHIPS DGE EHR None, None University of South Florida FL Earnestine Psalmonds Fellowship 290000 7172 SMET 9179 0000099 Other Applications NEC 0135734 October 1, 2001 Graduate Research Fellowship Program. GRADUATE FELLOWSHIPS DGE EHR None, None University of Akron OH Earnestine Psalmonds Fellowship 150000 7172 SMET 9179 0000099 Other Applications NEC 0135735 October 1, 2001 Graduate Research Fellowship Program. GRADUATE FELLOWSHIPS DGE EHR None, None Northern Illinois University IL Earnestine Psalmonds Fellowship 60500 7172 SMET 9179 9178 0000099 Other Applications NEC 0135736 October 1, 2001 Graduate Research Fellowship Program. GRADUATE FELLOWSHIPS DGE EHR None, None University of Texas Southwestern Medical Center at Dallas TX Earnestine Psalmonds Fellowship 316000 7172 SMET 9179 7172 0000099 Other Applications NEC 0135996 October 1, 2001 Graduate Research Fellowship Program. GRADUATE FELLOWSHIPS DGE EHR Rau, Alexander Rau, Alexander V VA Gisele T. Muller-Parker Fellowship 92966 7172 SMET 9179 9178 0000099 Other Applications NEC 0135997 October 1, 2001 Graduate Research Fellowship Program. GRADUATE FELLOWSHIPS DGE EHR Guinnee, Meghan Gannon, Meghan A CO William J. Hahn Fellowship 52200 7172 SMET 9179 0000099 Other Applications NEC 0136800 October 1, 2001 Graduate Research Fellowship Program. GRADUATE FELLOWSHIPS DGE EHR None, None California Polytechnic State University Foundation CA Earnestine Psalmonds Fellowship 99500 7172 SMET 9179 7172 0000099 Other Applications NEC 0136879 December 1, 2001 Establishing a Partnership Laboratory. The goal of this PFSMETE Start-Up Grant proposal is to establish a Partnership Laboratory within the framework of the UCSF SEP that will make discoveries and build knowledge about how collaborations between the scientific and education communities can improve and articulate K-20+ science education. This Partnership Laboratory will not be a separate, independent entity, but rather a scholarly research and evaluation effort integrated with SEP's existing professional development and partnership programs in science education, thereby institutionalizing partnership research efforts. The two major goals of establishing a Partnership Laboratory are: To build knowledge of scientist-teacher partnership by expanding and transforming PFSMETE-initiated partnership research by I) analyzing the correlation between scientist- teacher partnership outcomes and different programmatic models of partnership, 2) beginning an investigation of K-12 student outcomes that result from scientist-teacher partnerships, and 3) examining the influence of partnership experiences on the career trajectories of scientists and teachers. To cultivate a partnership research community by 1) founding a Partnership Collaborative Inquiry Group of veteran SEP scientists and teachers who engage in on-going partnership action research, 2) involving scholars and practitioners from the fields of science and education research as Partnership Research Advisors, and 3) convening Partnership Collaborative Inquiry Group members, Partnership Research Advisors, and the SEP Staff semi- annually at Research Retreats to analyze research questions, methodological strategies, data analysis, and interpretation of fmdings. The effort will not only result in the establishment of a Partnership Laboratory, but also begin to build an academic discipline ofK-20+ Education Partnership, the study of collaboration between teachers and practitioners to increase the quality and authenticity of subject area education for all students. In addition, although the proposed efforts are focused on science education partnerships specifically, they have the potential for informing and promoting the development of partnerships in many disciplines. As such, these studies of scientist-teacher partnership will be of national interest, and documentation of these efforts and synthesis of fmdings will be disseminated through presentation at scientific and educational conferences, with the eventual goal of publication in journal articles and compilation into a partnership handbook. POSTDOC FELLOW IN SCI, MATH EN DGE EHR Tanner, Kimberly University of California-San Francisco CA Carolyn L. Piper Standard Grant 50000 7174 SMET 9179 0105000 Manpower & Training 0137658 October 1, 2001 Graduate Research Fellowship Program. GRADUATE FELLOWSHIPS DGE EHR Mukamel, Eran Mukamel, Eran A NY Earnestine Psalmonds Fellowship 28500 7172 SMET 9179 0000099 Other Applications NEC 0138624 April 1, 2002 Partnerships for Math, Science and Engineering Instruction through Computer Visualization. This program aims to energize 6th-8th grade students in two middle schools within two St. Louis school districts, about math, science, and engineering through experimentation and computer visualization. Ten teaching teams with specific areas of expertise will be formed, consisting of a GK-12 Fellow, a UGTA, a K-12 teacher and a Washington University faculty member. Each team will develop a teaching module in conjunction with K-12 teachers in a K-12 subject area related to the research interests of the students. A team will rotate through four classrooms during each year and since each project is multidisciplinary, teaching teams will be expected to draw on the expertise of other teams as necessary. This program will achieve the maximum leverage possible by ensuring that each student has an opportunity to develop a depth of knowledge in at least four areas and learn how each is strongly tied to the other disciplines. Faculty from the Washington University Department of Education will develop and implement a GK-12 Teaching Workshop to instruct the teaching teams so that they will have a more effective interaction with the students. The GK-12 Fellows will be selected from diverse backgrounds and in addition to classroom activities will act as role models to the students, potentially influencing them to consider math, science, or engineering as career options. This project is receiving partial support from the Directorate for Engineering. GRAD TEACHING FELLOWS IN K-12 HUMAN RESOURCES DEVELOPMENT DGE EHR Truman, Kevin Hiroaki Mukai Shirley Dyke Ruth Okamoto Vallarie Jones Washington University MO Sonia Ortega Continuing grant 1569281 7179 1360 SMET 9179 7179 0000099 Other Applications NEC 0139089 May 1, 2002 "GK-12" Project SCORE: NSF Graduate Teaching Fellows/Teacher Partnership for Science Curriculum Enhancement in the Fort Worth Independent School District. This GK-12 project is a collaboration between the Fort Worth Independent School District and the University of North Texas Health Science Center (UNTHSC). The project will train and support biomedical science graduate students as resources for the district's high school biology students and teachers. The four participating schools serve predominantly minority students and the overall goal is to encourage entry of these students into science careers. The primary objectives of the project are to: 1) increase understanding of science and science processes in the Fort Worth educational system and 2) train biomedical science graduate students to function as resources for 9th and 10th grade biology classes. These goals will be met by: 1) adding to the science content of the District curriculum; 2) promoting understanding of science through age-appropriate inquiry-based experiences; 3) exposing students to science and science-related health and medical research careers relevant to specific topics in the districts' biology curriculum; 4) developing a science web-directory and promoting the use of the internet based materials relevant to the curriculum; 5) creating research teams of UNTHSC faculty mentors, teachers and fellows to work with the school districts on science fair and research projects; (6) enhancing teaching mentoring and communication skills of Fellows; 7) conducting training and professional teacher development workshops in learning, pedagogy, biotechnology and new scientific discoveries; and 8) strengthening existing partnerships of outreach and enrichment programs among UNTHSC faculty, Fellows and Fort Worth Teachers. GRAD TEACHING FELLOWS IN K-12 GRAD TEACHING FELLOW IN K-12ED DGE EHR Reeves, Rustin Victoria Rudick Robert Kaman University of North Texas Health Science Center at Fort Worth TX Sonia Ortega Continuing grant 1507162 7179 1731 SMET 9179 7179 0000099 Other Applications NEC 0139108 August 1, 2002 UAB NSF GK-12 Graduate Teaching Fellows in K-12 Education. As part of an effort to increase science literacy in the schools and community involved, this project builds on a number of ongoing outreach programs between the University and the school district and includes involvement of informal science resources (the McWane Science Center). Fellows work with a wide variety of people of varying ages, backgrounds and interests. The program is modified to accommodate first year, middle year or capstone students (fellows completing their final year of work) to take full advantage of their abilities and to meet their varying needs. Fellows are prepared to work in the classroom through a seminar providing an overview of learning theory and pedagogy that includes two observations of K-12 students in an informal science setting, two observations in a K-12 classroom, presentation of a science demonstration and one session assisting a mentor teacher. Fellows are then offered a variety of opportunities to establish a partnership with a teacher and work directly in the classroom helping to implement science standard related materials. ENHANCING HUMAN PERFORMANCE GRAD TEACHING FELLOWS IN K-12 CROSS-DIRECTORATE ACTIV PROGR POP & COMMUNITY ECOL PROG DGE EHR Wyss, J.Michael Stephen Hajduk David Radford University of Alabama at Birmingham AL Sonia Ortega Continuing grant 1720043 7266 7179 1397 1182 SMET 9179 9177 9150 7179 0000099 Other Applications NEC 0139126 May 1, 2002 GK-12 UMBC Teaching Enhancement Partnership Project. The UMBC Teaching Enhancement Partnership Project (TEPP) will organize and lead a university-middle school partnership with 5 local, high-needs middle schools in order to support and enhance mathematics and science instruction of underrepresented middle school youth in the greater Baltimore area. Twenty-five graduate and advanced undergraduate student Fellows with majors in information systems, computer science, engineering, mathematics, and natural sciences will be recruited and selected from UMBC. One graduate student and five undergraduate students will be placed in each of the five middle schools to support teachers in the classroom and in co-curricular activities. Participating teachers will provide leadership to Fellows in instruction and classroom management, exposing them to the rewards of teaching in the K-12 public school system. Teachers will also participate in a continuous and sustained professional development efforts designed to enhance their understanding of mathematics and science concepts, and to introduce them to IT and inquiry-based instruction through UMBC sponsored seminars and courses. An emphasis will be placed on information technology (IT) as a tool for the enhancement of teaching and learning in science and mathematics. GRAD TEACHING FELLOWS IN K-12 HUMAN RESOURCES DEVELOPMENT DGE EHR Sokolove, Phillip Charles Eggleton John Martello University of Maryland Baltimore County MD Sonia Ortega Continuing grant 1436181 7179 1360 SMET 9179 7179 0000099 Other Applications NEC 0139149 May 1, 2002 NSF Graduate Teaching Fellows Program of the Duke University Marine Laboratory. a. Project Title: NSF Graduate Teaching Fellows Program of the Duke University Marine Laboratory b. Institution: Duke University Marine Laboratory c. Principal Investigator: Celia Bonaventura, Ph.D., Professor of Cell Biology, Duke University Medical School and Nicholas School of The Environment and Earth Sciences Co-Principal Investigator: Michael K. Orbach, PhD, Professor of the Practice of Marine Affairs and Policy, Duke University Nicholas School of the Environment and Earth Sciences d. Number of Fellows: Nine NSF Teaching Fellows, including 3 undergraduate students, 3 masters students, and 3 pre-doctoral students e. Target Audience: The Program will focus on high school and middle school grade levels, with some activities that attract students of all ages. f. NSF-supported disciplines: Within the broad context of Coastal and Marine Environments, topics of instruction will include disciplinary and interdisciplinary aspects of biology, chemistry, physical science, earth science, ecology, environmental social sciences, mathematics, statistics and technology. Throughout all aspects of the Program, covering many scientific disciplines, we will encourage development of communication skills, including written, spoken, and graphic communications. g. Brief description of project and benefits: This proposal is submitted in response to the NSF's solicitation for Graduate Teaching Fellows in K-12 Education. The overall goal of the proposed project is to team some of the best students from Duke University's Marine Laboratory (as undergraduate and graduate Teaching Fellows) with high school and middle school students from neighboring rural public schools. This effort will be strongly supported by the Dean of Duke University's Nicholas School of the Environment and Earth Sciences, as well as an enthusiastic group of Duke faculty members and local school administrators and educators. The Duke University Marine Laboratory, staffed by Faculty of the School of the Environment and Earth Sciences, provides an outstanding setting for teacher and student training. Our program focus, Coastal and Marine Environments, includes a number of key domains that are relevant to NSF-supported science disciplines. Our project team has a broad, interdisciplinary nature, including expertise in biochemistry, marine ecology and zoology, environmental social science, integrated earth/biological/physical science and science education. We thus offer both a unique setting for science education and an excellent faculty and student support base for broad coverage of NSF-supported disciplines. The high-quality Duke students who will serve as Teaching Fellows are undoubtedly our best assets with regard to this program. Their talents and enthusiasm will be augmented by Duke faculty participants who have consistently demonstrated an exceptional interest in working with the public schools and in facilitating public school outreach for Marine Laboratory undergraduate and graduate students as a key component of their Duke experience. All of these participants will work with the Teaching Fellows and K-12 students to focus on the educational disciplines listed above. We believe one of the strongest aspects of the proposed project is the opportunity for students to pursue the in situ exploration of marine/coastal environments to which the Marine Laboratory has direct access. This unique opportunity will prove to be exciting and fun for the students who live in and near these environments. Our program will provide the inquiry-based opportunity for K-12 students in coastal areas to integrate the knowledge they have acquired about their own "backyard" into a more complete picture of the complex functioning of coastal and marine ecosystems. Our previous experience in working with the public school students in Carteret County, North Carolina, confirms this to be an approach GRAD TEACHING FELLOWS IN K-12 CROSS-DIRECTORATE ACTIV PROGR DGE EHR Bonaventura, Celia Michael Orbach John Desper Duke University NC Sonia Ortega Continuing grant 1211100 7179 1397 SMET 9179 9178 7179 0000099 Other Applications NEC 0139171 June 1, 2002 Developing Science Graduate Students into Middle Grade Science Classroom Resources. The University of North Carolina at Wilmington (UNCW) will conduct a three-year program with the New Hanover County School system to improve science education in the middle schools. A select group of science graduate students (GK-12 Fellows) from programs in chemistry, biology, earth sciences, and marine sciences will be prepared to serve as classroom resource persons for middle school teachers and students. The Science and Mathematics Education Center will serve as the management hub for the project and the liaison between UNCW and the New Hanover County School system. Other participants in the project include the Program in Environmental Studies and the Graduate School. For a three-year period, GK- 12 Fellows will be placed in all New Hanover County middle schools each year focusing on a different grade level. Year I of the project will focus on 8th grade classes, Year 2 on 7th grade classes and Year 3 on 6th grade classes. Through this partnership with New Hanover County Schools, this project will directly impact more than 5200 middle school students over the three years of which almost 2000 are minorities. In addition, over 60 middle school teachers will be directly or indirectly impacted by this project. The Science and Mathematics Education Center will maintain a website that provides a conduit between university science faculty, project staff and middle school science teachers and students. This website will provide a forum for questions and answers, the posting of project activities and a resource for database sharing. NSF fellows will receive special preparation in teaching science as inquiry and in using technology in instruction. Scientific instruction will be organized thematically for each grade level addressing the following four program strands: the nature of science, science as inquiry, science and technology, and science in social and personal perspectives. UNCW faculty will serve as the instructional staff for eight-day workshops each summer for GK-12 Fellows and selected middle school science teachers. These workshops will focus on policy regulations for working in K-12 schools, school safety, pedagogy instruction, and creation of a curriculum-sequencing guide that is aligned with the North Carolina Standard Course of Study for Middle Schools. Weekly seminars taught by UNCW science faculty will develop specific inquiry-based activities for each grade level according to the sequencing guide. Fellows will spend 10 hours per week over 36 weeks in middle school classrooms assisting classroom teachers with science lesson selection, setup, and demonstration. Participating middle school teachers will serve as resource persons to non-participant, in-service teachers within their schools, and along with GK-12 Fellows, develop and teach two, grade-specific day long workshops during the school year. In addition, program participants will develop a grade-specific activity book for distribution to all middle school teachers. Participating middle school teachers and selected GK-12 Fellows will also serve as workshop leaders each summer for new cohorts of Fellows and teachers. ENHANCING HUMAN PERFORMANCE GRAD TEACHING FELLOWS IN K-12 CROSS-DIRECTORATE ACTIV PROGR DGE EHR Harris, W. Burleigh Karen Shafer University of North Carolina at Wilmington NC Sonia Ortega Continuing grant 1262880 7266 7179 1397 SMET 9179 7179 0000099 Other Applications NEC 0139272 June 1, 2002 GK-12:Science, Technology, Engineering and Mathematics UMass K-12 Connections (STEM Connections). The project will provide science teachers in the middle schools in the Springfield, Massachusetts school district with opportunities to acquire science content knowledge and training in inquiry and project-based teaching, including the opportunity to conduct research as a part of a team with GK-12 Fellows, and UMass faculty. The Fellows and faculty will gain an understanding of the needs and culture of the schools, laying the foundations for future collaborations. The project will provide Fellows with increased experience in effective pedagogical approaches, and will also provide a diverse population of middle school students with role models and mentors. Middle school teachers in a master's degree program will work in teams (six in all) consisting of a UMass faculty participant, two GK-12 Fellows, and up to three middle school teachers) on the implementation of research projects with theirs school students. STEM Connections will start with summer workshops for the Fellows and teachers. Teams will then work together for two semesters in a course focused on teacher learning of project-based instruction while concomitantly developing similar projects with middle school students. This project is receiving partial support from the Directorate for Engineering. GRAD TEACHING FELLOWS IN K-12 HUMAN RESOURCES DEVELOPMENT DGE EHR Tyson, Julian Morton Sternheim Kathleen Davis University of Massachusetts Amherst MA Sonia Ortega Continuing grant 1548046 7179 1360 SMET 9179 7179 0000099 Other Applications NEC 0139299 August 1, 2002 NSF GRADUATE TEACHING FELLOWS IN K-12 EDUCATION (GK-12): Preparing Science Graduate Students to Meet the Challenges of K-12 Education. This goal of this program by Florida State University and the Leon County School District is to increase the number of science professionals who are prepared and willing to make meaningful contributions to science and mathematics activities in grades K-8. Graduate fellows engage in extensive learning to prepare them to become valuable classroom resources for K-12 teachers and students. Topics of study include an overview of child development, assessment techniques, state and national science standards, and how students learn. Following this preparation, Fellows will co-teach with selected K-8 teachers. Fellows also participate in district summer school enrichment classes and summer science camp activities. This project is receiving partial support from the Directorate for Mathematics and Physical Sciences EAPSI GRAD TEACHING FELLOWS IN K-12 OFFICE OF MULTIDISCIPLINARY AC DGE EHR Cottle, Paul Penny Gilmer Donald Foss D. Ellen Granger William Montford Florida State University FL Sonia Ortega Continuing grant 1412755 7316 7179 1253 SMET 9179 7179 5978 5912 0000099 Other Applications NEC 0139303 March 15, 2002 GK-12 and GeoKids: Bringing Place-Based Science to Urban Philadelphia Children. This project builds on strong existing collaborations between Saint Joseph's University (SJU) science faculty and a Philadelphia museum, the Wagner Free Institute of Science (WFIS), and between WFIS staff and principals at three nearby urban Philadelphia public schools. GK-12 Fellows are M.S. candidates or advanced undergraduates studying Biology, Chemistry, or Environmental Science. Each year 4-8 Fellows will collaborate with WFIS education specialists, SJU faculty, and K-6 teachers to develop and present semester-long thematic units to students attending schools in one of Philadelphia's most underserved neighborhoods. "GeoKids" incorporates a place-based approach that uses the local environment as a resource to teach earth and life sciences, a unique and challenging learning strategy for an inner-city program. GeoKids emphasizes hands-on science, project-based learning, and development of fundamental skills such as reading, writing, and observing. The program includes annual summer workshops where Fellows, K-6 teachers, and participating SJU and WFIS educators review curriculum standards, study in appropriate content areas, and become more familiar with education issues specific to students from the target schools. Doctoral education students will collaborate with an education assessment expert in designing and administering assessment tools. Expected outcomes of the program include: development, testing, and documentation of environmentally-based lessons, K-6 teachers empowered to develop their own place-based lessons, SJU faculty and graduate students committed to enhancing science literacy, and incorporation of GK-12 program elements into existing Service Learning activities at SJU. The grant activities support efforts underway at SJU to enhance and expand the graduate programs in Chemistry and Biology. GRAD TEACHING FELLOWS IN K-12 DGE EHR Snetselaar, Karen Roger Murray Scott Mc Robert Susan Glassman Michael McCann St Joseph's University PA Sonia Ortega Continuing grant 971570 7179 SMET 9179 7179 0000099 Other Applications NEC 0139307 June 1, 2002 da Vinci Engineering Ambassadors in Classrooms. The goals of this project are: to develop modules about engineering concepts and applications for high school students; train fellows and teachers in engineering content and instructional methods; design engineering competition as capstone experience for undergraduate fellows and involve high school teachers and students in these projects; develop a virtual engineering community using WebCT software; and develop an M.S. program in engineering education. This project is being co-funded by the Directorate for Mathematical and Physical Sciences, Office of Multidisciplinary Activities. GRAD TEACHING FELLOWS IN K-12 OFFICE OF MULTIDISCIPLINARY AC DGE EHR Kazerounian, Kazem Robert Vieth Timothy Reagan University of Connecticut CT Sonia Ortega Continuing grant 1506146 7179 1253 SMET 9179 7179 0000099 Other Applications NEC 0139312 July 1, 2002 Science and Technology Enhancement Program Project STEP. Project STEP, involves graduate and undergraduate Fellows, secondary science and mathematics teachers, University of Cincinnati faculty and a graphics/web developer, working in teams to design, develop, and implement hands-on activities and technology-driven inquiry-based projects which relate to the students' community issues, as vehicles to teach science and math skills. Activities will be incorporated into lessons, demonstrations, laboratory exercises, individual and group projects, and field experiences to enable middle and high school students to directly experience authentic learning practices that requires them to use higher-order thinking skills; encourage creative problem-solving skills that require collaborative learning, teamwork, writing, and presentation; cultivate an interest in service learning in which students are active participants, achieve outcomes that show a perceptible impact, and engage in evaluative reflection; and better motivate and prepare secondary school students for advanced education. The Fellows will be trained to create and implement these activities by taking an educational methods course, an advanced course in instructional technology, and by serving as teaching assistants and tutors in guiding summer academies for middle and high school students. Quantitative formative and summative evaluation will be conducted to assess the project's effectiveness on Fellows' teaching skills, its impact on middle and high school science and mathematics education, and to continually improve the program as it develops. This project is receiving partial support from the Directorate for Engineering. GRAD TEACHING FELLOWS IN K-12 HUMAN RESOURCES DEVELOPMENT DGE EHR Kukreti, Anant Richard Miller Thaddeus Fowler Shafiqul Islam Suzanne Soled University of Cincinnati Main Campus OH Sonia Ortega Continuing grant 1532000 7179 1360 SMET 9179 9177 7218 7179 0000099 Other Applications NEC 0139313 June 1, 2002 GK-12 Lowcountry Science Partners for Inquiry Teaching and Learning. The goal is to engage K-12 classrooms in inquiry teaching and learning and create a culture of cooperation between the scientific community and the classroom. The graduate student fellows will bring their discoveries and excitement for investigation into classrooms to improve content knowledge and provide opportunities for inquiry learning for teachers and students. Graduate students will participate in courses, reflective seminars and classroom experiences to provide them with the knowledge of learning processes and opportunities to encourage and support inquiry learning related to their research interests. Cooperating teachers will participate in summer seminars, research internships and reflective seminars. As a team, the fellows and teachers will design and implement lessons designed to spark the interest of students in science and related careers. EXP PROG TO STIM COMP RES GRAD TEACHING FELLOWS IN K-12 POP & COMMUNITY ECOL PROG DGE EHR Van Sickle, Meta Carol Tempel Medical University of South Carolina SC Sonia Ortega Continuing grant 1513373 9150 7179 1182 SMET 9179 9177 9150 7179 0000099 Other Applications NEC 0139324 May 1, 2002 GK-12: Sensors!. The University of Maine (UMaine) College of Engineering proposes to partner with Bangor High School (BHS) to develop a model university/K-12 partnership based on the disciplinary theme of sensors. The proposed model integrates education and research for the benefit of BHS students and teachers, and graduate and advanced undergraduate students, and faculty, within the College of Engineering at UMaine. GK-12 Sensors! will involve faculty and students from the chemical, biological, electrical, computer, mechanical, civil/environmental, and spatial information engineering programs at the University of Maine. Five advanced undergraduate and ten graduate students will serve as GK-12 Sensor Fellows. Faculty members recognized for their teaching and research expertise in sensor-related areas will represent each of the major Engineering programs at UMaine. High school teachers and students will benefit from the integration of cutting-edge, standards-based STEM content within a variety of classes and extramural activities such as students competitions. Undergraduate and graduate students, and faculty will gain an understanding of the challenges and opportunities of K-12 education, while improving their communication and teaching skills. Industry involvement is also a key component of the proposed program. A variety of technologies, including ATM, as well as traditional media and presentations will disseminate "best practices" from GK-12: Sensors! across Maine and the nation. This project is receiving partial support from the Engineering Directorate. EXP PROG TO STIM COMP RES ENHANCING HUMAN PERFORMANCE GRAD TEACHING FELLOWS IN K-12 WESTERN EUROPE PROGRAM CROSS-DIRECTORATE ACTIV PROGR HUMAN RESOURCES DEVELOPMENT DGE EHR Vetelino, John Stephen Godsoe Constance Holden University of Maine ME Sonia Ortega Continuing grant 1686114 9150 7266 7179 5980 1397 1360 SMET 9179 9150 7179 5936 5920 0000099 Other Applications NEC 0139325 June 1, 2002 GK-12: A Blueprint for Integration of High School & Middle School Science and Mathematics: The Virtual Science Laboratory. The program aims to help improve articulation between high school mathematics and science courses and between middle and high school science courses. It capitalizes on existing programs and partnerships between the schools and Boston University and the technology already present but underutilized in the schools. The fellow-teacher teams are combining virtual models and existing software (such as Biologica or MathSoft Study Works) with hands on data collection to enhance student understanding of concepts in the state science standards. The Fellows' understanding of classroom practice is enhanced through participation in a teacher enhancement summer workshop that precedes their work with their teacher team members and their classroom experience, and participation during the year in a GK-12 seminar series and specifically designed education courses. The project includes work with Fellow faculty advisors to help them understand the potential benefits to their students and specific efforts by the evaluation team to explore ways to ensure sustainability of the project. This project is receiving partial support from the Directorate for Mathematics and Physical Sciences GRAD TEACHING FELLOWS IN K-12 OFFICE OF MULTIDISCIPLINARY AC DGE EHR Stanley, H. Eugene Morton Hoffman Mary Shann David Campbell Douglas Sears Trustees of Boston University MA Sonia Ortega Continuing grant 1543646 7179 1253 SMET 9179 7179 0000099 Other Applications NEC 0139335 September 1, 2002 GK-12 K-Through-Infinity Systemic Initiative. The goals of this KTI-S project are to: enhance the professional development of the participating fellows and teachers; enhance science and mathematics capabilities and enthusiasm among the populations served; and investigate the effectiveness of the methods used. The project builds on and expands the K-Through-Infinity Professional Development Partnership (KTI-P), a prior GK-12 project. Four different educational environments are included: a metropolitan science museum that serves urban Milwaukee schools; a local public school district revising its science and mathematics curricula and pedagogy; a local private K-16 school organization seeking to integrate its science curriculum; and a new District of Columbia Charter School that is working with UW-Madison researchers to develop its science curriculum. The key element of our approach is a robust concept of team design developed during our first GK-12 project and implemented in many different settings. Fellows and teachers work with university and school district resources to develop new curricula and relevant, cutting edge materials coming out of research, map the standards to these products, and then implement them in classroom learning environments. Some fellows work intensively with a small number of teachers and classrooms, while others work with a larger number of teachers through such mechanisms as summer institutes and degree programs, and then follow those teachers back into multiple classrooms in different schools and even different districts and states. The KTI-S teams work in ways aligned with school, district and state resource allocations. KTI-S takes advantage of the four distinct educational settings and the extensive and intensive evaluation activities included to encourage Fellows, teachers and project staff to reflect on a larger question: how can team activities in very different settings be aligned with district, state, and university resources to most effectively help K-12 students learn, and experience the excitement of, science and mathematics, and in ways that provide fellows valuable K-12 classroom experience. GRAD TEACHING FELLOWS IN K-12 DGE EHR Smith, Leslie Nicola Ferrier Eileen Callahan University of Wisconsin-Madison WI Sonia Ortega Continuing grant 1608827 7179 SMET 9179 7179 0000099 Other Applications NEC 0139336 May 1, 2002 The Virginia Center for Urban Education at Old Dominion University: Engineering Graduate Fellows and Master Teachers for Grades 4 - 5. Old Dominion University (ODU) in collaboration with Norfolk Public Schools, Portsmouth City Public Schools and the Virginia Space Grant Consortium, seek to enhance existing resources for mathematics and science teachers and provide opportunities for graduate students to work with teachers from these two urban school districts. The program will allow ODU to place graduate students from the College of Engineering into 4th and 5th grade classrooms to support specially designated Master Teachers. The program will be integrated through the ODU College of Education, Center for Urban Education, Professional Development Schools (PDS) program which fosters joint inquiry into research problems by reviewing and revising curricula: drawing on shared expertise, co-teaching experiences; and through sharing insights with colleagues in the educational community. Teaching Fellows and Master Teachers will collaborate in this atmosphere through four professional development seminars designed to address applied mathematics, problem-solving, gender equity and inquiry based instruction in science, technology, engineering, and mathematics (STEM) education. Hands on classroom activities, focused on inquiry and teamwork, will incorporate the Lego Control Laboratory as the tool to introduce elements of modern technology into the classroom. This project is receiving partial support from the Directorate for Engineering. ENHANCING HUMAN PERFORMANCE GRAD TEACHING FELLOWS IN K-12 CROSS-DIRECTORATE ACTIV PROGR HUMAN RESOURCES DEVELOPMENT DGE EHR Williamson, Keith John Adam Mary Sandy Robert Lucking Martha Sharp Old Dominion University Research Foundation VA Sonia Ortega Continuing grant 1408361 7266 7179 1397 1360 SMET 9179 7179 0000099 Other Applications NEC 0139347 August 1, 2002 GK-12: An Interactive Program Linking Graduate Fellow in Environmental Science with K-12 Students and Teachers. The goal of the program is to provide K-12 teachers and students with recent knowledge and innovative learning activities in the areas of biology, environmental science, aquatic science, geology, meteorology, and oceanography and to relate these topics to the impacts of environmental change on Texas habitats and residents. The school districts involved range from 1 to 17% limited English proficiency, from 23 to 47% economically disadvantaged, and from 12 to 65% minority. This project emphasizes field research for students and teachers and builds on three existing programs between The University of Texas at Austin and local school systems from the Texas coast to the State's interior: The Marine Science Institute's Study of Arctic Change, The Institute for Geophysics' Adopt a School, Teachers in the Field, and the Environmental Science Institute's Outreach Lecture Series. Special features of the program include numerous field activities for K-12 students and teachers led by Graduate Fellows, summer workshops for teachers focused on developing content knowledge in targeted interdisciplinary subjects aligned with State educational standards and goals, joint participation by teachers and Graduate Fellows at local and regional science conferences, and building partnerships between undergraduate science and mathematics students seeking teaching certification with Graduate Fellows and K-12 teachers. This project receives partial support from the Geoscience Directorate. GRAD TEACHING FELLOWS IN K-12 EDUCATION/HUMAN RESOURCES,OCE CROSS-DIRECTORATE ACTIV PROGR DGE EHR Dunton, Kenneth Katherine Ellins James Barufaldi Ian Dalziel Jay Banner University of Texas at Austin TX Sonia Ortega Continuing grant 1821537 7179 1690 1397 SMET 9179 7179 0000099 Other Applications NEC 0139348 September 1, 2002 University of South Florida: Students, Teachers, And Resources in the Sciences (STARS), An NSF GK-12 Fellows Project. This USF/NSF STARS GK-12 project focuses on K-5 students. The objective is to engage graduate and senior level undergraduate students in the challenge of infusing engineering and science principles in such cutting edge areas as nanotechnology, optics, and advanced manufacturing into the elementary school environment. The partnerships involve five area elementary schools, three of which predominantly serve minority students. 15 graduate and undergraduate students from diverse ethnic backgrounds will be selected as Fellows. Fellows will be trained in both pedagogy and in communication skills. The project will work closely with the School District science and mathematics coordinators and the school principals in developing and implementing a plan to help the Fellows become valuable resources to the teachers. In addition to a stipend, each mathematics and science teacher will also participate in professional development scheduled for the summer of each year. As part of the professional development, teachers will have the opportunity to participate in research experiences with researchers in engineering and the sciences. GRAD TEACHING FELLOWS IN K-12 DGE EHR Okogbaa, O. Geoffrey Tapas Das Ashok Kumar Brenda Townsend Grisselle Centeno University of South Florida FL Sonia Ortega Continuing grant 1675000 7179 SMET 9179 7179 0000099 Other Applications NEC 0139357 April 15, 2002 Graduate Teaching Fellows (GK-12) for South Mississippi. This award provides funding for the University of Southern Mississippi (USM) to develop a GK-12 program. This program will provide fellowships for twelve graduate students per year to work with K-12 teachers in six south Mississippi school districts. Fellows will be selected from the graduate programs in biology, chemistry, geology, mathematics, physics and polymer science. Each Fellow will pair with a K-12 teacher and a university mentor to develop and implement standards-based activities and lessons that will be integrated into the mathematics and science curriculum. The USM's Center for Science and Mathematics Education (CSMEd) will serve as the coordinating unit for the project. When taken as a whole, the school districts involved include a population of students that is representative of the state, approximately 51% African American, 48% White, and 1% Other. The plan for the GK-12 program includes a summer workshop to bring teachers and Fellows together for planning, weekly seminars for Fellows during the school year, joint meetings for all participants (university faculty, Fellows and teachers) at least once during each semester, professional development opportunities for the teachers, and travel for teachers and Fellows to science outreach centers (science museums, zoos, aquaria), and local, regional, and national conferences. EXP PROG TO STIM COMP RES GRAD TEACHING FELLOWS IN K-12 DGE EHR Ross, Susan University of Southern Mississippi MS Sonia Ortega Continuing grant 1709664 9150 7179 SMET 9179 9150 7179 0000099 Other Applications NEC 0139365 April 15, 2002 LetÆs Explore Applied Physical Science (LEAPS). Faculty members from the physics, chemistry and engineering departments at the University of California at Santa Barbara are collaborating with teachers in the Santa Barbara School District to improve articulation of hands-on, minds-on learning in physical sciences in the middle grades. This program builds on existing teacher and school outreach efforts of these departments. Fellows are selected from outstanding research-experienced graduate and undergraduate students in the participating departments. Teachers are selected from those who already have interacted with the university through participation in such outreach programs as Research Experience for Teachers. Activities to be designed and implemented by the teacher/fellow teams are based on the California State Standards. A grade appropriate model for small group investigation of physical science concepts is being developed, pilot tested and disseminated. This project is receiving partial support from the Directorate for Mathematics and Physical Sciences. GRAD TEACHING FELLOWS IN K-12 OFFICE OF MULTIDISCIPLINARY AC DGE EHR Gwinn, Elisabeth Fiona Goodchild Jean Carlson Anthony Cheetham University of California-Santa Barbara CA Sonia Ortega Continuing grant 1384836 7179 1253 SMET 9179 7179 0000099 Other Applications NEC 0139372 July 1, 2002 Integrating Biotechnology and Ecology into Science Education in Rural Schools in Oregon. The goal of our Rural Science Ed. program is to offer rural schools in Oregon the opportunity to provide advanced and innovative inquiry-based science education to their students through a partnership with the academic community at Oregon State University. In our program, trained NSF Fellows from Oregon State University, in collaboration with Teacher Mentors from participating rural schools, will develop inquiry-based science curricula that meet the needs of middle and high school children in Oregon. The curricula will include simple and innovative experiments that integrate advances in biotechnology and ecology to encourage critical thinking about the impacts of agriculture on the environment, and the implications of advanced scientific research on human lives. Twelve NSF Fellows, 6 graduates and 6 undergraduates from Oregon State University, will be selected from the disciplines of Entomology, Botany & Plant Pathology, Horticulture, Crop & Soil Science and Science and Math Education. One graduate and one undergraduate will work as an NSF Fellow Team in each classroom. Each Fellow's program will consist of the following activities: on-campus instruction in science and rural education provided by the Department of Science & Math Education, provision of year long science education in participating schools, involvement in outreach activities of Oregon State University such as 4-H, Science & Math Investigative Learning Experiences, and Museum Days, and year-end evaluation of the program. Science teachers from participating schools will serve as Teacher Mentors for NSF Fellows to facilitate development of experiments that complement existing science curricula. Videos and web pages will be developed for experiments conducted for future use by science teachers in Oregon. The program will be evaluated using 'before' and 'after' quizzes in the classroom, and term and year-end evaluations by K 12 students, Teacher Mentors and NSF Fellows. K-12 student will benefit by hands-on experience in scientific research using live material and exposure to current scientific ideas and advanced technology to make them more competitive and better prepared for later schooling. The partnership will better equip Teacher Mentors for providing advanced scientific inquiry based science instruction in the future. Besides obtaining a stipend for their programs, NSF Fellow will benefit by the hands-on teaching experience that they will gain in the classroom. The program will enable Oregon Styate University professionals to recruit high quality graduate students, provide teaching experience to complement research experience that students can acquire on campus, and form partnerships with Oregon schools for extending science education. GRAD TEACHING FELLOWS IN K-12 POP & COMMUNITY ECOL PROG DGE EHR Rao, Sujaya Lynn Royce Kenneth Johnson Edith Gummer Oregon State University OR Sonia Ortega Continuing grant 1318079 7179 1182 SMET 9179 9177 7179 0000099 Other Applications NEC 0139378 September 1, 2002 GK12: Partnerships Involving the Scientific Community in Elementary Schools (PISCES): Graduate Teaching Fellowships in K-12 Education. The project interacts with and expands PISCES, a district-based, community-supported elementary improvement program for grade K-6 in 14 districts in San Diego County, Arctic Alaska, and La Paz, Baja California Sur, Mexico. Fellows and teachers together develop hands on science experiences using standard school district kits (e.g. FOSS). Educational features include summer and school year on-site institutes and seminars for the fellows and cooperating teachers and extensive use of the San Diego County Office of Education's educational technology resources. GK-12 Fellows benefit from a program to help them develop good communication and teaching skills. Participating teachers benefit by having the opportunity to interact with environmental research projects in a wide variety of climatic, biotic and social/scientific conditions. EAPSI GRAD TEACHING FELLOWS IN K-12 AMERICAS PROGRAM ARCTIC RESEARCH AND EDUCATION ARCTIC RESRCH SUPPRT & LOGISTI POP & COMMUNITY ECOL PROG DGE EHR Oechel, Walter Nancy Taylor Donna Ross San Diego State University Foundation CA Sonia Ortega Continuing grant 1657500 7316 7179 5977 5208 5205 1182 SMET 9179 9177 7179 5977 0000099 Other Applications NEC 0139570 June 1, 2002 GK-12: Inquiry and Innovative Thinking by Design. This is an interdisciplinary program to teach mathematics, science and technology at middle schools in Arkansas. The approach is based on a "learning through doing" paradigm, using the theme of optic and electronic concepts in everyday life. Goals are to be achieved by creating (teaching) teams consisting of graduate fellows, school teachers, university faculty, administrators, and parents of students. This project is being co-funded by the Directorate for Mathematical and Physical Sciences, Office of Multidisciplinary Activities. EXP PROG TO STIM COMP RES GRAD TEACHING FELLOWS IN K-12 OFFICE OF MULTIDISCIPLINARY AC DGE EHR Hobson, Arthur Gregory Salamo Gay Stewart Denise Airola Ronna Turner University of Arkansas AR Sonia Ortega Continuing grant 1549477 9150 7179 1253 SMET 9179 9150 7179 1359 0000099 Other Applications NEC 0196128 October 1, 2000 NSF-PFSMETE. POSTDOC FELLOW IN SCI, MATH EN DGE EHR Todd, John Bowling Green State University OH Sonia Ortega Fellowship 51558 7174 0105000 Manpower & Training 0202337 December 1, 2001 Graduate Research Fellowship Program. GRADUATE FELLOWSHIPS DGE EHR None, None University of Chicago IL William J. Hahn Fellowship 7330884 7172 SMET 9179 0000099 Other Applications NEC 0202338 November 15, 2001 Graduate Research Fellowships Program. GRADUATE FELLOWSHIPS DGE EHR None, None Wayne State University MI Earnestine Psalmonds Fellowship 91238 7172 SMET 9179 0000099 Other Applications NEC 0202339 December 1, 2001 Graduate Research Fellowship Program. GRADUATE FELLOWSHIPS DGE EHR None, None Columbia University NY Earnestine Psalmonds Fellowship 4508974 7172 SMET 9179 0000099 Other Applications NEC 0202340 December 1, 2001 Graduate Research Fellowship Program. EAPSI GRADUATE FELLOWSHIPS ENGINEERING EDUCATION DGE EHR None, None University of Michigan Ann Arbor MI Earnestine Psalmonds Fellowship 13638615 7316 7172 1340 SMET 9179 7172 0000099 Other Applications NEC 0202736 December 1, 2001 Graduate Research Fellowships. GRADUATE FELLOWSHIPS DGE EHR None, None University of North Carolina at Chapel Hill NC Earnestine Psalmonds Fellowship 3980800 7172 SMET 9179 0000099 Other Applications NEC 0202737 November 1, 2001 Graduate Research Fellowship. GRADUATE FELLOWSHIPS HUMAN RESOURCES DEVELOPMENT DGE EHR None, None Washington University MO Earnestine Psalmonds Fellowship 3155831 7172 1360 SMET 9179 0000099 Other Applications NEC 0202738 November 15, 2001 Graduate Research Fellowships Program. GRADUATE FELLOWSHIPS DGE EHR None, None Yale University CT Earnestine Psalmonds Fellowship 9030499 7172 SMET 9179 0000099 Other Applications NEC 0202739 December 1, 2001 Graduate Research Fellowship Program. GRADUATE FELLOWSHIPS ENGINEERING EDUCATION DGE EHR None, None Princeton University NJ Earnestine Psalmonds Fellowship 9341120 7172 1340 SMET 9179 7172 0000099 Other Applications NEC 0202740 December 1, 2001 Graduate Research Fellowship Program. GRADUATE FELLOWSHIPS DGE EHR None, None University of California-Davis CA Gisele T. Muller-Parker Fellowship 6540092 7172 SMET 9179 0000099 Other Applications NEC 0202741 December 1, 2001 Graduate Research Fellowship Program. GRADUATE FELLOWSHIPS DGE EHR None, None University of Arizona AZ Earnestine Psalmonds Fellowship 3873577 7172 SMET 9179 0000099 Other Applications NEC 0202742 December 1, 2001 Graduate Research Fellowship Program. GRADUATE FELLOWSHIPS DGE EHR None, None University of California-San Diego CA Earnestine Psalmonds Fellowship 6674724 7172 SMET 9179 0000099 Other Applications NEC 0202743 December 1, 2001 Graduate Research Fellowship Program. GRADUATE FELLOWSHIPS DGE EHR None, None Johns Hopkins University MD William J. Hahn Fellowship 3019120 7172 SMET 9179 0000099 Other Applications NEC 0202744 November 15, 2001 Graduate Research Fellowships Program. GRADUATE FELLOWSHIPS DGE EHR None, None University of Wisconsin-Madison WI Earnestine Psalmonds Fellowship 8898576 7172 SMET 9179 0000099 Other Applications NEC 0202745 December 1, 2001 Graduate Research Fellowship Program. GRADUATE FELLOWSHIPS ENGINEERING EDUCATION DGE EHR None, None Massachusetts Institute of Technology MA William J. Hahn Fellowship 29219520 7172 1340 SMET 9179 7172 0000099 Other Applications NEC 0202746 December 1, 2001 Graduate Research Fellowship Program. GRADUATE FELLOWSHIPS HUMAN RESOURCES DEVELOPMENT ENGINEERING EDUCATION DGE EHR None, None Duke University NC Earnestine Psalmonds Fellowship 7580376 7172 1360 1340 SMET 9179 7172 0000099 Other Applications NEC 0202748 November 15, 2001 Graduate Research Fellowships Program. GRADUATE FELLOWSHIPS DGE EHR None, None Cornell University NY Earnestine Psalmonds Fellowship 10330011 7172 SMET 9179 0000099 Other Applications NEC 0202749 December 1, 2001 Graduate Research Fellowship Program. GRADUATE FELLOWSHIPS WORKFORCE ENGINEERING EDUCATION DGE EHR None, None University of California-Berkeley CA William J. Hahn Fellowship 38900000 7172 1713 1340 SMET 9179 7172 0000099 Other Applications NEC 0202750 December 1, 2001 Graduate Research Fellowship Program. GRADUATE FELLOWSHIPS DGE EHR None, None University of California-Los Angeles CA Earnestine Psalmonds Fellowship 7479157 7172 SMET 9179 0000099 Other Applications NEC 0202751 December 1, 2001 Graduate Research Fellowship Program. GRADUATE FELLOWSHIPS DGE EHR None, None University of Texas at Austin TX Earnestine Psalmonds Fellowship 6185695 7172 SMET 9179 0000099 Other Applications NEC 0116000 Human Subjects 0202753 November 15, 2001 Graduate Research Fellowships Program. GRADUATE FELLOWSHIPS DGE EHR None, None University of Illinois at Urbana-Champaign IL Earnestine Psalmonds Fellowship 5732154 7172 SMET 9179 0000099 Other Applications NEC 0202754 December 1, 2001 Graduate Research Fellowship Program. GRADUATE FELLOWSHIPS ENGINEERING EDUCATION DGE EHR None, None University of California-San Francisco CA Gisele T. Muller-Parker Fellowship 8535263 7172 1340 SMET 9179 0000099 Other Applications NEC 0202755 December 15, 2001 Graduate Research Fellowship Program. GRADUATE FELLOWSHIPS WORKFORCE ENGINEERING EDUCATION DGE EHR None, None Stanford University CA William J. Hahn Fellowship 26612450 7172 1713 1340 SMET 9179 7172 0000099 Other Applications NEC 0202756 December 15, 2001 Graduate Research Fellowship Program. GRADUATE FELLOWSHIPS ENGINEERING EDUCATION DGE EHR None, None Harvard University MA William J. Hahn Fellowship 29107571 7172 1340 SMET 9179 7172 0000099 Other Applications NEC 0202757 December 1, 2001 Graduate Research Fellowship Program. GRADUATE FELLOWSHIPS WORKFORCE HUMAN RESOURCES DEVELOPMENT ENGINEERING EDUCATION DGE EHR None, None GA Tech Research Corporation - GA Institute of Technology GA Earnestine Psalmonds Fellowship 10451200 7172 1713 1360 1340 SMET 9179 7172 1713 0000099 Other Applications NEC 0202758 December 1, 2001 Graduate Research Fellowship Program. GRADUATE FELLOWSHIPS DGE EHR None, None University of Colorado at Boulder CO Earnestine Psalmonds Fellowship 3840894 7172 SMET 9179 0000099 Other Applications NEC 0202759 December 1, 2001 Graduate Research Fellowship Program. GRADUATE FELLOWSHIPS DGE EHR None, None University of California-Santa Barbara CA Earnestine Psalmonds Fellowship 5543600 7172 SMET 9179 0000099 Other Applications NEC 0203031 December 1, 2001 Graduate Research Fellowship Program. GRADUATE FELLOWSHIPS DGE EHR None, None University of Washington WA Earnestine Psalmonds Fellowship 8574350 7172 SMET 9179 0000099 Other Applications NEC 0203032 December 1, 2001 Graduate Research Fellowship Program. GRADUATE FELLOWSHIPS WORKFORCE DGE EHR None, None California Institute of Technology CA Earnestine Psalmonds Fellowship 9340655 7172 1713 SMET 9179 0000099 Other Applications NEC 0203225 January 15, 2002 Mathematical Cognition and Affect During Non-Routine Problem Solving. The objective of the proposed work is two?fold. At the level of the individual the objective is to advance understanding of the complexities of cognition and affect during problem?solving. The other objective is at the level of community: cognition?and?affect interaction in the context of collegiate mathematics classroom culture. In pursuing these objectives, the relationships among affect and cognition during non?routine problem solving should prove particularly important. The Proposal incorporates one of the most effective methods developed to date for research in collegiate mathematics education: research working groups involving graduate students as well as junior and senior researchers. The research methodology ensured by the make?up of the working groups is both broad: quantitative methods (e.g. survey), experimental methods (e.g. teaching experiment) and deep: qualitative methods (e.g. interview), experiential methods (e.g. case study). Investigating the relationships and causalities among what problem?solvers think of their feelings, attitudes, beliefs, and selves in mathematics and how those aspects of affect interact with cognitive efforts during problem solving would, of course, take more than the next year. What this Proposal provides for is the organizing of research working?groups around the objectives given above. One result of this cooperation will be the design, implementation, and completion of at least one pilot study. A second result will be the creation of a research design for continued work on both individual and community cognition?and?affect interaction in the various contexts of mathematics learning. At the individual?level, it is well known that significantly reducing the anxiety of a mathematically anxious student is challenging (at best, and often fails). What does show promise, however, is meta?affective self?control. Rather than insisting a student no longer feel anxious, an individuallevel pilot study would investigate ways to encourage an empowering meta?affect. Most work in this area has been at the school level. The proposed pilot?study would be at the collegiate level. A pilot study aimed at the community?level objective could offer a way to revitalize curricular reforms. Many curricular reforms in mathematics lose momentum because their "one?size fits all" approach fails to influence enough instructors. A community?level pilot study could investigate for which cognition?and?affect profiles an existing reform appears to be effective and then work through teaching experimentation and research to create several "sizes," i.e. tailor curricula for classroom and/or distance?learning formats based on the goals of the original reform efforts. The proposed avenue of research addresses one of the large issues confronting higher education today: distance learning. The format of an internet education site has, implicitly, assumptions about cognition?and?affect; i.e. a cognition?and?affect profile can be compiled from the forms and processes at a website. In many distance learning settings, the interaction of teachers and students does not disappear, but rather is made more complex by the mediation of the website (or other vehicle). This is especially so as distance learning in this country is shifting from a concern mainly with procedural knowledge to the teaching of conceptual knowledge (for example, in non?routine problem solving or theorem proving). As an area for research and development, this three?way relationship between students, teachers, and a mediating website has been little studied (in mathematics education) and is very promising. The proposed work would contribute to the foundation for future investigations of this topic. POSTDOC FELLOW IN SCI, MATH EN DGE EHR Hauk, Shandy University of Northern Colorado CO Terry S. Woodin Standard Grant 50000 7174 SMET 9179 0204779 March 15, 2002 PFSMETE Starter Grant Proposal: Further Studies of Metacognition and Chemistry Learning. 0204779 Despite the importance of a whole spectrum of knowledge from general thinking strategies to specific content in scientists' thinking, most science instructors focus their courses only on content knowledge and neglect to equip students with appropriate thinking strategies. Thus, it is not surprising that students often gain factual and procedural knowledge, but are unable to link and use these ideas to solve novel problems, give coherent explanations, or construct a principled understanding of science. This is unfortunate because, without these abilities, science content knowledge is practically useless to students. On the other hand, understanding of the fundamental principles and thinking strategies of science fosters independent science learning and problem solving. Research in cognitive science and education illustrates that instructors can promote better understanding by explicitly teaching students to use thinking strategies that experts use implicitly. Metacognition refers to the monitoring and regulation of one's own thoughts, and includes the use of both general and domain-specific thinking strategies. An example of a general thinking strategy is evaluating new ideas by comparing them with other things you know about to see if the ideas fit together and make sense to you. A strategy that is more specific to the domain of chemistry is making connections between macroscopic observations and molecular-level explanations. Research has shown that high levels of metacognition are key for understanding ideas and for problem solving. While it is clear that metacognition contributes favorably to learning, many open questions about its specific role remain. With funding from a PFSMETE starter grant, I propose to continue my research regarding metacognition and chemistry learning. First, I propose to use funds from this starter grant to provide a bridge between my PFSMETE postdoctoral work and plans for larger-scale dissemination and study of student learning in the laboratory via the MORE Thinking Frame. Thus, a major focus of this project will be to study the use of the MORE Thinking Frame as implemented by a graduate student instructor who has never used the tool before and the student learning that results from such an implementation. Second, of the three arenas in which chemistry is taught at the college level (lecture, laboratory, and recitation), by far the most challenging context in which to promote student metacognition is that of the large lecture class. Thus, the second major focus of this project will be to develop and study instructional methods that can be used to promote student metacognition during a "lecture" period. I expect that the research and development activities of this project will result in information about how to best design and disseminate metacognitive methods and materials, including an understanding of how use of such innovative methods may be sustained in different instructional contexts; valuable professional development opportunities for graduate students involved in the project; and improved metacognitive abilities, understanding of chemistry ideas and problem solving abilities for students. Overall, the proposed research can be expected to advance understandings of methods for promoting and assessing metacognition in chemistry courses, the cognitive mechanisms underlying chemistry learning, and approaches to the design of more effective learning environments. POSTDOC FELLOW IN SCI, MATH EN DGE EHR Rickey, Dawn Colorado State University CO Terry S. Woodin Standard Grant 49999 7174 SMET 9179 0105000 Manpower & Training 0206980 May 15, 2002 Communicating About Science: A Project to Improve Scientists' and Engineers' Communication Abilities. This project addresses the challenge of educating scientists and engineers in the professional and personal communication skills they need to meet career demands of the 21st century. The intention of the project is to address one of the nation's central concerns; the ability of scientists to engage in policy-critical communication about their work; work that is critical to the health and well being of U.S. society. Experts in communication, the rhetoric of science, instructional development, and training will work collaboratively with scientists and engineers in two areas of concern previously identified by the Committee on Science, Engineering, and Public Policy as well as others in the science community (1995); 1. Scientists and engineers; ability to communicate among themselves interpersonally and in teams, and their ability to solve problems and work across scientific and other disciplines. 2. Scientists and engineers; ability to communicate about science to larger audiences with an emphasis on lay and public constituencies and non-scientists. The two challenges will be addressed by the accomplishment of two short term objectives and one long term goal: A first short term objective is producing curriculum recommendations for the communication training of scientists and engineers; A second short term objective is developing a proposal for the National Science Foundation (NSF) Division of Graduate Education to: 1. articulate a new set of priorities and approaches to address the most effective and appropriate ways of communicating about science; and, 2. produce and disseminate communication training resources for aspiring (graduate and post-doctoral) scientists and engineers. A long term and perhaps some intrinsic goal is forming critical partnerships and building a foundation for future relationships between the communication discipline and scientists and engineers to work collaboratively on challenges in communicating about science These activities will begin with a briefing meeting to be held in November 2001 at the NCA national convention. A facilitated workshop will follow in Winter/Spring 2002 that will produce curriculum recommendations and a plan for a full grant proposal to explore possibilities for creating new communities of communication colleagues and scientists. Following the spring workshop and within the 2002 calendar year, the full grant proposal will be submitted to NSF. The proposal will focus on furthering the development of collaborative relationships between communication and science and developing training resources of various sorts to implement the curriculum recommendations. The proposal will also address the dissemination of the curriculum recommendations and training resources. IGERT FULL PROPOSALS DGE EHR Morreale, Sherwyn National Communnication Association DC Paul W. Jennings Standard Grant 42570 1335 SMET 9179 0000099 Other Applications NEC 0209264 September 15, 2002 Postdoctoral Research Fellowship. NATO DONATIONS FOR FELLOWSHIPS DGE EHR Pickett, Warren University of California-Davis CA Terry S. Woodin Fellowship 37200 8252 OTHR 0000 0000099 Other Applications NEC 0209406 September 1, 2002 PostDoctoral Research Fellowship. NATO DONATIONS FOR FELLOWSHIPS DGE EHR McGuire, James Tulane University LA Terry S. Woodin Fellowship 49800 8252 OTHR 9150 0000 0000099 Other Applications NEC 0209408 September 1, 2002 PostDoctoral Research Fellowship. NATO DONATIONS FOR FELLOWSHIPS DGE EHR Lee, David Cornell University NY Terry S. Woodin Fellowship 37200 8252 OTHR 0000 0000099 Other Applications NEC 0209410 July 15, 2002 PostDoctoral Research Fellowship. NATO DONATIONS FOR FELLOWSHIPS DGE EHR Meisel, Mark University of Florida FL Terry S. Woodin Fellowship 46200 8252 OTHR 0000 0000099 Other Applications NEC 0209433 September 1, 2002 PostDoctoral Research Fellowship. NATO DONATIONS FOR FELLOWSHIPS DGE EHR Ortwerth, Beryl University of Missouri-Columbia MO Terry S. Woodin Fellowship 40800 8252 OTHR 0000 0000099 Other Applications NEC 0209459 January 1, 2003 PostDoctoral Research Fellowship. NATO DONATIONS FOR FELLOWSHIPS DGE EHR Blanchard, Gary Michigan State University MI Terry S. Woodin Fellowship 37200 8252 OTHR 0000 0000099 Other Applications NEC 0209488 September 1, 2002 PostDoctoral Research Fellowship. NATO DONATIONS FOR FELLOWSHIPS DGE EHR Rozners, Eriks Northeastern University MA Terry S. Woodin Fellowship 42600 8252 OTHR 0000 0000099 Other Applications NEC 0209500 June 1, 2002 PostDoctoral Fellowship: Genome Evolution in New and Ancient Polyploids. NATO DONATIONS FOR FELLOWSHIPS DGE EHR Soltis, Douglas Pamela Soltis University of Florida FL Carolyn L. Piper Fellowship 49800 8252 OTHR 0000 0000099 Other Applications NEC 0209512 July 15, 2002 PostDoctoral Research Fellowship. NATO DONATIONS FOR FELLOWSHIPS DGE EHR Burns, Peter University of Notre Dame IN Terry S. Woodin Fellowship 42600 8252 OTHR 0000 0000099 Other Applications NEC 0209513 September 1, 2002 PostDoctoral Research Fellowship. NATO DONATIONS FOR FELLOWSHIPS DGE EHR Bejan, Adrian Duke University NC Terry S. Woodin Fellowship 37200 8252 OTHR 0000 0000099 Other Applications NEC 0209520 October 1, 2002 PostDoctoral Research Fellowship. NATO DONATIONS FOR FELLOWSHIPS DGE EHR Ciszkowska, Malgorzata CUNY Brooklyn College NY Terry S. Woodin Fellowship 37200 8252 OTHR 0000 0000099 Other Applications NEC 0209530 September 1, 2002 PostDoctoral Research Fellowship. NATO DONATIONS FOR FELLOWSHIPS DGE EHR Spear, Frank Rensselaer Polytechnic Institute NY Terry S. Woodin Fellowship 37200 8252 OTHR 0000 0000099 Other Applications NEC 0209532 July 1, 2002 PostDoctoral Research Fellowship. NATO DONATIONS FOR FELLOWSHIPS DGE EHR Chen, Zhan University of Michigan Ann Arbor MI Terry S. Woodin Fellowship 42600 8252 OTHR 0000 0000099 Other Applications NEC 0209543 October 1, 2002 PostDoctoral Research Fellowship. NATO DONATIONS FOR FELLOWSHIPS DGE EHR Gorbatikh, Larissa University of New Mexico NM Terry S. Woodin Fellowship 37200 8252 OTHR 9150 0000 0000099 Other Applications NEC 0209549 September 15, 2002 Postdoctoral Research Fellowship. NATO DONATIONS FOR FELLOWSHIPS DGE EHR Previato, Emma Trustees of Boston University MA Terry S. Woodin Fellowship 37200 8252 OTHR 0000 0000099 Other Applications NEC 0209551 August 15, 2002 PostDoctoral Research Fellowship. NATO DONATIONS FOR FELLOWSHIPS DGE EHR Westwood, James Virginia Polytechnic Institute and State University VA Terry S. Woodin Fellowship 46200 8252 OTHR 0000 0000099 Other Applications NEC 0209555 September 1, 2002 PostDoctoral Research Fellowship. NATO DONATIONS FOR FELLOWSHIPS DGE EHR Locke, Bruce Florida State University FL Terry S. Woodin Fellowship 46200 8252 OTHR 0000 0000099 Other Applications NEC 0209588 September 15, 2002 PostDoctoral Research Fellowship. NATO DONATIONS FOR FELLOWSHIPS DGE EHR Shvartsman, Alexander University of Connecticut CT Carolyn L. Piper Fellowship 46200 8252 OTHR 0000 0000099 Other Applications NEC 0209592 September 1, 2002 PostDoctoral Research Fellowship. NATO DONATIONS FOR FELLOWSHIPS DGE EHR Crumbliss, Alvin Duke University NC Carolyn L. Piper Fellowship 49800 8252 OTHR 0000 0000099 Other Applications NEC 0209594 November 15, 2002 PostDoctoral Research Fellowship. NATO DONATIONS FOR FELLOWSHIPS DGE EHR Pratt, Richard University of Pittsburgh PA Terry S. Woodin Fellowship 42600 8252 OTHR 0000 0000099 Other Applications NEC 0209653 January 1, 2003 PostDoctoral Research Fellowship. NATO DONATIONS FOR FELLOWSHIPS DGE EHR Sadik, Omowunmi SUNY at Binghamton NY Carolyn L. Piper Fellowship 42600 8252 OTHR 0000 0000099 Other Applications NEC 0209661 July 15, 2002 PostDoctoral Research Fellowship. NATO DONATIONS FOR FELLOWSHIPS DGE EHR Mohler, William University of Connecticut Health Center CT Terry S. Woodin Fellowship 37200 8252 OTHR 0000 0000099 Other Applications NEC 0209663 August 15, 2002 PostDoctoral Research Fellowship. NATO DONATIONS FOR FELLOWSHIPS DGE EHR Roth, J. Reece University of Tennessee Knoxville TN Terry S. Woodin Fellowship 42600 8252 OTHR 0000 0000099 Other Applications NEC 0209666 October 1, 2002 PostDoctoral Research Fellowship. NATO DONATIONS FOR FELLOWSHIPS DGE EHR Olvera, Monica Northwestern University IL Terry S. Woodin Fellowship 37200 8252 OTHR 0000 0000099 Other Applications NEC 0209674 June 1, 2002 PostDoctoral Research Fellowship. NATO DONATIONS FOR FELLOWSHIPS DGE EHR Smith, Cassandra Trustees of Boston University MA Terry S. Woodin Fellowship 37200 8252 OTHR 0000 0000099 Other Applications NEC 0209739 September 15, 2002 PostDoctoral Research Fellowship. NATO DONATIONS FOR FELLOWSHIPS DGE EHR Sytkowski, Arthur Beth Israel Deaconess Medical Center MA Terry S. Woodin Fellowship 37200 8252 OTHR 0000 0000099 Other Applications NEC 0217424 December 15, 2002 IGERT: Cross-Disciplinary Research Training in Mathematical Biology. This IGERT project will develop a graduate program of cross-disciplinary research and training in Mathematical Biology. The goal of the program is to give students a solid training in core mathematics and genuine expertise in an area of contemporary biology. Such training will bring to bear the power of mathematics on the exciting and challenging problems of modern biology. Students will be recruited from a broad spectrum of mathematical, scientific and cultural backgrounds. It is expected that the graduates of this program will receive Ph.D.'s in mathematics, but by virtue of their broad-based training will be able to contribute to collaborative research efforts in numerous academic and industrial settings. In the process, the program seeks to build many new bridges between mathematics and biology potentially reshaping research for a new generation of mathematical biologists. The research and training program will be organized around the four research themes of biofluids, ecology and evolutionary biology, neuroscience, and physiology. A unique feature of this research and training program will be the establishment of Special Interest Groups (SIG's). Each SIG will be led by one or more faculty members with activities that include discussion of research problems, discussion of recent seminars, formal and informal talks about recent papers, student presented talks on background literature, etc. The training of students will also include formal coursework in both Mathematics and Biology, laboratory rotations or field work in an area of the life sciences, mentoring by both mathematics and life science faculty, and journal clubs, laboratory group meetings, and workshops. In these ways, the training of students will put great emphasis on collaboration and interaction across traditional academic disciplines. IGERT is an NSF-wide program intended to meet the challenges of educating U.S. Ph.D. scientists and engineers with the multidisciplinary backgrounds and the technical, professional, and personal skills needed for the career demands of the future. The program is intended to catalyze a cultural change in graduate education by establishing innovative new models for graduate education and training in a fertile environment for collaborative research that transcends traditional disciplinary boundaries. In the fifth year of the program, awards are being made to twenty-one institutions for programs that collectively span the areas of science and engineering supported by NSF. WESTERN EUROPE PROGRAM EAST ASIA AND PACIFIC PROGRAM HUMAN RESOURCES DEVELOPMENT IGERT FULL PROPOSALS DGE EHR Keener, James Aaron Fogelson John Sperry Frederick Adler Paul Bressloff University of Utah UT Melur K. Ramasubramanian Continuing grant 3477492 5980 5978 1360 1335 SMET 9179 5941 5921 5914 1335 0000099 Other Applications NEC 0217942 June 1, 2002 Incorporating Real-World Experience in Diverse Science Curricula through Community Building Partnerships. Incorporating real-world experience in diverse science curricula through community building partnerships. The current proposal is a request for start-up funds to complement and extend my PFSMETE (1999) post-doctoral fellowship at Middlebury College (Middlebury, VT): "Teaching science through real-world experience: an introductory course in applied conservation biology." That project tested a model of introductory level science teaching in which students are motivated to learn how to do science by giving them the opportunity to work on real-world projects in their laboratories instead of cookbook labs with pre- determined results. Partnerships with natural resource agencies supplied research opportunities for students in the course, and these partnerships contributed to both student learning (by enhancing motivation and reward), and to the partner agencies (by providing useful data, ideas and public exposure). The logical next step for this model of teaching is to expand it. In my new capacity as Assistant Professor of Biology and Co-Director of the Environmental Studies Program at Kalamazoo College, I hope to do just that. I will build upon the curriculum I developed under the previous project in order to incorporate real-world experiences in large enrollment introductory and non-majors courses, as well as upper level courses with students who are more skilled but would still benefit from the real-world motivating factors. Since enrollment in many undergraduate courses ranges from fifty to several hundred, it will be useful to learn which aspects of the partnership pedagogical model will be transferable to larger courses. I have included letters of support from two potential agency partners, Convening for Action (CF A), a local project with ties to Kalamazoo College that seeks to coordinate county-wide land use planning through a geographic information system (GIS) and intenet- based database, and the Southwest Michigan Land Conservancy, which oversees many of our region's important natural areas. Most of the data my students will be collecting will have a spatial component. That is, the data must be analyzed in the context of their location, or in the very least displayed spatially. A GIS is therefore essential to satisfy the goals of many of the partnerships I envision. By working under the CF A umbrella, and by using GIS I will ensure that the students' efforts are concentrated in those areas where data are ,needed most. At Kalamazoo College, I will eventually be responsible for five biology courses: a non-majors Environmental Science course with an enrollment cap of 30, an introductory biology course with a cap of 48, and iliree senior level courses, each with expected enrollment of 12 to 15. The proposed research will test the feasibility of scaling up the partnership model for use in these larger format courses. Using student assistants during two summers, I will lay the groundwork for incorporating experiential learning based on real-world partnerships into these courses, and other funds will support the GIS technology and added expenses of enabling students to conduct research in the classroom. The short-term success for this project will be measured by students' performance and attitude, and the utility of the partnerships for the agencies. To ascertain if real-world experience facilitates student learning, I will administer a questionnaire before and after each course to gauge students' attitudes toward science, and their comprehension of the underlying basics of how we do science. The longer term success of this project will be measured by whether or not partnerships mature into mutually beneficial collaborations that have continuity across the academic calendar. Meeting these short-term and long-term goals will provide the track record to seek additional funding from regional resources to ensure continuity of the partnerships after the proposed project is completed in August 2003. POSTDOC FELLOW IN SCI, MATH EN DGE EHR Girdler, Erin Kalamazoo College MI Terry S. Woodin Standard Grant 43640 7174 SMET 9179 7174 0000099 Other Applications NEC 0221041 December 15, 2002 IGERT: A Joint Graduate Program in Applied Mathematics and the Earth & Environmental Sciences. Columbia University is establishing a new, multi-departmental graduate program in Applied Mathematics and the Earth & Environmental Sciences. The aim of this new IGERT Joint Program is to train a new generation of scientists whose level of mathematical sophistication will be considerably higher than that of typical students currently graduating from earth and environmental science programs and, at the same time, whose familiarity with the important issues and major open research questions in the earth and environmental sciences will be much deeper that what is usually expected of students trained uniquely within applied mathematics departments. To achieve this goal, five departments at Columbia - Mathematics, Statistics, Applied Physics & Applied Mathematics, Earth & Environmental Sciences, and Earth & Environmental Engineering - under the coordinating role of the Columbia Earth Institute, will collaboratively train graduate students under this new IGERT Joint Program. While students in the IGERT Joint Program will be individually admitted by each department, their progress will be monitored by a Steering Committee of faculty associated with the Joint Program. In addition to satisfying the requirements of the departments into which they are admitted, all students in the Joint Program will take a new integrated two-semester sequence in Applied Mathematics specifically tailored to issues and problems in the global environmental sciences, and will be expected to earn a minimum number of credits in both mathematical and earth science courses. In addition, they will be expected to attend a weekly colloquium organized by the Joint Program, give a formal presentation of their research results once a year to the faculty and other students affiliated with the Joint Program, attend special series of invited lectures, assist in the mentoring of undergraduates, and complete a one summer internship during their graduate training at a research institution, national laboratory, or industrial research center. IGERT is an NSF-wide program intended to meet the challenges of educating U.S. Ph.D. scientists and engineers with the multidisciplinary backgrounds and the technical, professional, and personal skills needed for the career demands of the future. The program is intended to catalyze a cultural change in graduate education by establishing innovative new models for graduate education and training in a fertile environment for collaborative research that transcends traditional disciplinary boundaries. In the fifth year of the program, awards are being made to twenty-one institutions for programs that collectively span the areas of science and engineering supported by NSF. HUMAN RESOURCES DEVELOPMENT IGERT FULL PROPOSALS DGE EHR Polvani, Lorenzo Upmanu Lall Duong Phong Marc Spiegelman Victor de la Pena Columbia University NY Melur K. Ramasubramanian Continuing grant 3509406 1360 1335 SMET 9179 1335 0000099 Other Applications NEC 0221589 December 1, 2002 IGERT: Multiscale Phenomena in Soft Materials. This proposal describes an inter-institutional IGERT program in soft materials to be offered jointly at City College of CUNY and Columbia University, which are in close proximity. De Gennes defines soft materials as organic media that organize on supramolecular length scales via weak associative interactions. Examples include thin polymeric films for sensors, organic blends for electronic displays, and natural and artificial tissue, spanning the range from complex fluids to soft solids. They are intrinsically multi-scale, molecular to macroscopic. A stunning variety of structures and morphologies can emerge, enabling a wide range of new technologies, and all scales impact processing and use. The Ph.D. program will be built around joint seminars, an industrial internship, collaborative thesis research, and a core of joint course offerings, including two new laboratory courses. The research will be in three complementary areas: effects of confinement on polymer statics and dynamics, chemical and physical patterning, and multi-scale phenomena in bio-related materials. The proposed core curriculum will be taken in addition to the core disciplinary requirements in the student's major department. Our proposal is consistent with existing Ph.D. requirements for all five participating departments, and does not add in any way to the degree requirements or faculty teaching loads; the soft materials courses will satisfy existing elective requirements, but will enable the students to focus these electives within a coordinated program. The proposed collaborative program is unique in two respects: First, it leverages the intellectual and material resources of two neighboring, urban, public/private institutions with complementary faculty and diverse student bodies. Second, it creates a unique, synergistic environment for research and graduate education in a niche area that is at the heart of numerous technologies essential to industries based in the greater New York regional area. IGERT is an NSF-wide program intended to meet the challenges of educating U.S. Ph.D. scientists and engineers with the multidisciplinary backgrounds and the technical, professional, and personal skills needed for the career demands of the future. The program is intended to catalyze a cultural change in graduate education by establishing innovative new models for graduate education and training in a fertile environment for collaborative research that transcends traditional disciplinary boundaries. In the fifth year of the program, awards are being made to twenty-one institutions for programs that collectively span the areas of science and engineering supported by NSF. WESTERN EUROPE PROGRAM EAST ASIA AND PACIFIC PROGRAM HUMAN RESOURCES DEVELOPMENT IGERT FULL PROPOSALS DGE EHR Denn, Morton Jeffrey Koberstein CUNY City College NY Melur K. Ramasubramanian Continuing grant 3503400 5980 5978 1360 1335 SMET 9179 5914 5912 1335 0000099 Other Applications NEC 0221594 February 1, 2003 IGERT: Integrated Graduate Training in Archaeological Sciences. The University of Arizona's IGERT program is an outgrowth of the emergence of the interdisciplinary field of archaeological science, in which expertise in one or more fields of scientific inquiry is integrated with training in archaeological theory and method. The program will integrate archaeology, geosciences, physics, tree-ring studies, and materials science and engineering into a coherent program of field- and laboratory-based training that will prepare doctoral graduates for employment in academia as well as the public and private sectors. The study of archaeology, and of the environmental contexts within which the human species evolved and diversified, requires the application of multiple techniques drawn from the sciences and engineering. These include techniques for (a) dating archaeological and paleoecological records; (b) reconstructing past climates, plant, and animal communities; (c) locating buried and submarine sites; (d) reconstructing extinct technologies and their impacts on past environments; and (e) identifying past exchange systems by tracing inorganic materials to their geological sources. Graduates of the IGERT program will acquire specific expertise in one or more of these areas, together with a knowledge of the broad range of archaeological sciences, plus a firm grounding in archaeological theory and techniques, blending experiences acquired in classrooms, laboratories and fieldwork. IGERT support will also provide minority undergraduate students and high school science teachers internships in archaeometric laboratories at the University, and will be paired with IGERT-supported graduate students to develop materials for school science curricula. IGERT is an NSF-wide program intended to meet the challenges of educating U.S. Ph.D. scientists and engineers with the multidisciplinary backgrounds and the technical, professional, and personal skills needed for the career demands of the future. The program is intended to catalyze a cultural change in graduate education by establishing innovative new models for graduate education and training in a fertile environment for collaborative research that transcends traditional disciplinary boundaries. In the fifth year of the program, awards are being made to twenty-one institutions for programs that collectively span the areas of science and engineering supported by NSF. IGERT FULL PROPOSALS DGE EHR Olsen, John Jeffrey Dean Joaquin Ruiz University of Arizona AZ Holly Given Continuing grant 3623877 1335 SMET 9179 9178 1335 0000099 Other Applications NEC 0221595 January 1, 2003 IGERT: Program for Interdisciplinary Mathematics, Ecology, and Statistics (PRIMES). Ecological research is a traditional strength within many departments and colleges at Colorado State University. Nearby state and federal agencies also interact with CSU faculty to monitor and model ecological resources. Much of this research activity is interdisciplinary and uses advanced mathematical and statistical tools. But, due to disciplinary boundaries in our graduate programs, neither ecology students with interests in quantitative methods, nor mathematics/statistics students with interests in ecology, are receiving the education they need to work on such interdisciplinary research. The vision of PRIMES is to break down these boundaries through early and uninterrupted exposure to interdisciplinary research projects, via a course called Team Research in Ecology (TREE). Students will obtain the tools they need to work effectively in TREE through reciprocal course offerings among the graduate programs, through modular courses on Advanced Quantitative Methods in Ecology (AQME), and through colloquia, workshops, and conferences. Teaching assistantships, research assistantships, and internships with nearby state and federal agencies will reinforce the interdisciplinary training of PRIMES and leverage IGERT fellowships. Existing projects in quantitative ecology at CSU will shape the curriculum of PRIMES, drive the interdisciplinary collaborations among faculty members and students, and lead to topics for Ph.D. theses. Projects will be organized into five Research Focus Groups to allow sharing of resources and ideas on related problems: Ecology of Managed Ecosystems, Ecology of Global Change, Dynamics of Introduced Disease, Aquatic Resources Modeling, and Evolution in Structured Populations. The PRIMES Council, with representatives from Biology, Mathematics, Statistics, and other participating departments, as well as an external agency, will guide the program toward the goal of making PRIMES a permanent fixture in graduate education at CSU. IGERT is an NSF-wide program intended to meet the challenges of educating U.S. Ph.D. scientists and engineers with the multidisciplinary backgrounds and the technical, professional, and personal skills needed for the career demands of the future. The program is intended to catalyze a cultural change in graduate education by establishing innovative new models for graduate education and training in a fertile environment for collaborative research that transcends traditional disciplinary boundaries. In the fifth year of the program, awards are being made to twenty-one institutions for programs that collectively span the areas of science and engineering supported by NSF. IGERT FULL PROPOSALS DGE EHR Estep, Donald Rick Miranda Richard Davis Colorado State University CO Melur K. Ramasubramanian Continuing grant 3260765 1335 SMET 1335 9179 0000099 Other Applications NEC 0221599 December 15, 2002 IGERT: Working Forest in the Tropics. Interdisciplinary skills and knowledge are required to address issues related to the use and conservation of tropical forests that do not enjoy protected-area status ("working forests"). This IGERT builds on strengths at the University of Florida to construct a cutting-edge program that will serve as a model for how doctoral research and training can effectively and ethically contribute to solving critical problems facing tropical working forests. The research goals are to (1) analyze tradeoffs and complementarities among working forest options; (2) clarify how biophysical, social, economic and political constraints and their interactions influence the effectiveness of different kinds of working forests for conservation and development; and (3) measure the impacts of capacity-building interventions designed to improve forest management and promote conservation. The methods will be integrative across a wide range of disciplines and explicitly comparative across four tropical forest regions (Lowland Bolivia; Acre, Brazil; Eastern Amazonia, Brazil; and the tri-national Maya Forest). The training program includes (1) cross-disciplinary requirements, consisting of courses in ecology and social science, history/culture of the research regions, and appropriate language proficiency; (2) integrative coursework, including Interdisciplinary Research Methods, Leadership and Communication Skills, Tropical Conservation and Development and Land-Use/Land-Cover Analysis, a Working Forests Clinic, and a Working Forests of the Tropics seminar and field course; and (3) complementary learning/teaching opportunities, including site visits within the four regions, annual conferences, retreats and workshops, an IGERT student group, internships, service as mentors, and sharing research results with stakeholders. This IGERT will (1) foster research that is more responsive to real world problems due to interdisciplinary training and strong partner linkages; (2) provide a better match between knowledge and skills developed by graduates and job market demands; and (3) develop a network of effective leaders, trained for the challenges of conservation and intensified use of tropical working forests. IGERT is an NSF-wide program intended to meet the challenges of educating U.S. Ph.D. scientists and engineers with the multidisciplinary backgrounds and the technical, professional, and personal skills needed for the career demands of the future. The program is intended to catalyze a cultural change in graduate education by establishing innovative new models for graduate education and training in a fertile environment for collaborative research that transcends traditional disciplinary boundaries. In the fifth year of the program, awards are being made to twenty-one institutions for programs that collectively span the areas of science and engineering supported by NSF. AMERICAS PROGRAM IGERT FULL PROPOSALS DGE EHR Kainer, Karen Francis Putz Marianne Schmink Susan Jacobson University of Florida FL Melur K. Ramasubramanian Continuing grant 3315547 5977 1335 SMET 9179 5913 1335 0000099 Other Applications NEC 0221600 December 1, 2002 IGERT: Technological Innovation: Generating Economic Results (TI:GER). This IGERT project is a multidisciplinary training program addressing two needs that are critical if society is to benefit from technological discoveries: (i) preparation of a professional workforce with the knowledge and skills needed to facilitate innovation, and (ii) research that improves our understanding of how business organizations and economic, regulatory, and legal mechanisms promote or impede the development and diffusion of new technologies. Faculty from the joint Georgia Institute of Technology/Emory University Department of Biomedical Engineering and NSF-Engineering Research Center (ERC) for Engineering of Human Tissues, Manufacturing Research Center, Microelectronics Research Center, Microelectromechanical Systems, and NSF-ERC Packaging Research Center are collaborating with faculty in the Georgia Tech DuPree College of Management, Emory Law School, and Emory Economics Department. Central to the program are teams of NSF-funded PhD students, cost-shared Master of Business Administration (MBA), and Doctor of Jurisprudence students (JD) who participate over a two year period in activities focused on technical, market, and legal issues related to the science and engineering (S&E) students' research. This multidisciplinary team approach is designed to (i) provide S&E students with the skills and multidisciplinary perspective needed to succeed in industry, (ii) produce S&E dissertations of technical merit and market relevance, (iii) facilitate dissertations in management and law & economics that improve our understanding of innovation, and (iv) provide MBAs and JDs with practical experience in a technical research environment. Educational features include two graduate level courses on the Fundamentals of Innovation and a case course developed specifically for this IGERT that all student participants take as a community of students, universities-wide seminar & workshop on Innovation Fundamentals, Intellectual Property Track for the JDs and PhDs in Law & Economics, a Minor in the Management of Innovation for S&E PhDs, a formal mechanism to initiate management and law & economics research at the doctoral level on innovation, internships and frequent interaction with industrial partners, and an annual Doctoral Research Institute on Innovation for graduate students invited from universities nationwide. IGERT is an NSF-wide program intended to meet the challenges of educating U.S. Ph.D. scientists and engineers with the multidisciplinary backgrounds and the technical, professional, and personal skills needed for the career demands of the future. The program is intended to catalyze a cultural change in graduate education by establishing innovative new models for graduate education and training in a fertile environment for collaborative research that transcends traditional disciplinary boundaries. In the fifth year of the program, awards are being made to twenty-one institutions for programs that collectively span the areas of science and engineering supported by NSF. HUMAN RESOURCES DEVELOPMENT IGERT FULL PROPOSALS DGE EHR Thursby, Marie Terry Blum William Wepfer Anderson Smith George Shepherd GA Tech Research Corporation - GA Institute of Technology GA Melur K. Ramasubramanian Continuing grant 3486314 1360 1335 SMET 9179 7179 1335 0000099 Other Applications NEC 0221611 December 15, 2002 IGERT: Institutions, Diversity, Emergence, Adaptations and Structures (IDEAS). The University of Michigan and The Santa Fe Institute, two leading institutions in the study of complex adaptive systems, are jointly organizing and supporting an IGERT graduate program for social scientists interested in institutional performance and design. The analytic core of the curricula borrows from multiple disciplines: economics, political science, computer science, physics, and sociology. The emphasis will be on how collections of diverse agents behave and adapt when their interactions are structured by formal and informal institutional constraints. Student researchers will study how formal institutions adapt and respond, how informal institutions emerge, how the structure of relationships between and within institutions affects performance and robustness, and when and how cultural, social, economic and behavioral diversity matter for institutions. The program will be housed at the University of Michigan but students will have the opportunity to visit the Santa Fe Institute for a semester. The IDEAS IGERT will enable students to become active members in the social science research communities at both institutions through seminars, research assistantships, interdisciplinary courses, and interactions with faculty. IDEAS students will also take courses and attend seminars with students enrolled in STIET (another NSF sponsored IGERT at UM). IGERT is an NSF-wide program intended to meet the challenges of educating U.S. Ph.D. scientists and engineers with the multidisciplinary backgrounds and the technical, professional, and personal skills needed for the career demands of the future. The program is intended to catalyze a cultural change in graduate education by establishing innovative new models for graduate education and training in a fertile environment for collaborative research that transcends traditional disciplinary boundaries. In the fifth year of the program, awards are being made to twenty-one institutions for programs that collectively span the areas of science and engineering supported by NSF. DIGITAL SOCIETY&TECHNOLOGIES IGERT FULL PROPOSALS DGE EHR Page, Scott Robert Axelrod Carl Simon Michael Cohen Thomas Kepler University of Michigan Ann Arbor MI Melur K. Ramasubramanian Continuing grant 3263969 6850 1335 SMET 9179 1335 0000099 Other Applications NEC 0221625 December 15, 2002 IGERT: Predoctoral Training in Functional Genomics of Model Organisms. The objective of this IGERT project is to initiate an interdisciplinary, inter-institutional degree program in Functional Genomics of Model Organisms supported by an interactive faculty from the University of Maine, the Jackson Laboratory, and the Maine Medical Center Research Institute. The major challenge for biological and biomedical research for the foreseeable future is to understand how the information encoded within a genome determines the development and functioning of a living organism. To move from the level of DNA sequence to an understanding of the molecular interplay producing the final traits of an individual will require a continuum of experimental approaches ranging from experimental genomics, molecular biology, and novel biophysical methodologies, to advanced data screening schemes and computational techniques. Traditional alignments of the biologically based disciplines will be insufficient to solve the complex problems associated with functional genomics. Genome projects, regardless of the organism, will rely increasingly on the physical and computational sciences. The increased need for interdisciplinary research will require scientists trained to work interactively in multiple disciplines. This program introduces a new educational paradigm, developed to train students to move freely among the disciplines needed to investigate genome function. Students receive training in the biological, physical and computational sciences through a combination of core and advanced courses, intensive workshops, and research seminars. Emphasis is placed on a high-quality research environment and a tutorial relationship between the student and her/his mentors and program committee. Central to the students' training in interdisciplinary research will be the use of a paired mentoring system, a concept referred to as twinning. The primary mentor plays a role similar to the traditional graduate advisor and comes from the student's primary area of research. The secondary mentor comes from a second discipline, and each student develops a research project dependent upon interdisciplinary collaborations. IGERT is an NSF-wide program intended to meet the challenges of educating U.S. Ph.D. scientists and engineers with the multidisciplinary backgrounds and the technical, professional, and personal skills needed for the career demands of the future. The program is intended to catalyze a cultural change in graduate education by establishing innovative new models for graduate education and training in a fertile environment for collaborative research that transcends traditional disciplinary boundaries. In the fifth year of the program, awards are being made to twenty-one institutions for programs that collectively span the areas of science and engineering supported by NSF. IGERT FULL PROPOSALS DGE EHR Hutchison, Keith Barbara Knowles University of Maine ME Melur K. Ramasubramanian Continuing grant 3135321 1335 SMET 9179 9150 1335 0000099 Other Applications NEC 0221632 December 15, 2002 IGERT: Graduate Training in Biologically Inspired Materials. The vision of the Center for Biologically Inspired Materials and Material Systems research and educational program is to map traditional engineering onto biology. Through this approach, the IGERT project seeks to establish a new curriculum for graduate education in Biologically Inspired Materials and Materials Systems. The curriculum serves as an integration of natural science, life science, and engineering. This program will create a new graduate training program that uses biologically inspired approaches to bridge a gap in current biomedical and bioengineering programs. The Center's vision is to bring nature's engineering into the engineering curriculum and engineering principles into the study of materials, revolutionizing the way engineering and life sciences are taught at the graduate student level. Thus, this IGERT project will develop a new paradigm for education and research, using nature as an example for engineering, while explaining nature using engineering principles and rigor. This program focuses on three specific areas: (1) Bio-NanoScience and Engineering (single molecules and self-assembly), (2) Encapsulation, Coatings, and Surface Patterning (materials at the cellular scale where the lipid bilayer serves as the defining basis of all life), and (3) Hierarchical Systems (larger, more macroscopic, functional organisms). This focused approach will allow students and faculty to develop mapping concepts to the leading edge of knowledge and to explore the intellectual and practical aspects of creating a new curriculum at the interfaces of biology, medicine, engineering, and basic physical and chemical sciences. This is an initial step towards establishing a new paradigm in science and engineering education that explores life's mechanisms at the molecular level and translates these findings up through hierarchical scales of structure and organization to bring greater understanding of mechanism to the biological organism and unique designs to engineered devices. IGERT is an NSF-wide program intended to meet the challenges of educating U.S. Ph.D. scientists and engineers with the multidisciplinary backgrounds and the technical, professional, and personal skills needed for the career demands of the future. The program is intended to catalyze a cultural change in graduate education by establishing innovative new models for graduate education and training in a fertile environment for collaborative research that transcends traditional disciplinary boundaries. In the fifth year of the program, awards are being made to twenty-one institutions for programs that collectively span the areas of science and engineering supported by NSF. HUMAN RESOURCES DEVELOPMENT IGERT FULL PROPOSALS DGE EHR Clark, Robert Alvin Crumbliss Harold Erickson David Needham Duke University NC Holly Given Continuing grant 3319859 1360 1335 SMET 9179 1335 0000099 Other Applications NEC 0221651 December 15, 2002 IGERT: Multidisciplinary Graduate Progrqam in Biotechnology. Research on protein structure, function and assembly is an inherently multidisciplinary enterprise that is also driving rapid change and growth across many types of companies. The goal of this IGERT program is to create a new model for graduate education to prepare students for this evolving world. In this new model, students will learn how to pool the knowledge of different scientific, engineering and business disciplines, and different socially diverse groups to achieve creative and productive research collaborations. Students will understand their research in a larger perspective to include its impact on academic, industrial, and social environments. The program will include science and engineering doctoral students and MBA students of twenty-four University of Delaware faculty from four Colleges and seven Departments. The program is supported by a diverse local biotechnology industry from incubating start-ups to large global companies. It links these research groups to form a network of university and industrial collaborators having complementary expertise. The research projects are collaborative across disciplines and are synergistic, spanning topics that include living cells, new tools, and synthetic materials. The educational program augments a strong academic experience by incorporating the additional features of workforce skills, career guidance, and collaboration between business and technical students. A new course, "Multidisciplinary Teamwork in Research", is introduced that includes scientists, engineers, and MBA students. This course brings industrial speakers into the classroom to discuss unmet challenges that need to be addressed by research, and brings in social scientists to train students in teamwork and diversity. The course includes training in writing and oral presentations, and experience in working creatively on problems in teams that include science, engineering and business students. The educational program also features laboratory experience in other departments, industrial internships, attending conferences, presenting posters, an industrial mentoring program, participation of minority undergraduate researchers, and lectures and seminars on ethics. The IGERT program will be the subject of a doctoral dissertation by a social scientist to provide detailed assessment and dissemination. IGERT is an NSF-wide program intended to meet the challenges of educating U.S. Ph.D. scientists and engineers with the multidisciplinary backgrounds and the technical, professional, and personal skills needed for the career demands of the future. The program is intended to catalyze a cultural change in graduate education by establishing innovative new models for graduate education and training in a fertile environment for collaborative research that transcends traditional disciplinary boundaries. In the fifth year of the program, awards are being made to twenty-one institutions for programs that collectively span the areas of science and engineering supported HUMAN RESOURCES DEVELOPMENT IGERT FULL PROPOSALS PLANT GENOME RESEARCH PROJECT DGE EHR Robinson, Anne Abraham Lenhoff John Sawyer John Rabolt Mary Farach-Carson University of Delaware DE Melur K. Ramasubramanian Continuing grant 3424080 1360 1335 1329 SMET 9179 1335 0000099 Other Applications NEC 0221658 March 1, 2003 IGERT: Integrated Graduate Education and Research in Biogeochemistry and Environmental Biocomplexity. This IGERT project is an integrated program of education and research in the area of Biogeochemistry and Environmental Biocomplexity. Conceptual, technical, and computational developments are driving a major convergence among the biological, earth, and physical sciences. Over the next several decades, this disciplinary convergence will transform understanding of basic processes that control the stability and sustainability of natural environments. These insights will have extraordinary implications for the ability to predict and manage the effects of modern human activities on the structure and function of ecosystems across local, regional, and global scales. Such new knowledge is critical in planning for a safe, sustainable, and prosperous future. The IGERT project goals are to create an environment where researchers from ecology and evolutionary biology, biogeochemistry, environmental engineering, hydrology, environmental microbiology, and materials science come together to create novel interdisciplinary approaches to major questions in environmental science, and to train the next generation of leaders in this new interdisciplinary science. Emphasis will be on intellectual diversity and non-traditional pedagogies in training students across disciplinary boundaries, while deliberately enhancing connections with international and non-university partners. Workshop and seminar style learning will be employed, as well as active involvement of students in the management and implementation of the program. The intellectual foci will be the interaction of biological and physico-chemical controls on the cycling of metals and nutrients, especially terrestrial nitrogen; the role of microbiological processes in mediating biogeochemical cycling; and the effects of variation in genotype and phenotype on ecosystem functioning. Ultimately, the program will consider how complex behavior arises from the interaction of individually simple relationships in natural and managed ecosystems. Cornell University has outstanding resources in individual disciplines, and the IGERT program offers a unique opportunity to bring together many of these individual efforts into an integrated whole. IGERT is an NSF-wide program intended to meet the challenges of educating U.S. Ph.D. scientists and engineers with the multidisciplinary backgrounds and the technical, professional, and personal skills needed for the career demands of the future. The program is intended to catalyze a cultural change in graduate education by establishing innovative new models for graduate education and training in a fertile environment for collaborative research that transcends traditional disciplinary boundaries. In the fifth year of the program, awards are being made to twenty-one institutions for programs that collectively span the areas of science and engineering supported by NSF. HUMAN RESOURCES DEVELOPMENT IGERT FULL PROPOSALS DGE EHR Derry, Louis Timothy Fahey Stuart Findlay Stephen Zinder Beth Ahner Cornell University NY Melur K. Ramasubramanian Continuing grant 3304053 1360 1335 SMET 9179 1335 0000099 Other Applications NEC 0221664 December 15, 2002 IGERT: Nanoscale Engineering and Science: One Campus, Two- University Approach. The motivation for this IGERT project is to educate a new class of engineers and scientists who will participate in multi-disciplinary, team-based research projects that are at the forefront of the emerging field of nanoscale engineering and science. Research in this area will lead to the ability to manipulate matter at the molecular and atomic levels in order to produce materials and devices with unique and controllable properties. Undertaking a timely response through an integrated and cohesive program of education and training in the area of nanoscale engineering and science will provide the IGERT Fellows with the unique opportunity of being at the forefront of the developments in this exciting platform. Drexel University and the University of Pennsylvania will support 14 doctoral students (7 at each university) through the NSF IGERT program every year. The unique opportunities, capabilities, and strengths of each institution will be enhanced through an integrated graduate educational program. IGERT Fellows enrolled at Drexel University and the University of Pennsylvania will have access to about 30 faculty members representing disciplines encompassing chemistry, physics, chemical engineering, biomedical engineering, materials science and engineering, mechanical engineering, electrical engineering, and education. IGERT Fellows will be encouraged to select topics of research that are co-advised by faculty members from both institutions. There are four major activities that comprise this IGERT project: (1) interdisciplinary research and training; (2) new courses and seminars; (3) internships in industry, federal research laboratories and leading universities in Europe, Asia and South Africa; (4) career-integrated education. The pooling of talent, resources, and efforts from the two institutions will result in a one-campus, two-institution approach that effectively integrates education and research training. The proximity of the two contiguous campuses is ideal for developing and delivering joint courses on nanoscale engineering and science and allowing for reciprocal use of laboratory facilities. IGERT is an NSF-wide program intended to meet the challenges of educating U.S. Ph.D. scientists and engineers with the multidisciplinary backgrounds and the technical, professional, and personal skills needed for the career demands of the future. The program is intended to catalyze a cultural change in graduate education by establishing innovative new models for graduate education and training in a fertile environment for collaborative research that transcends traditional disciplinary boundaries. In the fifth year of the program, awards are being made to twenty-one institutions for programs that collectively span the areas of science and engineering supported by NSF. HUMAN RESOURCES DEVELOPMENT IGERT FULL PROPOSALS DGE EHR Gogotsi, Yury Frank Ko Alan MacDiarmid Dawn Bonnell Mun Choi Drexel University PA Carol Van Hartesveldt Continuing grant 3300546 1360 1335 SMET 9179 1335 0000099 Other Applications NEC 0221678 December 15, 2002 IGERT: Molecular Engineering of Microdevices (MEMD). In recent years the demand has been growing rapidly for non-silicon miniature devices with highly-precise features. At the same time, commercialization of these devices is hindered by a great need for novel molecular engineering and miniaturization techniques. Progress will require highly interdisciplinary collaboration between engineers, chemists, physicists, and biologists. Four centers at OSU have organized an inter-center IGERT program uniting the broad range of expertise necessary to foster new manufacturing technologies. These technologies will be achieved by integrating molecular self-assembly with micro/nano-manufacturing of polymeric and ceramic materials. A unifying molecular engineering protocol will be developed and applyed to the design, fabrication, and testing of devices in two major areas: (a) polymer- and ceramic-based biomedical devices (i.e. BioMEMS), and (b) high performance ceramic sensors, sensor arrays, and membranes for transportation and environmental applications. Although a few inter-center research projects have been conducted among these four centers, they are isolated cases having limited scope. The technical breadth and complexity of this integration, to our knowledge, has not been previously attempted on this scale. A natural outgrowth will be the development of a broad-based, cross-center educational program. The vision is to integrate the latest research developments into a practical student curriculum, and to impart to doctoral students the necessary multidisciplinary skills and global awareness needed to catalyze broader impacts on society. The key elements of the inter-center education and training program include four to five new MEMD courses (multipurpose seminar course, overview course, sensor technology, nanotechnology and/or membrane science and technology); an interdisciplinary curriculum; dedicated research at two or more centers; industry internships and internships at national laboratories; travel to national and international meetings; tours and visits to research labs in the U.S. and abroad; and a web-based dissemination plan. The recruitment and retention of minorities and women will be emphasized in the award of thirty IGERT-MEMD fellowships. Each institution will commit to providing the necessary infrastructure, including appropriate laboratory and/or clean room and common space and sharing of equipment, in support of an external user community. IGERT is an NSF-wide program intended to meet the challenges of educating U.S. Ph.D. scientists and engineers with the multidisciplinary backgrounds and the technical, professional, and personal skills needed for the career demands of the future. The program is intended to catalyze a cultural change in graduate education by establishing innovative new models for graduate education and training in a fertile environment for collaborative research that transcends traditional disciplinary boundaries. In the fifth year of the program, awards are being made to twenty-one institutions for programs that collectively span the areas of science and engineering supported by NSF. WESTERN EUROPE PROGRAM EAST ASIA AND PACIFIC PROGRAM HUMAN RESOURCES DEVELOPMENT IGERT FULL PROPOSALS DGE EHR Lee, Ly James Andreas Von Recum Prabir Dutta Giorgio Rizzoni Hendrik Verweij Ohio State University Research Foundation OH Melur K. Ramasubramanian Continuing grant 3654060 5980 5978 1360 1335 SMET 9179 5927 5914 1335 0000099 Other Applications NEC 0221680 December 15, 2002 IGERT: Multidisciplinary Integration of High Performance Computing in Ph. D. Programs in Science and Engineering. Science and technology of the twenty first century will be dominated by computing. The training of well prepared computational scientists and engineers demands an approach that transcends the strictures of the standard academic curriculum. This IGERT project will provide students who follow discipline-specific studies with a multidisciplinary program of training in computational science that will maximize their exposure to the cross-disciplinary nature of computational science and to its realm of industrial applications. This program will build a three-way interface between graduate students, the academic faculty training them, and industrial, government, and academic research laboratories who may ultimately be their employers. It will offer training opportunities through a program of visits and internships at such institutions. As the students proceed towards a Ph.D. within their chosen field, they will also earn a certificate in computational science in recognition of the special expertise that they have developed. The students will have access to state-of-the-art computational facilities at the University and will participate in multidisciplinary seminars, workshops and regular meetings with faculty and students in this program. They will also attend specialized lectures on ethics and issues of law that are relevant for scientists in the computational field. Special efforts will be made to enhance the participation of students from groups underrepresented in the sciences. The IGERT project will have the merit of providing a large number of doctoral students pursuing disciplinary research with broad education on the methods and scope of application of computational science, through the teamwork of faculty from many different departments. The results of this interdisciplinary project will be widely disseminated through seminars, workshops and web publishing and thus it will have the broad impact of establishing a model for training in computational science students who are pursuing education in a variety of disciplinary fields. IGERT is an NSF-wide program intended to meet the challenges of educating U.S. Ph.D. scientists and engineers with the multidisciplinary backgrounds and the technical, professional, and personal skills needed for the career demands of the future. The program is intended to catalyze a cultural change in graduate education by establishing innovative new models for graduate education and training in a fertile environment for collaborative research that transcends traditional disciplinary boundaries. In the fifth year of the program, awards are being made to twenty-one institutions for programs that collectively span the areas of science and engineering supported by NSF. WESTERN EUROPE PROGRAM HUMAN RESOURCES DEVELOPMENT IGERT FULL PROPOSALS DGE EHR Rebbi, Claudio Michael Caramanis Stephen Grossberg Roscoe Giles David Coker Trustees of Boston University MA Melur K. Ramasubramanian Continuing grant 3224043 5980 1360 1335 SMET 9179 7179 5914 1335 0000099 Other Applications NEC 0221681 December 15, 2002 IGERT: Sensory Knowledge-based Interface Science (SKINS). The objective of this IGERT proposal is to develop a fellowship program in the multidisciplinary area of Sensory Knowledge-based INterface Science (SKINS). This program investigates the dynamic, information-rich molecular structure of the ultimate smart interface - human skin - by coupling advances in biomedical engineering, microsystems, and information technology. The interdisciplinary approach that is required to understand the signal processing, chemical synthesis and microfluidics of this unique biological interface forms the innovative theme of this proposal. Another compelling aspect of this program is to investigate the technology transfer/development cycle through collaboration with USF's College of Business Administration, industrial internships and international exchange. Research outcomes of this proposal would facilitate the understanding and optimizing of the science and technology of MEMS, nanotechnology and information processing for cells and tissue studies, and contribute towards the goal of transitioning the clinical laboratory into the point-of-care. The program will also facilitate the transformation of six traditionally strong research programs (from Colleges of Engineering, Medicine, Arts and Sciences, Business and Marine Science at USF and the Colleges of Engineering and Arts and Sciences at UCF) into a strong multi-disciplinary research program with a thematic focus that leverages the advances in bio, micro, nano, info and medical technologies. IGERT is an NSF-wide program intended to meet the challenges of educating U.S. Ph.D. scientists and engineers with the multidisciplinary backgrounds and the technical, professional, and personal skills needed for the career demands of the future. The program is intended to catalyze a cultural change in graduate education by establishing innovative new models for graduate education and training in a fertile environment for collaborative research that transcends traditional disciplinary boundaries. In the fifth year of the program, awards are being made to twenty-one institutions for programs that collectively span the areas of science and engineering supported by NSF. NUMERIC, SYMBOLIC & GEO COMPUT HUMAN RESOURCES DEVELOPMENT IGERT FULL PROPOSALS DGE EHR Bhansali, Shekhar N. Ranganathan Thomas Weller Hariharan Srikanth Don Hilbelink University of South Florida FL Melur K. Ramasubramanian Continuing grant 3440280 2865 1360 1335 SMET 9179 1335 0000099 Other Applications NEC 0221682 February 1, 2003 IGERT: Integrated Training Program in Biomechanics. This IGERT project is a multidisciplinary program of education and research focused on biomechanics. Biomechanics is the study of phenomena in biology that is broadly concerned with the mechanical characteristics of cells, tissues, and organs. It deals with both structural aspects - for example, the strength of the cytoskeleton and the Young's modulus of the cell - and dynamic aspects - the motion of fluids in biological microchannels and the action of biological micromotors. Understanding these phenomena and processes requires combining methods, tools, and styles of research from biological and physical sciences, and from engineering. The IGERT program is intended to offer Ph.D. students an education designed to make them proficient in the methods of both biological and physical sciences. The research component of the program will generate improved understanding of important and relatively unexplored biological processes; it will also use this understanding to design inanimate systems that mimic aspects of the biological systems (biomimetic systems). The educational component will combine thesis programs that require co-advisors from biological and physical science and engineering, research rotations through laboratories with different styles of research, and active interaction among students with different backgrounds. The program will support 10 students per year, and involve 20 faculty at Harvard in the departments of biology, chemistry, and physics, the Division of Applied Science and Engineering, and the Medical School. Many of these research groups already collaborate in other projects: the proposed program will strengthen and extend these collaborations, to the benefit of both students and faculty. IGERT is an NSF-wide program intended to meet the challenges of educating U.S. Ph.D. scientists and engineers with the multidisciplinary backgrounds and the technical, professional, and personal skills needed for the career demands of the future. The program is intended to catalyze a cultural change in graduate education by establishing innovative new models for graduate education and training in a fertile environment for collaborative research that transcends traditional disciplinary boundaries. In the fifth year of the program, awards are being made to twenty-one institutions for programs that collectively span the areas of science and engineering supported by NSF. HUMAN RESOURCES DEVELOPMENT ENGINEERING EDUCATION IGERT FULL PROPOSALS DGE EHR Holbrook, Noel Andrew Biewener Howard Stone George Whitesides Jeffrey Fredberg Harvard University MA Melur K. Ramasubramanian Continuing grant 3314119 1360 1340 1335 SMET 9179 1335 0000099 Other Applications NEC 0221688 January 15, 2003 IGERT: Multidisciplinary Program in Wind Science and Engineering. Due to an increase in population and economic development along the coast, our society is increasingly exposed to natural hazards including hurricanes and tornadoes. Every year these hazards cause many fatalities and injuries; major disruption in community lifelines such as power, communication and transportation; and large amounts of property damage. The events of September 11, 2001, showed us that man-made hazards are likely to be part of our lives. Since, such natural and man-made hazards are unpredictable, we can curb losses through careful planning, effective public policies, and good engineering. The objective of this IGERT program is to produce a cadre of professionals prepared for broader multidisciplinary research, comprehensive planning and balanced decision-making in the future. This objective will be met by integrating graduate research and training in a program that crosses the disciplines of atmospheric science, engineering, and economics leading to an interdisciplinary doctoral degree. The focus of the program is wind science and engineering and associated economics/risk management. Scientist and engineers at Texas Tech University have pursued wind-related research since 1970 when a devastating tornado struck near the university and destroyed much of downtown Lubbock. Over the past three decades the research program has continued to grow in the areas of building response and design, the atmospheric boundary layer and economics/risk management. With close to twenty faculty members participating in the program, a variety of research projects are in progress at a given time. Some of the research areas are wind characteristics in tornadoes and landfalling hurricanes, post-disaster investigation of building damage and economic losses, deign criteria for shelters, full-scale building response in the field, wind tunnel studies, simulation of damage, forecast for wind power, hurricane evacuation and others. NSF IGERT Fellows will take core courses in atmospheric sciences, wind-related engineering, economic/risk management, ethics and GIS. The fellows will also be trained through a rotation of three laboratory courses in meteorological measurement, wind-related engineering experimentation and statistical analysis of random phenomena. A one-semester internship in a national laboratory, industrial organization or governmental agency is part of the program. This training along with selected courses in a specific discipline will prepare the Fellows to pursue multidisciplinary research in wind science and engineering. The goal is to complete a Ph.D. degree in four to five years after completion of the bachelors degree. IGERT is an NSF-wide program intended to meet the challenges of educating U.S. Ph.D. scientists and engineers with the multidisciplinary backgrounds and the technical, professional, and personal skills needed for the career demands of the future. The program is intended to catalyze a cultural change in graduate education by establishing innovative new models for graduate education and training in a fertile environment for collaborative research that transcends traditional disciplinary boundaries. In the fifth year of the program, awards are being made to twenty-one institutions for programs that collectively span the areas of science and engineering supported by NSF. HUMAN RESOURCES DEVELOPMENT IGERT FULL PROPOSALS DGE EHR Mehta, Kishor Richard Peterson Jamie Kruse Douglas Smith John Schroeder Texas Tech University TX Melur K. Ramasubramanian Continuing grant 2743336 1360 1335 SMET 9179 9178 1335 0000099 Other Applications NEC 0221706 December 15, 2002 IGERT: Public Policy and Nuclear Threats: Training the Next Generation. The Institute on Global Conflict and Cooperation (IGCC), a multi-campus research institute of the University of California, is establishing an IGERT program to train NSF Fellows on Public Policy and Nuclear Threats. IGCC will use its long-established programs on all nine campuses of the University of California and institutional ties with Lawrence Livermore and Los Alamos National Laboratories to implement this program. During the Cold War, nuclear threats drove investments and keen young minds into the study of nuclear weapons issues. Today, the incentive to become experts in nuclear matters is much reduced. Yet, the nuclear threat has not gone away. As has been underscored by the events of September 11, 2001 and their aftermath, it is time to build a new community of scholars and practitioners trained in strategic analysis, nuclear policy issues, the roles of nuclear weapons, the regional and global realities that comprise today's nuclear threats, and in traditional and prospective responses ranging from arms control to nonproliferation to counter-proliferation. The principal goals of the program are: to attract and train the next generation of strategic thinkers to address the public policy issues of tomorrow about nuclear threats; to produce new incentives for interdisciplinary research in the field of public policy and nuclear threats; to provide students with access to organizations and individuals engaged in nuclear policy development at home and abroad; to develop career opportunities at such organizations for post-doctoral employment; and, ultimately to provide the expertise the United States needs to develop sound nuclear policies in a changing international environment. Another important goal is to create an interdisciplinary and intergenerational community of scholars who can learn from one another and create synergies across disciplines that last well beyond this program. The IGERT program is designed to achieve these goals. Two groups of approximately ten UC doctoral dissertation students will be chosen by statewide competitive selection, and supported fully for five years each. IGERT Fellows will be supported for one of these years by their respective UC departments that will provide research or teaching assistantships in nuclear policy-related topics. IGCC will work with science, social science, and humanities departments to recruit new Ph.D. students for this program. Applications will be reviewed and Fellows selected by a statewide interdisciplinary subcommittee of the IGCC steering committee. IGCC, Ph.D. programs on the UC campuses, Lawrence Livermore and Los Alamos National Laboratories, and senior mentors will team to conduct this program. Students will receive their fundamental Ph.D. education in their home departments; this education will be enhanced by a series of required IGERT training activities: a four-week summer training seminar on the historical and current security implications of nuclear weapons both globally and regionally, including their strategic and political roles, arms control, nonproliferation, missile defense, terrorism, and related technology issues; a research or teaching assistantship; two-month summer internship at Lawrence Livermore or Los Alamos National Laboratory; an overseas fellowship in Asia or Europe; a summer policy internship at a governmental or non-governmental organization in Washington, DC; and monthly interdisciplinary video-conferences focused on contemporary research issues surrounding nuclear weapons and public policy. Where appropriate and possible, additional UC students will be invited to participate in IGERT training activities. IGERT is an NSF-wide program intended to meet the challenges of educating U.S. Ph.D. scientists and engineers with the multidisciplinary backgrounds and the technical, professional, and personal skills needed for the career demands of the future. The program is intended to catalyze a cultural change in graduate education by establishing innovative new models for graduate education and training in a fertile environment for collaborative research that transcends traditional disciplinary boundaries. In the fifth year of the program, awards are being made to twenty-one institutions for programs that collectively span the areas of science and engineering supported by NSF. HUMAN RESOURCES DEVELOPMENT IGERT FULL PROPOSALS DGE EHR Shirk, Susan Herbert York Robert Powell Michael Nacht Tsuyoshi Hasegawa University of California-San Diego CA Melur K. Ramasubramanian Continuing grant 3596340 1360 1335 SMET 9179 1335 0000099 Other Applications NEC 0221713 December 15, 2002 IGERT: Graduate Training Program in Interactive Digital Multimedia. This IGERT award will support the establishment of a multidisciplinary graduate training program of education and research at UCSB in the broad field of interactive digital multimedia. The objective of the program is to train students in a truly interdisciplinary approach to digital multimedia, while preparing them for careers in industry, research, and education. The convergence of digital media, computing, and communication has created new and exciting opportunities in science, engineering, and the arts. The goal of this program is to integrate multiple, diverse approaches to the creation, analysis, deployment, and utilization of digital media within a coherent educational framework of training and research. This multidisciplinary endeavor necessitates collaboration between students and faculty from a broad spectrum of backgrounds and perspectives, including computer science, electrical and computer engineering, psychology, geography, design, composition, and art. Through innovative and interdepartmental courses and seminars, opportunities for internships in industry, and guidance by faculty from several departments, students will gain a unique perspective on interactive multimedia, including the creation, encoding, and distribution of multimedia content, as well as applications of multimedia systems in education, communication, and arts and entertainment. Areas of focus for research and education include image, video, and audio processing, networking, human-computer interaction, graphics and visualization, visual arts, interactive media, and computer music. The graduate training program will emphasize a broad background in several of these areas, while research projects, interactive installations and artistic performances will bring together small, interdisciplinary teams of researchers with diverse expertise. The IGERT-supported program will leverage existing strengths at UCSB in related areas and will involve the participation of several departments. The program will complement the UCSB Media Arts and Technology Program, a masters-level graduate program, by enabling doctoral students from several departments to build upon the current foundation it provides. IGERT is an NSF-wide program intended to meet the challenges of educating U.S. Ph.D. scientists and engineers with the multidisciplinary backgrounds and the technical, professional, and personal skills needed for the career demands of the future. The program is intended to catalyze a cultural change in graduate education by establishing innovative new models for graduate education and training in a fertile environment for collaborative research that transcends traditional disciplinary boundaries. In the fifth year of the program, awards are being made to twenty-one institutions for programs that collectively span the areas of science and engineering supported by NSF. HUMAN COMPUTER INTER PROGRAM HUMAN RESOURCES DEVELOPMENT IGERT FULL PROPOSALS DGE EHR Manjunath, Bangalore Kenneth Rose Matthew Turk Stephen Pope George Legrady University of California-Santa Barbara CA Melur K. Ramasubramanian Continuing grant 3426376 6845 1360 1335 SMET 9179 1335 0000099 Other Applications NEC 0221715 December 15, 2002 IGERT: Graduate Education Program in Computational Science and Engineering with Emphasis on Multiscale Problems in Fluids and Materials. This IGERT program is structured to provide a unique Ph.D. program in interdisciplinary research and education in Computational Science and Engineering (CSE). The vision is to educate students for whom working in interdisciplinary teams is the norm, and who have the ability to acquire knowledge, ways of thinking, and perspectives from other disciplines. The proposed IGERT PhD experience is different from one in a traditional discipline, and possibly unique among CSE programs in the USA. The IGERT PhD theses will be jointly supervised, and those students with a particular disciplinary orientation will share resources, knowledge, and approaches with IGERT students with other orientations. While a typical IGERT PhD thesis will still have a strong focus in a discipline, it will contain major elements of independent creative work in other disciplines relevant to the general problem area under study. IGERT students and faculty will work together in three Focus Groups: Microscale Engineering, Complex Fluids, and Computational Materials Science, to solve a wide range of important and timely problems that depend deeply on integration of information from the smaller scales to the larger scales. These multiscale problems require a strong foundation in both engineering and the mathematical and computational sciences. The curriculum ensures depth in one area and a significant exposure to high level courses in one or more ancillary areas. It includes new courses in atomic-scale computer simulation, and computing for high performance, to specifically address the multiscale nature of the Focus Group problems and their computational requirements. An internship is required to broaden and reinforce the interdisciplinary research experience, and a required series of workshops and seminars will give IGERT students a significant exposure to important aspects of career development and ethics. IGERT is an NSF-wide program intended to meet the challenges of educating U.S. Ph.D. scientists and engineers with the multidisciplinary backgrounds and the technical, professional, and personal skills needed for the career demands of the future. The program is intended to catalyze a cultural change in graduate education by establishing innovative new models for graduate education and training in a fertile environment for collaborative research that transcends traditional disciplinary boundaries. In the fifth year of the program, awards are being made to twenty-one institutions for programs that collectively span the areas of science and engineering supported by NSF. ADVANCED COMP RESEARCH PROGRAM HUMAN RESOURCES DEVELOPMENT IGERT FULL PROPOSALS DGE EHR Petzold, Linda Bjorn Birnir George Homsy Eckart Meiburg Dimitrios Maroudas University of California-Santa Barbara CA Melur K. Ramasubramanian Continuing grant 3374065 4080 1360 1335 SMET 9179 1335 0000099 Other Applications NEC 0223711 April 15, 2002 Graduate Research Fellowship Program. GRADUATE FELLOWSHIPS HUMAN RESOURCES DEVELOPMENT DGE EHR None, None University of Pennsylvania PA William J. Hahn Fellowship 5627300 7172 1360 SMET 9179 0000099 Other Applications NEC 0224749 September 1, 2002 IGERT National Recruitment Program. This proposal is a request for funding to establish and operate an IGERT National Recruitment Program (INRP) that will serve all of the Integrative Graduate Education and Research Training (IGERT) sites in the United States (soon to be 100 sites). The goal will be to identify potential IGERT students and to facilitate their recruitment by the IGERT sites. A high priority will be to increase the participation of under-represented groups including women and minorities. The national recruitment program will identify these students and educate them and their mentors regarding IGERT programs and future career opportunities. The INRP will assess student backgrounds and creer interests and will facilitate contact between prospective students and the directors and faculty of the appropriate IGERT program(s). This represents a partnership between the INRP and the IGERT directors and faculty to recruit students into appropriate IGERT sites and related opportunities. Recruitment will occur at colleges and universities throughout the United States and at national and regional minority student science conferences. IGERT FULL PROPOSALS DGE EHR Teeri, James University of Michigan Ann Arbor MI Carol Van Hartesveldt Standard Grant 2637907 1335 SMET 9179 1335 0000099 Other Applications NEC 0228234 July 15, 2002 GRADUATE RESEARCH FELLOWSHIPS. GRADUATE FELLOWSHIPS DGE EHR None, None Tennessee Technological University TN Earnestine Psalmonds Fellowship 70000 7172 SMET 9179 0000099 Other Applications NEC 0228235 August 1, 2002 Graduate Resarch Fellowship Program. GRADUATE FELLOWSHIPS DGE EHR Friedman, Matthew Friedman, Matthew S OH William J. Hahn Fellowship 33000 7172 SMET 9179 0000099 Other Applications NEC 0228236 July 15, 2002 Graduate Research Fellowship Program. GRADUATE FELLOWSHIPS DGE EHR None, None Morgan State University MD William J. Hahn Fellowship 110500 7172 SMET 9179 0000099 Other Applications NEC 0228237 August 1, 2002 Graduate Research Fellowship Program. GRADUATE FELLOWSHIPS DGE EHR Bauer, Kenneth Bauer, Kenneth M NY Gisele T. Muller-Parker Fellowship 114000 7172 SMET 9179 0000099 Other Applications NEC 0228238 August 1, 2002 Graduate Research Fellowship Program. GRADUATE FELLOWSHIPS DGE EHR Parcak, Sarah Parcak, Sarah H none Gisele T. Muller-Parker Fellowship 96279 7172 SMET 9179 0000099 Other Applications NEC 0228239 August 1, 2002 Graduate Research Fellowship Program. GRADUATE FELLOWSHIPS DGE EHR None, None Brigham Young University UT William J. Hahn Fellowship 282000 7172 SMET 9179 9178 0000099 Other Applications NEC 0228240 August 1, 2002 Graduate Research Fellowship Program. GRADUATE FELLOWSHIPS DGE EHR Dedmon, Matthew Dedmon, Matthew M NC Gisele T. Muller-Parker Fellowship 111500 7172 SMET 9179 0000099 Other Applications NEC 0228242 August 1, 2002 Graduate Research Fellowships. GRADUATE FELLOWSHIPS DGE EHR DePristo, Mark DePristo, Mark A none Gisele T. Muller-Parker Fellowship 109050 7172 SMET 9179 0000099 Other Applications NEC 0228243 August 1, 2002 Graduate Research Fellowships. GRADUATE FELLOWSHIPS DGE EHR None, None Brown University RI Gisele T. Muller-Parker Fellowship 1136500 7172 SMET 9179 0000099 Other Applications NEC 0228650 August 1, 2002 NSF GK-12 Principal Investigators' Annual Meeting. The Directorate for Education and Human Resources Programs (EHR) of the American Association for the Advancement of Science (AAAS) proposes to organize and facilitate the National Science Foundation's (NSF) Graduate Teaching Fellows in K-12 Education (GK-12) Principal Investigators' Annual Meeting to be held early in November 2002. In doing so, AAAS will work cooperatively with NSF's Division of Graduate Education, which houses GK-12, to organize a two-day meeting for principal investigators and other members of the GK-12 funded programs, including K-12 teachers and graduate teaching fellows. AAAS/EHR will arrange pre-conference activities, develop the agenda in cooperation with NSF staff, host the meeting, oversee all meeting logistics, interpret and summarize findings from discussions and presentations, and prepare electronic and print documents. GRAD TEACHING FELLOWS IN K-12 DGE EHR Long, Madeleine Yolanda George American Association For Advancement Science DC Sonia Ortega Standard Grant 87082 7179 SMET 9179 7179 0000099 Other Applications NEC 0229577 July 1, 2003 The Science Behind Our Food. The Science Behind Our Food Program is improving achievement, comprehension and mastery of scientific concepts by middle and high school students. The program provides inquiry-based education in biology and chemistry by focusing on the application of these disciplines to solve real-world problems centered on the theme of science behind our food. The program creates a science community that includes graduate teaching fellows, science teachers, and University of Georgia (UGA) faculty. Research and teaching expertise is shared among the members of the group in a collaborative style. Teachers and fellows identify science concepts that students find difficult to grasp and/or that are inaccessible given the current resources. Through the use of a resource called Lessons In A Trunk, lesson plans and materials needed to conduct demonstrations and/or student-centered experiments are being created and used in classrooms. Weekend Discovery Kits contain resources for students to conduct experiments at home with family members. Thematic focus of lessons and kits are tied to food-related research being conducted by faculty on the UGA campuses. Through press releases, newsletters, and monthly videoconferencing, this community of scientists is introduced to the individual students. Videographic examples provide virtual field trips allowing students to visit these scientists' facilities. In all activities, fellows provide on-site support and expertise in collaboration with teachers' needs, including alignment to the State of Georgia's Quality Core Curriculum (QCC). All components of the grant-supported activities are created as resources for the broadest possible dissemination during and after the project, and are being designed for maximum sustainability. The specific lesson plans and newsletter content are being added to materials already available at www.uga.edu/discover/educators. Participating teachers are conducting in-service training for fellow teachers and are conducting workshops at state and national science teacher association meetings. Lessons In A Trunk and Weekend Discovery Kits are being maintained and expanded by science-based student clubs at the University of Georgia that charge a minimal fee for their services. Coordination of the "replenishment" program, continued newsletters, and web site maintenance, are the responsibility of a permanent graduate assistant who is currently a part of our program. The broader impacts of these activities accrue to a variety of beneficiaries. Science teachers are obtaining further expertise in the disciplines they teach and obtaining additional materials and lesson plans for inquiry-based instruction. Science faculty are obtaining enhanced teaching skills for classroom use, as well as enhanced communication skills to provide the general public with information about science. Teaching fellows are leaving the university with a set of science, teaching, and communication skills generally not found in graduates of a science program in a research institution. Title: The Science Behind our Food Institution: University of Georgia PI/Co-PI: David knauft, Joseph Oliver, Wayne parrott, Andrew Paterson Partner School Districts: Ogelthorpe County, Tift County Public, Walton County, Turner County Funding: $1,449,117 Number of fellows/year: 10 graduate Setting: Urban, Suburban, Rural Target audience: middle-high school NSF supported disciplines involved: Biology EAPSI GRAD TEACHING FELLOWS IN K-12 DGE EHR Knauft, David Andrew Paterson Joseph Oliver Wayne Parrott University of Georgia GA Sonia Ortega Continuing grant 1699357 7316 7179 SMET 9179 7179 0000099 Other Applications NEC 0230840 June 1, 2003 Tufts Engineering the Next Steps (TENS) GK12 project. Tufts University is partnering with four schools in the Malden school district in Massachusetts on the Tufts Engineering the Next Steps (TENS) project that focuses on engineering. The primary goals of TENS are: 1) to raise teachers' knowledge of, comfort with, and capability to teach engineering and algorithm design, 2) to increase all students' engineering knowledge and skills, 3) to increase fellows' appreciation for and knowledge about K-12 formal education, teaching, and outreach, and 4) to develop a grade 5-12 community in four schools that is supportive of innovations that integrate engineering and algorithm design. The TENS project focuses on engineering and builds upon an existing GK12 project that worked with a suburban district to explore whether and how teachers might integrate engineering into their classes. The broader impacts of this project include expansion of this successful project into a more diverse setting; good dissemination plans; good university-K-12 collaboration; and an adequate training program. The fellows and teachers work as partners that recognize, capitalize upon, learn about and slowly develop some of the expertise that the other party possesses. This project is partially supported by funds from the Directorate for Engineering Title of Project: Tufts Engineering the Next Steps (TENS) GK12 Project Institution: Tufts University PI/Co-PI: Martha N. Cyr, Linda Beardsley, Diane L. Souvaine, Tufts University Partner School District: Malden Public School District Funding: $1,499,795 # of Fellows/year: 8 Graduate Fellows and 7 Undergraduate Fellows Target Audience: Middle and High School Setting: Urban Disciplines: Engineering and Computer Science GRAD TEACHING FELLOWS IN K-12 HUMAN RESOURCES DEVELOPMENT DGE EHR Rogers, Chris Diane Souvaine Christine Cunningham Linda Beardsley Tufts University MA Sonia Ortega Continuing grant 1681666 7179 1360 SMET 9179 7179 0000099 Other Applications NEC 0231536 June 1, 2003 Fellows Enhancing Science and Technology Program (FEST 6-12). Teacher-Fellow teams are developing and delivering a roster of hands on experiences and workshops at the schools that promote student interest and awareness of the environmental sciences and current environmental issues in Puerto Rico. The Fellows are bringing environmental materials and tools to the classroom and helping teachers and K-6 students develop the ability to use these materials and tools. The teams are also bringing the classroom to the site of experimental fieldwork. The participants are working with and learning from a variety of partners in addition to the resources provided by UMET: the Institute of Tropical Forestry, an NSF-funded Long-Term Ecological Research project site, and the doctoral program in marine sciences at the University of Puerto Rico, Mayaguez. Faculty participating include the Dean of the School of Environmental Affairs and represent a wide array of disciplines at UMET that have the environment as the central focus: marine sciences, oceanography, chemistry, toxicology, forestry, ecology, botany, geology, environmental education, coastal resources, natural resources, and environmental communication. These efforts to develop a comprehensive and cohesive effort in environmental sciences education for the island are enhanced by collaborating with the Mayaguez Campus of the University of Puerto Rico as UMET focuses on the northeastern part of Puerto Rico and the Mayaguez Program focuses on the west coast of the Island. The schools involved are in an area of the island that has a high degree of unemployment and only minimal access to basic services. The broader impacts of this project include the model it provides of bringing environmental sciences content knowledge and technical skills to a set of students and teachers who previously had little access to either and the opportunity it provides for the university involved to broaden and enrich its own program through cooperation with neighboring institutions. This project is receiving partial support from the Directorate for Biological Sciences Project title: Fellows Enhancing Science and Technology (FEST) Institution: Universidad Metropolitana (UMET) PI/Co-PI: Juan Musa, Alberto Rivera Rentas Partner School Districts; Carolina Financing: $1,492,509 Number of fellows per year: 8 graduate, 8 undergraduate Setting: Rural Target audience of the project: elementary NSF supported disciplines involved: Environmental Sciences and Technology EXP PROG TO STIM COMP RES GRAD TEACHING FELLOWS IN K-12 GRAD TEACHING FELLOW IN K-12ED DGE EHR Padin, Carlos Juan Musa Delma Valentin Maria Vilches Celia Perez Universidad Metropolitana PR Sonia Ortega Continuing grant 1640509 9150 7179 1731 SMET 9179 7179 0000099 Other Applications NEC 0231573 January 1, 2003 GK-12: The Syracuse University/Onondaga County Schools Partnership for Improvement of Science Education Proposal. The project is: establishing a mutually beneficial parallel educational partnership between school districts and Syracuse University; leveraging Syracuse University research- and practice-generated expertise in STEM pedagogy, educational technology integration, and assessment through Graduate Teaching Fellows daily participation in the school system; developing innovative, process-oriented, standards-based, hands-on STEM curriculum units and resources that use local environmental issues to connect teaching basic STEM concepts in biology, chemistry, earth sciences, physics, and technology; enhancing K-12 teachers' content knowledge through dissemination of new STEM teaching resources through print materials and the Web and through professional development workshops for science teachers; and establishing content-rich, inquiry-based benchmark programs in schools through mutually beneficial collaborations between STEM graduate students and science teachers as a forerunner for a permanent collaboration model and replicable national model. The broader impact grows from the partnership and collaboration between Syracuse University and 18 Onondaga County school districts. Two of these school districts, Syracuse City and LaFayette, are classroom sites for the project and serve as project centers that share and disseminate initiatives and local environmental experiments integrating science with technology. Fellows receive extensive training in STEM pedagogy and K-12 science education. Materials and resources are being developed for appropriate grade levels. STEM activity-based units emphasize science process, inquiry and critical thinking skills. In addition, STEM Fellows are providing content-rich training sessions for area science teachers. Project title: The Syracuse University Onandaga County Schools Partnership for Improvement of Science Education Institution: Syracuse University PI/Co-PI: Marvin Druger, Samuel Clemence, Tiffany Koszalka, Peter Plumley Partner School Districts: Syracuse City, LaFayette Funding: $ 1,486,402 Number of fellows/year: 10 graduate Setting: Urban Rural Target audience: 8-12 NSF supported disciplines involved: Biology, Chemistry, Earth Sciences, Mathematics, Computer Science, Physics, Engineering GRAD TEACHING FELLOWS IN K-12 DGE EHR Druger, Marvin Samuel Clemence Peter Plumley Tiffany A. Koszalka Syracuse University NY Sonia Ortega Continuing grant 1716422 7179 SMET 9179 7179 0000099 Other Applications NEC 0231611 June 1, 2003 GK-12 Learning Partnerships: Creating Problem Centered, Interdisciplinary Learning Environments. At the request of the hosting school district, teams that include a practicing teacher, a college faculty member, a graduate student and an advanced undergraduate student are developing problem centered, interdisciplinary learning environments that focus on the application of mathematics to earth science and engineering for middle school students. Through workshops and classroom experiences, this project is improving the instruction of middle school and high school students and the preparation of future teachers and faculty. The broader impacts of these activities include enriching: the teacher preparation experiences of undergraduate and graduate students who are interested in pursuing pre-college or college education as a potential career; the content, application and interdisciplinary knowledge of practicing science and mathematics teachers with respect to the application of mathematics to earth science and engineering; the learning experience of middle school students by creating problem centered, interdisciplinary learning environments that focus on the application of mathematics to earth science and engineering. Part of the support for this project comes from the Directorate for Mathematics and Physical Sciences. Title of Project: GK-12 Learning Partnerships: Creating Problem Centered, Interdisciplinary Learning Environments Institution: Colorado School of Mines PI/Co-PI: Barbara M. Moskal (PI); Barbara B. Bath, Joan P. Gosink, Cathy Skokan Colorado School of Mines; Tina Falconer, Adam's County School District School Districts Involved: Adams County District 50 Total Funding: $1,494,022 total for 3 years Number of Fellows per year: 8 graduate students and 8 undergraduate students Target audience: grades 6-8 Setting: Suburban, rural NSF supported disciplines involved: Mathematics and Computer Sciences, Engineering and Geophysics GRAD TEACHING FELLOWS IN K-12 OFFICE OF MULTIDISCIPLINARY AC DGE EHR Moskal, Barbara Catherine Skokan Tina Falconer Colorado School of Mines CO Sonia Ortega Continuing grant 1680522 7179 1253 SMET 9179 7179 0000099 Other Applications NEC 0231638 January 1, 2003 Watershed-Integrated Sciences Partnership (WISP) between UMassBoston and Local School Districts. PROJECT SUMMARY Teacher-Fellow teams in seven Middle Schools (Harbor, McCormack, Woodrow Wilson, Lewis, and Gavin Middle Schools in the Boston Public Schools; Pierce Middle School in the Milton Public Schools; Dedham Middle School in the Dedham Public Schools) located within the Neponset River watershed are adapting existing instructional materials such as FOSS kits to use a study of the local watershed as a unifying theme for middle school science. Data is being gathered from the school playground, the students' backyards and the larger community surrounding the participating schools. Inter-school information exchange enables the students at each school to relate their situation to the larger picture and the community of schools can collaborate to gain a sense of conditions within the entire watershed. Quantitative examples and activities are being emphasized in order to hone students' mathematics skills, reinforce the existing mathematics curriculum, and demonstrate mathematics' relevance to science and everyday life. Fellows receive a Summer Teacher Training workshop in pedagogy, state and national frameworks, and effective classroom management. Each Fellow is then teamed with a middle school Teacher in a weeklong Summer Environmental Science Content Institute that uses specific examples and hands-on activities within the watershed to strengthen the Teachers' and Fellows' science content knowledge and concept understanding. In addition to their classroom duties, Fellows are required to take a specially developed course, Teaching Environmental Sciences and Technology. (TEST), that provides continuing pedagogical and content training. Five daylong workshops are held for all Fellows and Teachers during the school year to exchange information and experiences and provide additional content and pedagogical material. A 1-credit spring seminar is used as a base to allow one cohort of Fellows to pass on their experiences and knowledge to the next. Special events such as canoe trips, river cleanups, Boston Harbor cruises, and citizen science activities help foster a sense of connectedness across municipal boundaries. WISP will be evaluated internally by a science pedagogy faculty member and externally by the Educational Development Center, Inc. of Newton, MA. The broader benefits of the program accrue to the Fellows, the teachers, the middle school students and the institutions involved. The Fellows are developing the interest, skills, and commitment necessary to be actively engaged in K-12 education throughout their scientific careers. Teachers are gaining environmental science content knowledge and enhancing their ability to teach science curricula and to reflect on their teaching practices. Middle school students are gaining a deeper understanding and appreciation for science and mathematics. A set of school districts diverse in size, ethnicity and socio-economics and the University of Massachusetts, Boston are developing a shared learning community focused on common needs and shared resources. Title: A Watershed-Integrated Sciences Partnership (WISP) Institution: The University of Massachusetts--Boston PI/co-PI: Robert F. Chen, William E. Robinson, Michael Shiaris, Clara Jennings, and Marilyn Decker, Partner School Districts: Boston Public, Milton Public, Dedham Public Funding: $1,497,458 total for 3 years Number of Fellows/year: 10 Graduate and 3-5 Undergraduate Grade Band: Middle School Setting: Urban, suburban Disciplines: Geosciences, Biology, Chemistry, Computer Sciences GRAD TEACHING FELLOWS IN K-12 DGE EHR Chen, Robert Michael Shiaris William Robinson Marilyn Decker Hannah Sevian University of Massachusetts Boston MA Sonia Ortega Continuing grant 1727458 7179 SMET 9179 7179 0000099 Other Applications NEC 0231642 August 1, 2003 GK-12: NSF Graduate Teaching Fellows in K-12 Education at the University of Maine. Project Summary Eight districts in central Maine that comprise the Penobscot River Educational Partnership (PREP); four of them, including Maine Indian Education, partners in a current GK-12 project, have joined with the University of Maine to form Fellow-teacher teams to introduce K-12 students to experiments, field trips, and discussions in areas such as chemistry, climate change, marine sciences, molecular biology, geology, food sciences, and ecology. The program is: a) helping teachers and students reach the State of Maine's legislatively-mandated standards for Science & Technology (the Maine Learning Results), b) strengthening Fellows' communication and teaching skills, c) providing professional development for Teachers, d) enriching science for K-12 students, e) providing young male and female role models of SMET professionals to children in grades 3-11, and f) strengthening contacts between GK-12 science faculty and K-12 districts. The K-12 students are monitoring water chemistry and species diversity and abundance in cooperating federal wildlife refuges in areas near them. These shared monitoring activities link classes throughout the entire scope of the project. The spatially and temporally distributed data enables the teams to introduce interesting analyses and discussions across partner classes interacting through videoconferences. Each Fellow works intensively with two teachers in PREP and with a teacher from eastern Maine (Washington & Hancock Counties), western Maine (Madison), or southern Maine (Damariscotta, site of the University of Maine's marine sciences laboratory). The power of Maine's network of ATM classrooms, is being used to expand the Fellows' role modeling and introduce Fellows to a variety of teaching styles. The broader impacts of the project include strengthened backgrounds in science and attendance at the Maine summer Science Camp for the cooperating teachers. The K-12 districts' benefits include the enriched learning of their students and access to the equipment from microscopes to thermal cyclers that is necessary to meet the goals of the Learning Results, but which many districts lack. The University of Maine is benefiting from K-12 students who come to the University better prepared in science and is fulfilling its mission as a Land Grant/Sea Grant institution to serve both the state of Maine and the nation as a whole. Title: "GK-12: The University of Maine's Graduate Teaching Fellows' in K-12 Education" Institution: University of Maine PI/co-PI: Susan H. Brawley (PI), Barbara J. W. Cole, Susan J. Hunter, Stephen A. Norton, Michael Vayda, Ruey Yehle. Award: $1,500,000 (total for 3 years) Partner School Districts: Old Town, Brewer and Bucksport Departments, School Unions #34, #87, #90, #91, #102, School Districts No. 22, 59, 92 Number of Fellows/Year: 10 graduate and 2 undergraduate students Target Audience of Project: Grades 3-11 Setting: Urban, Rural NSF-supported Disciplines Involved: Science & Technology (including Mathematics) GRAD TEACHING FELLOWS IN K-12 DGE EHR Brawley, Susan Stephen Norton Barbara J. Cole Eric Landis Susan Hunter University of Maine ME Sonia Ortega Continuing grant 1778000 7179 SMET 9179 7179 0000099 Other Applications NEC 0231728 May 1, 2003 Louisiana Tech's Graduate K-12 Teaching Fellows Program. The Louisiana Tech University Graduate K-12 (GK-12) Teaching Fellows Program partners the Colleges of Applied and Natural Science, Engineering and Science, and Education at Louisiana Tech University with four nearby rural school systems and three informal science education organizations .SciPort Interactive Science Center, The IDEA Place, and the NASA Outreach Center, CATALyST (Center for Applied Teaching and Learning to Yield Scientific Thinking), a regional science math education center housed at Louisiana Tech. The Fellows work with their teacher partners to develop and deliver grade level appropriate modules that bring the Fellows research directly into the classroom. The middle and high school students are developing realistic and positive ideas about what scientists and engineers do at the same time as they learn science content and concepts. The Fellows are gaining an understanding of effective teaching methods in science. The teachers and schools have been provided with needed technical assistance. Each Teaching Fellow is partnered with a K-12 Partner Teacher. A seminar course for Teaching Fellows and Partner Teachers introduces Teaching Fellows to teaching and learning in K-12 schools and introduces both teachers and fellows to nationally recognized curricular materials. Partnerships with local museums provide the partners with opportunities to introduce their students to local informal science education programs. The broader impacts of the program are reflected in the enhanced and expanded collaborative partnerships developed between Louisiana Tech University and surrounding school systems as exemplified by their participation in an electronic learning community of Teaching Fellows, Partner Teachers, and University Faculty; and the opportunities they now have to participation in the publication of a new journal, The Journal of K-12 Research in Science and Mathematics. This project is partially supported by funds from the Directorate for Biological Sciences. Title of Project: The Louisiana Tech University GK-12 Teaching Fellows Program Institution: Louisiana Tech University PI/CoPI: David K. Mills, Linda L. Ramsey, Leslie K. Guice, Shirley P. Reagan, Jo Ann V. Dauzat Partner School Districts: Lincoln. Ouachita, Jackson, Clairborne Parishes Funding: $1,380,997 total for 3 years Fellows Per year: 5 graduate, 5 undergraduate, yr 1; 9 graduate, 5 undergraduate, yr 2-3 Target Audience: grades 4-12 Setting: Rural NSF Disciplines: Biology, Engineering, Chemistry, Computer Science, Physics, Math EXP PROG TO STIM COMP RES GRAD TEACHING FELLOWS IN K-12 GRAD TEACHING FELLOW IN K-12ED DGE EHR Mills, David Leslie Guice Linda Ramsey Shirley Reagan Jo Dauzat Louisiana Tech University LA Sonia Ortega Continuing grant 1580997 9150 7179 1731 SMET 9179 7179 0000099 Other Applications NEC 0231738 January 1, 2003 Enhancing Inquiry-Based Science and Math in Appalachian Middle Schools. Abstract The goal of this project is to improve inquiry-based instruction of science, technology, and mathematics in Appalachian middle schools. The program will provide fellowships for eight graduate and four undergraduate students per year to work with twelve science and mathematics middle school teachers from six different middle schools. Each Fellow will team up with a middle school teacher and a university mentor to develop and implement inquiry-based activities, designed to meet Kentucky and national education standards. Several training sessions, including an intensive one-week summer workshop, are planned for all participants. Overall the project will have broad impact, as it is expected to lead to enriched learning by middle school students, provision of professional development opportunities for middle school teachers, improved communication and teaching skills for the Fellows, and strengthened partnerships between EKU and regional middles schools. Part of the support for this project comes from the Directorate for Mathematics and Physical Sciences. Title: Enhancing Inquiry-Based Science and Math in Appalachian Middle Schools Institution: Eastern Kentucky University PI: Tom Otieno. Co-PIs: Melinda S. Wilder, Brandon Hargis, Jerry D. Cook, William W. Farrar, Malcolm P. Frisbie, Kirk E. Jones and Chongkye Rhee. Funding; $1,341,668 total for 3 years Fellows per year: Eight graduate and four undergraduate fellows Setting: Rural Target audience of the project: Middle schools in Appalachian Kentucky Disciplines involved: Biological Sciences, Chemistry, Computer Science, Earth Sciences, Physics and Astronomy, and Mathematics and Statistics. GRAD TEACHING FELLOWS IN K-12 OFFICE OF MULTIDISCIPLINARY AC DGE EHR Otieno, Tom Melinda Wilder Eastern Kentucky University KY Sonia Ortega Continuing grant 1491668 7179 1253 SMET 9179 7179 0000099 Other Applications NEC 0231742 February 1, 2003 Enhancing Scientific Literacy Through Environmental Science: Developing Scientists and Citizens. Graduate and Undergraduate Fellows are working directly with Teachers drawn from 13 participating Environmental Science and Forestry in the High School schools to cooperatively lead course-specific, co-curricular and inter-school environmental science classroom, laboratory, and field experiences. In addition they are helping organize a district-wide 7th/8th grade science fair (The Environmental Challenge) and a 13-high school student science research symposium (The Environmental Summit) as two specific synthesizing events. Formative evaluation information is being collected and used to monitor, take corrective actions as necessary, and ensure the project achieves four outcomes: improved Fellow communication and teaching-related skills; teacher content gain and professional development; enriched student science learning; and strengthened school/college partnerships The project uses specific instructional and professional development activities to present environmental science themes such as sustainability, human population growth, a global perspective, the urban environment, and ethics. As examples: the Onondaga Lake Ecosystem Study provides a setting for study of a severely polluted urban lake and its restoration/recovery plan; the Onondaga City Park landscape frames vital issues of urban ecosystem biodiversity, land use and sustainability; and the Adirondack Highlands Regional Ecosystem Study offers opportunities for learning about the globally significant phenomenon of ecological impacts of chronic atmospheric deposition on aquatic and terrestrial communities and projected recovery as Clean Air Act emissions reductions are implemented. The broader impacts of the project include the widely diverse audience in the schools served; the Syracuse City School District with 25,000 students is one of New York State's "Big Five" urban school districts, while the additional partnering school districts represent a rich mix of suburban and rural characteristics. This project is partially supported from funds from the Directorate for Biological Siences. Project Title: Enhancing Scientific Literacy Through Environmental Science: Developing Scientists and Citizens Institution: State University of New York College of Environmental Science and Forestry (SUNY ESF) PI/co-PI: Dudley J. Raynal, Charles Spuches, Richard Beal, (SUNY) and Donna DeSiato (Syracuse City Schools) Partner School Districts: Syracuse City Schools, Liverpool Central, Chittenango Central, Marcellus Central, Fabius-Pompey Central, DeRuyter High, Beaver River High, Skaneateles High Funding: $1,295,228 total for 3 years Number of Fellows per year: 8 Graduate; 4 Undergraduate Setting: urban, Suburban, Rural Target Audience: High School NSF supported disciplines: Biological Sciences GRAD TEACHING FELLOWS IN K-12 GRAD TEACHING FELLOW IN K-12ED DGE EHR Raynal, Dudley Charles Spuches Donna DeSiato Richard Beal SUNY College of Environmental Science and Forestry NY Sonia Ortega Continuing grant 1479228 7179 1731 SMET 9179 7179 0000099 Other Applications NEC 0231751 June 1, 2003 GK-12: North Mississippi GK-8 Project. The Fellows are familiarizing themselves with best-practices pedagogy as well as state and national standards for mathematics and science as they work with the local teachers to develop interdisciplinary mathematics and science materials for all classes at the K-8 level. These modules are consistent with state and national standards and try, as far as is possible, to incorporate the theme of the Mississippi River basin in order to provide continuity through the curriculum and help to bring home the impact of math and science on the student's lives; an example of the project's intellectual merit.. The Fellows work with six schools: Bramlett, Oxford, and Central Elementary schools and Oxford Middle School (City of Oxford Schools) and Lafayette Elementary and Middle Schools (Lafayette County Schools). There are two key/contact teachers (one math, one science) at each of the middle schools and one key/contact teacher at each of the elementary schools. The broader impacts of the activities reach a number of beneficiaries. The Fellows are developing: improved communication skills; an understanding of good pedagogy; and an ability to effectively use technology as a teaching / learning tool and to use inquiry-based teaching and learning tools. Participating teachers are increasing their understanding of STEM related subjects; are demonstrating an increased use of inquiry-based teaching and learning tools; and are gaining access to a variety of professional development opportunities (ASTM, NSTA and other conferences). In addition there is an increasingly strong relationship developing between the University of Mississippi STEM-related departments and local school systems. Part of the support for this project comes from the Directorate for Mathematics and Physical Sciences Title: The North Mississippi GK-8 Project Institution: The University of Mississippi PI/Co-PIs: John O'Haver / Maurice Eftink, Cliff Ochs, David Rock Partner School Districts: Lafayette County, Oxford Funding: $1,499.832 Number of Fellows / Year: 12 Graduate Target Audience K-8 NSF Supported Disciplines: Mathematics, chemistry, geology, biology, physics, engineering, computer science, economics GRAD TEACHING FELLOWS IN K-12 OFFICE OF MULTIDISCIPLINARY AC DGE EHR O'Haver, John Maurice Eftink Clifford Ochs University of Mississippi MS Sonia Ortega Continuing grant 1775832 7179 1253 SMET 9179 7179 0000099 Other Applications NEC 0231768 June 1, 2003 A Lehigh Valley Partnership to Enhance STEM Education through G4-12 Teaching Fellows. Lehigh University is partnering with middle and high schools in the Allentown and Bethlehem Area School Districts in the Lehigh Valley, industry experts from Air Products and Chemicals, Agere Systems, Insaco, Inc. and the Discovery Center for Science and Technology Pennsylvania on "A Lehigh Valley Partnership to Enhance STEM Education Through G4-12 Teaching Fellows." The involvement of industry and the Discovery Center is novel and evidence of the project's intellectual merit. This project builds upon established outreach programs at Lehigh and will continue to enhance the educational experience of students in Lehigh Valley schools by placing graduate and advanced undergraduate Teaching Fellows in STEM classrooms and establishing STEM outreach teams. Teaching Fellows are helping grade 4-12 teachers introduce inquiry-based learning and use multimedia, wireless and other innovative technologies in local classrooms. Outreach teams consisting of Fellows, Lehigh faculty and industry experts are training and exchanging ideas with STEM teachers and administrators from the two schools districts. The great diversity within the school districts served promise broad impacts from these activities. This project is partially supported by funds from the Directorate for Engineering and from the Directorate for Computer and Information Science and Engineering. Title of Project: A Lehigh Valley Partnership to Enhance STEM Education through G4-12 Teaching Fellows Institution: Lehigh University PI/Co-PI: William M. Pottenger, Glenn D. Blank, Horace Moo-Young, Henry U. Odi, Michael J. Schulte (all from Lehigh University) Partner School District: Allentown and Bethlehem Public School Districts Funding: $1,223,068 # of Fellows/year: 6 Graduate Fellows and 6 Undergraduate Fellows Target Audience: Middle and High School (grades vary based on discipline) Setting: Urban Disciplines: Computer Science, Information Technology, Physics, Chemistry, Earth Science and Mathematics GRAD TEACHING FELLOWS IN K-12 WORKFORCE HUMAN RESOURCES DEVELOPMENT DGE EHR Blank, Glenn Henry Odi H. Keith Moo-Young Michael Schulte Lehigh University PA Sonia Ortega Continuing grant 1415412 7179 1713 1360 SMET 9179 7179 0000099 Other Applications NEC 0231773 June 1, 2003 K-6 Gets a Piece of the PIEE - Partnerships Implementing Engineering Education. Worcester Polytechnic Institute (WPI) is partnering with the Worcester Public School System on a project focusing on the development of human resources related to grade K-6 STEM education. Projects goals include: developing partnerships among graduate and undergraduate fellows, public school teachers and students, and WPI and WPI-affiliated faculty; implementing the Massachusetts Science and Technology/Engineering Curriculum Framework (MSTECF) in the K-6 curriculum by using the partnerships to develop specific teaching strategies; and assessing and disseminating the outreach process, student learning outcomes and teacher preparation that result from this project. The intellectual merit of this project is evidenced by the support given to the innovative technology component of the state standards. The direct interaction with K-6 schools, teachers and students is part of the broader impacts of this project. This project is partially supported by funds from the Directorate for Engineering. Title of Project: K-6 Gets a Piece of the PIEE-Partnerships Implementing Engineering Education Institution: Worcester Polytechnic Institute PI/Co-PI: Judith E. Miller and Joseph Rencis, both from WPI Partner School District: Worcester Public Schools Funding: $1,081,764 total for three years # of Fellows/year: 6 Graduate Fellows and 0-6 Undergraduate Fellows Target Audience: K-6 Setting: Urban Disciplines: Mathematics, Science, Technology, Engineering and Writing GRAD TEACHING FELLOWS IN K-12 HUMAN RESOURCES DEVELOPMENT DGE EHR Rulfs, Jill John Orr Worcester Polytechnic Institute MA Sonia Ortega Continuing grant 1183264 7179 1360 SMET 9179 7179 0000099 Other Applications NEC 0231796 July 1, 2003 Teaching, Experimentation And Mentoring in Science. The Pharmaceutical and Chemical Sciences Graduate Program (PCSP), a joint program from the School of Pharmacy and Department of Chemistry in the College of the Pacific at the University of Pacific in Stockton, California, is placing eight Project Fellows (graduate students) each year in grades 7-12 classrooms within San Joaquin County, California. Project partners include the San Joaquin County Office of Education, and retired scientists from UC Berkeley's Lawrence Livermore National Laboratory in Livermore, California. Project objectives are 1) to enhance science lessons and labs with standards based inquiry approach provided by targeted teachers and Project Fellows, and 2) to complete a yearlong research investigation matched to grade level state science standards which involves students and is conceived, led and carried out through a collaboration between teachers, Project Fellows, master teachers, retired scientists, and faculty mentors (TEAM Science). TEAM Science combines excellence in teaching, an emphasis on inquiry and experimentation, and the important benefits of retired scientist and university faculty mentoring. Eight teams recruited for each year of the project consist of two elementary grades 7-8 teachers, two 9-12 teachers, one retired research scientist, one Project Fellow, and one master teacher or university faculty mentor. Teachers recruited for the teams are a combination of non-, partial or newly credentialed teachers and experienced credentialed teachers. Each member of the eight teams participates in the following activities according to their role: 1) presentations on inquiry teaching and its application, and support for its implementation, 2) networking, ongoing support and coaching for Project Fellows and collaborating teachers and faculty, and 3) training in the research process which is enhanced through interaction with the retired research scientists including a final research project presentation at a university research symposium. Project participants are exposed to the National Board for Professional Teaching Standards certification process, science careers, cutting edge content presentations; inquiry based teaching, and specific strategies for English language learners. The teams represent a unique collaboration that brings together a blending of content and pedagogy expertise, teacher professional development leadership and school district involvement. Team meetings and training sessions during the summer and throughout the year target the building of a community of learners to enhance science content expertise and pedagogy for teachers and achievement for students with the assistance of graduate students, master teachers, retired scientists and faculty mentors. Project title: Teaching, Experimentation and Mentoring in Science Institution: University of the Pacific PI/Co-PI: James Blankenship, Patrick Jones, Judi Wilson Partner School Districts: San Joaquin County, Lincoln Unified, Linden Unified, Stockton Unified, Ripon Unified, Tracy Unified, Manteca Unified, Galt unified Funding: $ 1,466,807 total for 3 years Number of fellows/year: 8 graduate Setting: urban, rural, suburban Target audience: 7-12 NSF supported disciplines involved: biology, chemistry GRAD TEACHING FELLOWS IN K-12 GRAD TEACHING FELLOW IN K-12ED DGE EHR Blankenship, James Patrick Jones Judi Wilson University of the Pacific CA Sonia Ortega Continuing grant 1590807 7179 1731 SMET 9179 7179 0000099 Other Applications NEC 0231800 June 1, 2003 The AP Fellows Program: Enhancing Low-Income Urban Students' Participation and Achievement in Advanced Placement Courses. CUNY Graduate School is partnering with the Bronx High School Superintendency of the New York City Board of Education, The College Board, and the New York Academy of Sciences to address the need to increase the participation of low-income and underrepresented minority students in high-school-level Advanced Placement (AP) courses in mathematics and sciences, particularly in urban schools. This will have broad impacts not only for New York City, but also for other urban school districts eager to challenge all of their students. Project activities include: training for GK-12 Fellows in STEM education so that they can play a new role as an AP Fellow; enhancing the abilities of AP teachers of science and mathematics to deliver AP courses to urban students; and developing an exportable model that can be used by other school districts for increasing the successful participation of urban students in AP courses. The Graduate Fellows are assisting 20 new or novice AP teachers of science and mathematics and both are receiving intensive summer and academic-year training and support including College Board Summer Institutes, and workshops on such topics as science and mathematics content, inquiry-based instruction, science and math standards, educational technology as applied to formatting, AP course instruction, and post-secondary programs and career opportunities in STEM. In addition, of intellectual merit, AP teachers and university faculty who teach parallel courses are working together toward improving AP course delivery and articulation with post-secondary settings. This project is partially supported by funds from the Directorate for Engineering from the Directorate for Computer and Information Science and Engineering. Title of Project: The AP Fellows Program: Enhancing Low-Income Urban Students Participation and Achievement in Advanced Placement Courses Institution: The Graduate School and University Center of the City University of New York PI/Co-PI: Theodore Brown and Victor S. Strozak, both from CUNY Graduate School Partner School District: Bronx High School Other Partners: The College Board and the New York Academy of Sciences Funding: $1,498,818 # of Fellows/year: 10 AP Graduate Fellows and 20 AP Science and Math Teachers Target Audience: High School Setting: Urban Disciplines: Biology, Biochemistry, Chemistry, Computer Science, Earth and Environmental Sciences, Engineering, and Physics GRAD TEACHING FELLOWS IN K-12 WORKFORCE HUMAN RESOURCES DEVELOPMENT DGE EHR Brown, Ted Victor Strozak CUNY Graduate School University Center NY Sonia Ortega Continuing grant 1728818 7179 1713 1360 SMET 9179 7179 0000099 Other Applications NEC 0231832 May 1, 2003 Yale University Graduate Teaching Fellows in Biodiversity. These activities build upon an existing collaboration between 1998, Yale University's Peabody Museum of Natural History and the New Haven Public School (NHPS) District, the Peabody Teachers Program, a professional development program. Participating teachers produce inquiry-based science curricula that use Peabody Museum specimens in the mobile BioAction Lab for hands-on exploration of biological diversity and its impacts on human affairs. This draws on the expertise and materials resident in Yale's Peabody Museum, and provides stimulating subject matter upon which basic science competencies can be developed. The project proposed here is designed to build upon the already-existing strengths of the Peabody Teachers Program to enhance the professional development of middle school teachers and Yale graduate students, as well as to enrich the science-learning environment for New Haven middle school students. The Fellows work closely with participating teachers throughout the year to provide technical assistance as they develop curriculum units, in part to help ensure the scientific accuracy of the content. Working with the teachers and with children in their classrooms improves the science communication skills of the Graduate Fellows. Training and on-site supervision of the Graduate Fellows is provided by the PIs, by the staff of the program, and by the Yale Teacher Preparation Program. In addition, Master Peabody Teachers serve as mentors for pedagogical and classroom management techniques. All curriculum units designed in connection with this program are being incorporated into the middle school science curriculum and will also be disseminated broadly via the Peabody Museum's website. All aspects of the program are overseen by an Advisory Council and a Working Committee, including evaluations of the efficacy of the program. The broader impacts of the project affect a spectrum of beneficiaries. Participating teachers are increasing their scientific knowledge and developing new content-rich curricula. Their students (90% minority, 50% female, 75% on subsidized lunch programs) are benefiting from exposure to scientific subject matter and approaches of relevance to their daily lives, as well as to new role models. Yale graduate students are directly exposed to educational issues at the middle school level, and to the challenges of communicating the wonder of nature and the excitement and importance of science. This initiative strengthens Yale University's graduate programs and its commitment to providing resources for the enhancement of science education in the local school system. Title: Yale University Graduate Teaching Fellows in Biodiversity Institution: Yale University, Peabody Museum of Natural History School Partners: New Haven Public PI: Michael J. Donoghue, Leonard E. Munstermann Fellows/yr: 4 Graduate year 1, 6 in years 2 and 3, 2 Undergraduate Target: Middle School (grades 4-8) Setting; Urban Disciplines: Biological sciences GRAD TEACHING FELLOWS IN K-12 GRAD TEACHING FELLOW IN K-12ED DGE EHR Donoghue, Michael Leonard Munstermann Yale University CT Sonia Ortega Continuing grant 1005174 7179 1731 SMET 9179 7179 0000099 Other Applications NEC 0231833 June 1, 2003 The UNC Charlotte and Phillip O Berry Academy of Technology Cooperative: Graduate Resources for a Technology Academy. The University of North Carolina at Charlotte and the Phillip O. Berry Academy of Technology, a new high school located within the Charlotte-Mecklenburg Schools, are jointly creating a series of activities that prepare science, engineering and computer science, and mathematics graduate students to act as resource persons in high school classrooms and the teachers in those classrooms to work effectively with them. UNC Charlotte faculty serve as the instructional staff for eight-day workshops each summer for the Fellows and cooperating high school teachers. Participating Berry Academy teachers and selected GK-12 Fellows serve as workshop leaders each summer for new cohorts of Fellows and teachers. These workshops focus on policy regulations for working in K-12 schools, school safety, and pedagogy instruction, and include a curriculum-sequencing guide that is aligned with the North Carolina Standard Course of Study for the courses being taught the subsequent fall semester. During the academic year weekly seminars taught by UNC Charlotte faculty develop specific inquiry-based activities in science and mathematics for each course according to the sequencing guide. Each high school mathematics and science course affected is organized thematically addressing four program strands: the nature of science, science as inquiry, science and technology, and science in social and personal perspectives. The Fellows receive special preparation in teaching science as inquiry, in the use of NSF supported, research-based mathematics materials, and in the integration of technology in instruction. There are numerous broad impacts. Over the three years of its action more than 4800 high school students (approximately 82% minority) and over 25 high school teachers will be directly or indirectly impacted. In addition the activities encompass more than just classroom work. A website is being provided as a conduit between university mathematics and science faculty, project staff and high school mathematics and science teachers and students. This site acts as a forum for posting questions and answers, as a source of information concerning scheduled project activities, and as a resource for database sharing. A broad spectrum of teachers are benefiting as the cooperating high school teachers are serving as resource persons for other teachers at Berry Academy of Technology and, along with the Fellows, are developing and teaching two area-specific day long workshops during the school year. In addition, a grade-specific activity book is being developed for distribution to all Berry Academy teachers. Part of the support for this project comes from the Directorate for Mathematics and Physical Sciences. Project Title: The UNC-Charlotte and Phillip O"Berry Academy of Technology Cooperative: Graduate Resources for a Technology Academy Institution: The University of North Carolina at Charlotte (UNC) PI/Co-PI: David Royster, James Lyons (UNC), David Baldaia, Deborah Ramsey (Berry Academy of Technology) Partner School Districts: Philip O berry academy of Technology, Charlotte-Mecklenburg Funding: $1,411,841 total for 3 years Number of fellows/year: 10 graduate Setting: Urban Target audience: 9-12 NSF supported disciplines involved: Mathematics, Biology, Chemistry, Engineering, Computer Science GRAD TEACHING FELLOWS IN K-12 OFFICE OF MULTIDISCIPLINARY AC DGE EHR Lyons, James David Baldaia Deborah Ramsey University of North Carolina at Charlotte NC Sonia Ortega Continuing grant 1568853 7179 1253 SMET 9179 7179 0000099 Other Applications NEC 0231834 January 1, 2003 Rhode Island Marine and Environmental Graduate Teaching Fellows in K-12 Education. Project Summary The University of Rhode Island's (URI) Graduate School of Oceanography (GSO), Office of Marine Programs (OMP), fifteen of the university's marine and environmental academic departments and four Rhode Island school districts are building upon a previous GK-12 partnership to introduce K-12 students to current issues in ocean and environmental sciences through locally created classroom modules and field exercises involving coastal, estuarine, and fresh water ecosystems. In addition to partnering in the classroom, Fellows and teachers are spending three weeks in a summer institute during which Fellows present current information and concepts concerning ocean and environmental sciences and lead field studies, while Teacher Partners instruct the Fellows in classroom management, student assessment, and curriculum implementation. The teams produce academic plans for integrating the Fellows and relevant science content into the school year. A URI faculty member mentors each Fellow and makes two visits each year to their Fellow's K-12 classroom. The Faculty Mentors, Fellows, and Teacher Partners convene for a mini-institute each November to build partnerships, reacquaint everyone with the goals of the project, and investigate national and state science standards relevant to their ocean and environmental modules. In addition to their classroom experiences Fellows give presentations relating to their coursework, theses research and Fellowship experiences to parents, teachers, and other members of their school district communities in district-organized events. The broader impact of the project includes its affects on the participating Fellows, teachers, and K-12 students and is reflected in the demography of the school districts involved. The Fellows are learning how to present their scientific findings and interests to a broad audience and are developing useful teaching strategies that reflect current insight into teaching and learning. The teachers are gaining increased confidence in their knowledge of environmental and ocean sciences, in conducting inquiry activities and in taking groups of students out into the field. The K-12 students are gaining a new appreciation and understanding of science because of seeing the Fellows as role models for themselves, improving their science literacy, and engaging in a study of science that investigates global issues that have definite local implications. The school districts involved range from an urban district with 88% of the students eligible for free or reduced lunch and 71% from minority populations to a suburban district with 13% eligible for free or reduced lunch and 5% from minority populations. Title: Rhode Island Marine and Environmental Graduate Teaching Fellows in K-12 Education (RIME) Institution: University of Rhode Island PI/co-PIs: John Merrill; Gail Scowcroft; Sara Hickox School District Partners: Central Falls, Warwick, Cranston and Narragansett Award: $1,499,753 total for 3 years Number of Fellows/year: 11 graduate Target Audience: K-12 Setting: Urban, Suburban NSF supported Disciplines Involved: Ocean and environmental sciences GRAD TEACHING FELLOWS IN K-12 DGE EHR Merrill, John Sara Hickox Gail Scowcroft University of Rhode Island RI Sonia Ortega Continuing grant 1767254 7179 SMET 9179 7179 0000099 Other Applications NEC 0231843 January 1, 2003 GK-12 OCEANS: Ocean sCientist Educator pArtnerships eNhancing Science. Project Summary Teacher-Fellow GK-12 teams are introducing, ocean based science into Pineallis County K-8 classrooms, aligning their efforts with the Earth Science, Life Science, and Physical Science content strands in the Florida state science standards. The teams collaborate to discover and then meet the expressed needs of school district administrators. Through their work with the Fellows, the teachers, many of whom have little previous background in ocean science, are becoming adept at stimulating and elevating students' interest in a variety of science topics by capitalizing on the fact that Florida is surrounded on three sides by ocean. Faculty collaborators from the College of Marine Science and the College of Education serve as mentors and educators to provide professional support in content and pedagogy for Fellows and teachers. Recruiting strategies for student and faculty participation capitalize on the growing interest of College of Marine Science graduate students in education, outreach learning and teaching opportunities, and the initiation of expanded Ocean Science content based Science Education degree programs offered by the College of Education. The broader impacts of the project are reflected in the benefits accruing to each of the participants. The Fellows are becoming better prepared for the classroom environment and are developing improved communication skills in such areas as connecting with diverse audiences. The participating teachers, many of whom have little academic background in ocean science, by working with content experts, are becoming adept at capitalizing on the fact that Florida is surrounded on three sides by ocean to stimulate and elevate students interest generally in a variety of science topics. Other teachers benefit from the resources the teams have developed and put on the web. The K-8 students benefit from their interaction with real-life scientists who act as role models and content specialists, and who are a source of career information. Schools benefit through 1) professional development for teachers which expands both their content knowledge and inquiry-based instructional skills, and 2) an improved science learning environment for students which incorporates the local ocean setting into real world science applications. The higher education partners benefit because the project facilitates collaboration between scientists and educators, fosters development of innovative degree programs, and serves as a recruitment incentive for prospective graduate students in Marine Science and Education. Title of Project: GK-12 OCEANS: Graduate Teaching Fellows in K-12 Education Institution: University of South Florida PI/CoPI: Teresa Greely and Paula Coble Cooperating District and Schools: Pinellas County, Canterbury School of Florida Number of Fellows per year: 10 graduates, 3 undergraduates Setting: Urban, Suburban Target Audience of the project: K-8 NSF supported disciplines involved: Geosciences/Ocean Science GRAD TEACHING FELLOWS IN K-12 DGE EHR Greely, Teresa Ashanti Pyrtle University of South Florida FL Sonia Ortega Continuing grant 1684879 7179 SMET 9179 7179 0000099 Other Applications NEC 0231853 January 1, 2003 Graduate Math And Science Teaching Education Reform. Teams consisting of a cooperating teacher, a Fellow and a mathematics or natural sciences faculty member are working to introduce hands on inquiry science curriculum materials into four school districts that vary widely in the demographics of their student body and in their environment, ranging from a high needs urban district with a very high percentage of students on free or subsidized lunches to rural schools, to schools in affluent suburbs. Collaborative professional development is being provided during an intense six week summer session with follow-up during the academic year. GK-12 Fellows and their cooperating K-12 teachers are learning hands-on inquiry teaching strategies and how to engage K-12 students in long-term research projects. They are working together to use these strategies in the classroom. The broad impacts of these activities include benefits to the students, the teachers and the institutions involved. The Fellows are developing skills, such as improved teaching abilities, useful in their role as future faculty. They are gaining an appreciation of their ability to contribute to improving K-12 math and science education and the benefits of doing so; establishing patterns of behavior that will result in their future support of K-12 math and science education throughout their professional careers. The university is building strong connections between graduate training in mathematics and the natural sciences with K-12 and undergraduate math and science education. It is strengthening existing ties with local school districts. The K-12 students are beginning to realize their own potential to follow a career in science by working with graduate student scientists who provide strong role models. Other benefits include improved K-12 student understanding of mathematics and science and of scientific methods of inquiry. Part of the support for this project comes from the Directorate for Mathematics and Physical Sciences Title: Graduate Math and Science Teaching Education Reform Institution: Bowling Green State University PI/Co-PI: William Midden, Lena Ballone, Stephen Van Hook Partner School Districts: Springfield Local, Toledo Public, Wood County, Bowling Green City Funding: $1,359,290 total for 3 years # of Fellows/year: 5 Graduate year 1, 10 Graduate in years 2 & 3 Setting: Urban, suburban, rural Grade Band: K-12 Disciplines Involved: mathematics, biology, physics, psychology, geology, chemistry GRAD TEACHING FELLOWS IN K-12 OFFICE OF MULTIDISCIPLINARY AC DGE EHR Van Hook, Stephen William Midden Lena Ballone Bowling Green State University OH Sonia Ortega Continuing grant 1559290 7179 1253 SMET 9179 7179 0000099 Other Applications NEC 0231856 January 1, 2003 Science Partners in Inquiry-based Collaborative Education (SPICE). The University of Florida's Museum of Natural History, Center for Precollegiate Education and Training, College of Education, Center for Women's Studies and Gender Research, and Departments of Environmental Engineering Sciences and Zoology, will team with the School Board of Alachua Country to promote science and engineering careers by placing graduate students into classrooms to implement inquiry-based modules on Ecosystem Health and Sustainability. The target will be middle schools in Alachua County with large populations of students from populations underrepresented in science and engineering. Graduate students in Zoology and Environmental Engineering Sciences will be paired with teachers. As a team, they will participate in a summer institute and a workshop to learn and discuss pedagogy associated with inquiry-based learning, to review state and national science standards, and to decide upon specific topics that meet the needs of individual classrooms and take advantage of team members' expertise. Graduate Fellows and teachers will design and modify modules focused on Ecosystem Health and Sustainability. These modules will specifically address national and state science standards, and will stress hands-on exploration of environmental "mysteries". Experimentation, data collection, analysis, and interpretation of results will be stressed. Projects will have immediate relevance to the students' lives and will be posted on a website. All classrooms participating in the project will be furnished with computers and technical support to facilitate this web-based communication. After testing and refinement, modules will be made widely available through summer training workshops, in which kits for implementation of modules will be provided free of charge. Modules and complete instructions will also be made available and widely advertised on the web. To provide mentoring, Graduate Fellows will select from a menu of options for working individually or in small groups with students. Likewise, middle school students will become role models for peers and younger children by participating in already-established science programs designed to provide opportunities for sharing scientific learning. Specifically, the program aims to: o foster middle school students' desire to pursue careers in science, technology, engineering and mathematics, especially within underrepresented groups. o provide support and preparation for Graduate Fellows to pursue a career in education. o improve science, technology, engineering, and mathematics curricula in the public schools while addressing state and federal standards. Project Title: Science Partners in Inquiry-based Collaborative Education (S.P.I.C.E.) Institution: University of Florida PI/Co-PI: Douglas Level, Jean Andino, Betty Camp, Roberta Harbrucker, Mary Jo Koroly Partner School Districts: Alachua County Financing: $1,445,013 Number of fellows per year: 9 graduate Setting: Rural Target audience of the project: Middle School NSF supported disciplines involved: Science and Engineering GRAD TEACHING FELLOWS IN K-12 GRAD TEACHING FELLOW IN K-12ED DGE EHR Levey, Douglas Mary Jo Koroly Betty Dunckel Jean Andino Roberta Harbrucker University of Florida FL Sonia Ortega Continuing grant 1652013 7179 1731 SMET 9179 7179 0000099 Other Applications NEC 0231857 July 1, 2003 GK-12: Middle School Investigators in Environmental Science. Proposal Summary New Mexico State University is partnering with the three public school districts in south-central New Mexico and the Chihuahuan Desert Nature Park (CDNP), a non-profit organization that provides environmental science experiences for K-12 teachers and students. The Fellows, graduate students in biology, chemistry, biochemistry and geology, partner with middle school science teachers and the CDNP to use weather software produced by AWS Convergence Technologies, Inc. to allow students, Fellows, teachers, and the CDNP staff to access, process and analyze weather data from over 6,000 locations nationwide. The teams are involved in both implementing existing CNDP and AWS learning modules and developing new modules that integrate weather data, geology, biology, and chemistry to fit curricular needs and address New Mexico and national science education standards. The broader impacts of this activity include the mentoring relationships developed between the middle school students and the Fellows who work with them; the increased interest of middle school students in pursuing STEM studies and careers; the enhanced abilities of participating teachers to develop climate focused classrooms modules reflecting the teachers' increased content knowledge and their increased comfort with inquiry-based learning techniques. The fellows are developing improved communication skills (especially with non-scientists), and knowledge of teaching methods and learning processes. In addition the interdisciplinary nature of the teams are resulting in increased Fellow appreciation for interdisciplinary research and an enhanced understanding of the broader scientific and social implications of their research. Title of Project: GK-12: Middle School Student Investigators in Environmental Science Institution: New Mexico State University PI/Co-PI: Nancy J. McMillan, New Mexico State University; Stephanie Bestelmeyer, Chihuahuan Desert Nature Park; Erlinda Martinez, Las Cruces Public Schools District; Cynthia Nava, Gadsden Public Schools District; Georgia Lane, Hatch Public Schools District Partner School Districts: Las Cruces, Gadsden, Hatch Budget: 1,267,299 total for three years No of Fellows/year: 11 Graduate Fellows Target Audience: Middle School Setting: Urban, Rural Disciplines: Biology, Chemistry, Biochemistry, Geology GRAD TEACHING FELLOWS IN K-12 EDUCATION/HUMAN RESOURCES,OCE DGE EHR McMillan, Nancy New Mexico State University NM Sonia Ortega Continuing grant 1520299 7179 1690 SMET 9179 7179 0000099 Other Applications NEC 0231863 May 1, 2003 GK-12: Partners Investigating our Environment (PIE). The primary focus of the project will be to develop learning teams comprised of middle school students, teachers, graduate student fellows and Ball State University faculty. The partnership works together on inquiry-based environmental studies at the local, regional and global levels. The common experience for all participants is The Global Learning and Observations to Benefit the Environment (GLOBE) Program. GLOBE integrates science, mathematics and technology into its educational format. The learning teams devise a system wide student inquiry project to investigate an environmental issue of local significance. Schools collect local environmental data using established scientific protocols and, through the technology of the GLOBE web site, communicate with students from other regions and countries. These activities are integrated with and support the Indianapolis Public School's science curriculum frameworks. The core experiences emphasized by the project include: (1) content in life, physical and earth/space science, (2) the inquiry process, (3) data gathering and analysis, and (4) graphing and interpretation of scientific data. PIE teaches students to trust the observations they make and conclusions they draw. The broader impact of the project include its focus on bringing environmental educational experiences to an urban student population and the opportunity it provides for middle school students to become scientists in their own backyard. This project is partially supported with funds from the Directorate for Biological Sciences. Title: GK-12 Partners Investigating our Environment (PIE) Institution: Ball State University PI: Kemuel Badger, Walter Smith Partner School District: Indianapolis Public Funding: $1,257,156 total for 3 years Graduate Fellows per year: 10 Setting: Urban Target Audience: grades 6-8 NSF Supported Disciplines: Biology, Geology, Natural Resources, Chemistry, and Physics . GRAD TEACHING FELLOWS IN K-12 GRAD TEACHING FELLOW IN K-12ED DGE EHR Badger, Kemuel Walter Smith Ball State University IN Sonia Ortega Continuing grant 1487156 7179 1731 SMET 9179 7179 0000099 Other Applications NEC 0231875 June 1, 2003 Implementation of Inquiry-Based Teaching and Learning of Science and Mathematics in New York City Middle Schools. This GK-12 project supports fellows at Columbia University, from the departments of Biology, Chemistry, and Mathematics, and undergraduate fellows at Barnard College, from the Department of Environmental Science. The fellows engage in educational activities with middle school students in an urban New York City school district. Nine graduate students and three advanced undergraduates are supported per year. Teams of fellows and science teachers utilize inquiry-based projects in an effort to develop novel curricula based on issues that connect with the everyday lives of the students. The science is presented with other areas of instruction such as social studies, art and literature to enhance the students' appreciation for the social context of science. The Institute for Learning Technologies at Teachers College of Columbia University is a partner in this project. The intellectual merit is evidenced by the unique inclusion of literature and history in the presentation of science in the middle school context, e.g. including reading and writing skills. Broader impacts relate to the relevance of the subjects targeted, e.g. environmental issues. This project is partially supported by funds from the Directorate for Mathematical and Physical Sciences. Project title: Implementation of Inquiry-Based Teaching and Learning of Science and Mathematics in New York City Middle Schools Institution: Columbia University PI/Co-PI: Leonard Fine, Bhawani Venkataraman Partner School Districts: New York City School District Two, Funding: $1,406,400 Number of fellows/year: 9 graduate, 3 undergraduate Setting: Urban Target audience: Middle School NSF supported disciplines involved: Chemistry, Biology, Mathematics GRAD TEACHING FELLOWS IN K-12 OFFICE OF MULTIDISCIPLINARY AC DGE EHR Fine, Leonard Stacey Brydges Columbia University NY Sonia Ortega Continuing grant 1613400 7179 1253 SMET 9179 7179 0000099 Other Applications NEC 0231877 January 1, 2003 GK-12: Exploring California Biodiversity. The overall objective of the project is to inspire K-12 students in the study of biodiversity and give graduate fellows an understanding of issues in K-12 education. This project connects the museums and field stations at UC Berkeley with the local K-12 community. Early in the academic year, the graduate fellows take the K-12 students and their teachers on a field trip to one of the Berkeley Natural History Field Stations that allow access to diverse natural habitats in California. The students collect natural history items that form the kernel of subsequent classroom activities. Together with the graduate fellows, the school students curate and/or identify the specimens collected using additional information from the large BNHM collections. The K-12 students and teachers enter specimen data and associated information into a database, which is linked to the already established databases of the BNHMs, and has a web interface. They then use interpretive tools to study their data. The students develop hypotheses, based on the information collected and analyses performed, and test these in the field. The data that the students generate and associated interpretations are shared among participating schools, and the information is made accessible to schools throughout the Bay Area. There are broad impacts from this project to a number of beneficiaries. The PIs and graduate fellows benefit from (i) the expanded database on spatial and temporal patterns of biodiversity, information that is critical to developing hypotheses as to historical processes responsible for biogeographic patterns, current factors affecting distributions, and future trajectories; and (ii) development of skills in communication and leadership. The K-12 teachers benefit from direct involvement in research and enrichment in the approach to, and understanding of, evolutionary biology, including a strong sense of participation in monitoring of biodiversity. The schools benefit from the enhanced access to technology, and development of their own natural history collections and associated databases coupled with interpretive tools. Project title: GK-12: Exploring California Biodiversity Institution: University of California Berkeley PI/Co-PI: Rosemary Gillespie, Donald Dahlsteen, David Lindbergh, Craig Moritz, Mary Power Partner School Districts: West Contra Costa Unified, Funding: $ 1,432,160 total for 3 years No of fellows/yr: 6 graduate, 2undergraduate, yr 1; 8 graduate, 8 undegraduate yr 2,3 Setting: Urban Target audience: middle-high school NSF supported disciplines involved: Science and Mathematics, Environmental Science GRAD TEACHING FELLOWS IN K-12 GRAD TEACHING FELLOW IN K-12ED DGE EHR Gillespie, Rosemary Donald Dahlsten Mary Power Craig Moritz David Lindberg University of California-Berkeley CA Sonia Ortega Continuing grant 1604160 7179 1731 SMET 9179 7179 0000099 Other Applications NEC 0231883 January 1, 2003 GK-12, Wayne State University/ Detroit Public Schools Science and Mathematics Teaching Fellowship Program. Building upon and expanding a previous GK-12 project (DGE 9979550), this partnership between the Colleges of Science and Education at Wayne State University (WSU) and the administration and teachers of the Detroit Public Schools (DPS) Fellow/teacher teams is working in two Detroit inner city middle schools, (Foch and Hally). The teams negotiate the role of each team member and discuss science and mathematics content and concepts; effective classroom management techniques; and teaching methods and the research on teaching and learning that undergirds them during summer workshops in pedagogy and classroom management and academic year Math and Science workshops. The subject foci of these workshops are determined by the requirements of state standards and the needs of the middle school classes. They provide fellows with content knowledge outside of their major and give the teacher and fellow teams a more coherent view of middle school math and science. In addition to their work with teachers in the classroom, the Fellows organize and participate in family mathematics and science nights, assist with science fairs, and forge ties between the schools and community based outreach organizations, such as The Greening of Detroit, Earth Force and Friends of the Rouge. Wayne State science, math and engineering faculty visit the partner schools and conduct science and math activities with the students. The broader impacts of the program include the strong partnership being forged between the students and faculty of Wayne State and the students and faculty of two urban schools with predominantly African American student populations and the many community groups, including parents, it is enlisting in its effort to build a local comprehensive learning community that nourishes children's interests and abilities in mathematics, the sciences and technology. Overall broader student and teacher contacts are being developed and there is an increase in the number of faculty participating in outreach activities. Part of the support for this project comes from the Directorate for Mathematics and Physical Sciences. Title: GK-12, Detroit Science and Mathematics Fellowship Program, Institution: Wayne State University PI/co-PI: Regina Zibuck, PI; Maria Ferreira, Carl Freeman, Wayne State; Karen Harrison, Nancy Varner, Detroit Public Schools Funding: $1,498,265 total for 3 years Partner School District: Detroit Public Fellows per year: 6 graduate and 14 undergraduate Target grades: 6-8 Setting: Urban NSF supported disciplines involved: Science and Mathematics GRAD TEACHING FELLOWS IN K-12 OFFICE OF MULTIDISCIPLINARY AC DGE EHR Zibuck, Regina D. Carl Freeman Nancy Varner Maria Ferreira Karen Harrison Wayne State University MI Sonia Ortega Continuing grant 1636265 7179 1253 SMET 9179 7179 0000099 Other Applications NEC 0231900 January 1, 2003 GK-12 PRISM Problems & Research to Integrate Science & Mathematics. Basing their work on their expertise in science and mathematics, teams composed of teachers, and graduate and undergraduate Fellows are developing new materials and adopting and adapting existing materials for problem- based learning (PBL) and interactive case based learning (ICBL) cases that integrate grade appropriate science and math content into locally relevant classroom modules. The Fellows are assisting teachers in introducing and testing these cases and problems in a variety of middle and high schools in the Atlanta area. In preparation for this work, the teams are participating in workshops on PBL and ICBL pedagogy, as well as teacher- designed introductions to urban education. Each team is collaborating on developing plans that include a needs assessment, an action plan, an implementation plan and a communication plan. The teams are also providing professional development for other teachers in the school. The broader impacts of these activities include benefits to the Fellows, the teachers and the K-12 students involved. The Fellow are gaining the skills and knowledge necessary to: engage in active learning teaching pedagogies and reflective practice; practice the teamwork required for interdisciplinary science collaboration that leads to success in modern scientific research; communicate science effectively to a broader audience; and to include outreach activities in their career goals when they are practicing scientists. The teachers are enhancing and updating their Math /Science content knowledge and are sharing this knowledge with other teachers. They are benefiting as well from enhanced articulation and communication between middle school and high school teachers and between teachers and college faculty and students. The high school and middle school students involved are benefiting not only from the classroom modules being developed but are also interacting with role models to whom they can relate, leading to improved student interest in science and mathematics careers. Part of the support for this project comes from the Directorate for Mathematics and Physical Sciences Title: Problems and Research to Integrate Science and Mathematics (PRISM) Institution: Emory University PI/Co-PI: Joseph B. Justice; Patricia Marsteller, Preetha Ram Partner School Districts: DeKalb County, City Schools of Decatur, Fulton County, Atlanta Public Funding: $1,493,055 # of Fellows/yr: 10 Graduate, 10 Undergraduate Setting: Urban Grade Band: middle-high school Disciplines Affected: Science and Mathematics GRAD TEACHING FELLOWS IN K-12 GRAD TEACHING FELLOW IN K-12ED OFFICE OF MULTIDISCIPLINARY AC DGE EHR Justice, Joseph Patricia Marsteller Preetha Ram Emory University GA Sonia Ortega Continuing grant 1876387 7179 1731 1253 SMET 9179 7179 0000099 Other Applications NEC 0231909 June 1, 2003 GK-12 Project STAMP -- Science Technology and Mathematics Partnerships. Project STAMP - Science Technology and Mathematics Partnerships - provides graduate fellows from the University of Boston, from the departments of Biology, Physics, Chemistry, Medicine and Engineering, for educational activities with grade 6-12 students in the urban and suburban Boston, Chelsea, Newton and Quincy school districts. External partners include the Boston Museum of Science, the New England Aquarium, Melles Griot (an optics company) and the New England Board of Higher Education. Nine graduate students and four advanced undergraduates are supported per year. The themes are investigation, experimentation and problem solving. Innovative aspects include the use of a mobile laboratory as a capstone experience. The wide variety of school districts participating illustrate the broader impacts of this project as does the extensive use of the many resources available in the Boston area. This project is partially supported with funds from the Directorate for Mathematics and the Physical Sciences Project title: Science, Technology and Mathematics Partnerships Institution: Boston University PI/Co-PI: Bennett Goldberg, Donald DeRosa, Peter Garik, Constance Phillips, Michael Ruane Partner School Districts: Boston, Chelsea, Newton, Quincy Funding: $ 1,419,131 total for 3 years Number of fellows/year: 9 graduate, 4 undergraduate Setting: Urban Target audience: 6-12 NSF supported disciplines involved: Biology, Physics, Chemistry, Engineering GRAD TEACHING FELLOWS IN K-12 OFFICE OF MULTIDISCIPLINARY AC DGE EHR Goldberg, Bennett Michael Ruane Peter Garik Constance Phillips Donald DeRosa Trustees of Boston University MA Sonia Ortega Continuing grant 1626131 7179 1253 SMET 9179 7179 0000099 Other Applications NEC 0231913 August 1, 2003 GK-12: Cornell Science Inquiry Partnerships (CSIP). The Cornell Science Inquiry Partnerships (CSIP) will involve graduate fellows working with science teachers in grades 7-12 in rural and urban schools in upstate NY. CSIP will have a broad disciplinary base, incorporating fellows from the Colleges of Agriculture and Life Sciences, Arts and Sciences, and Engineering. Through CSIP, middle school and high school students will be engaged in three types of inquiry: (1) open-ended explorations of unexplained phenomena, (2) highly structured investigations that proceed toward known outcomes and are designed to teach specific concepts or principles, and (3) activities that lead to an understanding of the nature of scientific research, (e.g., the importance of peer review). Fellows also will teach specific concepts related to their research, the students' inquiry projects, and required course content. GK-12 fellows will develop leadership, mentoring, and teaching skills; the ability to work in multidisciplinary teams; and partnerships with faculty, peers, and teachers--all of which will aid them in their research and future employment. Teachers will enhance their ability to guide student researchers and will develop collaborations with universy faculty and community organizations. Through CSIP, university students, faculty, and high school and middle school teachers will develop long-term partnerships, create new approaches to enhance inquiry learning, and update science content taught in secondary schools. An important outcome of CSIP will be that these new instructional materials and models can be disseminated for the benefit of other students and teachers nationwide. Partner School Districts: Cortland City, Ithaca City, Newark Valley Central, Rochester City, Seneca Falls Central, Tompkins-Seneca-Tioga BOCES, Whitney Point Central Budget: $1,500,006 (total for 3 years) No of Fellows/year: 10 Graduate Fellows Target Audience: Middle & High School Setting: Urban, Rural Disciplines: Life Sciences, Earth Science, Chemistry, Physics, Engineering GRAD TEACHING FELLOWS IN K-12 CROSS-DIRECTORATE ACTIV PROGR DGE EHR Krasny, Marianne Nancy Trautmann Cornell University - State NY Sonia Ortega Continuing grant 1743056 7179 1397 SMET 9179 7179 0000099 Other Applications NEC 0231923 February 1, 2003 GK-12 Access Science: Today's teachers and tomorrow's scientists teaching and learning together. Access Science, a renewed GK-12 project, supports fellows at the University of Pennsylvania from the departments of Biology, Physics, Chemistry, Mathematics, Computer Science and Engineering, for educational activities with grade K-12 students in the urban public schools in West Philadelphia. The school population is 98% African American. Penn's Center for Community Partnership participates in the project. Ten graduate students and twenty advanced undergraduates are supported per year. The themes are hands-on and inquiry based science, mathematics, engineering and technology. The nature of the schools involved result in a broad impact of this project on populations that are currently underrepresented in the sciences, technology, mathematics, and engineering professions. This project is receiving partial support from the Directorate for Mathematics and Physical Sciences Title: GK-12 Access Science: Today's Teachers and Tomorrow's Scientists Teaching and Learning Together PI: Dennis DeTurck Institution: University of Pennsylvania Partner School Districts: School District of Philadelphia, West and Southwest Area Offices Number of Fellows/year: 10 graduate; 20 Undergraduate Funding: $1,496,070 Total for 3 years Grade Bands: K-12 Setting: Urban Disciplines: Mathematics, Biology, Chemistry, Physics, Computer Science, Engineering GRAD TEACHING FELLOWS IN K-12 CROSS-DIRECTORATE ACTIV PROGR OFFICE OF MULTIDISCIPLINARY AC DGE EHR DeTurck, Dennis University of Pennsylvania PA Sonia Ortega Continuing grant 1840637 7179 1397 1253 SMET 9179 7179 0000099 Other Applications NEC 0231969 January 15, 2003 Alliance for Enhancement of Science Education and Technology. Based on a prior GK-12 project that partnered 31 graduate teaching Fellows with 36 teachers in 14 schools in the Metropolitan Nashville Public Schools, this current project pairs the Fellows with teams of teachers at select middle schools. These teams come together for three weeks during the summer to build their partnership relationship, review national and local standards, and select and design activities for the upcoming year. The Fellows enter their partner classroom in the fall, and spend 10 hours per week in the classroom presenting hands-on inquiry-based science activities in 7th and 8th grade classrooms. They also participate in a bimonthly seminar, and take a 3 hr science methods course. Each of the participants contributes a particular strength to the key activities. Teachers provide ongoing feedback through meetings and focus groups, as well as act as mentor teachers within their school and during the summer workshops; the Fellows' research advisors attend two class periods per semester to observe their Fellow in action and to interact with the K-12 students and teachers. Mathematics is integrated into each activity and mathematics graduate students and master teachers are active participants. The summer partnership building includes a two week in-laboratory experience for the partner teachers. Broader impacts of these activities include the outreach to a wide number of schools and the model it provides of giving teachers a central role in planning and evaluation. This project is receiving partial support from the Directorate for Biological Sciences Project Title: Alliance for Enhancement of Science Education and Technology Institution: Vanderbilt University, Meharry Medical College (MMC) PI/Co-PI: Virginia Shepherd, Melvin Joesten, Maria de Fatima Lima (Meharry) Partner School Districts: Metropolitan Nashville Financing: $1,493,700 Number of fellows/year: 10 graduate, 2 undergraduate Setting: middle school Target Audience: Urban NSF supported disciplines involved: mathematics GRAD TEACHING FELLOWS IN K-12 GRAD TEACHING FELLOW IN K-12ED DGE EHR Shepherd, Virginia Melvin Joesten Maria Lima Vanderbilt University Medical Center TN Sonia Ortega Continuing grant 1860278 7179 1731 SMET 9179 7179 0000099 Other Applications NEC 0231986 June 1, 2003 GK-12: Partners in Science Education: GK-12 Fellow at CU-Boulder. This GK-12 project supports fellows at the University of Colorado, from the departments of Astrophysics, Environmental Biology, and Chemistry, for educational activities with 6th-8th graders and 9th-10th graders in the Boulder Valley school districts, targeting especially Hispanic populations. Nine graduate students and five advanced undergraduates are supported per year. The themes are adaptation, implementation and enrichment of Full Option Science System (FOSS) modules, a modular approach to teaching elementary school science. The microscopic-macroscopic connection in science (biology and chemistry) is emphasized. Partners include the Sombrero Marsh Nature Center, the Cooperative Institute for Environmental Science, Thorn Ecological Institute and the City of Boulder Open Space and Mountain Parks. The intellectual merit is evidenced by the unifying focus on environmental issues. Broader impacts are reflected in the nature of the schools, as many include students in groups currently underrepresented in science. This project is partially supported by funds from the Directorate for Mathematical and Physical Sciences. Project Title: Partners in Science Education: GK-12 Fellows at CU-Boulder Institution: University of Colorado Boulder PI/Co-PI: Veronica Bierbaum, Margaret Asirvatham, Frances Bagenal, Andrew Martin, Lesley Smith Partner School Districts: Boulder Valley Funding: $1,359,348 Number of Fellows/year: 9 graduate, 5 undergraduate Setting: Suburban, Rural Target Audience: Grades 6 to 10 NSF supported disciplines involved: physics, chemistry, biology, geology GRAD TEACHING FELLOWS IN K-12 OFFICE OF MULTIDISCIPLINARY AC DGE EHR Bierbaum, Veronica Frances Bagenal Lesley Smith Andrew Martin Margaret Asirvatham University of Colorado at Boulder CO Sonia Ortega Continuing grant 1566348 7179 1253 SMET 9179 7179 0000099 Other Applications NEC 0231993 March 1, 2003 Science For Our Schools (SFOS). This project is a partnership of several science departments and several minority serving school systems. The Broader Impact of the project is very high. Students are placed in several urban schools with large minority enrollments. The Fellows, in partnership with cooperating teachers, are adapting and implementing laboratories, activities and demonstrations that meet California science content standards. Part of the Intellectual Merit of the proposal is the broad range of academic faculty involved in both supervising Fellows and participating in professional development activities. The Departments of Physics and Astronomy, Geological Sciences, Chemistry and Biochemistry, Biology and Microbiology are involved. This project is receiving partial support from the Directorate for Mathematics and the Physical Sciences. Title: Science For Our Schools (SFOS) Institution: California State University at Los Angeles PI/Co-PI: Susan Tereby, David Mayo Partner School Districts: Garvey, Montebello Unified, Los Angeles Unified District K, Baldwin Park Number of Fellows per year: 8 graduate students Target Audience: Grades 7 - 12 Setting: Urban NSF Supported Disciplines: Physics and Astronomy, Geology, Chemistry and Biology. GRAD TEACHING FELLOWS IN K-12 OFFICE OF MULTIDISCIPLINARY AC DGE EHR Terebey, Susan California State L A University Auxiliary Services Inc. CA Sonia Ortega Continuing grant 1527521 7179 1253 SMET 9179 7179 0000099 Other Applications NEC 0231997 January 1, 2003 Lane County School Districts and University of Oregon Partnership to Enhance Science, Technology, Engineering and Mathematics (STEM) Education. This GK-12 project supports fellows at the University of Oregon, from the departments of Physics and Chemistry, for educational activities with grade K-12 students in the rural Lane County school districts. Eleven graduate students and two advanced undergraduates are supported per year. The themes are hands-on experience, inquiry-based learning, and, for K-8, the creative use of "Science and Technology for Children" science kits. The intellectual merit of this project includes the opportunity for the Fellows to work with teachers who help them develop effective teaching skills while honing their own understanding of mathematics and the sciences. The broader impact is the help given to the schools as they adapt the kits for uses consistent with the state science standards. This project is receiving partial support from the Directorate for Mathematics and the Physical Sciences Project title: Partnership to Enhance Science, Technology, Engineering and Mathematics Education Institution: University of Oregon PI/Co-PI: David Johnson, Dean Livelybrooks, Caroline Page, David Tyler Partner School Districts: Lane County Funding: $ 1,490,824 total for three years Number of fellows/year: 11 graduate, 2 undergraduate Setting: Rural Target audience: K-12 NSF supported disciplines involved: chemistry, physics and mathematics GRAD TEACHING FELLOWS IN K-12 OFFICE OF MULTIDISCIPLINARY AC DGE EHR Johnson, David David Tyler Catherine Page Dean Livelybrooks University of Oregon Eugene OR Sonia Ortega Continuing grant 1743824 7179 1253 SMET 9179 7179 0000099 Other Applications NEC 0231998 March 1, 2003 GK-12 Science and Mathematics Inquiry in Los Angeles Urban Schools. The project pairs new teachers with Fellows and Fellows with discipline mentors. Throughout a summer and academic year they work together at UCLA in courses to address pedagogical issues and at our partner schools in the classrooms to implement the mathematics and science activities developed. As part of the intellectual merits of this project, the GK-12 Fellows gain first-hand experience in designing and testing curricular materials; GK-12 teachers refine their content knowledge as they collaborate with Fellows; and the high school and middle school students gain an enriched understanding of mathematics and science as well as an opportunity to interact with role models for careers in science and mathematics. There are broad impacts for the Fellows, teachers and students involved. The fellows, most of whom intend to pursue careers in higher education, are gaining useful teaching skills and pedagogical knowledge as well as developing abilities that will help them engage professionally in addressing the social issues that confront all urban schools. During the three years of the project benefits will accrue to over 120-150 first-year mathematics and science teachers who teach a total of over 50,000 students in the most poorly performing schools in Los Angeles. Over 200 standards-aligned, inquiry-based mathematics and science activities that meet the needs of these students are being adapted or developed and then field-tested during the three years of this project. This resource of edited materials with annotated teaching notes is being published during the course of the project and distributed electronically through the UCLA in LA web site (http://www.la.ucla.edu) a portal created by the University for the entire Los Angeles community. Part of the support for this project comes from the Directorate for Mathematics and Physical Sciences. Project title: Science and Mathematics Inquiry in Los Angeles Urban Schools Institution: University of California Los Angeles PI/Co-PI: Arlene Russell, Frederick Freking, Theodore Gamelin Partner School Districts: Belmont-Lincoln-Wilson Community (LA Dst F), Centinela Valley High Funding: $$1,418,032 total for 3 years Number of fellows/year: 10 graduate, 4 undergraduate Setting: Urban Target audience: Middle-high school NSF supported disciplines involved: Science and Math GRAD TEACHING FELLOWS IN K-12 OFFICE OF MULTIDISCIPLINARY AC DGE EHR Russell, Arlene Theodore Gamelin Frederick Freking University of California-Los Angeles CA Sonia Ortega Continuing grant 1572507 7179 1253 SMET 9179 7179 0000099 Other Applications NEC 0232016 August 1, 2003 The GK-12 Program in Hawaii: Using the Native Biota for Science Education. Building on a currrent GK-12 project (DGE 9979656) the University of Hawaii and the the Hawaii Department of Education are working to ensure sustainability of the collaboration that has been forged between them. Graduate students in Ecology, Evolution and Conservation Biology (EECB) are interacting with and improving the content knowledge and inquiry skills of students and teachers at K-12 schools in Hawaii. The graduate and undergraduate Fellows are learning current science education reform efforts including national and state standards for science education while teaching science through inquiry to improve their own communication and teaching skills. Science teachers are provided with professional development opportunities to gain current knowledge of research in ecology, evolution and conservation biology in Hawaii. The graduate and undergraduate Fellows serve as role models of practicing scientists by engaging K-12 students and teachers as active participants in ongoing research in the EECB program. Thus a culture of collaboration between science research and science education is being developed in Hawaii. The graduate fellows bring information from the natural laboratory to the K-12 students and teachers in the classroom, and also bring the K-12 students and teachers to the natural laboratory in field-based activities. Previous projects have contributed to real-life situations within the local communities. In one case, the data collected by the K-12 students resulted in the eradication of an incipient invasion of an alien ant species as well as the discovery of two previously unrecorded species of ants. Thus, besides the intellectual merits of the current program in Hawaii, the individual projects are having a broad impact on issues being addressed by the local communities. Collaborative relationships are being developed with more than 20 community, government (federal, state and county), and professional agencies/organizations. Through these collaborations K-12 educators and students are developing a better understanding of the fragility of the island ecosystems and the importance of efforts made to conserve them. Project title: Using the Native Biota for Science Education Institution: University of Hawaii PI/Co-PI: Kenneth Kanashiro, Sheila Conant, Robert Kinzie, Donald Young Partner School Districts: Hawaii State Department of Education Funding: $ 1,482,270 Number of fellows/year: 10 graduate, 2 undergraduate Setting: Urban, Suburban, Rural Target audience: K-12 NSF supported disciplines involved: Biology EXP PROG TO STIM COMP RES INTERNATIONAL PLAN & WORKSHOPS GRAD TEACHING FELLOWS IN K-12 DGE EHR Kaneshiro, Kenneth Donald Young Sheila Conant Robert Kinzie Erin Baumgartner University of Hawaii HI Sonia Ortega Continuing grant 1709720 9150 7299 7179 SMET 9179 7179 5978 1067 0000099 Other Applications NEC 0233422 August 1, 2002 Graduate Research Fellowship Program. GRADUATE FELLOWSHIPS DGE EHR Miller, Thomas Miller, Thomas F none Gisele T. Muller-Parker Fellowship 111500 7172 SMET 9179 0000099 Other Applications NEC 0233423 August 1, 2002 Graduate Research Fellowship Program. GRADUATE FELLOWSHIPS DGE EHR Dennis, Cindi Dennis, Cindi L none Gisele T. Muller-Parker Fellowship 89859 7172 SMET 9179 0000099 Other Applications NEC 0233424 August 1, 2002 Graduate Research Fellowship Program. GRADUATE FELLOWSHIPS DGE EHR Suehs, Carey Suehs, Carey M none Gisele T. Muller-Parker Fellowship 90877 7172 SMET 9179 0000099 Other Applications NEC 0233427 August 1, 2002 Graduate Research Fellowship Program. GRADUATE FELLOWSHIPS DGE EHR Wall, Michael Wall, Michael D AZ Gisele T. Muller-Parker Fellowship 110500 7172 SMET 9179 0000099 Other Applications NEC 0233428 August 1, 2002 Graduate Research Fellowship Program. GRADUATE FELLOWSHIPS DGE EHR Menton, Mary Menton, Mary C none Gisele T. Muller-Parker Fellowship 106316 7172 SMET 9179 0000099 Other Applications NEC 0233429 August 15, 2002 GRADUATE RESEARCH FELLOWSHIPS. GRADUATE FELLOWSHIPS DGE EHR None, None University of California-Riverside CA William J. Hahn Fellowship 573812 7172 SMET 9179 0000099 Other Applications NEC 0233431 August 1, 2002 Graduate Research Fellowship Program. GRADUATE FELLOWSHIPS DGE EHR Rea, Susan Rea, Susan M none Gisele T. Muller-Parker Fellowship 101000 7172 SMET 9179 0000099 Other Applications NEC 0233432 August 1, 2002 Graduate Research Fellowship Program. GRADUATE FELLOWSHIPS DGE EHR Latham, James Latham, James M none Gisele T. Muller-Parker Fellowship 67437 7172 SMET 9179 0000099 Other Applications NEC 0234611 August 15, 2002 Graduate Research Fellowship Program. GRADUATE FELLOWSHIPS DGE EHR None, None University of Connecticut CT William J. Hahn Fellowship 314000 7172 SMET 9179 0000099 Other Applications NEC 0234612 August 15, 2002 GRADUATE RESEARCH FELLOWSHIPS. GRADUATE FELLOWSHIPS DGE EHR None, None Dartmouth College NH William J. Hahn Fellowship 990000 7172 SMET 9179 0000099 Other Applications NEC 0234613 September 15, 2002 GRADUATE RESEARCH FELLOWSHIPS. GRADUATE FELLOWSHIPS HUMAN RESOURCES DEVELOPMENT DGE EHR none, none University of Florida FL William J. Hahn Fellowship 2305000 7172 1360 SMET 9179 0000099 Other Applications NEC 0234614 August 1, 2002 Graduate Research Fellowship Program. GRADUATE FELLOWSHIPS DGE EHR None, None University of Delaware DE Gisele T. Muller-Parker Fellowship 779000 7172 SMET 9179 0000099 Other Applications NEC 0234615 August 1, 2002 Graduate Research Fellowship Program. GRADUATE FELLOWSHIPS DGE EHR None, None Colorado State University CO William J. Hahn Fellowship 784000 7172 SMET 9179 0000099 Other Applications NEC 0234618 August 1, 2002 Graduate Research Fellowship Program. GRADUATE FELLOWSHIPS DGE EHR None, None Emory University GA Gisele T. Muller-Parker Fellowship 1839500 7172 SMET 9179 0000099 Other Applications NEC 0234619 August 1, 2002 Graduate Research Fellowship Program. GRADUATE FELLOWSHIPS DGE EHR None, None Clemson University SC Gisele T. Muller-Parker Fellowship 642000 7172 SMET 9179 0000099 Other Applications NEC 0234621 August 1, 2002 Graduate Research Fellowship Program. GRADUATE FELLOWSHIPS DGE EHR None, None University of California-Irvine CA William J. Hahn Fellowship 1296000 7172 SMET 9179 0000099 Other Applications NEC 0234623 August 1, 2002 Graduate Research Fellowships Program. GRADUATE FELLOWSHIPS DGE EHR None, None Clarkson University NY William J. Hahn Fellowship 72500 7172 SMET 9179 0000099 Other Applications NEC 0234626 August 15, 2002 GRADUATE RESEARCH FELLOWSHIPS. GRADUATE FELLOWSHIPS DGE EHR None, None Trustees of Boston University MA William J. Hahn Fellowship 1271000 7172 SMET 9179 0000099 Other Applications NEC 0234629 August 15, 2002 Graduate Research Fellowships. GRADUATE FELLOWSHIPS DGE EHR Douglas, Denise Case Western Reserve University OH Gisele T. Muller-Parker Fellowship 781500 7172 SMET 9179 0000099 Other Applications NEC 0234630 August 15, 2002 Graduate Research Fellowships. GRADUATE FELLOWSHIPS WORKFORCE DGE EHR None, None Carnegie-Mellon University PA William J. Hahn Fellowship 7577625 7172 1713 SMET 9179 0000099 Other Applications NEC 0234631 August 15, 2002 GRADUATE RESEARCH FELLOWSHIPS. GRADUATE FELLOWSHIPS DGE EHR None, None University of California-Santa Cruz CA William J. Hahn Fellowship 3942000 7172 SMET 9179 0000099 Other Applications NEC 0236803 September 1, 2002 Developing Teacher Leaders in Science: Professional Development for the "I, Bio" Curriculum. To the extent that Biomedical Engineering (BME) is rooted in the biological and medical sciences, a core Systems Physiology course provides undergraduates with an important learning opportunity. However, the rapid evolution of BME's biological and medical foundations necessitates that beyond learning systems physiology's content and concepts, pre-professionals must learn to apply relevant aspects of systems physiology to unanticipated new tasks. The Accreditation Board for Engineering and Technology's EC-2000 criteria similarly support engineers learning to apply their knowledge. This paper describes a principled approach by which we are designing a BME instructional environment in which students learn systems physiology subject matter coupled to its application. We explain how our design principles for this instructional environment evolved from the Project-based Science pedagogical framework and a modern understanding of how people learn, and further discuss our process of participatory design, which involves individuals from both BME and the Learning Sciences. We present our progress to date, and the ideas we have distilled from this experience. POSTDOC FELLOW IN SCI, MATH EN DGE EHR Kanter, David Northwestern University IL Carolyn L. Piper Standard Grant 49937 7174 SMET 9179 0000099 Other Applications NEC 0236995 September 15, 2002 Graduate Research Fellowship Program. GRADUATE FELLOWSHIPS DGE EHR Dunne, Maureen Dunne, Maureen N none Gisele T. Muller-Parker Fellowship 111500 7172 SMET 9179 0000099 Other Applications NEC 0236997 August 15, 2002 Graduate Research Fellowship Program. GRADUATE FELLOWSHIPS HUMAN RESOURCES DEVELOPMENT DGE EHR None, None Purdue University IN Gisele T. Muller-Parker Fellowship 2866125 7172 1360 SMET 9179 0000099 Other Applications NEC 0236998 August 15, 2002 GRADUATE RESEARCH FELLOWSHIPS. GRADUATE FELLOWSHIPS HUMAN RESOURCES DEVELOPMENT DGE EHR None, None University of Massachusetts Amherst MA William J. Hahn Fellowship 878875 7172 1360 SMET 9179 0000099 Other Applications NEC 0236999 August 15, 2002 Graduate Research Fellowship Program. GRADUATE FELLOWSHIPS DGE EHR None, None New York University NY William J. Hahn Fellowship 2470000 7172 SMET 9179 0000099 Other Applications NEC 0237001 August 15, 2002 GRADUATE RESEARCH FELLOWSHIPS. GRADUATE FELLOWSHIPS DGE EHR None, None University of Montana MT William J. Hahn Fellowship 514000 7172 SMET 9179 0000099 Other Applications NEC 0237002 August 15, 2002 Graduate Research Fellowship Program. GRADUATE FELLOWSHIPS DGE EHR None, None University of New Mexico NM Gisele T. Muller-Parker Fellowship 1495250 7172 SMET 9179 0000099 Other Applications NEC 0237003 August 15, 2002 GRADUATE RESEARCH FELLOWSHIPS. GRADUATE FELLOWSHIPS HUMAN RESOURCES DEVELOPMENT DGE EHR None, None Michigan State University MI William J. Hahn Fellowship 1612500 7172 1360 SMET 9179 9178 0000099 Other Applications NEC 0237004 August 15, 2002 Graduate Research Fellowship Program. GRADUATE FELLOWSHIPS DGE EHR None, None University of New Hampshire NH William J. Hahn Fellowship 232000 7172 SMET 9179 0000099 Other Applications NEC 0237005 August 15, 2002 Graduate Research Fellowships. GRADUATE FELLOWSHIPS HUMAN RESOURCES DEVELOPMENT DGE EHR None, None University of Maryland College Park MD William J. Hahn Fellowship 1703400 7172 1360 SMET 9179 7172 0000099 Other Applications NEC 0237075 September 1, 2002 Graduate Research Fellowship Program. GRADUATE FELLOWSHIPS DGE EHR None, None The Scripps Research Institute CA William J. Hahn Fellowship 1970200 7172 SMET 9179 0000099 Other Applications NEC 0237078 August 15, 2002 GRADUATE RESEARCH FELLOWSHIPS. GRADUATE FELLOWSHIPS DGE EHR None, None University of Oregon Eugene OR William J. Hahn Fellowship 1330500 7172 SMET 9179 0000099 Other Applications NEC 0237079 August 15, 2002 Graduate Research Fellowship Program. GRADUATE FELLOWSHIPS DGE EHR None, None Rockefeller University NY William J. Hahn Fellowship 696000 7172 SMET 9179 0000099 Other Applications NEC 0237080 August 15, 2002 Graduate Research Fellowship Program. GRADUATE FELLOWSHIPS DGE EHR None, None Ohio State University Research Foundation OH William J. Hahn Fellowship 2557914 7172 SMET 9179 0000099 Other Applications NEC 0237081 August 15, 2002 Graduate Research Fellowship Program. GRADUATE FELLOWSHIPS DGE EHR None, None William Marsh Rice University TX Gisele T. Muller-Parker Fellowship 1661043 7172 SMET 9179 0000099 Other Applications NEC 0237082 August 15, 2002 Graduate Research Fellowship Program. GRADUATE FELLOWSHIPS DGE EHR None, None University of Notre Dame IN William J. Hahn Fellowship 896625 7172 SMET 9179 0000099 Other Applications NEC 0237083 August 15, 2002 GRADUATE RESEARCH FELLOWSHIPS. GRADUATE FELLOWSHIPS DGE EHR None, None Oregon State University OR William J. Hahn Fellowship 1200500 7172 SMET 9179 0000099 Other Applications NEC 0237084 August 15, 2002 GRADUATE RESEARCH FELLOWSHIPS. GRADUATE FELLOWSHIPS DGE EHR None, None Rensselaer Polytechnic Institute NY William J. Hahn Fellowship 778000 7172 SMET 9179 0000099 Other Applications NEC 0237088 August 15, 2002 GRADUATE RESEARCH FELLOWSHIPS. GRADUATE FELLOWSHIPS DGE EHR None, None University of Pittsburgh PA William J. Hahn Fellowship 801500 7172 SMET 9179 0000099 Other Applications NEC 0237090 August 15, 2002 Graduate Research Fellowship Program. GRADUATE FELLOWSHIPS DGE EHR None, None North Carolina State University NC Gisele T. Muller-Parker Fellowship 2297075 7172 SMET 9179 0000099 Other Applications NEC 0237093 August 15, 2002 Graduate Research Fellowship Program. GRADUATE FELLOWSHIPS DGE EHR None, None University of Nebraska Medical Center NE William J. Hahn Fellowship 189000 7172 SMET 9179 7172 0000099 Other Applications NEC 0237094 August 15, 2002 GRADUATE RESEARCH FELLOWSHIPS. GRADUATE FELLOWSHIPS HUMAN RESOURCES DEVELOPMENT DGE EHR None, None Pennsylvania State Univ University Park PA William J. Hahn Fellowship 3405500 7172 1360 SMET 9179 0000099 Other Applications NEC 0237095 August 15, 2002 Graduate Research Fellowship Program. GRADUATE FELLOWSHIPS DGE EHR Parler, Caroline Parler, Caroline M none Gisele T. Muller-Parker Fellowship 110500 7172 SMET 9179 0000099 Other Applications NEC 0237098 August 15, 2002 Graduate Research Fellowship Program. GRADUATE FELLOWSHIPS DGE EHR Gilbert, Hannah Gilbert, Hannah N none Gisele T. Muller-Parker Fellowship 102241 7172 SMET 9179 0000099 Other Applications NEC 0237756 August 15, 2002 GRADUATE RESEARCH FELLOWSHIPS. GRADUATE FELLOWSHIPS HUMAN RESOURCES DEVELOPMENT DGE EHR None, None Texas A&M University Main Campus TX William J. Hahn Fellowship 2310250 7172 1360 SMET 9179 0000099 Other Applications NEC 0237759 August 15, 2002 Graduate Research Fellowship Program. GRADUATE FELLOWSHIPS DGE EHR None, None SUNY at Stony Brook NY William J. Hahn Fellowship 1301250 7172 SMET 9179 0000099 Other Applications NEC 0237760 August 15, 2002 Graduate Research Fellowship Program. GRADUATE FELLOWSHIPS DGE EHR Vega, Stephanie Vega, Stephanie A VA Gisele T. Muller-Parker Fellowship 111500 7172 SMET 9179 0000099 Other Applications NEC 0237761 September 1, 2002 Graduate Research Fellowship Program. GRADUATE FELLOWSHIPS DGE EHR None, None Indiana University IN William J. Hahn Fellowship 2399500 7172 SMET 9179 0000099 Other Applications NEC 0237763 August 15, 2002 Graduate Research Fellowship Program. GRADUATE FELLOWSHIPS DGE EHR None, None University of Houston TX William J. Hahn Fellowship 502000 7172 SMET 9179 0000099 Other Applications NEC 0237764 August 15, 2002 GRADUATE RESEARCH FELLOWSHIPS. GRADUATE FELLOWSHIPS DGE EHR None, None George Washington University DC William J. Hahn Fellowship 305500 7172 SMET 9179 0000099 Other Applications NEC 0237765 August 15, 2002 Graduate Research Fellowship Program. GRADUATE FELLOWSHIPS DGE EHR None, None Louisiana State University & Agricultural and Mechanical College LA William J. Hahn Fellowship 432291 7172 SMET 9179 0000099 Other Applications NEC 0237767 August 15, 2002 GRADUATE RESEARCH FELLOWSHIPS. GRADUATE FELLOWSHIPS DGE EHR None, None Georgetown University DC Gisele T. Muller-Parker Fellowship 381500 7172 SMET 9179 0000099 Other Applications NEC 0237768 August 15, 2002 GRADUATE RESEARCH FELLOWSHIPS. GRADUATE FELLOWSHIPS DGE EHR None, None University of Wisconsin-Milwaukee WI William J. Hahn Fellowship 202091 7172 SMET 9179 0000099 Other Applications NEC 0237769 September 15, 2002 GRADUATE RESEARCH FELLOWSHIPS. GRADUATE FELLOWSHIPS DGE EHR None, None University of Georgia GA Gisele T. Muller-Parker Fellowship 1287500 7172 SMET 9179 0000099 Other Applications NEC 0237771 September 1, 2002 Graduate Research Fellowships. GRADUATE FELLOWSHIPS DGE EHR None, None University of Minnesota-Twin Cities MN William J. Hahn Fellowship 5876690 7172 SMET 9179 7172 0000099 Other Applications NEC 0237777 September 15, 2002 Graduate Research Fellowships. GRADUATE FELLOWSHIPS DGE EHR Dinh, Nancy Dinh, Nancy T MI Gisele T. Muller-Parker Fellowship 113724 7172 SMET 9179 0000099 Other Applications NEC 0238725 August 15, 2002 Gradudate Research Fellowship Program. GRADUATE FELLOWSHIPS DGE EHR None, None Syracuse University NY William J. Hahn Fellowship 215000 7172 SMET 9179 0000099 Other Applications NEC 0238729 August 15, 2002 GRADUATE RESEARCH FELLOWSHIPS. GRADUATE FELLOWSHIPS DGE EHR None, None University of Tennessee Knoxville TN Gisele T. Muller-Parker Fellowship 651800 7172 SMET 9179 0000099 Other Applications NEC 0238731 August 15, 2002 GRADUATE RESEARCH FELLOWSHIPS. GRADUATE FELLOWSHIPS DGE EHR Pepall, Lynne Tufts University MA William J. Hahn Fellowship 628619 7172 SMET 9179 0000099 Other Applications NEC 0238732 August 15, 2002 Graduate Research Fellowships. GRADUATE FELLOWSHIPS DGE EHR None, None Tulane University LA William J. Hahn Fellowship 277750 7172 SMET 9179 9178 0000099 Other Applications NEC 0238733 August 15, 2002 GRADUATE RESEARCH FELLOWSHIPS. GRADUATE FELLOWSHIPS DGE EHR None, None University of Utah UT William J. Hahn Fellowship 547500 7172 SMET 9179 9178 0000099 Other Applications NEC 0238738 August 15, 2002 Graduate Research Fellowship Program. GRADUATE FELLOWSHIPS DGE EHR None, None Iowa State University IA William J. Hahn Fellowship 688518 7172 SMET 9179 0000099 Other Applications NEC 0238739 August 15, 2002 Graduate Research Fellowships. GRADUATE FELLOWSHIPS DGE EHR None, None Virginia Polytechnic Institute and State University VA William J. Hahn Fellowship 1780000 7172 SMET 9179 0000099 Other Applications NEC 0238741 August 15, 2002 GRADUATE RESEARCH FELLOWSHIPS. GRADUATE FELLOWSHIPS PROJECTS DGE EHR None, None Vanderbilt University TN Gisele T. Muller-Parker Fellowship 1199941 7172 1978 SMET 9179 0000099 Other Applications NEC 0238742 August 15, 2002 Graduate Research Fellowships. GRADUATE FELLOWSHIPS DGE EHR None, None Arizona State University AZ William J. Hahn Fellowship 2043673 7172 SMET 9179 0000099 Other Applications NEC 0238744 September 15, 2002 Graduate Research Fellowships. GRADUATE FELLOWSHIPS DGE EHR None, None Washington State University WA William J. Hahn Fellowship 272500 7172 SMET 9179 0000099 Other Applications NEC 0238746 August 15, 2002 Graduate Research Fellowship Program. GRADUATE FELLOWSHIPS DGE EHR None, None University of Virginia Main Campus VA William J. Hahn Fellowship 1300500 7172 SMET 9179 0000099 Other Applications NEC 0238752 August 15, 2002 GRADUATE RESEARCH FELLOWSHIPS. GRADUATE FELLOWSHIPS DGE EHR None, None South Dakota State University SD William J. Hahn Fellowship 70000 7172 SMET 9179 0000099 Other Applications NEC 0238753 September 1, 2002 GRADUATE RESEARCH FELLOWSHIPS. GRADUATE FELLOWSHIPS DGE EHR None, None Northwestern University IL William J. Hahn Fellowship 5757827 7172 SMET 9179 0000099 Other Applications NEC 0238754 September 15, 2002 Graduate Research Fellowships. GRADUATE FELLOWSHIPS DGE EHR None, None Northeastern University MA William J. Hahn Fellowship 110500 7172 SMET 9179 0000099 Other Applications NEC 0238756 August 15, 2002 GRADUATE RESEARCH FELLOWSHIPS. GRADUATE FELLOWSHIPS DGE EHR None, None Mayo Clinic Rochester MN Earnestine Psalmonds Fellowship 70000 7172 SMET 9179 0000099 Other Applications NEC 0238757 September 15, 2002 Graduate Research Fellowships. GRADUATE FELLOWSHIPS DGE EHR None, None University of Miami FL Gisele T. Muller-Parker Fellowship 541000 7172 SMET 9179 0000099 Other Applications NEC 0238759 August 15, 2002 Graduate Research Fellowship Program. GRADUATE FELLOWSHIPS DGE EHR None, None University of Kentucky Research Foundation KY William J. Hahn Fellowship 516583 7172 SMET 9179 0000099 Other Applications NEC 0239419 September 1, 2002 Enhancing Opportunities for Undergraduate Learning in Immunology. The objective of this proposal is to provide opportunities for undergraduates to participate in research in cellular immunology at a small liberal arts college. Students will be mentored by the Principal Investigator, a faculty member with dual training in immunology and science education, through the NSF Postdoctoral Fellowship in Science, Mathematics, Engineering and Technology Education Program (PFSMETE). Independent research is a powerful learning experience for undergraduates. Students are motivated to think creatively. They are given the chance to develop skills in experimental design, data analysis and interpretation, communication of findings and ideas with others, and to feel the sheer excitement of discovery. Undergraduate research can inspire students to pursue careers in science, and those who have the chance to work closely with a dedicated teacher and mentor may be more likely to include education as part of their future paths. Thus, the benefit of such experience goes well beyond the individuals involved. The research proposed will focus on the immune system of fish, a model well?suited for study in a small college setting. The adaptive immune system of fish is particularly interesting because it has many of the same cell types and functions as the mouse and human immune systems, yet is simpler and largely unexplored. Support will allow up to four students (during the academic year as well as summers) to work on characterizing the kinetics of zebrafish B cell (antibody?producing white blood cells) responses to immunization with innocuous proteins. For example, at various times after immunization with different proteins, students will determine the number and location of antibody producing cells in the main lymphoid organs, spleen and head kidney. This work has the distinct advantage of being easily divided into well?defined projects that will accommodate students of different levels of experience and knowledge. Students will communicate their findings the yearly college?wide research symposiums, as well as regional and/or national scientific meetings. Information on where and when B cell activation occurs during the primary immune response will provide a basis on which to begin to study secondary, memory cell mediated responses, those which are responsible for providing long?term immunity to pathogens. Learning how immune memory is developed and maintained in fish will be beneficial both to understanding the evolution of higher vertebrate immune systems, and to efforts in developing more effective vaccines for aquaculture. Having undergraduates be empowered contributors to this field of knowledge will be invaluable. POSTDOC FELLOW IN SCI, MATH EN DGE EHR Hannum, Lynn Colby College ME Carolyn L. Piper Fellowship 50000 7174 SMET 9179 0000099 Other Applications NEC 0245211 July 1, 2003 CGS/NSF Dean In Residence. The purpose of the CGS/NSF Dean-in-Residence Program is to enhance the partnership between the National Science Foundation (NSF) and the graduate community by creating a mechanism for ongoing and substantive communications between senior administrators at our universities providing graduate education and the NSF. Based on the model of the Council of Graduate Schools (CGS) Dean-in-Residence Program, CGS established the first CGS/NSF Dean in Residence in 2002 under a grant from NSF. GRADUATE FELLOWSHIPS DGE EHR Stewart, Debra Council of Graduate Schools DC Carol F. Stoel Continuing grant 1554206 7172 SMET 9179 0000099 Other Applications NEC 0300642 October 15, 2002 Graduate Research Fellowship Program. GRADUATE FELLOWSHIPS DGE EHR Boston, College Boston College MA William J. Hahn Fellowship 275000 7172 SMET 9179 0000099 Other Applications NEC 0303000 November 15, 2002 Graduate Research Fellowship Program. GRADUATE FELLOWSHIPS DGE EHR None, None University of Hawaii HI William J. Hahn Fellowship 1872554 7172 SMET 9179 0000099 Other Applications NEC 0305342 December 1, 2002 Graduate Research Fellowship Program. GRADUATE FELLOWSHIPS DGE EHR None, None Union Institute & University OH William J. Hahn Fellowship 32000 7172 SMET 9179 0000099 Other Applications NEC 0305343 November 15, 2002 Graduate Research Fellowship Program. GRADUATE FELLOWSHIPS DGE EHR Travassos, Mark Travassos, Mark A none Gisele T. Muller-Parker Fellowship 33000 7172 SMET 9179 0000099 Other Applications NEC 0305344 April 1, 2003 GRADUATE RESEARCH FELLOWSHIPS. GRADUATE FELLOWSHIPS DGE EHR None, None University of Dayton OH Earnestine Psalmonds Fellowship 99082 7172 SMET 9179 0000099 Other Applications NEC 0305346 September 1, 2003 GRADUATE RESEARCH FELLOWSHIP. GRADUATE FELLOWSHIPS DGE EHR Kagan, David Kagan, David none Gisele T. Muller-Parker Fellowship 120000 7172 SMET 9179 0000099 Other Applications NEC 0305349 September 1, 2003 GRADUATE RESEARCH FELLOWSHIPS. GRADUATE FELLOWSHIPS DGE EHR None, None Florida Agricultural and Mechanical University FL Earnestine Psalmonds Fellowship 78500 7172 SMET 9179 0000099 Other Applications NEC 0305350 September 15, 2003 GRADUATE RESEARCH FELLOWSHIPS. GRADUATE FELLOWSHIPS DGE EHR Dodd, Michael Dodd, Michael C none Gisele T. Muller-Parker Fellowship 109621 7172 SMET 9179 0000099 Other Applications NEC 0305352 September 1, 2003 GRADUATE RESEARCH FELLOWSHIPS. GRADUATE FELLOWSHIPS DGE EHR None, None Gallaudet University DC William J. Hahn Fellowship 119000 7172 SMET 9179 0000099 Other Applications NEC 0309534 July 1, 2003 PostDoctoral Research Fellowship. NATO DONATIONS FOR FELLOWSHIPS DGE EHR Mori, Scott New York Botanical Garden NY Carolyn L. Piper Fellowship 37200 8252 OTHR 9150 0000 0000099 Other Applications NEC 0312048 September 15, 2003 PostDoctoral Research Fellowship. NATO DONATIONS FOR FELLOWSHIPS DGE EHR Locke, Bruce Florida State University FL Carolyn L. Piper Fellowship 37200 8252 OTHR 9150 0000 0000099 Other Applications NEC 0312065 August 1, 2003 PostDoctoral Research Fellowship. NATO DONATIONS FOR FELLOWSHIPS DGE EHR Balandin, Alexander University of California-Riverside CA Carolyn L. Piper Fellowship 37200 8252 OTHR 9150 0000 0000099 Other Applications NEC 0312083 July 1, 2003 PostDoctoral Research Fellowship. NATO DONATIONS FOR FELLOWSHIPS DGE EHR Marsic, Ivan Rutgers University New Brunswick NJ Carolyn L. Piper Fellowship 37200 8252 OTHR 9150 0000 0000099 Other Applications NEC 0312142 July 15, 2003 PostDoctoral Research Fellowship. NATO DONATIONS FOR FELLOWSHIPS DGE EHR Orians, Colin Tufts University MA Carolyn L. Piper Fellowship 49800 8252 OTHR 9150 0000 0000099 Other Applications NEC 0312143 September 1, 2003 PostDoctoral Research Fellowship. NATO DONATIONS FOR FELLOWSHIPS DGE EHR Barry, Roger University of Colorado at Boulder CO Carolyn L. Piper Fellowship 40800 8252 OTHR 9150 0000 0000099 Other Applications NEC 0312144 August 1, 2003 PostDoctoral Research Fellowship. NATO DONATIONS FOR FELLOWSHIPS DGE EHR Richards, Mercedes Pennsylvania State Univ University Park PA Carolyn L. Piper Fellowship 43800 8252 OTHR 9150 0000 0000099 Other Applications NEC 0312160 October 1, 2003 PostDoctoral Research Fellowship. NATO DONATIONS FOR FELLOWSHIPS DGE EHR Lippold, John Ohio State University Research Foundation OH Carolyn L. Piper Fellowship 46200 8252 OTHR 9150 0000 0000099 Other Applications NEC 0312164 July 1, 2003 PostDoctoral Research Fellowship. NATO DONATIONS FOR FELLOWSHIPS DGE EHR Perona, John University of California-Santa Barbara CA Carolyn L. Piper Fellowship 46200 8252 OTHR 9150 0000 0000099 Other Applications NEC 0312165 June 1, 2003 PostDoctoral Research Fellowship. NATO DONATIONS FOR FELLOWSHIPS DGE EHR Smirnov, Alex North Carolina State University NC Carolyn L. Piper Fellowship 46200 8252 OTHR 9150 0000 0000099 Other Applications NEC 0312185 September 1, 2003 PostDoctoral Research Fellowship. NATO DONATIONS FOR FELLOWSHIPS DGE EHR Aprile, Elena Columbia University NY Carolyn L. Piper Fellowship 46200 8252 OTHR 9150 0000 0000099 Other Applications NEC 0312196 October 1, 2003 PostDoctoral Research Fellowship. NATO DONATIONS FOR FELLOWSHIPS DGE EHR Randall, Clive Pennsylvania State Univ University Park PA Carolyn L. Piper Fellowship 42600 8252 OTHR 9150 0000 0000099 Other Applications NEC 0312205 July 1, 2003 NSF-NATO PostDoctoral Research Fellowship. NATO DONATIONS FOR FELLOWSHIPS DGE EHR Livingston, David Dana-Farber Cancer Institute MA Carolyn L. Piper Fellowship 49800 8252 OTHR 9150 0000 0000099 Other Applications NEC 0312209 August 1, 2003 PostDoctoral Research Fellowship. NATO DONATIONS FOR FELLOWSHIPS DGE EHR Melis, Anastasios University of California-Berkeley CA Carolyn L. Piper Fellowship 46200 8252 OTHR 9150 0000 0000099 Other Applications NEC 0312210 January 1, 2004 PostDoctoral Research Fellowship. NATO DONATIONS FOR FELLOWSHIPS DGE EHR Heberlein, Joachim University of Minnesota-Twin Cities MN Carolyn L. Piper Fellowship 39800 8252 OTHR 9150 0000 0000099 Other Applications NEC 0312230 September 1, 2003 PostDoctoral Research Fellowship. NATO DONATIONS FOR FELLOWSHIPS DGE EHR Pinter, Nicholas Southern Illinois University at Carbondale IL Carolyn L. Piper Fellowship 42600 8252 OTHR 9150 0000 0000099 Other Applications NEC 0313537 September 1, 2003 PostDoctoral Research Fellowship. NATO DONATIONS FOR FELLOWSHIPS DGE EHR Sytkowski, Arthur Beth Israel Deaconess Medical Center MA Carolyn L. Piper Fellowship 42600 8252 OTHR 9150 0000 0000099 Other Applications NEC 0328287 August 1, 2003 Multi-Year Annual Meetings for GK-12 Principal Investigators. The Directorate for Education and Human Resources Programs (EHR) of the American Association for the Advancement of Science (AAAS) proposes to organize and facilitate multi-year meetings for principal investigators of the National Science Foundation's (NSF) Graduate Teaching Fellows in K-12 Education (GK-12) initiatives. AAAS will work with NSF's Division of Graduate Education, which houses GK-12, to organize a two-day meeting annually for years 2004 to 2006. Participants will include principal investigators and other members of the GK-12 funded programs, including K-12 teachers and graduate teaching fellows. AAAS-EHR will arrange pre-conference activities, develop the agenda in cooperation with NSF staff, host the meeting, oversee all meeting logistics, summarize and analyze findings from discussions and presentations, prepare electronic and print documents, and help disseminate information about the GK-12 program through presentations at the AAAS Annual Meetings. GRAD TEACHING FELLOWS IN K-12 DGE EHR Chubin, Daryl American Association For Advancement Science DC Sonia Ortega Standard Grant 437480 7179 SMET 9179 7179 0000099 Other Applications NEC 0331006 April 1, 2003 GRADUATE RESEARCH FELLOWSHIPS. GRADUATE FELLOWSHIPS DGE EHR Driscoll, Ira Driscoll, Ira none Gisele T. Muller-Parker Fellowship 55447 7172 SMET 9179 0000099 Other Applications NEC 0333010 January 1, 2004 IGERT: Assessing the Implications of Emerging Technologies: A Graduate Research and Training Program. Technologies in areas such as ubiquitous computing, genetic engineering, and nanotechnologies are developing at extraordinary rates. Understanding of economic, security, environmental, and cultural implications of emerging technologies has not kept pace. Decision makers typically base strategies on unstated expectations regarding the nature and effects of technological change. Because forecasting errors are endemic, analysts often rely on implicit assumptions to reduce their vulnerability to criticism. By contrast, this program explicitly identifies areas of uncertainty about effects of emerging technologies and develops strategies to mitigate uncertainty. Scientific and policy spheres typically come together after lines of conflict are drawn. Creators of technologies focus on immediate issues of development and application, while policy analysts assess the broader implications of technological change only after controversy has flared. By contrast, this program appraises knowledge when options are greater, interests are less entrenched, and policies are not yet locked into place. This IGERT program trains graduate students to engage early and explicitly with the pervasive uncertainty that is often under recognized in technology assessment exercises. It features: (1) Trainees with Complementary Expertise, including engineers from the Technology and Policy Program, social scientists from Political Science, and humanists from the Science, Technology and Society Program; (2) Integrated Curriculum with three new core courses to develop methodological and substantive competencies in evaluating economic, security, environmental, societal, and ethical consequences of technical change; (3) Multidisciplinary Panels of faculty and students to develop and test methods used in training and set student research. The panels feature retrospective analysis of past emerging technologies and prospective analysis of nanotechnologies, ubiquitous computing, and genetic engineering, with a fourth technology to be selected later; and (4) IGERT Seminars to reinforce the panels and courses with intensive interaction among trainees, faculty and staff. Intellectual Merit: The program seeks to generate knowledge in three domains. (1) Substantive: identify knowns and unknowns on implications of emergent technologies; and backcast to identify present actions to improve future responses, including targeting research to reduce uncertainty. (2) Procedural and institutional: identify constraints on use of emerging information on effects of current technologies; and foster adaptation to emerging information by public and private institutions. (3) Methodological: develop ways of integrating formal and qualitative methods; and for using research on past emergent technologies to improve responses to current emergent technologies. Broader Impact: Methods and substantive findings will be distributed through graduate student placements, academic publications and conferences, and via MIT Congressional Staff Seminars on science and technology issues. In addition, government, business, and NGO participation in the project will serve to check on academic blindness, to enrich graduate education, and to engage the world beyond the academy. Senior staff from the Departments of State and Defense, EPA, the UN, Goldman Sachs, Ford Motor, AFL-CIO, and Environmental Defense have expressed interest in participating in panels and research groups. IGERT is an NSF-wide program intended to meet the challenges of educating U.S. Ph.D. scientists and engineers with the interdisciplinary background, deep knowledge in a chosen discipline, and the technical, professional, and personal skills needed for the career demands of the future. The program is intended to catalyze a cultural change in graduate education by establishing innovative new models for graduate education and training in a fertile environment for collaborative research that transcends traditional disciplinary boundaries. In this sixth year of the program, awards are being made to institutions for programs that collectively span the areas of science and engineering supported by NSF. HUMAN RESOURCES DEVELOPMENT IGERT FULL PROPOSALS DGE EHR Hastings, Daniel Merritt Smith Kenneth Oye Massachusetts Institute of Technology MA Melur K. Ramasubramanian Continuing grant 2883385 1360 1335 SMET 9179 1335 0000099 Other Applications NEC 0333080 October 1, 2003 IGERT: Cellular and Molecular Imaging for Diagnostics and Therapeutics. The advent of cellular and molecular-based detection and therapeutic technologies has begun to transform the way we think about human disease. Instead of relying only on clinical evaluation and general physiologic markers to detect disease and select therapy, physicians are beginning to use cellular and molecular biomarkers of disease to select and even to design the optimized therapeutic regime for an individual patient. To achieve the promise of this approach requires tools to detect molecular and cellular markers of disease in vivo and to monitor their modulation in response to therapy. Cellular and molecular imaging have the ability to dynamically visualize biomarkers of disease in single living cells and tissues with microscopic resolution, yielding a fundamental change in the way we diagnose disease, and select and monitor therapy. To achieve the promise of cellular and molecular imaging requires engineers and scientists with a wide breadth of skills in imaging science, contrast agent development, and design of tools to monitor cellular and molecular-based therapeutics. The goal of this IGERT project is to develop an interdisciplinary graduate training program focused on cellular and molecular imaging for diagnostics and therapeutics. This interdisciplinary program builds on our existing IGERT grant in Optical Molecular Bio-Engineering. Over the last four and a half years, our team has trained students to develop and use new photonic technologies, adaptable and specific contrast agents, and computers to address both fundamental biological questions and the need for improved diagnostic imaging modalities. At the same time, the University of Texas at Austin, the UT M.D. Anderson Cancer Center and the UT Health Science Center at Houston have invested heavily in new interdisciplinary programs in Biomedical Engineering. In this competitive renewal, we integrate these efforts, to develop a multidisciplinary training program in cellular and molecular imaging for diagnostics and therapeutics. The clinical use of cellular and molecular imaging hinges on the availability of a cadre of professionals with inter-disciplinary training spanning imaging science, biomarkers of disease, design and use of molecular contrast agents, and the principles of cellular and molecular based therapies. This project will develop an inter-disciplinary new pathway, which synthesizes these fields in a single graduate degree. The degree program will incorporate four important inter-disciplinary features. (1) A doctoral portfolio program of coursework will prepare students to carry out inter-disciplinary research in this field. (2) Students will carry out inter-disciplinary research under a new advisory structure, where co-advisors from different disciplines supervise the student's research. The thesis committee will have broad participation from faculty in the Colleges of Engineering and Natural Sciences as well a clinical mentor. (3) Students will receive training in technology assessment and transfer, to help them appreciate the spectrum of translational research as it leads to commercial products. (4) Students will participate in at least one internship where they see the application of their research in a different setting: Clinical internships allow students to participate in translational, clinical research; industrial internships enable students to participate in technology development; and international internships enable them to carry out research and development with a global perspective. The intellectual merit and broader impacts of this IGERT project reside in the integration of inter-disciplinary research and education that will bring together teams of students, faculty and clinicians with diverse skill sets to develop and evaluate novel molecular and cellular imaging systems for diagnostics and therapeutics. These teams will collaborate to develop and present courses and seminars, to define important clinical problems and to develop and evaluate engineering based solutions. Through participation with historically minority Texas undergraduate institutions, we will recruit graduate students from underrepresesented groups to participate in this program. As we focus on the parallel development, assessment, and transfer of technology, we will create key partnerships with industry. These partnerships will provide our students with information about a variety of career opportunities, and will expedite the process of bringing the research advances developed here to general medical practice. IGERT is an NSF-wide program intended to meet the challenges of educating U.S. Ph.D. scientists and engineers with the interdisciplinary background, deep knowledge in a chosen discipline, and the technical, professional, and personal skills needed for the career demands of the future. The program is intended to catalyze a cultural change in graduate education by establishing innovative new models for graduate education and training in a fertile environment for collaborative research that transcends traditional disciplinary boundaries. In this sixth year of the program, awards are being made to institutions for programs that collectively span the areas of science and engineering supported by NSF. EAPSI HUMAN RESOURCES DEVELOPMENT IGERT FULL PROPOSALS DGE EHR Peppas, Nicholas Jennifer Brodbelt Christine Schmidt University of Texas at Austin TX Holly Given Continuing grant 3943400 7316 1360 1335 SMET 9179 1335 0000099 Other Applications NEC 0333136 October 1, 2003 IGERT - Entrepreneurship at the Interface of Polymer Science and Medicinal Chemistry. This IGERT program addresses America's long-term need for top-notch scientists capable of translating research results into new technologies and new businesses. It combines excellent interdisciplinary science education with entrepreneurial and business training. Faculty and students from two Mississippi universities will form teams and develop joint projects exploring how polymer science and medicinal chemistry can synergistically extend the methods of making and evaluating new materials, new bioactive agents and new applications of biomaterials. Participants will be centered in the School of Pharmaceutical Science at the University of Mississippi and the School of Polymers and High Performance Materials at the University of Southern Mississippi. They will be tied together through research projects, broad education in business and entrepreneurialism, and interactions with industry in the US and abroad. Specific components of the intellectual merit include: Basic research projects coupling medicinal/pharmaceutical science and polymeric materials; Discipline-centered, interdisciplinary and entrepreneurial education involving students-teaching-students, workshops, seminars, short-courses, industrial internships and international experiences; and Continuous reinforcement of the discipline and entrepreneurial components by team-building activities, video conferencing plus joint proposals, presentations, publications and business plans. Broader impact of this program is inherent in the materials and methods being developed, and in how the projects and business plans are implemented: Within the state, bringing together two excellent programs to teach and do research at a truly innovative and socially important science interface; Within the US, by developing a successful model for research and teaching in science that uniquely combines structured education, training and hands-on experience in business and entrepeneurialism; and World-wide, through learning from and teaching students and industrial practitioners in other countries and other disciplines. Students experiencing this program will be able to start their own companies, perhaps even at or before graduation, and to be highly effective members of larger company research and development teams. The methods and education materials developed will also be made available to members of the local community, industry in the state and throughout the nation, and students and faculty at universities everywhere through workshops, seminars, books and training manuals, and distance-learning courses and degrees. It is expected that this IGERT program will serve as a model for integration of science and entrepeneurial education that have immediate and long-term impact on other programs in Mississippi, and will result in new businesses that will enhance economic development in the state and quality of life everywhere. IGERT is an NSF-wide program intended to meet the challenges of educating U.S. Ph.D. scientists and engineers with the interdisciplinary background, deep knowledge in a chosen discipline, and the technical, professional, and personal skills needed for the career demands of the future. The program is intended to catalyze a cultural change in graduate education by establishing innovative new models for graduate education and training in a fertile environment for collaborative research that transcends traditional disciplinary boundaries. In this sixth year of the program, awards are being made to institutions for programs that collectively span the areas of science and engineering supported by NSF. HUMAN RESOURCES DEVELOPMENT IGERT FULL PROPOSALS DGE EHR Whitehead, Joe John Williamson Joshua Otaigbe Ken Malone University of Southern Mississippi MS Melur K. Ramasubramanian Continuing grant 3755080 1360 1335 SMET 9179 9178 9150 1335 0000099 Other Applications NEC 0333193 October 1, 2003 IGERT: Integrative Graduate Education, Research, and Training in Population and Environment. This IGERT program in population and environment has a focus on land use and land cover change. It features three longstanding interdisciplinary projects as "laboratories" for training and research: one based in Nang Rong, Thailand; a second in the Ecuadorean Amazon; and a third in Ngorongoro, Tanzania. Each project has as its overall goal a better understanding of human behavior and agency in the transformation of the Earth's surface. Deforestation, agricultural extensification, land fragmentation, intensification, degradation, secondary plant succession, and urbanization are unifying themes. The great strength and broader impacts of these projects collectively is their global reach and regional coverage. All involve collaboration with in-country scientists, who offer detailed local knowledge of field sites and data, facilitate fieldwork opportunities for trainees, and help to foster global perspectives on substantive and policy issues. The IGERT program will increase synergies within and across projects to the direct benefit of the trainees. The intellectual merit of this program is that it builds on a firm base in a discipline (Ph.D.s are in a discipline or curriculum), adding coursework in complementary disciplines (population science for natural scientists; natural and spatial science for population scholars) and interdisciplinary training and research experiences. Scientists with a strong disciplinary base but with training in multiple perspectives will be ideally placed to bridge social, natural, and spatial science in research on population-environment interactions. The elements of the IGERT program are: a research apprenticeship on one of the population, land use, and environment projects; formal course work; participation in an ongoing interdisciplinary seminar; international field experience; and ethics training. In addition, an internship program will be created to involve undergraduates who are members of underrepresented groups in the projects and to encourage them to pursue interests in population and environment. The IGERT training program will be housed at the Carolina Population Center (CPC) at the University of North Carolina at Chapel Hill (UNC-CH). IGERT trainees will be provided with fully equipped offices at the CPC, where IGERT project faculty (the principal and co-investigators of the projects) maintain research offices and where the projects are staffed and based. The IGERT program joins and extends interdisciplinary training programs at the CPC and the Curriculum in Ecology and UNC-CH. Further, as part of the IGERT program, CPC and the Nicholas School of the Environment and Earth Sciences at Duke University will jointly sponsor a series of distinguished lectures, colloquia, and workshops. These will focus attention on population, land use, and environment issues on both campuses and lay a foundation for future collaborations among students and faculty at both institutions. IGERT is an NSF-wide program intended to meet the challenges of educating U.S. Ph.D. scientists and engineers with the interdisciplinary background, deep knowledge in a chosen discipline, and the technical, professional, and personal skills needed for the career demands of the future. The program is intended to catalyze a cultural change in graduate education by establishing innovative new models for graduate education and training in a fertile environment for collaborative research that transcends traditional disciplinary boundaries. In this sixth year of the program, awards are being made to institutions for programs that collectively span the areas of science and engineering supported by NSF. EAPSI IGERT FULL PROPOSALS DGE EHR Entwisle, Barbara University of North Carolina at Chapel Hill NC Melur K. Ramasubramanian Continuing grant 2820279 7316 1335 SMET 9179 1335 0000099 Other Applications NEC 0333196 October 1, 2003 IGERT: Integrative Education and Research on Biointerfacial Engineering. This IGERT program at Rutgers University, focused on integratively engineered biointerfaces, will be an intimately collaborative effort of 32 selected faculty from graduate programs in Molecular Biosciences, Physical Sciences (Physics, Chemistry & Chemical Biology), and Engineering (Biomedical Engineering, Ceramics and Materials Engineering, Chemical and Biochemical Engineering, Mechanical and Aerospace Engineering). Intellectual Merit: The program derives strength from the highly cross-disciplinary nature of over fifteen research project areas identified at the cutting edge of the field of biointerfaces, and programmatic partnerships with five strategic centers of excellence to promote cohesive access for the IGERT community to state-of-the-art research infrastructure. A wide range of thesis project themes is planned for the IGERT trainees, developed around three research and educational thrusts, (1) living cell-based interfaces, (2) microengineered and nanoengineered biointerfaces, (3) biosensing and bioresponsive interfaces. The five major partnering Centers for the IGERT program are: Keck Center for Collaborative Neuroscience, Center for Nanomaterials Research, New Jersey Center for Biomaterials, the Laboratory for Surface Modification, and the Rutgers Center for Computational Design. The educational core of the proposed IGERT program will intimately support the research program, and includes graduate courses in the integrative areas of biointerfacial engineering, as well as course modules on responsible conduct of research, technical communications, entrepreneurship and effective teaching/learning methods. Broader Impact: The IGERT curriculum is designed to foster a community featuring the next generation of biointerfacial and biomaterials engineers by offering IGERT graduate fellows a range of interactive experiences at multiple levels: multi-disciplinary coursework, lab rotations in two cross-cutting research groups, biannual participation in symposia, and participation in a national/international conference resulting in a white paper. To maximize its impact, the IGERT program will offer varied programmatic pathways to promote diverse modes of professional development of IGERT graduate fellows: (1) Summer research internships at selected international sites for academically inclined students; and (2) Translational research and industrial summer internships for students interested in industrial and entrepreneurial careers. Through a partnership with the Robert Davis Learning Institute of the Rutgers Graduate School of Education Institute, the IGERT program will establish a COLTS (Community of Learners and Thought Shapers) program, inspired by communication-driven cognition models, to encourage IGERT fellows to develop as learners by dynamically communicating their research on integratively engineered biointerfaces. IGERT is an NSF-wide program intended to meet the challenges of educating U.S. Ph.D. scientists and engineers with the interdisciplinary background, deep knowledge in a chosen discipline, and the technical, professional, and personal skills needed for the career demands of the future. The program is intended to catalyze a cultural change in graduate education by establishing innovative new models for graduate education and training in a fertile environment for collaborative research that transcends traditional disciplinary boundaries. In this sixth year of the program, awards are being made to institutions for programs that collectively span the areas of science and engineering supported by NSF. EAPSI HUMAN RESOURCES DEVELOPMENT IGERT FULL PROPOSALS DGE EHR Moghe, Prabhas Yves Chabal Martin Yarmush Martin Grumet Kathryn Uhrich Rutgers University New Brunswick NJ Melur K. Ramasubramanian Continuing grant 3746381 7316 1360 1335 SMET 9179 5980 5918 1335 0000099 Other Applications NEC 0333257 October 1, 2003 Ecosystem Informatics. This IGERT program in Ecosystem Informatics builds on synergies among ecosystem science, computer science, and mathematics in the context of regional, national and global natural resource management and policy. Informatics - which includes modeling, data analysis, interpretation, and management of information using computerized systems; combined with ecosystem science; and study of the biotic (living) and abiotic (nonliving) components of complex systems and their interactions - contributes to basic theory as well as natural resource policy and management. Practically every government agency, national and international organization involved in natural resources and ecosystem management is engaged in Ecosystem Informatics. The field is timely, participating scientists are successfully collaborating across these disciplines, and the Pacific Northwest of the U.S. has many pertinent issues and agencies. Intellectual merit: The goals of the Ecosystem Informatics IGERT program are to: (1) train young scientists who will make basic contributions to ecosystem science, computer science, and mathematics; (2) promote discovery through team-based research and education; and (3) further ecosystem and natural resources management and policy. This IGERT enhances current efforts in eco-informatics, many involving NSF-sponsored efforts (e.g. LTER, NCEAS, SDSC). This program will train scientists who can work on interdisciplinary teams, supported by internships at national and international organizations. Research efforts integrate four ecosystem science areas of (1) diversity, stability, and invasion in communities; (2) carbon and nitrogen fluxes in watersheds and airsheds; (3) disturbance dynamics in landscapes, oceans, and coastal zones; and (4) fluxes of material and energy through physical networks, with five areas of informatics: (a) software engineering for model construction, experimentation, and replication; (b) representation and modeling of complex ecosystems; (c) information management and access; (d) spatio-temporal database systems; and (5) data mining and pattern recognition. Broader impacts: Ecosystem Informatics is largely missing from graduate education today. The IGERT program will train students to become outstanding interdisciplinary scientists and effective contributors to ecosystem informatics research teams. Through cross-disciplinary team-based activities the program will improve diversity, recruitment and retention of Ph.D. students in computer science, mathematics, and ecosystem science. It will contribute to ecosystem management and policy at the regional, national and international levels through student-faculty team projects, presentations and symposia, and internships across the US, Europe, and the Pacific Rim. IGERT is an NSF-wide program intended to meet the challenges of educating U.S. Ph.D. scientists and engineers with the interdisciplinary background, deep knowledge in a chosen discipline, and the technical, professional, and personal skills needed for the career demands of the future. The program is intended to catalyze a cultural change in graduate education by establishing innovative new models for graduate education and training in a fertile environment for collaborative research that transcends traditional disciplinary boundaries. In this sixth year of the program, awards are being made to institutions for programs that collectively span the areas of science and engineering supported by NSF EAPSI IGERT FULL PROPOSALS DGE EHR Jones, Julia Edward Waymire Thomas Dietterich Mark Harmon Bruce D'Ambrosio Oregon State University OR Melur K. Ramasubramanian Continuing grant 3954048 7316 1335 SMET 9179 1335 0000099 Other Applications NEC 0333314 October 1, 2003 IGERT: Terahertz Science and Technology - A Studio-Based Approach. Terahertzs science and technology is one of the most intriguing and challenging research fields to emerge in the 21st Century. In less than a decade, this previously hidden section of the electromagnetic spectrum has caught the imagination of scientists around the world. THz research will transform future computing and communication systems while providing unprecedented opportunities for biomedical imaging. Rensselaer researchers have played a leading role in the quest to understand the science and the use of THz radiation. In this IGERT program, physicists, computer scientists, biologists, electrical and biomedical engineers will focus on research in THz electronics, THz data transfer and networking systems, and THz spectroscopy and imaging. In addition to the strong commitment to research, there is an equal dedication to education. Rensselaer has won numerous awards for its revolutionary studio-based approach to undergraduate education. The Institute is now adapting and extending the pedagogical principles successfully implemented under this program to doctoral education for students working at the leading edge of science and technology. The IGERT program will integrate THz materials, devices, radiation, photonics, imaging, spectroscopy, and computer algorithms for tomography into THz courses that will be taught in an interactive studio setting by interdisciplinary faculty from Rensselaer and by national and international collaborators. We will provide industrial and international internships opportunities for students. This will create an environment, in which students learn from student-to-student interactions, on-campus researchers, and our industrial and international partners, while forming a global network of collaborators and contacts. Special programs in leadership, ethics, life skills, and global citizenship will provide students with frequent opportunities to present and defend their research. Outreach programs will focus on undergraduates and K-12 students. The intellectual merit of this program is to produce top quality and diversified Ph.D. graduates in THz science and technology to serve the research and leadership needs of the most advanced industries, government laboratories, and academic institutions. Potential broader impacts range from computers that send messages orders of magnitude faster, to improved detection of breast and skin cancer, to security searches for weapons and toxins. We will proactively disseminate this studio model to other research universities that seek to create interdisciplinary graduate programs in emerging areas of science and technology. IGERT is an NSF-wide program intended to meet the challenges of educating U.S. Ph.D. scientists and engineers with the interdisciplinary background, deep knowledge in a chosen discipline, and the technical, professional, and personal skills needed for the career demands of the future. The program is intended to catalyze a cultural change in graduate education by establishing innovative new models for graduate education and training in a fertile environment for collaborative research that transcends traditional disciplinary boundaries. In this sixth year of the program, awards are being made to institutions for programs that collectively span the areas of science and engineering supported by NSF. EAPSI HUMAN RESOURCES DEVELOPMENT IGERT FULL PROPOSALS DGE EHR Wang, Gwo-Ching Toh-Ming Lu Michael Shur Xi-Cheng Zhang Shivkumar Kalyanaraman Rensselaer Polytechnic Institute NY Melur K. Ramasubramanian Continuing grant 3904902 7316 1360 1335 SMET 9179 1335 0000099 Other Applications NEC 0333366 October 1, 2003 IGERT - Program in Nonlinear Systems. The Cornell University IGERT Program in Nonlinear Systems supports graduate education and research in the area of complex nonlinear systems. The research component of the program will be organized around interdisciplinary groups (IRTG) comprising faculty with expertise in theoretical, computational and empirical science, who will jointly mentor graduate student fellow projects. The research areas of the initial IRTG, including areas of applications, are (i) networks (social networks, gene networks, internet, electric power grid); (ii) gene regulation (cell signaling and gene expression networks); (iii) moving machines and organisms (manual dexterity and control of locomotion); and (iv) biological pattern formation (cardiac electrophysiology). Nonlinear science has been a role model for interdisciplinary research. Principles arising from dynamical systems theory have revealed common features in seemingly unrelated phenomena across the breadth of science and engineering. The intellectual merit of this project lies in the extension of successful strategies employed in nonlinear dynamics to confront increasingly complex systems. A primary goal of the research is to understand how systems, especially those arising in the life sciences, can be more than the sum of their parts. For example, legged locomotion and manual dexterity will be studied through a combination of mechanical devices, observation of human and animal behavior and computer models. The broader impacts of this research will be in improving the performance of robots and the treatment of physical injuries. Another theme that will be explored is how network architecture influences dynamics of a system. The concept of small world networks, developed by the founder of this IGERT Program, Steve Strogatz and his students, has already influenced research on biological, social and communication networks. Applied to the internet, the results of this research facilitate efficient web searches. In general, the program will have broad impact in developing methods to predict the dynamics of complex systems, taking full account of underlying network structures and making extensive use of experimental data. The primary mechanism of the IGERT program is the engagement of Ph.D. students in nonlinear systems research early in their studies. The program involves students in the conceptual phases of research, and it encourages faculty to develop long term collaborations, stimulated by their joint mentorship of students in the IRTG. The most direct impact of the program is in training a new generation of scientists with broad interests and expertise. In the words of a former IGERT fellow, "graduate students who go through the IGERT program learn to speak the language of two or more fields with considerable fluency, and all students are introduced to a common mathematical foundation so that even those who do not share the language of a specific field can interact meaningfully." IGERT is an NSF-wide program intended to meet the challenges of educating U.S. Ph.D. scientists and engineers with the interdisciplinary background, deep knowledge in a chosen discipline, and the technical, professional, and personal skills needed for the career demands of the future. The program is intended to catalyze a cultural change in graduate education by establishing innovative new models for graduate education and training in a fertile environment for collaborative research that transcends traditional disciplinary boundaries. In this sixth year of the program, awards are being made to institutions for programs that collectively span the areas of science and engineering supported by NSF. IGERT FULL PROPOSALS DGE EHR Guckenheimer, John Steven Strogatz James Sethna Robert Gilmour Francisco Valero-Cuevas Cornell University NY Melur K. Ramasubramanian Continuing grant 3468400 1335 SMET 9179 9178 1335 0000099 Other Applications NEC 0333377 October 15, 2003 IGERT: Bio-Applications of Membrane Science and Technology. This IGERT program is focused around three interrelated multi-disciplinary themes: pharmaceutical, biosensor, and biomedical applications of membrane science. Membranes are integral to controlled drug release, medical devices, and biomimetics. The intellectual merit of this IGERT program is that it addresses a major challenge identified by the North American Membrane Society to integrate classical membrane science with bio-applications. This IGERT capitalizes on several opportunities at the University of Cincinnati (UC): (1) the Colleges of Engineering, Medicine and Pharmacy are on the same campus; (2) UC is a site of the only NSF Membrane Center; (3) an NSF REU Program in membrane science is established; (4) the State-funded Bio/Start technology incubator is on campus; and (5) an industry-internship program is well-established. The goals include developing an interdisciplinary graduate training program, attracting pharmaceutical and biomedical industry participation, and facilitating a revenue stream to insure self-sustaining operation. The training program involves nine required courses and three courses focused within the pharmaceutical, biosensor, or biomedical track in the traineeship program. A series of required lab rotations is designed to facilitate cross-disciplinary awareness. An international technical/cultural experience is possible with Kyoto Technical University, the Australian National University and the University of Twente. The broader impacts of this IGERT program are that it will provide a forum for interdisciplinary training in a critical emerging research area, stimulate a new research direction in bio-applications for the NSF Membrane Center, create a formalized structure that integrates classical and bio-applications of membranes, catalyze the growth of the new Biomedical Engineering Department at UC, facilitate effective university/industry interaction, encourage the formation of interdisciplinary research teams, lead to research results that will improve health care and the quality of life, and generate patentable intellectual property and industry funding to sustain this IGERT program. IGERT is an NSF-wide program intended to meet the challenges of educating U.S. Ph.D. scientists and engineers with the interdisciplinary background, deep knowledge in a chosen discipline, and the technical, professional, and personal skills needed for the career demands of the future. The program is intended to catalyze a cultural change in graduate education by establishing innovative new models for graduate education and training in a fertile environment for collaborative research that transcends traditional disciplinary boundaries. In this sixth year of the program, awards are being made to institutions for programs that collectively span the areas of science and engineering supported by NSF. HUMAN RESOURCES DEVELOPMENT IGERT FULL PROPOSALS DGE EHR Fried, Joel Ronald Millard David Butler Horacio Rilo University of Cincinnati Main Campus OH Melur K. Ramasubramanian Continuing grant 3644410 1360 1335 SMET 9179 1335 0000099 Other Applications NEC 0333378 February 15, 2004 Macromolecular Interfaces with Life Sciences:Oxidative Processes. Many boundaries at the chemistry-biology interface remain unexplored and represent unique opportunities for the discovery of advanced technologies and the education of interdisciplinary scientists and engineers. Oxidation processes occur within both synthetic macromolecules and biological systems, offering a common theoretical base. Oxygen-centered radicals are implicated as intermediates in key chemical and biological processes such as lipid oxidation, cellular aging and product deterioration, as well as certain enzyme-mediated processes. The profound irony underlying all oxidation chemistry is that, in general terms at least, the same element that nature uses to sustain and regenerate life also plays a role in aging, disease, and death. Oxidative stress is implicated in many chronic diseases, including cancer, diabetes, obesity and the compromise of immune function. These chronic diseases contribute significantly to the projected $1.6 trillion in health care costs at the national level in 2003, costing 15% of the national gross product. The development of antioxidant delivery systems, including antioxidant enriched foods, novel biocompatible synthetic polymer delivery systems, or new natural and synthetic macromolecular antioxidants would have major applications in combating oxidation-based diseases and aging. The goal of the MILES Program is to construct a unique educational framework and collaborative research program, using free radical and oxidative processes as the thematic basis for scientific connectivity that bridges the gap between traditional macromolecular science and evolving biological disciplines. Integration of Research and Education Fifteen interdisciplinary research faculty in four colleges at Virginia Tech will collaborate with domestic and international universities, industries and national laboratories to provide unique cooperative research, multidisciplinary education, and outreach experiences for 36 graduate students. The Program will prepare doctoral-level candidates in chemistry, engineering, and life sciences as future leaders in academia, industry and government. The research efforts will include basic through applied research in four areas: 1) Fundamental investigations of oxygen-centered free radical mechanisms; 2) Oxidation in bio-derived monomers and macromolecular synthesis; 3) Oxidation control mechanisms in complex matrices; and 4) Oxidation processes in human and animal aging and disease. The goals of the program are to: 1) Expand fundamental understanding and scientific vision of the macromolecule-biomolecule interface; 2) Develop creative and analytical thinking; 3) Integrate advanced research training with ethics education; 4) Develop practical skills in communications; 5) Enhance teamwork and develop leadership; 5) Promote diversity in culture and worldview; 6) Construct new avenues for community outreach; and 8) Create novel mechanisms to attract academically gifted students to graduate school. In order to be awarded a MILES program certificate, students will be required to submit an electronic portfolio that documents successful completion of required elements and optional selections that meet both the program goals and the individualized interests of the student. Unique outreach programs incorporate partnerships with the Science Museum of Western Virginia, the Collaborative Laboratory with historically black colleges, and domestic and international industry internships. Broader Impacts The university.s education and research infrastructure will be strengthened considerably by an interdisciplinary program design that crosses the boundaries of traditional academic disciplines. Broad societal impact will result from improved control of free radical and oxidative processes in biological and macromolecular systems, yielding important advances in nutrition, biomedical science and engineering, food biochemistry and functionality, and sustainable polymeric materials from bio-derived precursors. This training program will contribute to a new generation of professionals prepared to move society forward into an era of sustained health, well-being, and quality of life through technological advancements. Ultimately, the program will equip future scientists and engineers with the broad-based skills necessary to transcend conventional boundaries. HUMAN RESOURCES DEVELOPMENT IGERT FULL PROPOSALS DGE EHR Duncan, Susan Timothy Long Craig Thatcher Virginia Polytechnic Institute and State University VA Melur K. Ramasubramanian Continuing grant 3400800 1360 1335 SMET 9179 1335 0000099 Other Applications NEC 0333380 October 1, 2003 IGERT: Multidisciplinary Graduate Education and Research Training in Nanomaterials Science and Engineering. Tuskegee University started its first Ph.D. program in Materials Science and Engineering in fall 1998 with initial support from the National Science Foundation through a grant to establish the Center for Research Excellence in Science and Technology (CREST). The program also received subsequent support from various federal agencies (ONR, ARO, AFOSR, and NASA) and industry (Boeing and Raytheon). It is a multidisciplinary program whose primary objective is to substantially increase the number of minorities, particularly, African Americans with Ph.D. degrees in Materials Science and Engineering. The IGERT project is intended to provide additional fellowships to meet the demand from students to enter the Ph.D. program. It also includes stipends for some undergraduate and Master's level students who could be appropriately prepared to enter the Ph.D. program. The thematic area of research is the development of structural nanocomposites. Recent studies show that an infusion of a small percentage of nanoparticles into a polymer can bring about significant changes in the chemical and mechanical properties of composite materials. To bring these benefits to structural composites, we are planning to continue a development of the science and technology of nanocomposites. A diverse team of researchers has been assembled to study the entire spectrum of technology related to synthesis, fabrication, and characterization of structural nanocomposites. The three subprojects of the proposed research theme will be: (i) Synthesis and Analysis of Structural Nanocomposites, (ii) Modeling and Manufacturing of Structural Nanocomposites, and (iii) Performance Evaluation of Structural Nanocomposites. The proposed research activities will be a systematic and logical expansion of studies of the synthesis, modeling, and manufacturing of advanced nanocomposites that are already being performed by the Tuskegee team under various research grants. Each subproject will consist of several student research projects. Several faculty members will be involved in each research project. A faculty member from this team will also serve as the thesis advisor to the Ph.D. student. Each project will include a Ph.D. student, a Masters student and two undergraduate students. In conducting the proposed research and educational activities, members of the Tuskegee team will collaborate with two majority universities with internationally recognized research centers in nanomaterials (Rice University and the University of Wisconsin), federal research laboratories (Air Force Research Laboratory, Army Research Laboratory, and Oak Ridge National Laboratory) and industry (Boeing and Raytheon). Three new graduate level courses related to nanomaterials science and engineering and one course dealing with issues of ethics in research will be developed as part of this IGERT project. We also intend to make arrangements for the students in the Ph.D. program to intern at national and industrial laboratories to acquire additional research and professional development experience. The Ph.D. students who express a desire to join the professorate will be given opportunities to teach selected undergraduate courses and team with the faculty in teaching selected graduate courses. The intellectual merit of this proposal lies in the fact that the benefits of nanoparticle infusion into a polymer are being harnessed for the manufacture of nanophased structural composites using a comprehensive approach. These structural composites will consequently have significantly superior mechanical, chemical, and thermal properties. Fulfillment of the stated objectives will expand our knowledge of the science of nanoparticle-polymer interactions as well as provide, in the short term, comprehensive technical information on a new generation of structural materials. The broader impacts resulting from the proposed activities include production of a large number of African American graduates, including many at the Ph.D. level, in an emerging area of materials science and engineering. Such graduates should become role models for many young minority science and engineering students in years to come. Moreover, these graduates will help bring much-needed diversity to the nation's advanced technological workforce. It is also anticipated that the methodologies developed here for the manufacture of nanocomposites may well lead to patentable processes for the large-scale production of nanophased structural composites. IGERT is an NSF-wide program intended to meet the challenges of educating U.S. Ph.D. scientists and engineers with the interdisciplinary background, deep knowledge in a chosen discipline, and the technical, professional, and personal skills needed for the career demands of the future. The program is intended to catalyze a cultural change in graduate education by establishing innovative new models for graduate education and training in a fertile environment for collaborative research that transcends traditional disciplinary boundaries. In this sixth year of the program, awards are being made to institutions for programs that collectively span the areas of science and engineering supported by NSF. EXP PROG TO STIM COMP RES HUMAN RESOURCES DEVELOPMENT IGERT FULL PROPOSALS DGE EHR Jeelani, Shaik Hassan Mahfuz Adriane Ludwick Pradosh Ray Derrick Dean Tuskegee University AL Melur K. Ramasubramanian Continuing grant 3146100 9150 1360 1335 SMET 9179 9150 1335 0000099 Other Applications NEC 0333389 October 1, 2003 IGERT: Program in Computational Biology (COB). Many achievements in the biological and biomedical sciences are fueled by advances in technology and computational science. To address the complex challenges in the biological sciences in the 21st century, there is a growing need for professionals who can translate scientific problems in biology into mathematics and computations; for such productive work, familiarity with modern scientific computing approaches as well as key biological challenges is essential. Intellectual Merit: This IGERT award is for a multidisciplinary Computational Biology (COB) doctoral program at NYU and MSSM targeting students interested in pursuing research in biology/biomedicine who require a transition from/to the mathematical/computer/physical sciences to best meet scientific challenges and career goals. This experimental, bidirectional program will offer integrative training that exploits NYU's strengths in applied mathematics, computer science, biology, and biochemistry, and Sinai's leadership in biomedicine. The major COB research themes - macromolecular modeling, computational genomics, and physiological modeling - will train students to investigate biological systems spanning wide temporal and spatial scales, from atoms and macromolecules, to cells and organs, to organisms. Modeling biological systems across such scales is essential for a modern systems biology approach aimed at understanding physiological processes and diseases and applying this knowledge to biomedicine. To integrate training in biological and computational areas and provide trainees broad scientific perspectives and work experiences, the COB PhD program includes: (1) Dual faculty mentorship for thesis research; (2) Interdisciplinary training through flexible and background-tailored tracks in scientific computing and computational biology (courses in computer science, applied mathematics, biology, and biomedicine), trainee-led seminars, and ethics/research conduct courses, while ensuring competitive time to degree (5 years); (3) Summer internships in industry, academia, government (Agilent, IBM, Celera, Merck, Novasite and 3D Pharmaceuticals, supercomputing centers), or international laboratories; (4) Learning environments and activities that promote interdisciplinary interactions and broader collaborations within and outside NYU/MSSM, including: trainee-led COB seminars, annual COB retreat, and common COB lab/lounge; and (5) Mentoring and career development activities to ensure student retention, especially women and underrepresented groups, through student advisory committees, trainee-led support group, and partnerships with Burroughs Wellcome Fund and NYC's IGERT programs at CUNY and Columbia. The COB doctoral program will be evaluated and evolved continuously by its executive and internal/external advisors in close collaboration with the pedagogical experts of NYU's Center for Teaching Excellence (CTE). Broader Impacts: COB will train math/computer science students to successfully model biological systems and, in turn, provide biology students the grounding in computational techniques so they can tailor the model and algorithms to specific biological problems. To help bridge disciplinary gaps, we will design background-tailored short (non-credit) courses before Year 1 and promote peer learning by pairing students from complementary backgrounds. We expect that COB's activities will enable trainees to act as catalysts for novel interdisciplinary collaborations and to acquire expertise in cutting-edge research areas; these experiences will prepare them uniquely for research and education careers in academia, industry, and government. In addition, COB's program of integrating scientific grounding, experience in team-oriented multidisciplinary projects, mentoring, and career broadening activities will serve as a new model of graduate training at NYU/MSSM and beyond, promote the development of curricula for computational biology, and provide the opportunity to develop the COB doctoral degree at NYU based on the new model. Recognizing the urgent need for diversity in the sciences, we will make concerted efforts in conjunction with participating departments and with successful new minority initiatives at NYU to recruit and retain the brightest students, especially women and other underrepresented groups. IGERT is an NSF-wide program intended to meet the challenges of educating U.S. Ph.D. scientists and engineers with the interdisciplinary background, deep knowledge in a chosen discipline, and the technical, professional, and personal skills needed for the career demands of the future. The program is intended to catalyze a cultural change in graduate education by establishing innovative new models for graduate education and training in a fertile environment for collaborative research that transcends traditional disciplinary boundaries. In this sixth year of the program, awards are being made to institutions for programs that collectively span the areas of science and engineering supported by NSF. EAPSI HUMAN RESOURCES DEVELOPMENT IGERT FULL PROPOSALS DGE EHR Shelley, Michael Robert Shapley Roman Osman Leslie Greengard Bhubaneswar Mishra New York University NY Melur K. Ramasubramanian Continuing grant 3872625 7316 1360 1335 SMET 9179 1335 0000099 Other Applications NEC 0333392 October 15, 2003 IGERT: The Vanderbilt-Fisk Interdisciplinary Program for Research and Education in the Nanosciences (VaFIPREN). The Vanderbilt-Fisk Interdisciplinary Program for Research and Education in the Nanosciences is a graduate level program focused on research and graduate student education associated with nanoscale science and engineering. This IGERT program combines the resources of Fisk University and Vanderbilt University in a unique university partnership. Students may enter Vanderbilt and earn a Ph.D., or enter Fisk University, earn a M.S., and then matriculate to the Vanderbilt Ph.D. The intellectual merit is associated with both the research goal - a fundamental and comprehensive approach to the nano-scale science and engineering; and the educational goal- a program, centered in interdisciplinary materials science, to train graduate students to be self-starters and self-learners. Educational and research goals are built on the extensive need for a true interdisciplinary approach required for modern materials science at the nano-scale level. The research theme is the creation, characterization and modeling of nano-structured materials. This is motivated by recent advances in lower dimensionality and creation of unique nanostructures, to access the realm of designed quantum confinement and to realize new materials properties. The educational component comprises a complete background in the interdisciplinary materials sciences which provide the underpinnings of nano-science and nano scale engineering, including current theory, modeling, and experimental practices. IGERT students will be prepared for the fast changing environment associated within nanotechnology. Features of the educational schedule include research rotations, internships, teaching assignments and specialized courses in interdisciplinary nano-science, literature retrieval and science ethics. The broader impact of this project lies in the very strong coupling between Fisk University (a M.S. granting HBCU) and Vanderbilt University. The IGERT is expected to be a significant factor in the cross-fertilization of these two institutions and the stimulation of under-represented groups to participate in nano-scale research and education. In addition we expect the educational aspects of the IGERT to provide a new concept in interdisciplinary education, tuned to the era of nano-scale science and engineering. IGERT is an NSF-wide program intended to meet the challenges of educating U.S. Ph.D. scientists and engineers with the interdisciplinary background, deep knowledge in a chosen discipline, and the technical, professional, and personal skills needed for the career demands of the future. The program is intended to catalyze a cultural change in graduate education by establishing innovative new models for graduate education and training in a fertile environment for collaborative research that transcends traditional disciplinary boundaries. In this sixth year of the program, awards are being made to institutions for programs that collectively span the areas of science and engineering supported by NSF. HUMAN RESOURCES DEVELOPMENT IGERT FULL PROPOSALS DGE EHR Feldman, Leonard Warren Collins Peter Cummings James Wittig Sandra Rosenthal Vanderbilt University TN Melur K. Ramasubramanian Continuing grant 2941177 1360 1335 SMET 9179 1335 0000099 Other Applications NEC 0333401 February 1, 2004 IGERT: Achieving Environmental, Industrial, and Societal Sustainability via the Sustainable Futures Model. A rapidly increasing world population, over consumption of resources, and contamination of the environment in which we live are jeopardizing the ability of future generations to have the same quality of life that we enjoy. A proposed Integrative Graduate Education and Research Traineeship (IGERT) initiative involving Michigan Technological University and Southern University at Baton Rouge addresses this concern by establishing a multidisciplinary, inter-institutional doctoral education program directed at Achieving Environmental, Industrial, and Societal Sustainability via the Sustainable Futures Model. The mission of the Sustainable Futures IGERT is to educate/train and involve graduate students in the development of knowledge, methods, and tools that promote and enable sustainability in terms of society, environment, and industrial activity. Trained doctoral students and research products produced by the IGERT will serve as catalysts for achieving environmental, industrial, and societal sustainability, and institutionalizing sustainability as a performance measure in industry and government. Intellectual Merit. The institutions will collaboratively complement the strengths of each other to instill in each IGERT trainee the multidisciplinary awareness to formulate valid engineering decisions and public policy opinions toward cohesive and sustainable environmental, industrial, and societal futures. This meta-disciplinary development approach will advance the knowledge and understanding of Sustainable Futures (directed at achieving the triple bottom line) with faculty and students participating in an innovative program to educate and train the individual to research, understand, and communicate new technology and new policy. Participants at Michigan Tech and Southern University have demonstrated continuous commitment to accomplishing these goals in their research efforts and educational experiences. Broader Impact. Key features of the program will promote the integration of research, training, and education of IGERT trainees toward the discovery, formulation, and the social diffusion of information through effective research, dissemination, and societal institutionalization (K-gray) of the Sustainable Futures Model. This will be accomplished through collaborative coursework, meetings, and interactive research between the two campuses. International experiences and an internship program will offer IGERT trainees practical and diverse approaches and methodologies to facilitate knowledge growth, put into practice, and information transfer to the larger society. The program will foster a commitment to diversity by insuring that at least one third of the participating students are from underrepresented groups including women, students of color from Southern University as well as the Mid-western states that Michigan Tech traditionally serves. In addition, an aggressive plan will focus on attracting Native American representation from local and regional Indian Reservations near Michigan Tech. HUMAN RESOURCES DEVELOPMENT IGERT FULL PROPOSALS DGE EHR Michalek, Donna James Mihelcic John Gershenson Lionel Lyles Mary Durfee Michigan Technological University MI Melur K. Ramasubramanian Continuing grant 3763984 1360 1335 SMET 9179 9178 1335 0000099 Other Applications NEC 0333403 November 15, 2003 IGERT: Multidisciplinary and Comparative Program in Inequality & Social Policy. The Inequality & Social Policy program came into being in the very first cohort of IGERT grants provided by the National Science Foundation. During our initial award, we created a program that trained some forty young scholars to understand the origins, patterns, and consequences of inequality, focusing primarily on the American experience. For the renewal period, we seek support to deepen our work on domestic trends and complement it with more explicit and sustained attention to comparative patterns in Western Europe, where widening gaps between the top and bottom of the income distribution have developed as well. The European experience is particularly important because it is evolving in the context of political and social institutions that are dramatically different from the U.S., often designed to protect citizens from economic insecurity, poverty, and material hardship. Hence, while both regions experience bouts of unemployment, declining demand for low-skilled workers, and rising rates of single parenthood, the consequences are often different (in terms of poverty rates, segregation, and political participation) because of institutional variation. The intellectual merit of this renewal lies especially in challenge that comparative analysis poses to the frameworks, methods, and findings we have developed to understand the domestic patterns of inequality. The broader impact of the research and training we propose will be felt for years to come in the form of important new scholarship on the critical social problems that emerge out of historic levels of inequality, ranging from inequities in income and earnings, to gaps between racial groups in educational attainment and political participation, to spatial and geographic concentrations of disadvantage that affect employment, mobility, crime, health, and patterns of family formation. These are topics of considerable importance to the society we live in, and we encourage our students and faculty to write both for the profession and for the broad public. The web site we maintain receives over 2,000 hits per month, attesting to the broader impact of the scholarship we are producing in the course of this training grant. Twenty percent of our trainees in the first five years are minorities; over half are women. Nearly 30% of our faculty participants are minorities. We expect this track record will continue and that the renewal we seek will help us impact the diversity of the scientific workforce. Students admitted into Ph.D. programs in Economics, Political Science, Public Policy, Sociology or the newly created joint doctoral programs in Government & Social Policy and Sociology & Social Policy are eligible for the training program. Those accepted must participate in the following core activities: (1) Three-term Interdisciplinary Proseminar in In EAPSI IGERT FULL PROPOSALS DGE EHR Wilson, William David Ellwood Christopher Jencks Katherine Newman Harvard University MA Melur K. Ramasubramanian Continuing grant 3748404 7316 1335 SMET 9179 1335 0000099 Other Applications NEC 0333408 February 1, 2004 IGERT: Multinational Collaborations on Challenges to the Environment. The goal of our project is to create a new collaborative multinational model for interdisciplinary graduate education and research. In our approach, a small, dedicated, and carefully selected set of partner institutions will work in concert to: 1) develop collaborative and sustainable interdisciplinary graduate research opportunities; 2) implement new project-based courses which are offered cooperatively at multiple sites; 3) create international internship opportunities for participating graduate students, 4) implement a multinational mentoring, advising and communications network, 5) develop teaching and curriculum development experiences for graduate students which provide them with a rich international perspective on the challenges facing higher education, and 6) share experience in more effectively targeting university research to address practical problems facing our regions. Our partner universities are: Tohoku University (Japan), the University of Auckland (New Zealand), the Polytechnic of Namibia (Namibia), the University of Natal (South Africa), Eduardo Mondlane University (Mozambique), Can Tho University (Vietnam), Sichuan University and Tsinghua University (both in China). We will also work closely with Pacific Northwest National Laboratory (PNNL), our region's major governmental research lab, in the design of the research and educational programs for our students. Our focus on 5 interwoven environmentally-related themes, specifically 1) water quality and wastewater treatment; 2) "eco-materials" (or reducing the environmental cost of materials processing and use); 3) biodiversity, with a focus on botanical and aquatic systems; 4) goods and services from forest ecosystems; and 5) environmental social sciences. Together, we will implement a coherent and powerful set of interdisciplinary experiences for our students that will enable them to emerge as imaginative and effective leaders in our communities. Simultaneously, our program will offer new insight to all partners on the strengthening of graduate education across the disciplines. Our educational program incorporates: 1) participation in one or more of the 5 interdisciplinary thematic research clusters, as described above; 2) a year-long, project-based course on Coupled Human, Natural and Materials Systems, which brings together faculty and students from all of the 5 thematic clusters; 3) a required research internship at one of the partner institutions (6 - 12 months) under the supervision of a local co-advisor; 4) a "pedagogical" internship working either at the K-12 or undergraduate level on a project related to international educational reform in science and engineering; 5) an on-going weekly IGERT seminar; 6) two "dissertation workshops" (one in the early, problem-definition stage of their research, and another in the writing stage); and 7) activities focused on career awareness, ethics, and professional development, with a particular emphasis on the international dimensions of these issues. The Intellectual Merits of the proposal include: the high quality scientific research it will enable; the plans for linking the research to the solution of common, practical regional problems, and the innovative strategies for integrating international research and graduate education and training. The Broader Impacts of the program include 1) the contribution we will make to the generation of a globally-engaged, diverse and technically astute international workforce, and 2) the insight we will provide to the broader higher education community on such basic questions as: How to create international research experiences for our graduate students that are effectively integrated with the rest of their professional development and research; How to structure inter-institutional partnerships in graduate education such that the benefits are truly reciprocal and sustainable; How to structure interdisciplinary international programs so that they are more effective in attracting and retaining a diverse set of graduate students. EAPSI HUMAN RESOURCES DEVELOPMENT IGERT FULL PROPOSALS DGE EHR Hinckley, Thomas Stevan Harrell Richard Olmstead Michael Brett University of Washington WA Melur K. Ramasubramanian Continuing grant 3396700 7316 1360 1335 SMET 9200 9179 9178 5978 5976 5928 5927 5921 5251 1335 0000099 Other Applications NEC 0333411 November 15, 2003 IGERT: Hybrid Neural Microsystems: Integrating Neural Tissue and Engineered Systems. This IGERT program is focused on the creation of a training environment that combines cellular and systems neuroscience with microelectronics/computing technology and microelectromechanical systems (MEMS). The novel combination of disciplines will result in a program whose intellectual merit is embodied in the development and application of systems that integrate neural tissue and engineered components. Research applications range from enhancing knowledge of living organisms, to augmenting damaged neuronal tissue, to creating biologically-inspired engineered systems. The participating faculty members have a strong track record of interdisciplinary education and research that has laid the foundation for this effort. The IGERT program will build upon this foundation through a combination of educational infrastructure and interdisciplinary research opportunities that will facilitate the training of IGERT fellows, who will emerge from the program as a new breed of scientist-engineer that understands and can apply knowledge that crosses these two, previously disparate disciplines. This program will impact the participating institutions and the broader neuroengineering community through its educational, recruitment, and professional-development components. Educational efforts formalize interactions among programs at Georgia Tech and Emory, resulting in the integrated training of biology and engineering students to address issues at the intersection of these two disciplines. The program includes many interlinked educational components, including the capstone Hybrid Neural Microsystems course, which combines laboratory experience, problem-based learning, and implicit mentoring. The recruitment and retention efforts target the creation of a candidate pool of potential neuroscience and engineering students who are prepared for this program. These efforts will focus on the recruitment of a significant population of under-represented minority students, capitalizing upon existing partnerships between Georgia Tech, Emory, and the colleges of the Atlanta University Center. Career development will be fostered by engaging the fellows in collaborative international experiences and in industrial internships, enhancing, in the process, existing relationships with these international and industrial partners. IGERT is an NSF-wide program intended to meet the challenges of educating U.S. Ph.D. scientists and engineers with the interdisciplinary background, deep knowledge in a chosen discipline, and the technical, professional, and personal skills needed for the career demands of the future. The program is intended to catalyze a cultural change in graduate education by establishing innovative new models for graduate education and training in a fertile environment for collaborative research that transcends traditional disciplinary boundaries. In this sixth year of the program, awards are being made to institutions for programs that collectively span the areas of science and engineering supported by NSF. EAPSI HUMAN RESOURCES DEVELOPMENT IGERT FULL PROPOSALS DGE EHR DeWeerth, Stephen Ronald Calabrese Wendy Newstetter Robert Butera Terri Lee GA Tech Research Corporation - GA Institute of Technology GA Melur K. Ramasubramanian Continuing grant 3854517 7316 1360 1335 SMET 9179 1335 0000099 Other Applications NEC 0333415 October 1, 2003 IGERT: Integrative Graduate Research and Training in Evolutionary Primatology--Reinvigoration and Reorientation of NYCEP (New York Consortium in Evolutionary Primatology). NYCEP, the New York Consortium in Evolutionary Primatology, is a graduate research and training program funded for the past 10 years by an NSF Research Training Groups (RTG) award. In drawing faculty from City University of New York, Columbia University, New York University, the American Museum of Natural History, and the Wildlife Conservation Society, NYCEP represents a rare combination of public and private universities together with privately endowed (and publicly assisted) institutions dedicated to bringing science to the public. Our consortium links over 45 faculty whose research perspectives on human and nonhuman primates include comparative morphology, paleontology, systematics, molecular and population genetics, behavior, ecology, and conservation biology. Students take courses in all these areas, attend seminars drawing on the staff of all five institutions, and have multiple opportunities to conduct original research at field sites, laboratories, and museums. NYCEP is unique for the range and diversity of courses and research opportunities that it offers. This IGERT award will further enhance and refocus our successful graduate training program by implementing a series of innovative educational, curricular, and research initiatives, as well as to provide support for the training of a cohort of talented graduate students who would not otherwise benefit from this integrative program. Since 1992, we have trained 110 students (including 63 females and 15 from groups underrepresented in science) with benefit from NSF/RTG funding, and we awarded 49 Ph.D.s. Of those with direct NYCEP funding, 22 have already received Ph.D.s, and many have obtained high-profile positions in universities, zoos and industry. We will build upon these successes by increasing our emphasis on the following areas: (1) professional development through student presentations and a new course covering the ethical conduct of science, oral and written communication skills, grant application, and job search; (2) student participation in international field research on behavioral ecology, conservation and paleontology; (3) visibility and public awareness, through an annual conference to showcase NYCEP activities and improve science literacy and interest; and (4) outreach to undergraduate, especially minority, students through interaction with college science programs on our campuses and elsewhere. Each of these features will enhance both the intellectual merit and the broader impacts of our program. This IGERT grant and associated university financial aid will support over 35 new students and fund about 180 student-years of graduate education. IGERT is an NSF-wide program intended to meet the challenges of educating U.S. Ph.D. scientists and engineers with the interdisciplinary background, deep knowledge in a chosen discipline, and the technical, professional, and personal skills needed for the career demands of the future. The program is intended to catalyze a cultural change in graduate education by establishing innovative new models for graduate education and training in a fertile environment for collaborative research that transcends traditional disciplinary boundaries. In this sixth year of the program, awards are being made to institutions for programs that collectively span the areas of science and engineering supported by NSF. EAPSI IGERT FULL PROPOSALS DGE EHR Delson, Eric Terry Harrison Ian Tattersall Colleen McCann Marina Cords CUNY Graduate School University Center NY Melur K. Ramasubramanian Continuing grant 3983191 7316 1335 SMET 9179 5980 1335 0000099 Other Applications NEC 0333417 October 1, 2003 IGERT: Integrative Geographic Information Science Traineeship Project. This IGERT project will continue the doctoral education and research training program in Geographic Information Science (GIScience) at the University at Buffalo, and expand it into new research areas. GIScience is an emerging interdisciplinary field that seeks to understand the nature of geographic phenomena and of geographic information, providing theoretical foundations for Geographic Information Systems (GIS). GIScience seeks to formalize geographic principles using logic and mathematics, to explore scientific, educational, and policy-related uses of geographic information, and to elucidate the complex relationships that individuals and society have with GIS. It also provides a framework for scientific and engineering studies of physical and social phenomena. GIScience underpins the multi-billion dollar GIS industry in the United States, including its many applications relevant to national security and to the economy, and to science and engineering. The scientific core of the project focuses on research in three major interlocking areas. The first research theme is basic geographic information science, which includes ontology of the geographic domain, cognitive geography and geographic cognition, human interaction with geographic information and technology, and geographic information, institutions, and society. The second research theme is geographic environmental science, which integrates spatial databases with regional models to forecast the environmental effects of phenomenon such as groundwater contamination and volcanic flows. Geographic social science is the third research theme, and is based on the integration of spatial analysis and spatial statistics with GIS, addressing topics such as the development of new methods for the detection of hot spots in patterns of phenomena such as disease or crime, and of better methods for intelligent highway systems. The educational and training aspects of the program are centered on four core courses, including a new required core course in ethics and professionalism. Students will also be required to have competence in the use of GIS software, and a basic understanding of the mathematical foundations of the field. The program also includes cross-department research experiences, internships (including international research internships), and an international summer school. The international summer school will be open to early-career scholars in GIScience from other US institutions, broadening the impact of the IGERT-funded graduate research training beyond this institution. Over the next five years, the program will have a new funding pattern: trainees will be funded for two years as NSF Fellows, and for two years on university-based enriched assistantships. This is an important step toward institutionalization, since toward the end of this funding period we will argue for the long-term continuation of university support. Five additional years of external support will allow completion of the institutionalization of the program, producing a lasting effect on the culture of graduate education within the participating departments and beyond. The intellectual merit of the proposed activity lies in its attention to innovative research in environmental science, social science, information science, and engineering. The project will continue to foster interdisciplinary sharing of ideas and research methods, and continue to influence the work of both faculty and students involved in the program. This influence will extend well into the future as the trainees enter the workforce. The broader impacts of the proposed activity will come from the integration of social and natural science research to produce policy recommendations for decision-makers. The program will develop broadly prepared Ph.D.s with multidisciplinary backgrounds who will have a significant impact on the further development of the field both nationally and internationally, in academia, government, and industry. IGERT is an NSF-wide program intended to meet the challenges of educating U.S. Ph.D. scientists and engineers with the interdisciplinary background, deep knowledge in a chosen discipline, and the technical, professional, and personal skills needed for the career demands of the future. The program is intended to catalyze a cultural change in graduate education by establishing innovative new models for graduate education and training in a fertile environment for collaborative research that transcends traditional disciplinary boundaries. In this sixth year of the program, awards are being made to institutions for programs that collectively span the areas of science and engineering supported by NSF. EAPSI HUMAN RESOURCES DEVELOPMENT IGERT FULL PROPOSALS DGE EHR Mark, David Michael Sheridan Joseph Atkinson Ezra B. Zubrow Barry Smith SUNY at Buffalo NY Melur K. Ramasubramanian Continuing grant 3859676 7316 1360 1335 SMET 9179 1335 0000099 Other Applications NEC 0333418 October 1, 2003 Globalization and International Development. The IGERT program at Columbia University will be a new interdisciplinary graduate training program in the study of globalization and international development. Globalization can be a powerful engine for international development, but in many developing countries globalization has instead meant rising poverty and inequality. Columbia has brought together a distinguished interdisciplinary social science faculty to investigate why, and to provide a deeper understanding of the impact of globalization on developing countries. Through the IGERT program, these faculty will train the next generation of researchers in new models and new methods for studying international development. The IGERT trainees will be drawn from the departments of economics, political science, sociology, the newly created program in development studies, and from the urban planning program. The program combines a rigorous disciplinary grounding, acquired chiefly during the first two years, with an intensive and interdisciplinary training experience that includes a semester-long course in globalization taught by the PI; a two-semester interdisciplinary foundations course in international development (to be created specifically for the IGERT program); an integrated mentored team research experience; and a research internship on a faculty-led project. Columbia's program has a strong international dimension. All IGERT trainees will undertake a summer research internship abroad, accompanied by training in research ethics with a focus on international issues and by intensive language training as needed. The program also includes funding for symposia and smaller-scale dialogues that will attract international researchers and policymakers. Through this curriculum, the trainees will gain a firm disciplinary grounding along with an understanding of key concepts and approaches of the other disciplines. This interdisciplinary fluency will permit more effective cross-disciplinary collaboration as well as innovation through the appropriation of ideas and tools across disciplinary boundaries. The intellectual merit of the IGERT program is in the commitment to bring new disciplinary and cross-disciplinary perspectives and tools to bear on the problem of globalization and international development. To better understand the implications of globalization for economic development, models are needed that systematically incorporate the social and political institutions, rule of law, transparency, and other factors that can modify or enhance the impact of markets, as well as the geographic and environmental factors that can shape the course of development. This research will necessarily be more analytically complex, modeling interdependence among countries and regions and examining the pacing and sequencing of development. The program will have significant broader impacts of two main kinds. First, it will develop new graduate curricula in globalization and development, including course syllabi, that will be available to other institutions through the program website. Second, it will disseminate research by IGERT faculty and student trainees to scholars and policymakers via major symposia on international development as well as smaller-scale dialogues. IGERT is an NSF-wide program intended to meet the challenges of educating U.S. Ph.D. scientists and engineers with the interdisciplinary background, deep knowledge in a chosen discipline, and the technical, professional, and personal skills needed for the career demands of the future. The program is intended to catalyze a cultural change in graduate education by establishing innovative new models for graduate education and training in a fertile environment for collaborative research that transcends traditional disciplinary boundaries. In this sixth year of the program, awards are being made to institutions for programs that collectively span the areas of science and engineering supported by NSF. EAPSI IGERT FULL PROPOSALS DGE EHR Stiglitz, Joseph Seymour Spilerman Susan Fainstein Maria Murillo Columbia University NY Melur K. Ramasubramanian Continuing grant 3755230 7316 1335 SMET 9179 1335 0000099 Other Applications NEC 0333420 October 1, 2003 IGERT: Interdisciplinary Research Training in Assistive Technology. This IGERT will support PhD students at Carnegie Mellon University (CMU) and at the University of Pittsburgh (Pitt) pursuing training and research in assistive technology. The focus of this IGERT is to support training and research that provides both a deep understanding of human needs and what technology can do to provide for those needs. This IGERT brings together a number of research institutes in CMU's School of Computer Science (Robotics, Human-Computer Interaction, Language Technology, and the Center for Automated Learning and Discovery) and departments within Pitt (Rehabilitation Science and Technology, Occupational Therapy, Physical Therapy, Nursing, Physical Medicine and Rehabilitation, Bioengineering, and Communication Science and Disorders). A key feature of this IGERT is that, after appropriate course work and training, each student will (1a) engage in a full time clinical internship program for at least one semester or summer or (1b) produce a conference quality paper describing a clinical study that student performed, and (2) produce a conference quality paper describing the design, implementation, assessment, and/or refinement of an assistive technology. This requirement will necessarily mean that technological students have a substantial clinical experience, and clinical students have a substantial technical experience. Additional cross-over clinical and technical experiences will be encouraged. The intellectual merit of the proposed activity includes getting technical and clinical departments to talk to each other, understand each other's thinking, and create a truly joint educational program. The IGERT program ensures that students gain exposure to basic technological research as well as the translation of research to clinical applications. Collaboration with Pitt will provide opportunities for CMU students and faculty to get exposure to real clients with real problems in real contexts, rather than the usual 2nd or 3rd hand problem descriptions isolated from context. Collaboration with CMU will provide opportunities for Pitt students and faculty to get exposure to state of the art technology, and exposure to a wider range of students and faculty who could serve as sources of expertise and collaborators. This IGERT will facilitate communication and understanding among rehabilitation and technology disciplines by bringing together students and faculty working on assistive technology in several different CMU institutes and departments at Pitt. Participants in this IGERT will work to develop online courses and open source software to make our learning resources accessible world wide. The broader impact of increased research and training in assistive technology is to improve the lives of people with disabilities, the elderly, children with developmental disorders, and ultimately help make everyone more perceptive, smarter, and more capable. Our definition of assistive technology is quite broad, and thus we expect to have a wide impact. There are huge needs and opportunities for assistive technology. Each year the number and percentage of senior citizens in our society increases. Many need assistance to live independently as long as possible. Nursing-home care can be improved in many ways with assistive technology. The number of diagnoses of developmental disorders in children is increasing, and technology can assist these children to develop and participate in our society more fully. The use of technology to reduce the effect of disabilities in perception, reasoning, memory, and movement is rapidly increasing. The Americans with Disabilities Act mandates greater integration of people with disabilities. Rehabilitation engineering and assistive technology will need to play a substantial role in the order for the goal to be reached. Central to our research and education is outreach to individuals and groups with needs or disabilities that technology can help. Pitt's Department of Rehabilitation Science and Technology (RST) has one of the highest concentrations of people with disabilities as faculty, staff, and students of any academic program in the world. In addition, we will model our diversity and outreach programs on the successful recruitment of women by Pitt's RST and CMU's School of Computer Science. IGERT is an NSF-wide program intended to meet the challenges of educating U.S. Ph.D. scientists and engineers with the interdisciplinary background, deep knowledge in a chosen discipline, and the technical, professional, and personal skills needed for the career demands of the future. The program is intended to catalyze a cultural change in graduate education by establishing innovative new models for graduate education and training in a fertile environment for collaborative research that transcends traditional disciplinary boundaries. In this sixth year of the program, awards are being made to institutions for programs that collectively span the areas of science and engineering supported by NSF. IGERT FULL PROPOSALS DGE EHR Atkeson, Christopher Takeo Kanade Rory Cooper Sebastian Thrun Richard Simpson Carnegie-Mellon University PA Melur K. Ramasubramanian Continuing grant 3718105 1335 SMET 9179 1335 0000099 Other Applications NEC 0333444 October 1, 2003 IGERT: Marine Biodiversity - Understanding Threats and Providing Solutions. Human beings profoundly affect many of the physical and biological processes of the planet, with consequences for the future that are poorly understood. For many years concern focused on the land, but the degradation and vulnerability of marine ecosystems is now apparent. Identifying the magnitude and causes of environmental change is a complex task, but this alone is not enough. The environmental and socioeconomic consequences of alternative policy responses must be evaluated, and this information must be conveyed effectively to policy-makers and the public. In order to accomplish this, we propose an integrated research and training plan designed to answer the following questions for specific marine ecosystems where we have expertise: (1) How have marine ecosystems changed over time and what are the main forces influencing those dynamics? (2) How do marine ecosystems currently function and what services do they provide? (3) What are the policy options available for protecting and restoring marine biodiversity and ecosystem function? (4) What information (biological and socio-economic) is needed by decision-makers and how is it best communicated to them and to the public at large? To meet this need, we plan a new type of graduate training whose centerpiece is a series of interdisciplinary, team-based, problem-solving experiences to foster analytical and communication skills with a global outlook. Key novel elements of this IGERT program are: an intensive introductory course in the relevant natural and social sciences (1st summer); a year-long, case-studies course Marine Science, Law and Policy in which interdisciplinary teams of students work together on marine-related problems facing society (1st academic year); a summer internship (national or international, governmental or NGO; 2nd summer); assembly of interdisciplinary teams to elaborate and coordinate research strategies for targeted ecosystems (year 2); an Informatics in Biodiversity class and workshops in ethics and communication skills (years 2 & 3); and a dissertation bridging the natural and social sciences that addresses an important marine conservation problem, with advisors from within and outside academia (years 3-5). Intellectual Merit: The IGERT program will provide greater understanding of marine biodiversity, the threats that it faces, and provide methods to address those threats. Its interdisciplinary structure will facilitate creation of novel links across the natural, social and informatic sciences. Broader Impact: The primary purpose of the program is to train a new generation of students capable of confronting important societal issues with respect to the health of the world's oceans. Specific elements include building links outside academia (nationally and internationally), increasing representation of under-represented groups, and communicating the results of investigations outside traditional academic circles. IGERT is an NSF-wide program intended to meet the challenges of educating U.S. Ph.D. scientists and engineers with the interdisciplinary background, deep knowledge in a chosen discipline, and the technical, professional, and personal skills needed for the career demands of the future. The program is intended to catalyze a cultural change in graduate education by establishing innovative new models for graduate education and training in a fertile environment for collaborative research that transcends traditional disciplinary boundaries. In this sixth year of the program, awards are being made to institutions for programs that collectively span the areas of science and engineering supported by NSF. EAPSI IGERT FULL PROPOSALS DGE EHR Norris, Richard Jeremy Jackson Richard Carson Dale Squires University of California-San Diego Scripps Inst of Oceanography CA Melur K. Ramasubramanian Continuing grant 3576520 7316 1335 SMET 9179 1335 0000099 Other Applications NEC 0333451 October 1, 2003 IGERT: Vision and Learning in Humans and Machines. Consider creating (a) a computer system to help physicians make a diagnosis using all of a patient's medical data and images along with millions of case histories; (b) intelligent buildings and cars that are aware of their occupants activities; (c) personal digital assistants that watch and learn your habits -- not only gathering information from the web but recalling where you had left your keys; or (d) a computer tutor that watches a child as she performs a science experiment. Each of these scenarios requires machines that can see and learn, and while there have been tremendous advances in computer vision and computational learning, current computer vision and learning systems for many applications (such as face recognition) are still inferior to the visual and learning capabilities of a toddler. Meanwhile, great strides in understanding visual recognition and learning in humans have been made with psychophysical and neurophysiological experiments. The intellectual merit of this proposal is its focus on creating novel interactions between the four areas of: computer and human vision, and human and machine learning. We believe these areas are intimately intertwined, and that the synergy of their simultaneous study will lead to breakthroughs in all four domains. Our goal in this IGERT is therefore to train a new generation of scientists and engineers who are as versed in the mathematical and physical foundations of computer vision and computational learning as they are in the biological and psychological basis of natural vision and learning. On the one hand, students will be trained to propose a computational model for some aspect of biological vision and then design experiments (fMRI, single cell recordings, psychophysics) to validate this model. On the other hand, they will be ready to expand the frontiers of learning theory and embed the resulting techniques in real-world machine vision applications. The broader impact of this program will be the development of a generation of scholars who will bring new tools to bear upon fundamental problems in human and computer vision, and human and machine learning. We will develop a new curriculum that introduces new cross-disciplinary courses to complement the current offerings. In addition, students accepted to the program will go through a two-week boot camp, before classes start, where they will receive intensive training in machine learning and vision using MatLab, perceptual psychophysics, and brain imaging. We will balance on-campus training with summer internships in industry. IGERT is an NSF-wide program intended to meet the challenges of educating U.S. Ph.D. scientists and engineers with the interdisciplinary background, deep knowledge in a chosen discipline, and the technical, professional, and personal skills needed for the career demands of the future. The program is intended to catalyze a cultural change in graduate education by establishing innovative new models for graduate education and training in a fertile environment for collaborative research that transcends traditional disciplinary boundaries. In this sixth year of the program, awards are being made to institutions for programs that collectively span the areas of science and engineering supported by NSF HUMAN RESOURCES DEVELOPMENT IGERT FULL PROPOSALS DGE EHR de Sa, Virginia Garrison Cottrell David Kriegman Karen Dobkins Geoffrey Boynton University of California-San Diego CA Melur K. Ramasubramanian Continuing grant 3663975 1360 1335 SMET 9179 1335 0000099 Other Applications NEC 0333453 November 15, 2003 IGERT: Graduate Training in Optical Sciences and Engineering. Faculty in three departments and one institute on campus have received a renewed IGERT investment to implement a new kind of graduate training through a multidisciplinary optical science and engineering program (OSEP). Optics is both a science and a technology, and it is inherently interdisciplinary-a fact that is well reflected by the University of Colorado's (CU's) own faculty and other researchers who span several departments and institutes. Indeed many technical fields are increasingly dependent on optical technology for communication, measurement, entertainment, displays and production, to name a few, hence the global motivation for a multidisciplinary training program in optics. The field of optics is furthermore a natural one for CU to cultivate. From Bose-Einstein condensation in JILA, to the development of liquid crystal displays in Electrical and Computer Engineering (ECE), to optical information processing in Physics, to controlled chemical reactions in Chemistry, optics permeates CU's research and technology. This strength spanning several departments has been enhanced by this coordinated effort in graduate training. The IGERT training program is designed from a bottom-up philosophy: Give students a very solid scientific and technical training in optics and they will be well prepared for subsequent employment in a wide variety of disciplines and industries. OSEP takes students from three home departments, Chemistry, ECE, and Physics, and augments their traditional training with a rigorous foundation in optical science and engineering. OSEP encompasses three major research thrusts: (1) Optical control and manipulation, which includes, for example Bose-Einstein Condensation (BEC) for which CU physicists (who are also participants in this proposal) were recently awarded the Nobel Prize in Physics; (2) Optical metrology, which is undergoing a technical revolution thanks to advances in ultrafast lasers on the one hand and structured optical fibers on the other; and (3) Optical processing, in which combined microwave and optical holographic techniques have led to a new paradigm for processing wireless communications, astronomical, and radar signals. The intellectual merits of these research pursuits are reflected in the substantial impact that they have already had on the recent trends in science and engineering and more so in their potential impact on future technology. BEC, for example, is recognized as the atom analog of the laser. Roughly speaking we are where laser research was in the 1960's shortly after its invention, yet research within this program has already targeted integrated atom optics as a technology that can do for atom optics what integrated optical technology has already done for conventional light optics. OSEP seeks a broader impact with its focus on the student as national and international citizen: its goal is to provide students not only with in-depth technical training, but also to provide career awareness and a global perspective of science and society. Their training includes three laboratory rotations, one of which must not be in their home department, and they may choose to carry out a rotation in a laboratory abroad to gain an international perspective. Students also undergo a three-month industrial internship, which can be carried out locally, nationally or abroad. The program includes an Industrial Advisory Board whose members interact with the students, recruit for internships and future employment, and provide feedback to the program administration. OSEP also incorporates a weekly seminar with contributions by members of academia and industry as well as by the students themselves. Skills and technical courses are complemented by courses on ethics, communication, and business to provide a balanced training to prepare students as responsible and effective contributors to society. OSEP prepares students exceptionally well for jobs in industry; moreover, Ph.D.s with the broad education provided by OSEP are precisely the kind of individuals we hope to see as next-generation faculty. These are the individuals that can change the culture of our universities: those who see their science as part of the greater society, who raze the walls of the ivory tower and level the barriers to interdisciplinary education. IGERT is an NSF-wide program intended to meet the challenges of educating U.S. Ph.D. scientists and engineers with the interdisciplinary background, deep knowledge in a chosen discipline, and the technical, professional, and personal skills needed for the career demands of the future. The program is intended to catalyze a cultural change in graduate education by establishing innovative new models for graduate education and training in a fertile environment for collaborative research that transcends traditional disciplinary boundaries. In this sixth year of the program, awards are being made to institutions for programs that collectively span the areas of science and engineering supported by NSF. EAPSI HUMAN RESOURCES DEVELOPMENT IGERT FULL PROPOSALS DGE EHR Anderson, Dana Henry Kapteyn David Jonas Jun Ye University of Colorado at Boulder CO Melur K. Ramasubramanian Continuing grant 3851637 7316 1360 1335 SMET 9179 1335 0000099 Other Applications NEC 0333455 October 1, 2003 IGERT: Nanoscale Science and Engineering - From Building Blocks to Functional Systems. This IGERT Program is in nanoscale science and engineering at the University of California, Berkeley. The key scientific goals and intellectual merit of this IGERT program address three important themes of this field: nanostructure synthesis and processing of novel functional devices and systems, nanoscale characterization, and modeling. Each of these is designed to facilitate the integration of nanostructures into engineered systems. Students selected for this program will focus on one of five research sub-areas: nanoelectronics, nanophotonics, nanobiology, nanomagnetics, and nanomechanics. They will master core courses offered across several disciplines and multiple departments. Students will carry out their Ph.D. research under the joint supervision of two advisors from both engineering and the physical sciences, and they will receive additional practical training through cross-laboratory investigations within and outside of the labs of IGERT faculty. A national and international internship program will contribute to the broader impacts of this program and constitute an integral part of the IGERT educational experience. Students may elect to complete their internship either in an industrial or national laboratory, or they can choose to work at institutions abroad with several of which we already have established close contacts. An array of services at the university will be utilized for the recruitment of a diverse student body, with much-anticipated success. Women and underrepresented minority groups will be recruited actively. We also plan to complement the IGERT program with the National Consortium for Graduate Degrees for Minorities in Engineering (the GEM Program) and the National Physical Sciences Consortium. Role models and mentors are key to the successful recruitment and retention of women and minorities. Our strong group of faculty and industrial mentors will provide crucial guidance to our graduate fellows. Outreach programs to engage students from underrepresented groups in local high schools will be implemented. They include After-School Science Workshops and Summer High- School Internships in Nanoscience and Engineering. The faculty comprising the IGERT program are committed to leadership and participation in outreach and educational activities that will foster knowledge and appreciation of nanoscience and engineering in the community and nationally. UC Berkeley is in the unique position of having an unusual combination of resources committed to nanoscale science and engineering. Significantly, the Chancellor of UC Berkeley has identified nanoscience and nanoengineering as one of the top three research priorities on campus and has made an institutional commitment to focus research resources on areas that will be critical in the upcoming nanoengineering revolution. This program will find its specific intellectual merit in the establishment a new kind of graduate education at Berkeley in a research area that is unprecedented in its impact across disciplines. The interdisciplinary IGERT curriculum will allow to establish innovative educational concepts to prepare qualified graduate students at the University of California, Berkeley, for the future demands of this rapidly expanding field. This traineeship program spans nine graduate programs in three colleges, each with its own unique approaches to and robust research capabilities in nanoscale science and engineering. The lasting impact of this project will not be limited to the scientific achievements that will make an important contribution towards the building, understanding, and controlling of engineered objects on the nanometer length scale. Equally important will be a paradigm shift in graduate education, especially in Engineering education at Berkeley that is expected to have long-lasting impact beyond the scope of this program. IGERT is an NSF-wide program intended to meet the challenges of educating U.S. Ph.D. scientists and engineers with the interdisciplinary background, deep knowledge in a chosen discipline, and the technical, professional, and personal skills needed for the career demands of the future. The program is intended to catalyze a cultural change in graduate education by establishing innovative new models for graduate education and training in a fertile environment for collaborative research that transcends traditional disciplinary boundaries. In this sixth year of the program, awards are being made to institutions for programs that collectively span the areas of science and engineering supported by NSF. EAPSI HUMAN RESOURCES DEVELOPMENT IGERT FULL PROPOSALS DGE EHR Chang-Hasnain, Constance Peter Yu Stephen Leone Kevin Healy University of California-Berkeley CA Melur K. Ramasubramanian Continuing grant 3916993 7316 1360 1335 SMET 9179 1335 0000099 Other Applications NEC 0334415 July 1, 2003 GRADUATE RESEACH FELLOWSHIPS. GRADUATE FELLOWSHIPS DGE EHR REYES, ALBERTO REYES, ALBERTO none Gisele T. Muller-Parker Fellowship 115044 7172 SMET 9179 0000099 Other Applications NEC 0334416 September 1, 2003 GRADUATE RESEARCH FELLOWSHIPS. GRADUATE FELLOWSHIPS DGE EHR Smith, Morgen Smith, Morgen E VA Gisele T. Muller-Parker Fellowship 116539 7172 SMET 9179 0000099 Other Applications NEC 0334417 July 15, 2003 GRADUATE RESEARCH FELLOWSHIPS. GRADUATE FELLOWSHIPS DGE EHR Cashman, Mary Cashman, Mary E none Gisele T. Muller-Parker Fellowship 73967 7172 SMET 9179 0000099 Other Applications NEC 0334418 July 15, 2003 GRADUATE RESEARCH FELLOWSHIPS. GRADUATE FELLOWSHIPS DGE EHR Hahn, Adam Hahn, Adam S none Gisele T. Muller-Parker Fellowship 39000 7172 SMET 9179 0000099 Other Applications NEC 0334419 August 1, 2003 GRADUATE RESEARCH FELLOWSHIPS. GRADUATE FELLOWSHIPS DGE EHR Guarrera, David Guarrera, David T none Gisele T. Muller-Parker Fellowship 39000 7172 SMET 9179 0000099 Other Applications NEC 0334420 July 15, 2003 GRADUATE RESEARCH FELLOWSHIPS. GRADUATE FELLOWSHIPS DGE EHR Helgen, Kristofer Helgen, Kristofer M none Gisele T. Muller-Parker Fellowship 120000 7172 SMET 9179 0000099 Other Applications NEC 0334421 July 15, 2003 GRADUATE RESEARCH FELLOWSHIPS. GRADUATE FELLOWSHIPS DGE EHR Koenig, Andreas Koenig, Andreas C none Gisele T. Muller-Parker Fellowship 39000 7172 SMET 9179 0000099 Other Applications NEC 0334422 August 1, 2003 GRADUATE RESEARCH FELLOWSHIPS. GRADUATE FELLOWSHIPS DGE EHR Rapoport, Benjamin Rapoport, Benjamin I none Gisele T. Muller-Parker Fellowship 38000 7172 SMET 9179 0000099 Other Applications NEC 0336934 March 1, 2004 Rural Alliance for Improving Science Education - Track 1, GK-12. Title: Rural Alliance for Improving Science Education (RAISE) Institution: Oklahoma State University PI/Co-PIs: Thomas A. Wikle (PI), Joel W. Helmer and John E. Steinbrink (Co-PIs) Fellow/Year: 10 (graduate) School Partners: Perkins/Tryon, Morrison, and Hennessey Public Schools Target: 6 through 12th grades Setting: rural Disciplines: interdisciplinary (Earth sciences, life sciences, general sciences) Background: Despite recent implementation of statewide science education standards, students from rural Oklahoma communities lag behind the nation in math and science ability. Compounding the problem is a shortage of math and science teachers making it necessary for teachers to offer subjects outside of their primary science teaching area. Intellectual Merit of the Proposed Activity: The Rural Alliance for Improving Science Education (RAISE) places outstanding graduate students (fellows) in 6-12 grade classrooms to work one-on-one with public school teachers in three rural school districts. Supervised by a committee of science teachers and faculty from Oklahoma State University (OSU), RAISE builds on existing relationships among OSU faculty and K- 12 teachers established through POLARIS, a Department of Education sponsored project for improving middle and junior high science instruction. The interdisciplinary area of Geographic Information Science (GISci) serves as the focus for the development of innovative science curricula with the goals of: 1) strengthening curricular ties among ecology, biology, Earth science and environmental science, and 2) providing measurable improvement in student performance on state-mandated science tests. Broader Impacts of the Proposed Activity: RAISE targets rural school districts with significant numbers of Native American students and high poverty rates. Fellows from the Departments of Botany, Zoology, Microbiology, Geography, Geology, and Environmental Science are completing their OSU degree with stronger communication skills, an improved understanding of science pedagogy, and a greater appreciation for the needs of both teachers and diverse learners. Lesson plans and other materials developed by fellow/teacher teams will be disseminated regionally through summer institutes and nationally through a project web site promoted via science education journals and teacher conferences. The principal benchmarks for project success are: 1) student improvement on science sections of the state-mandated Oklahoma Core Curriculum Test and, 2) the number of teachers/schools throughout the state and nation that integrate RAISE materials into 6-10th grade science instruction. GRAD TEACHING FELLOWS IN K-12 DGE EHR Wikle, Thomas John Steinbrink Joel Helmer Oklahoma State University OK Sonia Ortega Continuing grant 1800494 7179 SMET 9179 7179 0000099 Other Applications NEC 0337438 July 1, 2003 GRADUATE RESEARCH FELLOWSHIPS. GRADUATE FELLOWSHIPS DGE EHR Black, Dawn Ohio University OH William J. Hahn Fellowship 119000 7172 SMET 9179 0000099 Other Applications NEC 0337668 June 1, 2004 Track1, GK-12: Revitalizing Achievement by using Instrumentation in Science Education (RAISE). This GK-12 project develops a partnership between Polytechnic University and 3 New York City high schools to enhance student achievement in the Regents Exam of Living Environment, Physics, and Math--A. The intellectual merit of the proposal includes, raising academic achievement of students in STEM disciplines; stimulating students' interest in science and math by integrating "high-tech" sensing and data collection technologies in high school STEM curriculum, instruction, and laboratory; giving professional development opportunities to teachers; and encouraging cross-pollination of education research and technical concepts among the university and school faculty. The Broader Impacts of the proposal include reinforcing STEM training and educational experience of a socially diverse and economically disadvantaged inner-city student body; building the laboratory infrastructure for sensor-based STEM curriculum and instruction; and broadening the ties of Polytechnic's Packard Center with local school districts and local businesses to sustain and grow its outreach activities. This proposal is receiving partial support from the Directorate for Engineering Title: Track 1, GK-12: Revitalizing Achievement by using Instrumentation in Science and Engineering (RAISE) Institution: Polytechnic University PI/Co-PI: Vikram Kapila, Magued Iskander, and Noel Kriftcher Partner School Districts: George Westinghouse, Paul Robeson, and Seward Park Number of Fellows per Year: 6 graduate students, 6 undergraduate "RAISE Fellows" Target Audience: Grades 9-12 (High School), 900 students per year Setting: Urban NSF Supported Disciplines: Science, math, and technology GRAD TEACHING FELLOWS IN K-12 HUMAN RESOURCES DEVELOPMENT DGE EHR Kapila, Vikram Magued Iskander Noel Kriftcher Polytechnic University of New York NY Sonia Ortega Continuing grant 1474762 7179 1360 SMET 9179 7179 0000099 Other Applications NEC 0337839 February 1, 2004 Track 2, GK-12: Building a Learning Community in Science and Mathematics through Educational Patnerships. Title of Project: Building a Learning Community in Science and Mathematics through Educational Partnerships . Track II Institution: Rutgers University, New Brunswick, NJ PI/Co-PI: Kathleen Scott, PI; Michael Carr, Jolie Cizewski, Warren Crown, Joseph Rosenstein Number of Fellows per year (graduate vs. undergraduate): 8 graduate/4 undergraduate School District Partners: South Brunswick Township Public Schools; Public Schools of Plainfield; Piscataway Township Schools; Old Bridge Township Public Schools; Edison Township Public Schools Target Audience of the project (K-12 grade-band): grades 6-9 Setting: urban, suburban NSF supported disciplines involved: Mathematics, Physical Sciences, Biology, Computer & Information Sciences, Engineering, Geosciences, Environmental Sciences Narrative: This Track II GK12 program builds upon the experiences and achievements of our initial program to establish and support learning communities among the university and local school districts. It partners teachers and administrators from local school districts with Rutgers University Fellows (graduate students and advanced undergraduate students) and faculty in science, mathematics, engineering and technology. School teams, each comprised of a Rutgers University STEM graduate student and two or three middle school teachers, work together to enhance their school curriculum and develop new hands-on science and mathematics activities. Each team shares activities with a partner team. Training is provided in a two- week Summer Institute that includes team-building activities, development of team goals, training in pedagogy for the Fellows, exposure to new material in science and mathematics for the teachers, and preparation of a standards-based hands-on activity. Throughout the academic year, the teams work together to enhance existing curricula and develop innovative hands-on activities. Fellows collaborate on developing and presenting activities with their partner teams. Professional development of teachers is offered during the Summer Institute, each semester at Rutgers, and by the fellows in the schools. The Rutgers Science Bus Program, where fellows showcase their most innovative activities, is integrated with this project, enhances the dissemination of the results of this GK12 program, and institutionalizes the involvement of graduate students in New Jersey schools. Each of these activities is being evaluated throughout the project by analysis of team portfolios, focus groups and surveys. Intellectual Merits: This project is resulting in enhanced instruction of middle school students in STEM disciplines through student-centered classroom experiences, refined methods of training teachers and fellows to work collaboratively, and development of a graduate level teaching course based on GK12 activities. Broader Impacts: The graduate and undergraduate fellows are enhancing their teaching and communication skills, learning to work as members of a team, and will be better prepared for future careers where they can build on their GK12 experiences. Teachers are becoming knowledgeable about current trends in these disciplines as they increase their interest in and knowledge about STEM. Middle school students, including urban students from disadvantaged backgrounds, are experiencing the excitement and relevance of science and mathematics, and becoming familiar with career opportunities in these fields. The modeling of innovative hands-on inquiry methods is becoming a part of each school's mathematics and science program. The results of this project will be disseminated across the state by graduate student involvement in the Science Bus Program. Significant Outcomes from Track I: A total of twenty-seven graduate fellows, seventeen undergraduate fellows, and forty-five teachers formed nine teams each year to bring the excitement of contemporary mathematics and science to middle school classrooms. The number of school districts expanded from four in Year 1 to seven in Year 3. This program developed and implemented methods to successfully recruit STEM graduate and undergraduate students and teachers into the program. The program design incorporated a Summer Institute training program, which included a unique series of team building activities and workshops that prepared teams for their work in the schools, culminating with the development of the team's first academic year activity. The program also developed effective strategies for having second-year Graduate Fellows assume a leadership role in ways that strengthened the program. Experienced fellows presented activities developed with their team teachers to other participants at the Summer Institute and at academic year follow up meetings, as well as advising new fellows based on their experiences in the schools. During the academic year program, all of the teams effectively collaborated in developing activities that enhanced the curriculum of their school, related mathematics and science to real life applications, and positively affected middle school student attitudes toward mathematics and science. The team activities in the school enhanced the teaching skills of the fellows and their ability to work collaboratively. Teachers reported increasing their content knowledge, and continue to use the activities developed by the team. This project is partially supported by funds from the Directorate for Biological Sciences. GRAD TEACHING FELLOWS IN K-12 GRAD TEACHING FELLOW IN K-12ED DGE EHR Scott, Kathleen Michael Carr Jolie Cizewski Joseph Rosenstein Warren Crown Rutgers University New Brunswick NJ Sonia Ortega Continuing grant 1961533 7179 1731 SMET 9179 7179 0000099 Other Applications NEC 0337860 June 1, 2004 Track 1, GK-12 Groundwork Education in Mathematics and Science. 2. Project Summary Title: Groundwork Education in Mathematics & Science (GEMS) Institution: University of Louisville PI/co-PIs: Christine Rich (PI), Wiley Williams (Co-PI), LeeAnn Nickerson (Co-PI), Linda Jewell (Co-PI) Number of Fellows per year: 9-graduate/3 undergraduates Setting: Urban NSF Supported Disciplines Involved: Mathematics, Chemistry, Physics, and Geosciences Narrative Summary: The University of Louisville GEMS program is exploring strategies for improving the quality of science and mathematics education at six Title I elementary schools in the Jefferson County Public Schools (JCPS) by instituting a job-embedded professional development program that partners elementary teachers and STEM graduate or undergraduate students in the classroom. Fellows, teachers, university faculty, and JCPS specialists in mathematics and science form an inclusive learning community committed to the development and implementation of inquiry-based teaching methods aligned with state and national standards. Twelve Fellows and twenty-four teachers, assembled into 6-member School Teams, use NSF-supported curricula in science (FOSS, DSM II, and STC) and Investigations in Number, Data, and Space as the primary focus for laying a scientifically and pedagogically sound groundwork for presentation of STEM concepts to students in grades 3-5. Fellows receive preparatory training to familiarize them with state and national standards, current mathematics and science methods, and state assessments. School teams train together in hands-on summer workshops that emphasize cooperative strategies for melding curricular content with teaching practices that best foster student learning. Biweekly seminars and mentoring support provide new learning opportunities and sustained professional development throughout the academic year. The intellectual merit of GEMS resides in its research-based approach to integrating into the JCPS elementary schools an effective model for professional development that increases student interest and learning in mathematics and science. Fellows improve their communication skills as they devise level-appropriate methods for effectively conveying content to both teachers and their students. Benefits to elementary teachers include content resource support from both the Fellows and the university faculty, an improved ability to teach using inquiry-based learning and, the opportunity to make presentations and assume PD leadership roles in their school. Elementary students in the chosen schools benefit from content-enriched, inquiry-based instruction aimed at improving their performance on Kentucky's high-stakes assessments. A broader impact is that the university, and in particular science and mathematics faculty in the College of Arts and Sciences, benefit by expanding partnerships with local school districts. Another broader impact is potentially far-reaching: GEMS proposes a model of collaboration among STEM researchers and STEM educators at both the institutional and school level to advance the teaching and learning of science and mathematics. That collaborative and diverse partnership is already reflected by the composition of GEMS leadership. The recruitment and selection strategies for Fellows and teachers are aimed at ensuring that School Team composition is equally inclusive and diverse. Finally, GEMS is structured such that participants at every level can be actively engaged in GEMS research and educational activities including training, classroom teaching, project evaluation and outcome dissemination. This project is partially supported by funds from the Directorate for Mathematical and Physical Sciences. GRAD TEACHING FELLOWS IN K-12 OFFICE OF MULTIDISCIPLINARY AC DGE EHR Rich, Christine Linda Jewell Lee Nickerson Wiley Williams University of Louisville Research Foundation Inc KY Sonia Ortega Continuing grant 2018034 7179 1253 SMET 9179 7179 0000099 Other Applications NEC 0337949 August 1, 2004 Track 2, GK-12: SFSU/SFUSD Science Teachers and Research Scholars Program. Title of Project: Graduate Teaching Fellows in K-12 Education (GK-12) Track 2: SFSU/SFUSD Science Teachers and Research Scholars (STAR) Program Institution: San Francisco State University (SFSU) ,College of Science and Engineering(COSE) PI/Co-PI.s: John Stubbs, PI; Kimberly Tanner, Kathleen O.Sullivan, Gretchen Rollwagen Bollens, Co-PI.s Number of Fellows per year: 12 School District Partners: San Francisco Unified School District (SFUSD) Target audience of the project (K-12 grade band): Middle and High schools ,Grades 6-12 Setting: Urban NSF supported disciplines involved: Biology, Chemistry, Physics, Geosciences, Mathematics The STAR Program is focused on individual partnerships between SFSU science graduate students and SFUSD teachers, working together on-site in middle and high schools to deliver high quality inquiry-based science instruction. This Track 2 project uses a three phase plan to institutionalize graduate student-teacher partnerships by replacing the NSF GK-12 Graduate Teaching Fellows (GTF) over 5 years with COSE Graduate Research and Teaching Partners (GRTP). These GRTP will be graduate students in the COSE who are working toward their Master's degree in a science content discipline (Biology, Chemistry, Physics, Geosciences, Mathematics), but have a new requirement added to their thesis, a Science Education component. The GRTP will take a series of pedagogy courses and, as a culminating experience, will participate in a 10 hour per week on-site partnership with a middle or high school teacher. Intellectual Merit: The project contributes to the knowledge base of the emerging discipline of science education partnership, as well as pioneers strategies and structures for the integration of partnership efforts into the mission and goals of university science departments. The Fellows develop pedagogical skills and K-12 education advocacy as part of their graduate training. Teachers improve inquiry-based teaching methods and mentoring skills, and K-12 students experience enhanced science learning and gain access to diverse role models pursuing careers in science. The institutionalization plan is a creative focus that imbues science education outreach into traditional research degrees throughout the SFSU COSE. Broader Impacts: The STAR Program partners, SFSU and the SFUSD, are both diverse urban educational institutions. The 60,000+ students in the SFUSD, 55% of which are from economically disadvantage families, represent over 50 ethnic backgrounds, with no single group representing >30% of the total student body. Moreover, the STAR Program draws from a diverse graduate and undergraduate population at SFSU in which ~20% are Latina/ African American students.Thus, this program will directly influence K-16+ students traditionally underrepresented in science, as well as disseminate a model for institutionalizing partnership programs to other urban institutions. The project expands the current science education partnership efforts at SFSU, establishes courses and reward structures that will sustain the effort beyond the term of the grant, and initiates new academic pathways in existing COSE Master's degree programs to involve graduate students in science education partnership efforts as part of their scientific training. Results from Track 1: GTF (27 to date) have improved their skill in devising effective science learning activities and have committed to continued outreach in their careers. Partner teachers have a renewed sense of enthusiasm for teaching science, documented in external evaluation surveys. The GTF-teacher partners have made grade-specific adaptations of over 80 inquiry-based lesson plans to date, with direct impact on ~1500 students in 5 middle schools (4 inner city) and 1000 students in six high schools( 4 inner city). The inner city schools have >60% Latina/African American student populations. All partner teachers(14 MS, 16 HS) report that students have significantly increased interest in science activities as a direct result of GTF presence. From experience gained in Track 1, procedures have evolved which establish effective GTF-teacher partnerships prior to semester startup. Finally, the Track 1 experience has resulted in a very close partnership between the SFUSD and SFSU, which will allow for rapid and smooth implementation of the Track 2 STAR Program. Finally, the COSE administration has become a strong advocate of institutionalizing the GK-12 model as a component of science graduate degrees. This project is partially supported by the Directorate for Biological Sciences. GRAD TEACHING FELLOWS IN K-12 GRAD TEACHING FELLOW IN K-12ED RES ON GENDER IN SCI & ENGINE DGE EHR Tanner, Kimberly Kathleen O'Sullivan San Francisco State University CA Sonia Ortega Continuing grant 2148197 7179 1731 1544 SMET 9179 7179 0000099 Other Applications NEC 0338128 June 1, 2004 Graduate Student-University-School Collaborative for Science, Mathematics, Engineering and Technology-II (GraSUS-II). Graduate Student.University.School (GraSUS) Collaborative for Science, Mathematics, Engineering, and Technology-II Title of Project: Graduate Student-University-School Collaborative for Science, Mathematics, Engineering and Technology-II. Institution: North Dakota State University. PI/Co-PI: Dogan Comez, PI; Co-PI.s: James P. Bartlett, Edward L. Deckard, Canan Bilen Green, David W. Haney, William O. Martin, Lisa Montplaisir, Donald P. Schwert, Alan R. White. Number of Fellows per year: 13 fellows per year. School District Partners: All seven Public School districts in Cass County, ND, and Moorhead School District, MN. Target Audience: High school and Middle School. Setting: Urban and rural. NSF Supported Disciplines Involved: Biology, Chemistry, Earth Science, General Science, Mathematics, Life Sciences, Physics, Physical Science, Pre-engineering. Intellectual Merit. The GraSUS-II at the North Dakota State University is a project in which graduate and advanced undergraduate students and faculty work with science and mathematics teachers in grades 6-12 in urban and rural schools in Cass County, ND, and western Minnesota to enhance student achievement in math and science as measured against state and local standards. The project focuses on inquiry-based learning to promote students' learning, problem-solving skills, creative thinking, and teamwork. It builds upon the accomplishments of and lessons learned from the prior GK-12 award [008445], and expands geographically, departmentally, and in scope to establish sustainable university-school partnerships that improve STEM education. This project provides professional development of teachers and fellows, and designs standards linked instructional strategies appropriate for grades 6-12. There is a special focus on enhancing the participation of underrepresented groups, particularly the participation of women in STEM teaching and learning. Women are well represented in the current cadre of fellows, and special consideration will be given to maintain and even increase this representation in GraSUS-II. Broader Impact. The project fosters working relationships between districts, higher education, and industry, focusing on broadly improving mathematics and science achievement. The project includes: (a) recruitment activities, including incentives for participating teachers; (b) professional development and dissemination activities designed to establish the project goals; and (c) comprehensive formative and summative evaluations to monitor and help direct the project activities and document its impact. The project establishes a summer institute to develop programs and an organizational structure integrated with existing partnerships planned to continue beyond grant funding. The project will also develop an ongoing fellow support program that uses NDSU resources and service learning to involve NDSU science, math, and engineering students in sustaining GraSUS activities permanently in local public schools. Results of Prior Project: Teachers report their content knowledge has increased as a result of interacting with the Fellows, while their teaching skills have been enhanced by the extra materials provided by the project. One veteran physics teacher commented that working with the Fellow energized both his physics and his love of teaching. The Fellows report improved ability to discuss complex problems with a relatively naive audience and the K-12 students have gained a better understanding of the subject matter (science and mathematics) covered as well as an appreciation of who scientists are and what they do. It has as well helped build stronger partnerships between the university and the school district. This project is partially supported by funds from the Directorate for Mathematical and Physical Sciences. EXP PROG TO STIM COMP RES GRAD TEACHING FELLOWS IN K-12 OFFICE OF MULTIDISCIPLINARY AC DGE EHR Comez, Dogan Donald Schwert Edward Deckard William Martin James Bartlett North Dakota State University Fargo ND Sonia Ortega Continuing grant 2072059 9150 7179 1253 SMET 9179 7179 0000099 Other Applications NEC 0338135 July 1, 2004 GK-12: The Pittsburgh Partnership for ENERGIZing Science in Urban Schools. Title: The Pittsburgh Partnership for ENERGizing Science in Urban Schools Institution: The University of Pittsburgh PI/Co-PIs: Joseph Grabowski (PI), Jennifer L. Cartier (co-PI) Fellows perYear: 11 Graduate Fellows and 7 Undergraduate Fellows School Partner: Pittsburgh Public School District (PPSD) Target: 3rd through 8th grades Setting: Urban Disciplines: Chemistry, Biological Sciences, Physics & Astronomy, Geology & Planetary Sciences, Mathematics, Neuroscience. Narrative: Well-documented barriers to good science teaching exist at the elementary and middle school level, most notable of which, there is little time in an overstuffed curriculum for sustained exploration of significant science concepts. One response has been the development of hands-on kits such as the Full Option Science System (FOSS) curriculum in use in the PPSD. While FOSS materials are a step in the right direction in terms of increasing the emphasis on exploratory experiences for students and decreasing the sheer number of "facts" and "topics" to be covered, they are not, in and of themselves, a solution to the problem of inadequate science instruction. The fact remains that too many teachers lack the necessary content knowledge to engage their students in rich discussions around the concepts underlying empirical experiences within the FOSS curriculum. We have selected the "big idea" of energy as a theme, as it fits with many of the FOSS units in use in PPSD. The adoption of a conceptual theme will provide better articulation between teams as well as providing students with a "conceptual consistency". Intellectual Merit: To increase content support for teachers, we will form partnerships between grade 3-8 teachers in PPSD and STEM students at the University of Pittsburgh (selected to represent the diversity of STEM personnel). Funding will support 12 teams of elementary/middle school teachers, STEM graduate students and undergraduate students, as well as math and reading specialists from selected schools. Given time demands on elementary curricula, it is important to have interdisciplinary support in order to establish the time within the school day to teach innovative and rigorous science. An important activity of each team will be to study and implement grade-level appropriate FOSS units and to design and deliver related professional development workshops to other PPSD teachers, in order to disseminate validated approaches. A project coordinator, with assistance from School of Education faculty, will provide support related to inquiry pedagogy and instructional approaches (emphasis on modeling and argumentation) consistent with those described in the National Science Teaching Standards. An external evaluator will oversee assessment instrument design and data planning, will conduct site visits, and will collect, analyze, and report on data on progress toward project goals. Broader Impacts: Increasing teacher content knowledge is an important goal of our project, but it is by no means the only one. We also anticipate that GK-12 Fellows will gain valuable insights into the complexities of urban school teaching and effective pedagogical strategies, both through the training activities, the mentoring they receive and deliver, discussions with other participants, and their interactions with school students. During the preparation course each summer and follow-up endeavors, particular emphasis will be placed on the nature of science as a "sense-making" endeavor supported by social discourse. This view of science, although consistent with current reform movements in science education, is still new and quite foreign to most STEM students (and many K-12 teachers). Thus, our work with teams will include explicit discussion of the nature of scientific inquiry, examples of strategies to engage elementary/middle school students in argumentation and explanation related to empirical phenomena, and reflective analysis of instruction provided by team members. All of the GK-12 activities will serve to establish links (currently completely lacking) between the PPSD teachers and the STEM faculty and students at Pitt while specific activities, such as the Family Science Night and monthly newsletter, will connect project personnel with school student's families. This project is receiving partial support from the Directorate for Mathematical and Physical Sciences. GRAD TEACHING FELLOWS IN K-12 OFFICE OF MULTIDISCIPLINARY AC DGE EHR Grabowski, Joseph Jennifer Cartier University of Pittsburgh PA Sonia Ortega Continuing grant 2030009 7179 1253 SMET 9179 7179 0000099 Other Applications NEC 0338153 December 15, 2003 Track 1, GK-12: Improving STEM content for K-6 grades in coastal rural schools in Oregon. Title of Project: Track 1, GK-12: Improving STEM content for K-6 grades in coastal rural schools in Oregon. Institution: Oregon Institute of Marine Biology, University of Oregon PI/Co-PI: Drs. Alan Shanks and Janet Hodder Number of Fellows per year: 9 graduate fellows, 2 undergraduate fellows School District Partners: Coos Bay and North Bend School Districts Target Audience of the Project: K-6th grade Setting: Rural Coastal, low socioeconomic status NSF Supported Disciplines Involved: Science and Mathematics, Natural Resources This proposal will provide support to two rural school districts in meeting the challenges of the Oregon standards based education reform in science and math. By building on a partnership we have already developed with the school districts we will permanently enhance Science, Technology, Engineering, and Mathematics (STEM) education in these districts. We will use Oregon Institute of Marine Biology (OIMB) graduate and undergraduate GK-12 Fellows to provide targeted instruction to elementary students (grades K-6), and professional development to teachers in STEM content. STEM education will be enhanced through the presentation of marine and aquatic sciences utilizing and building upon the Marine Activities, Resources, and Education (MARE) curriculum developed at the University of California Berkeley. The intellectual merit of this proposal includes our goal to permanently improve teacher's understanding of science content, and their use of inquiry and the scientific method to teach STEM subjects. Summer workshops will familiarize Fellows with the MARE curriculum and provide practical pedagogic knowledge for teaching in K-6 classes, and an understanding of the Oregon based standards system. A MARE Lead Teacher cadre will be developed in each school district that will act as mentors for the fellows and as support for other teachers in the district. These teachers will participate in summer "training" workshops for the Fellows. A second series of summer institutes for additional teachers will strengthen the working partnership between fellows and teachers, and improve the teacher's knowledge of science and scientific inquiry. To accomplish the later goal, teachers in the summer institutes will design and carry out scientific inquiries in the marine habitats of Coos Bay. They will design investigations, collect and analyze data, and prepare a work sample appropriate for assessing the investigation. Fellows will meet weekly with the GK-12 coordinator and OIMB faculty to discuss project implementation and direction and provide opportunities for additional training. They will also meet regularly with the GK-12 Coordinator and Lead Teachers from each school to assess progress. A "decision-oriented" evaluation using both qualitative and quantitative analytic techniques will provide participants with formative evaluations to facilitate decision-making and will be used to analyze project data and draw summative conclusions. The broader impact of this project includes the development of a more permanent University/K-12 relationship; the development of teaching, communication, and team-building skills by the GK-12 Fellows; the opportunity for Fellows to gain knowledge and experience of the K-12 teaching community; and the formation of working partnerships with faculty, Fellows, and teachers. Teachers and their students will accrue a number of benefits including up to date scientific information, experiences with real science via inquiry-based investigations, and exposure to working scientists. In addition all participants will strengthen their connection with the community in which they live. This project is partially supported by funds from the Directorate for Geosciences. GRAD TEACHING FELLOWS IN K-12 EDUCATION/HUMAN RESOURCES,OCE DGE EHR Shanks, Alan Janet Hodder University of Oregon Eugene OR Sonia Ortega Continuing grant 1554632 7179 1690 SMET 9179 7179 0000099 Other Applications NEC 0338162 February 15, 2004 Engineers and Teachers Working for Mathematics Success. This Track 2, GK-12 project builds upon a very successful partnership between the College of Engineering at N.C. State University and the science curriculum branch of Wake County, N.C. Public Schools, who together have launched a major science reform effort in the county. The Intellectual Merit of the proposal includes: tracking Fellow progress to degree and subsequent career path and having engineering and math Fellows work together with partner teachers to develop and implement inquiry-based math activities that are designed to enhance math instruction for all students. The Broader Impact of the project is high. The program serves as a model for schools across the state of North Carolina with the techniques and activities developed becoming part of the program being used as a model by other states. The Fellow/teacher teams develop lesson plans and teaching techniques that are distributed: via the web, through distance education, through presentations at education, and engineering and evaluation professional conferences and related publications. Outcomes from Prior Project: This project has resulted in the preparation of a county-wide science reform effort to change to inquiry-based science teaching in every school in the county of over 100,000 students. The GK-12 Fellows model has been adopted by the Introduction to Engineering class as a semester-long design project option, and the teaching of this class has been changed to include more inquiry-based presentation on the part of the university instructors as well. A handbook was developed for interpreting science to hearing impaired students, as well as a suggested standardized list of STEM related signs to be used county-wide. All participating Fellows have gone on to pursue opportunities for outreach during their professional careers. This project is receiving partial support from the Directorate for Engineering. Title: Track 2, GK-12 Engineers and Teachers for Mathematics Success Institution: North Carolina State University PI/Co-PI: Laura J. Bottomley (Engineering), Karen Hollebrands (Education), and Elizabeth Parry (Science Surround) Partner School District: Wake County Public Schools Number of Fellows per Year: 5 graduate students, 15 undergraduate students Target Audience: Grades 3-8 Setting: Urban and rural NSF Supported Disciplines: Engineering, mathematics, science GRAD TEACHING FELLOWS IN K-12 HUMAN RESOURCES DEVELOPMENT DGE EHR Bottomley, Laura Karen Hollebrands North Carolina State University NC Sonia Ortega Continuing grant 2137098 7179 1360 SMET 9179 7179 121E 0000099 Other Applications NEC 0338165 January 1, 2004 Ecologists, Educators, and Schools (ECOS) - Partners in GK-12 Education. Title: Ecologists, Educators, and Schools (ECOS) - Partners in GK-12 Education Institution: University of Montana PI/ CoPI: Carol Brewer, Associate Professor, Biology; Lisa Blank, Associate Professor, Science Education; Paul Alaback, Associate Professor, Forestry; David Oberbillig, Science Teacher, Big Sky High School; Michael Plautz, Science Teacher, Hellgate Middle School Number of Fellows per Year: 10 graduate students, 5 undergraduate life science majors School District Partners: Missoula Curriculum Consortium of 14 W. Montana districts (Bonner, Clinton, DeSmet, Florence-Carlton, Frenchtown, Hellgate Elementary, Lolo, Missoula County Public Schools, Potomac, Seeley Lake, Sunset, Swan Valley, Target Range, Woodman) Targeted Audience: K-12 Setting: Rural NSF Disciplines: Biological Sciences The Ecologists, Educators and Schools (ECOS) - Partners in GK-12 Education Program brings together teachers and administrators in the Missoula Curriculum Consortium and University of Montana faculty from the Division of Biological Sciences and the College of Forestry and Conservation to create a national model of how authentic research experiences at the K-12 level can improve the teaching and learning of science. Using schoolyards and nearby open areas as outdoor research laboratories, ECOS Teams are developing science demonstration projects related to local ecology and conservation biology. Throughout the academic year, K-12 students and their teachers interact with University of Montana faculty, postdoctoral scholars, and graduate and undergraduate students conducting related research in ecology. Intellectual Merit: The ECOS Program: 1) introduces all participating faculty, graduate students, and undergraduates to teaching and learning research and national science education standards; 2) provides content-rich, multi-layered professional development in science for K-12 teachers; 3) develops school-based, content-rich laboratories and research projects for K-12 students; 4) supports a co-mentoring network of science faculty, in-service teachers, and graduate and undergraduate students; and 5) encourages the development of a writing community to disseminate results of the project in peer-reviewed journals and at national meetings. Broader Impact: Scientific ways of thinking and understanding are being fostered in K-12 students and teaching practices focused on "learning by doing" and inquiry instruction are being introduced to a number of school districts, many of which include rural and/or impoverished schools, traditionally underserved schools. The Fellows represent future science faculty who will be effective linkages between scientists, mathematicians, engineers and technologists and educators in the K-16 continuum. Specific project indicators are being collected in order to determine effective mechanisms to promote program sustainability and to facilitate transfer to other sites in Montana and around the country. Ultimately, ECOS will contribute to a national model of how research projects can be introduced into the K-16 curriculum to enhance the teaching and learning of science. This project is receiving partial support from the Directorate for Biological Sciences. GRAD TEACHING FELLOWS IN K-12 GRAD TEACHING FELLOW IN K-12ED DGE EHR Brewer, Carol Paul Alaback David Oberbillig University of Montana MT Sonia Ortega Continuing grant 2031123 7179 1731 SMET 9179 7179 0000099 Other Applications NEC 0338184 February 1, 2004 Track 1 GK-12: Enhancing Science Literacy in Southeast Idaho with Community-based Projects and University/K-12 Partnerships. Title: Track 1 GK-12: Enhancing Science Literacy in Southeast Idaho with Community-based Projects and University/K-12 Partnerships. Institution: Idaho State University PI/Co-PI: Rosemary J. Smith (PI), co-PI's: Mikle Ellis, Richard Wabrek, Richard Inouye Number of Fellows per Year: 10 Graduate, 5 advanced undergraduate School District Partners: Idaho School Districts #25, 91, 93, and 512. Target Audience of the Project: Grades 5-12. Setting: urban and rural NSF Supported Disciplines Involved: Biological Sciences, Engineering, Technology, Geosciences, Chemistry, and Physical Sciences Narrative Summary: This Track 1 project, based in southeastern Idaho, is a partnership between Idaho State University (ISU), school districts in the region's two major cities (Pocatello and Idaho Falls), and two non-profit organizations (a zoo and museum). Two major employers in the area are also participating in the project, with both technical and monetary assistance. The project has a theme of using relevant, local topics in science, engineering and technology to enhance student interest and performance in the target disciplines. The project is designed to enhance: 1) the ability of scientists and engineers to teach and communicate scientific topics to the public, 2) science and engineering instruction in Idaho schools, and 3) partnerships between ISU, local school districts, informal education venues such as the museum and zoo, and local industry. Project activities include an intensive week-long summer workshop to build strong teacher- scientist partnerships, provide professional development for K-12 teachers, and give Fellows the pedagogical training and the opportunity to work with teachers to develop specific problem- or inquiry-based lessons in keeping with state/national standards. Fellows are selected from: Engineering, Technology, Biology, Chemistry, and Geology. University faculty mentor Fellows with required monthly faculty/fellow/ teacher meetings. An extensive evaluation process measures project outcomes, from impacts on K-12 students, to assessments of Fellow's enhanced communication skills. Intellectual Merit: The project explores the effects of implementing a model scientist-teacher-student partnership in a community transitioning from a traditionally agricultural economy towards a high-tech economy. Activities of Fellows are hypothesized to increase student engagement and performance in STEM, and to improve scientific communication. The theme-based approach, stressing topics of local relevance, was conceived by K-12 teachers and the PIs. This approach incorporates the national science standards for inquiry-based learning, and addresses self-identified needs of the schools, and industries, by incorporating scientists into classroom activities. Fellows and teachers are supported and mentored by ISU faculty, and scientists and engineers in local industries and organizations. Broader Impacts: The project will produce more scientifically literate K-12 students who will be attracted to STEM disciplines and careers. The project will increase the participation of Native American students in STEM (because of the population of the partner schools), provide K-12 teachers with science teaching resources, improve the communication of scientific research results and methods, and strengthen ISU's partnerships with the schools. This project is receiving partial support from the Directorate for Biological Sciences. EXP PROG TO STIM COMP RES GRAD TEACHING FELLOWS IN K-12 GRAD TEACHING FELLOW IN K-12ED DGE EHR Smith, Rosemary Richard Wabrek Richard Inouye Mikle Ellis Idaho State University ID Sonia Ortega Continuing grant 1975834 9150 7179 1731 SMET 9179 7179 0000099 Other Applications NEC 0338188 March 1, 2004 Track 2, GK-12 The PRISM Project: Enhancing Science and Math Education. PROJECT SUMMARY Title of Project: The PRISM Project: Enhancing Science and Math Education Institution: Illinois State University PI/Co-PI: Cynthia Moore/Jennifer Grogg/William Hunter/Michael Plantholt Number of Fellows per year: 10 graduate, 4 undergraduate School District Partners: Bloomington District 87, McLean County Unit School District #5 (City of Normal), Gridley CUSD #10, Chenoa CUSD #9 Target audience: Grades 6-12 Setting: Rural and suburban NSF supported disciplines: Biology, Chemistry, Mathematics The Illinois State University PRISM (Partnerships for Research in Science and Math Education) Project trains and supports graduate students in science and mathematics to provide resources for middle and high school students and teachers. The project integrates research and teaching, and addresses issues of scientific literacy, equity, and attitudes toward science and math among middle and high school students. The goal is to increase the flow of science, math, and technology education information, by creating a learning web connecting all participants. Graduate Fellows and classroom teachers form school-based teams that identify and address science, mathematics, and technology needs. New elements introduced in this track 2 project include the addition of: undergraduate Fellows, partnerships with local businesses and agencies to provide scientific work experiences for teachers and Fellows, and emphasis on the application of teacher-initiated action research to document the classroom success of PRISM Project activities. Action research is the systematic study of classroom practices as they relate to educational objectives. Additional longitudinal research will examine the effects of the project on participants at all levels. The project is being systematically shifted into a self-sustaining entity at the university through institutional funding of Fellowships so that of the five year total of 53 graduate Fellows, at least 22 will have been supported by Illinois State University. Intellectual Merit: Both Fellows and K-12 teachers participate in professional development activities that ensure the presentation of up-to-date content information in classrooms and promote long term partnerships. In addition to incorporating up-to-date science and mathematics into middle and high school classroom activities, PRISM is creating a new cohort of science and mathematics professionals (former Fellows) who are educated about and sensitized to the needs of secondary science education, and providing formal opportunities for these (and other) students to explore the relationships between their specialized research fields and public education and interests. The Fellows are developing a broader view of the relevance of their work to both their disciplines and society at large. The project also informs science and mathematics faculty about the processes of science and mathematics education and provides mechanisms for them to contribute effectively to K-12 education. Broader Impact: The PRISM Project is exploring and evaluating, and will disseminate, successful mechanisms to create improved partnerships between universities and K-12 schools. Successful models of effective partnerships between universities and K-12 schools are essential to improve general science and mathematics literacy, and to help students make a smooth transition between high school and university studies. Studies documenting the roles that graduate students can play in K-12 classrooms will be published in peer-reviewed journals. The project encourages participation by underrepresented minorities, both in our expansion into the Peoria schools, and in the diversity of selected Fellows. Results from Track 1: There have been concrete benefits to Fellows, teachers, and high school students. Participants are involved in on-going school-based collaborations to develop and present curriculum enhancement units, emphasizing inquiry-based activities. Continuous formative evaluation of the project confirms that Fellows and teachers are successfully working in teams at each school site. Fellows are taking lessons from one classroom and successfully presenting them in additional schools on a regular basis. There have been significant interactions among all participants in the project. Fellows are highly enthusiastic about their experiences in classrooms, and teachers find the interactions beneficial. Surveys administered to students suggest that long term retention of information is enhanced by hands-on activities. Professional growth of both Fellows and teachers is being analyzed and incorporated into manuscripts for publication. The first of these, An Exploration of the Content and Nature of Reflective Practices of Graduate Teaching Fellows in a School-University Partnership Project., Mumba F., Chabalengula, V. M., Moore, C.J., Grogg, J., and Hunter, W. J. F., has been accepted for publication in The Chemical Educator. This project is receiving partial support from the Directorate for Biological Sciences. GRAD TEACHING FELLOWS IN K-12 GRAD TEACHING FELLOW IN K-12ED DGE EHR Moore, Cynthia Michael Plantholt William Hunter Jenny Grogg Illinois State University IL Sonia Ortega Continuing grant 2067429 7179 1731 SMET 9179 7179 0000099 Other Applications NEC 0338193 April 1, 2004 Graduate and Undergraduate Students Enhancing Science and Technology in k-12 schools (II). A. Project Summary Title of the Project: Graduate and Undergraduate Students Enhancing Science and Technology in K-12 Schools (II): GUEST K-12 (II) Institution: University of Puerto Rico Mayaguez Campus PI/Co-PI: Juan Lopez-Garriga, Luisa Guillemard, Hernan Santos, Dalas Alston, Jose Cortes-Figueroa Number of Fellows per year: 12 Fellows/year (10 graduates/2 undergraduates). Number of teachers (classes) served per year: 40 teachers per year in summer workshops and 100 classes visits/year. School District Partners: Puerto Rico Department of Education (10 Educational Districts) Target audience of the project (k-12 grade-band): Elementary, Intermediate and high schools (ca. 33% each). Setting: Urban, suburban and rural NSF supported disciplines involved: Chemistry, Biology, Geosciences, Mathematics, Physics, Social Sciences, and Engineering The near, mid, and long-term future of our society depends on the development of the curiosity, imagination, diversity, efficiency, and learning of our societies members. Mathematics, science, and engineering, tied to the understanding of global perception and communication skills, are essential elements that our students must develop and transfer to further strength our society. Track II of Graduate and Undergraduate Students Enhancing Science and Technology in K-12 Schools (II): GUEST K-12 (II) continues to integrate GLOBE (Global Learning and Observation to Benefit the Environment) program and CBL (Calculator Based Laboratory) technology with scientific measurements as a means of enhancing science knowledge and communication skills of fellows, K-12 teachers and students. Typically fellows train 40 teachers during five, 8-hour days, each summer, in GLOBE protocols and CBL. These workshops link fellows with teachers so they work together more efficiently and develop a positive professional relationship. After the training, fellow; 1) make follow-up visits each week to schools, 2) lead Saturday follow-up workshops for teachers, 3) organize and attend visits of teachers to the UPRM facilities. This Track II initiative, by the third year, will institutionalize the GK-12 strategy by creating a permanent GLOBE and CBL Practicum course as an integrated element of the university graduate program. The GUEST K-12 (II) program will strongly interact with other GK-12 initiatives creating a significant interchange in STEM activities among diverse fellows, schools, teachers, and students. The intellectual merit of the project resides in: (1) the creation of an integrative model that helps graduate students adapt current curriculum strategies in science, technology, and communication skills as part of their graduate education; (2) new generations of graduate students using and transferring science inquiry as teaching tools to K-12 teachers and students; and (3) fellows acquiring additional communication skills to attain their careers, social achievement, and success in less time. The broader impacts of the proposed project include: (1) the institutionalization of the program; (2) synergistic teaching/learning process effect of the interaction with graduate fellows, K-12 teachers, students, and other GK-12 initiatives; and (3) an expository model, based on GLOBE and CBL technology, transferable to the K-12 schools of the Nation by the interchange of fellows, and the use of teleconferencing, and other interactive technologies. This project is partially supported by funds from the Directorate for Mathematics and the Physical Sciences. GRAD TEACHING FELLOWS IN K-12 OFFICE OF MULTIDISCIPLINARY AC DGE EHR Lopez-Garriga, Juan Jose Cortes-Figueroa Dalas Alston Hernan Santos Luisa Guillemard University of Puerto Rico Mayaguez PR Sonia Ortega Continuing grant 2193320 7179 1253 SMET 9179 7179 0000099 Other Applications NEC 0338202 July 1, 2004 Track 2, GK-12: Project Fulcrum: Phase II. Title of Project: Track 2, GK-12: Project Fulcrum Phase 2 Institution: University of Nebraska-Lincoln (UNL) PIs/co-PIs: Diandra Leslie-Pelecky , Gayle Buck, Barbara Jacobson, Roger Kirby, Suzanne Kirby Number of Fellows/year: Graduate: 9 yr 1, 8 yr 2&3, 5 yr 4 &5; Undergraduate: 4 School District Partner: Lincoln Public Schools (LPS) Target Audience: Middle and Upper Elementary Level (grades 4-8) Setting: Urban NSF supported disciplines: biometry, chemistry, computer science, geosciences, mathematics/statistics, materials science, and physics. Narrative Description: Each Project Fulcrum (PF) Graduate Fellow partners with a Lead teacher who facilitates the Fellow becoming a school-wide resource. Fellow activities include modeling the scientific method, developing materials to increase inquiry experiences for students, building links between the university, teachers and schools, facilitating role-model activities and serving as content resources. Undergraduates work with Graduate Fellows to develop after-school math and science activities for at-risk students. A summer preparation program uses case study and team-building exercises to establish and strengthen partnerships. Continuing support consists of weekly group meetings of teachers and Fellows and monthly All-Hands meetings. Intellectual merit: A realistic model for how research universities can support the participation of STEM faculty in K-12 education is developed. Project Fulcrum activities are institutionalized as part of a comprehensive infrastructure for science and math education. Strategies for institutionalization include adapting Project Fulcrum outcomes and materials to other education projects through the Center for Math, Science and Computer Education, STEM departments supporting Fellows through graduate teaching assistantships, continuing support and expansion of a web-based resource database, UNL institutionalization of professional development seminars for graduate students, and the development and institutionalization of in-service workshops for LPS teachers. Evaluation uses a web database to collect data from participants, including journals, observations, pre- and post-surveys and activity logs. Broader impacts: Phase II builds upon Phase I improvements in the learning attitudes and efficacies of English Language Learners, low socio-economic status students and underrepresented minorities, and extends efforts to behavior- and learning- disabled students. Strategies proven effective in classes with multiple at-risk groups are disseminated through workshops and publications. The effects of Fellows on student stereotypes of scientists are evaluated with an emphasis on students from underrepresented groups. District-wide in-service workshops, informed by these results, are developed to address student attitudes toward science and math, and how to provide students with a diverse range of role models. The outcomes of Track I: Fellows unanimously indicate that they intend to continue involvement with K-12 education. There is greatly increased demand from teachers to work with Fellows. The relationship between the University and Lincoln Public Schools has been considerably strengthened and new collaborations to enhance teacher professional development activities are beginning. Teachers appreciate being part of a professional community focusing on math and science teaching. A cadre of scientists, including students, but also a significant number of STEM faculty, has become part of a volunteer core working with the Fellows. This project is partially supported by funds from the Directorate for Mathematical and Physical Sciences. GRAD TEACHING FELLOWS IN K-12 OFFICE OF MULTIDISCIPLINARY AC DGE EHR Leslie-Pelecky, Diandra Roger Kirby Suzanne Kirby Barbara Jacobson University of Nebraska-Lincoln NE Sonia Ortega Continuing grant 1987732 7179 1253 SMET 9179 7179 0000099 Other Applications NEC 0338215 July 1, 2004 TRACK 2, GK-12: EdGrid Graduate Teaching Fellows Program. Title: GK-12: EdGrid Graduate Teaching Fellows Program (Track 2) Institution: University of Illinois at Urbana-Champaign Principal Investigator/Co-Principal Investigators: Deanna Raineri (PI)/Bertram Bruce, Eric Jakobsson, Richard Braatz, Vernon Burton (Co-PIs) Number of Fellows per Year: 8 to 10 Graduate; 6 Undergraduate School District Partners: Champaign Centennial High School; Danville High School; Hinsdale, District 86; Technology Center of DuPage; Urbana High School, Home Hi (all girls) High School, Okaw Valley High School, Jefferson, Brownstown and Cerro Gordo Elementary Target Audience: Middle and High School Setting: Rural, Urban and Suburban NSF-Supported Disciplines Involved: Animal Science, Anthropology, Atmospheric Sciences, Biology, Chemistry, Computer Science, Geography, Mathematics, Physics, Social Sciences Narrative: The Fellows collaborate with campus faculty and participating K-12 teachers to integrate computer-based modeling, scientific visualization and informatics in K-12 science and mathematics education. Modeling and visualization tools are developed that engage students and help them to "learn how to do science, learn the nature of science and learn science content". The GK-12 EdGrid project provides professional development opportunities for K-12 science and mathematics teachers to improve K-12 science teaching and learning. Intellectual Merit. The GK-12 EdGrid Program draws on significant higher education institutional resources (both human and technology-related) in the STEM disciplines to create a framework for sustainable K-12 education outreach. These efforts contribute to advancing knowledge and understanding of the role of: a) higher education STEM discipline faculty and students in the professional development of K-12 teachers; b) STEM discipline faculty and students in improving learning of K-12 students through the engagement of innovative technologies that foster integration of research and education; c) educational collaboratories in K-12 settings; c) graduate students in building sustainable university-school partnerships; d) graduate students in promoting K-12 student interest in higher education STEM disciplines (by acting as role models); e) university-school partnerships in improving pedagogical practices in university education through the engagement of higher education faculty and graduate students with experienced K-12 teachers. Broader Impacts. The GK-12 project utilizes EdGrid's web portal, the Inquiry Page (http://www.inquiry.uiuc.edu), national conferences and various publications to disseminate the GK-12 experiences, modeling and visualization tools and curriculum materials to support teachers nation-wide. By partnering with other on-campus programs serving primarily underrepresented student groups, the GK-12 EdGrid program actively seeks and recruits graduates and advanced undergraduates from underrepresented populations. The GK-12 EdGrid program also broadens its already interdisciplinary focus by actively recruiting graduate students from the social sciences. The addition of social science disciplines allows for more coverage of the K-12 curriculum and adds yet another varied vision that contributes to the richness of the UIUC GK-12 program. The GK-12 EdGrid program leaders are working with institutional and school administrators to make GK-12 activities an integral and sustainable part of the UIUC graduate training experience. Outcomes from Track 1. This project is receiving partial support from the Directorate for Biological Sciences. GRAD TEACHING FELLOWS IN K-12 GRAD TEACHING FELLOW IN K-12ED CROSS-DIRECTORATE ACTIV PROGR DGE EHR Raineri, Deanna Eric Jakobsson Bertram Bruce Orville Burton Richard Braatz University of Illinois at Urbana-Champaign IL Sonia Ortega Continuing grant 1901231 7179 1731 1397 SMET 9179 7179 0000099 Other Applications NEC 0338216 July 1, 2004 K-12 Project-Based Learning Partnership Program. This Track 2, GK-12 project builds upon existing relationships and infrastructure developed in the previous GK-12 project to further develop and institutional the Project-Based Learning (PBL) approach with nine school districts in northern New York along with faculty collaboration from St. Lawrence University. This project will lead to extensive broader impacts, with K-12 students, teachers, Fellows, faculty advisors and institutions benefiting from the partnership between both universities and the nine school districts involved. It is anticipated that students will have a greater interest and competence in STEM disciplines; teachers to have renewed enthusiasm and new approaches for teaching STEM in an integrated and PBL approach; Fellows to have significantly improved teaching and communications skills; and college faculty to have the facility and resources to integrate K-12 PBL outreach into their own research projects. The schools included within this project include one with a very high population (57%) of Native Americans and inner city schools with a significant proportion (50%) of students from groups currently underrepresented in the sciences. Part of the intellectual merit of the proposal is that through the extensive evaluation and longitudinal outcomes assessments program included, data to analyze the benefits of the PBL approach at lower levels will be generated and disseminated, leading to a better understanding of suitable pedagogical approaches required to meet the national need for STEM literacy among all and increased numbers entering these professions. This project is receiving partial support from the Directorate for Engineering. Results from Prior Project: Since the initial GK-12 project began in 1999, 26 Fellows have worked primarily with 11 teachers from 4 separate school districts helping to introduce Problem Based Learning into the classroom in coordination with existing New York State science standards. Twenty other teachers have been involved in a variety of related workshops. The program has a 31% rate of funding female graduate Fellows versus a national average of approximately 15% women in engineering graduate program. All 13 undergraduate Fellows and 12 of the 13 graduate Fellows have graduated on time. Modules, matched to New York State Learning Standards, dealing with vermiculite composting and solid waste recycling have been developed and pilot tested. Title: Track 2, GK-12 Project-Based Learning Partnership Program Officer Review Institution: Clarkson University with St. Lawrence University PI/Co-PI: Susan E. Powers (PI), Peter Turner and Esther Oey (co-PIs) Partner School Districts: 9 school districts in northern New York Number of Fellows per Year: 7 graduate students and 7 advanced undergraduate students (yr. 1, then fewer) Target Audience: Primarily middle school with some high school projects Setting: Rural NSF Supported Disciplines: Engineering, mathematics and physical sciences, biological sciences GRAD TEACHING FELLOWS IN K-12 HUMAN RESOURCES DEVELOPMENT DGE EHR Powers, Susan Michael H. Temkin Peter Turner Clarkson University NY Marilyn Mimi McClure Continuing grant 2071513 7179 1360 SMET 9179 7179 0000099 Other Applications NEC 0338240 January 1, 2004 Track 2, GK-12: Graduate Research and Education in Advanced Transportation Technology (GREATT). This Track 2, GK-12 project builds upon existing relationships and infrastructure developed in the previous GK-12 project and is a collaboration among several colleges and institutes at The Pennsylvania State University, University Park, PA, The Indiana University of Pennsylvania, Indiana, PA, The Pennsylvania College of Technology, Williamsport, PA and four central Pennsylvania school districts. Each Graduate Fellow is paired with one or two K-12 teachers in one school district for the duration of his/her tenure on the project. There are eight principal project activity areas: Fellow training, module development, K-12 classroom activities, field trips, Web-based projects, summer workshops, outreach and public relations and longitudinal studies of project participants. The Intellectual Merit of the project centers around using the theme of advanced transportation technology as a proven "hook" that will capture the interest of upper middle school and high school students and provide a natural springboard for introducing broader issues in the relationship between technology and human society including environmental issues, sustainability, ethics and safety. The Broader Impact of the project is that it will provide novel STEM resources for K-12 teachers and schools and will institutionalize ties between higher education and K-12 schools. This project represents an effective approach to address an issue of local and national concern. Significant Outcomes of Track 1 Project: In each year of the Track 1 project, several hundred K-12 students were exposed to STEM concepts and practitioners in a positive and meaningful context; and approximately 10 graduate and undergraduate engineering students were provided with a unique opportunity to convey STEM concepts to K-12 teachers and students. Several new manipulative kits and associated lesson plans have been made available for K-12 science teachers. Two novel web-based tools for teaching STEM concepts (HEV Interactive Game) and for facilitating interactions among universities and K-12 schools (Question of the Week) have been developed and tangible links have been established between Penn State and central-PA school districts, in keeping with Penn State's goal to ". . .create new partnerships with K-12 education and make the concept of lifelong learning a reality." [Kellogg Commission, 2000] This project is receiving partial support from the Directorate for Engineering. Title: Track 2, GK-12: Graduate Research and Education in Advanced Transportation Technology (GREATT) Institution: Pennsylvania State University PI/Co-PI: Daniel Haworth (PI), Leanne Avery, Thomas Dana, Michael Lanagan and Paul Sokol (co-PIs) Partner School Districts: Bellefonte Area, State College Area, Steelton-Highspire, Susquehanna Township (all in Central PA) Number of Fellows per Year: 12 graduate students, 3 undergraduate students Target Audience: Late middle school and high school Setting: Primarily rural; also suburban/urban districts NSF Supported Disciplines: Engineering and physical sciences GRAD TEACHING FELLOWS IN K-12 HUMAN RESOURCES DEVELOPMENT DGE EHR Haworth, Daniel Paul Sokol Thomas Dana Michael Lanagan Leanne Avery Pennsylvania State Univ University Park PA Sonia Ortega Continuing grant 2146642 7179 1360 SMET 9179 7179 0000099 Other Applications NEC 0338247 January 1, 2004 Track 2 GK-12: Collaborative to Advance Teaching, Technology and Science in (CATTS). PROJECT SUMMARY Title: Track 2 GK-12: Collaborative to Advance Teaching, Technology and Science in (CATTS) Institution: The University of Arizona; PI/co-PIs: S. Seraphin, M. Hall-Wallace, J. Knight, S. Pompea, J. Watkins Max. Number of Fellows/year: 9 graduate on grant; 9 undergraduate on funds from partners; 15 through Certificate in College Teaching Program Teachers/year: 10, yrs 1-3; 4, yrs 4-5 School District Partners: Tucson Unified, Amphitheater, Sunnyside, and Flowing Wells Target Audience: all grades K-12 Setting: Urban school districts having 56% - 100% minority enrollment NSF supported disciplines involved: all STEM disciplines Intellectual Merit: This project develops new methods and models of graduate education with an emphasis on teaching and outreach and will provide data concerning how teacher-scientist partnerships develop, evolve, and impact teaching and learning. The project creates: (1) opportunities for teachers to work with fellows outside the classroom on team building and professional development; (2) a culture at the university that supports and promotes education and outreach training; and (3) program sustainability by weaving CATTS into the institutional fabric of the university and partner school districts. Activities and policies implemented to develop strong partnerships between the GK-12 Fellows and teachers, the cornerstone of the initial GK-12 program, are based on an analysis of the following sources from the current project: journal writings, surveys, interviews and classroom observations of Fellows and teachers. This Track 2 project includes a new partner, a program recently inaugurated at the university, the Certificate in College Teaching, and adds a new dimension to the current evaluation efforts, examination of the impact of CATTS on the attitudes and activities of university faculty, with an emphasis on the Research Advisors of the Fellows. The new certificate program provides university students with the opportunity to develop their college level teaching, mentoring and outreach skills and will provide institutional support for maintenance of CATTS. The research focus on faculty reflects lessons learned from the first four years experience; a key to the process of establishing the value of outreach in a research-oriented university is to involve, as much as possible, the wide spectrum of STEM faculty who work with the Fellows. Broader Impacts: The project broadens participation of underrepresented groups, both in the schools served and the Fellows recruited. Partner schools serve an ethnically (from 56-100% minority) and economically (from 56-80% receiving free or reduced lunches) diverse group of students, including a Native American charter school. Over 20% of the Fellows classify themselves as belonging to racial or ethnic minorities; while only 1-4% of the STEM students at the university are so classified. Outcomes from Track 1: There have been benefits for Fellows, teachers and university personnel. All-former Fellows indicate they plan to continue their collaborations with schools in their professional careers, and many are already doing so. Of those who have graduated, two have taken academic jobs in science departments that include responsibilities for teacher preparation and both cite their experience in CATTS as critical for gaining the job. More than 80% of the 90 teachers participating in CATTS report increases in their use of inquiry and the amount of science they teach in their classroom. Informal and formal follow-up indicates they are doing so. The new curriculum and teaching techniques adapted educational materials created through as many as twelve different NSF projects at the University of Arizona. The project provided the infrastructure needed to involve a select group of faculty in outreach for the first time (approximately 30% of the faculty sponsors) and changed the attitudes of a number of research- INTERNATIONAL PLAN & WORKSHOPS GRAD TEACHING FELLOWS IN K-12 DGE EHR Knight, James Joseph Watkins Supapan Seraphin Stephen Pompea University of Arizona AZ Sonia Ortega Continuing grant 2112283 7299 7179 SMET 9179 7179 0000099 Other Applications NEC 0338255 February 1, 2004 Track 2, GK-12: Northeastern University GK-12 PLUS: Partners Learning in Urban Settings. PROJECT SUMMARY Title of Project: Northeastern University GK-12-PLUS: Partners Learning in Urban Settings Institution: Northeastern University, Boston, MA PI/CoPI: David Blackman, PI, Director, Institute for STEM (Science, Technology, Engineering & Mathematics), Education; Jean Krasnow, Co-PI, Visiting Associate Professor, Education. Number of Fellows per year (graduate): 12 School District Partners: Boston Charter Schools: City on a Hill, Boston Renaissance, Health Careers Academy; Boston Public Schools: Boston Latin Academy, Fenway High School, John D. O'Bryant H.S., Quincy Upper School Target audience of the project (K-12 band): middle and high school, grades 7-12 Setting: urban Disciplines involved: Mathematics, Geology, Physics, Chemistry, and Biology Narrative Summary: The NU GK-12-PLUS project will continue the Fellows program at Northeastern, incorporate lessons learned from the first round, share the knowledge gained from the program with the faculty concerned with improving graduate and undergraduate education, and institutionalize the program within the University. We will follow the participants over time to assess the impact of the work in order to fmd out how students best acquire facts, content and skills in a variety of learning situations. Innovative aspects of the program include ( 1) maintaining a close working relationship with the Principals and Headmasters of the Boston partner schools who will be Instrumental in matching Fellows with teachers, monitoring the program in their schools, and lobbying for a strong University-public school relationship and institutionalization of the program; (2) an outcomes-based approach, with curriculum and teaching materials produced each year and made available to others; and (3) an evaluation model that will document longitudinally the activities of the Fellows and their cooperating teachers, and track the achievement of students in STEM in the partner schools. Intellectual merit criteria: This project engages the University and 7 urban schools in the question of how best to prepare students for future careers in math and science. The models developed and the results of our assessments over time will be made available to partner schools, to our departments of arts and sciences, and to the programs in our School of Education for preparation of mathematics and science teachers and integration of GK -12 activities into graduate education. Broader implications criteria: The project will benefit all partners: Fellows will gain practical experience in the classroom; teachers will become better STEM educators and help introduce and strengthen STEM curriculum in their schools; the K-12 students will benefit from enhanced STEM instruction which should lead to higher scores on exams, better preparation for higher education, and eventual entrance into the technology- oriented workplace. Our model can be replicated by other universities partnering with urban schools, particularly in those with high proportions of underrepresented minority students. GRAD TEACHING FELLOWS IN K-12 WORKFORCE DGE EHR Gilbert, Thomas Claire Duggan Jean Krasnow Northeastern University MA Sonia Ortega Continuing grant 1660001 7179 1713 SMET 9179 7179 0000099 Other Applications NEC 0338261 March 1, 2004 Track 2 GK-12: STEP Up!. Title of Project: STEP Up! Institution: Georgia Institute of Technology PI/Co-PI: Donna C. Llewellyn/Marion C. Usselman Number of Fellows/year: 12 Graduate and 6-12 Undergraduate School District Partners: DeKalb County School System, Fulton County Schools, Marietta City Schools, Rockdale County Public Schools Target Audience: High School Setting: Urban and Suburban NSF Supported Disciplines: Science, Math, Technology, Pre-engineering, Social Sciences Narrative Summary: The Georgia Tech Student and Teacher Enhancement Partnership (STEP) GK-12 program was initiated in 2001 and will be continued through the next five years as the STEP Up! program. STEP Up! partners Georgia Tech graduate and undergraduate students with teams of teachers at six metro-Atlanta high schools per year with three primary goals: To use the unique talents and energies of the Georgia Tech students to help address the pressing needs at the schools; to promote long-term, mutually beneficial, and multi-faceted partnerships at these schools; and to provide the Georgia Tech students with a teaching internship experience that will benefit their professional growth and subsequent career, whether in academia, industry, or education. STEP Up! begins the year with a summer training program during which the Fellows are provided with instruction on pedagogy, classroom management strategies, inquiry learning, and other educational theory and tools, and during which Fellows and teachers jointly create action plans that detail the types of activities that best fit the needs of the school and the talents and professional and personal desires of the Fellows. Intellectual Merit-STEP Up! strives to build successful models of university-school partnerships that can transcend the initial personnel, that can be sustained over time, and that recognize that the needs of each school and the talents of each university student and faculty member are unique. These STEP Up! partnerships are between Georgia Tech, a Research 1 technical institution, and high schools that are mostly overwhelmingly African American. The project aims to form true partnerships where the work is mutually beneficial, therefore there are no preset curricular or content directives from the university. The project evaluation, conducted by members of the faculty in the School of Public Policy as a series of case studies, will map the development, or demise, of the partnering activities, the effectiveness of the Fellow interactions with students and teachers, the effectiveness of the project institutionalization, and the long-term impact of the program on the multiple participants. Broader Impact-STEP Up! addresses workforce development in multiple ways. 1) It provides STEM and social science graduate and undergraduate students Teaching Internship opportunities, with the anticipated outcome of improving their pedagogical, leadership, and communication skills while encouraging a life-long career goal of educational outreach. 2) It provides high school students, from primarily under-represented minority groups, with mentors, role models, content experts, and access to the university. 3) It provides teachers with energetic classroom assistance in whatever realm is most important to that classroom, and a unique connection with the university community and the resources that it can provide. Outcomes from Track 1- The initial project was set up to provide benefits to the graduate students, the partnering high schools and teachers, and the university. Overall, 57% of our graduate fellows have been minority students, far surpassing their percentage among all STEM graduate students at Georgia Tech. This project has provided a mechanism for civic leadership with official sanction. So far, three of the fellows from the first two years have taken jobs as assistant professors, three are in research positions in industry, and one has become a high school mathematics teacher. All have stated their commitment to continuing with K-12 outreach in their professional careers. The project assessment effort has determined positive outcomes for the fellows in the areas of academic content mastery, teaching interests, academic efficiency, professional skills, and presentations and publications. The partnering teachers and administrators have mentioned benefits such as the injection of fresh energy into the classroom, the value of exposure to cutting edge research and the end-purpose of the content, the introduction of educational enrichment opportunities, the access to materials, supplies, equipment, and research experiences at Georgia Tech, the ability of the fellows to transform the students' understanding of science from a bunch of facts to a process, the additional time that the fellows provide for teachers to do other necessary things, and the roles of the fellows as role models, mentors, and cheerleaders. The university has gained in the journey towards institutionalizing two very positive programs: mutually beneficial partnerships with area high schools and teaching internship opportunities for upper level undergraduate and graduate students. EAPSI INTERNATIONAL PLAN & WORKSHOPS GRAD TEACHING FELLOWS IN K-12 DGE EHR Llewellyn, Donna Marion Usselman GA Tech Research Corporation - GA Institute of Technology GA Sonia Ortega Continuing grant 2136570 T245 7316 7299 7179 SMET 9179 7179 5977 5976 5940 5913 0000099 Other Applications NEC 0338262 January 15, 2004 Track 2, GK-12 MUSIC: Math Understanding through Science Integrated with Curriculum. MUSIC (Math Understanding through Science Integrated with Curriculum) is an academic enhancement program designed to build on and refine an existing GK-12 program partnering the Duke University Pratt School of Engineering with four N.C. elementary and middle schools. The intellectual merit of this project lies in its contribution to the inquiry-based instruction knowledge base through comparison of four types of training/models of implementing inquiry-based instruction (contrasting impact of teachers trained in inquiry-based instruction with and without NSF sponsored curriculum kits, and with and without inquiry-trained teaching fellows) on student achievement and teacher competence in inquiry-based instruction. The broader impact of this program includes dissemination of this curriculum through TeachEngineering.com, an NSF-funded searchable national digital library created by a consortium of first-cohort GK-12 recipients. In addition, mappings from the North Carolina Standard Course of Study to the National Standards will enable teachers in other states to use these lesson plans effectively. Results of Prior Project: The initial GK-12 Engineering Teaching Fellows Program placed GK-12 Fellows with teachers in 7 elementary schools in 4 counties and served 1,700 students. Fellows provided assistance and expertise for teachers designing and delivering hands-on activities that teach the science and engineering competencies described in the North Carolina Standard Course of Study; and hosted "Science Nights," Discovery Days," and "Win a Day at Duke" contests. School superintendents, partner school principals, teachers, faculty and the Fellows jointly designed workshops for the Fellows on the delivery of grade appropriate information. Elementary school teachers conducted the workshops. Dr. Ybarra and the Fellows offered teachers monthly sessions, for Duke University Continuing Educational credit, on integrating technology into classrooms. Student impact included an increased confidence in science abilities in classrooms regularly employing Engineering Teaching Fellows, increased student rating of experiencing science as fun, and improved retention of science knowledge as evidenced on classroom tests. This project is receiving partial support from the Directorate for Engineering. Title: Track 2, GK-12 MUSIC: Math Understanding through Science Integrated with Curriculum Institution: Duke University PI/Co-PI: Gary A. Ybarra, Martha Absher, and Michael Gustafson Partner School Districts: Durham County, Orange County and Orange Charter School Number of Fellows per Year: 6 Graduate and 12 Undergraduate Target Audience: K-8 Setting: Inner City Urban and Rural NSF Supported Disciplines: Math, Science, Engineering and Technology GRAD TEACHING FELLOWS IN K-12 HUMAN RESOURCES DEVELOPMENT DGE EHR Ybarra, Gary Martha Absher Michael Gustafson Duke University NC Sonia Ortega Continuing grant 1479744 7179 1360 SMET 9179 7179 0000099 Other Applications NEC 0338277 January 15, 2004 Partnership for Research Opportunities to Benefit Education. Project Title: Partnerships for Research Opportunities to Benefit Education (PROBE) Institution: University of New Hampshire PI/CO-PI: Karen Graham (PI), Barbara Hopkins (Co-PI), Dawn Meredith (Co-PI), Barrett Rock (Co-PI), Charles Warren (Co-PI) Number of Fellows Per Year: 10 graduate students and 4 undergraduates School District Partners: Belmont, Durham/Lee/Madbury, Enfield/New Canaan, Franklin, Goffstown, Milford, Nashua, Portsmouth, Raymond, Rochester, Salem, Somersworth Target Audience: High School, grades 9-12 Setting: Urban, suburban, and rural. NSF supported disciplines involved: Biochemistry, Chemistry, Mathematics, Mechanical Engineering, Natural Resources, Physics, and Plant Biology. The University of New Hampshire in collaboration with twelve school districts in New Hampshire form graduate/undergraduate student Fellows and lead teacher partnership teams that are creating inquiry-based instructional practices in high school mathematics and science teaching. Each team consists of a lead teacher from one of the partnership school districts and a UNH graduate or pair of undergraduate students in science, mathematics, and engineering [STEM]. UNH discipline-based faculty mentors counsel and facilitate the marshalling of resources on behalf of the Fellows and PROBE teams. The PROBE project begins with Fellows and teachers participating in established UNH-based summer inquiry programs designed for pre-college students and teachers. This summer activity culminates in a weeklong summer PROBE institute with a structure based on the National Research Council's Enquiry in the Classroom Continuum. The institute is designed to give the Fellows and lead teachers tools for the analyzing different modes of enquiry that they have experienced in the summer inquiry programs and then articulate through the targeted high school programs. During the academic year each PROBE team works with the lead teacher's partner school to implement instructional habits that nurture inquiry behaviors by teachers and students. This begins with the use of inquiry-based lessons and authentic science and mathematics problem solving experiences and develops to include student-centered research projects as a part of each student's science learning experience. The intellectual merit lies in the development of inclusive curriculum models for inquiry and authentic research in mathematics and science. This is further supported with onsite research on student learning conducted by the graduate student Fellows and teacher-leaders. The broader impact is that as a result of the PROBE project teachers and Fellows can equate instructional changes in teaching practice with student learning. Fellows gain a repertoire of strategies to use in communicating and teaching science.. Teachers and schools have sustained access to strong curriculum programs and resources and develop strong ties to the University community. This project is receiving partial support from the Directorate for Mathematical and Physical Sciences. GRAD TEACHING FELLOWS IN K-12 OFFICE OF MULTIDISCIPLINARY AC DGE EHR Graham, Karen Barrett Rock Dawn Meredith Charles Warren University of New Hampshire NH Marilyn Mimi McClure Continuing grant 1994030 7179 1253 SMET 9179 7179 0000099 Other Applications NEC 0338283 February 1, 2004 Track 1, GK-12: Graduate Teaching Fellows in K-12 Optics and Photonics Education. The faculty of the School of Engineering, the College of Arts and Sciences, and the College of Education at the University of New Mexico, in partnership with the Albuquerque Public Schools, are jointly implementing a Track 1 Graduate Teaching Fellows in K-12 Optics and Photonics Education program with the objective of improving math, science and engineering education at the 6-12 level by capitalizing on the unique existing strengths in optical science and engineering education, research and training in New Mexico, emphasizing the interdisciplinary field of modern optics and photonics. The intellectual merit of this program is seen in its response to increasing local needs for qualified technicians, educators, engineers, and scientists in the fields of optics and photonics. In addition the project provides advanced and innovative inquiry-based science and math education for K-12 students, through the integration of specific optics and photonics topics into their studies of science and mathematics. The broader impacts of this program are reflected in the benefits accruing to each of the participants. Specifically, the K-12 students gain increased knowledge of optics and interact with scientists and engineers; the K-12 students and the GK-12 Fellows improve their communications skills; the participating K-12 teachers become better qualified in a variety of STEM topics and have access to more educational resources; schools gain a better-qualified teacher workforce and higher student achievement scores. University benefits include enhanced collaborations among the various colleges involved, recruitment incentives attracting high quality graduate students, and a better prepared freshman population. This project is receiving partial support from the Directorate for Engineering. Title: Track 1, GK-12: Graduate Teaching Fellows in K-12 Optics and Photonics Education Institution: University of New Mexico PI/Co-PI: Charles B. Fleddermann (PI), Elias J. Duryea and M. Elizabeth Everitt (Co-PIs) Partner School Districts: Albuquerque Public Schools Number of Fellows per Year: 10 graduate students Target Audience: K-12 students Setting: Urban NSF Supported Disciplines: Engineering, mathematics, physical sciences, biology and chemistry GRAD TEACHING FELLOWS IN K-12 HUMAN RESOURCES DEVELOPMENT DGE EHR Fleddermann, Charles Elizabeth Everitt Eli Duryea University of New Mexico NM Sonia Ortega Continuing grant 1824991 7179 1360 SMET 9179 7179 0000099 Other Applications NEC 0338310 January 1, 2004 Track 1, GK-12: Fellows Integrate Science/Math in Rural Middle Schools. Project Title: Fellows Integrate Science/Math in Rural Middle Schools Institution: Texas A&M University System Health Science Center, College Station, TX PI/Co-PI: Larry Johnson, (PI); James Kracht; W.R. Klemm; Vincent Cassone; Rajesh Miranda; James Lindner Partner School Districts: Bryan, College Station, Hearne, Iola, Mumford, Navasota, North Zulch, Snook, and Somerville, plus 75 other rural schools in a distant learning community Funding: $1,500,000 (total for 3 years) Number of Fellows/year: 12 graduate and 5 advanced undergraduate Target Audience: Middle school (grades 6-8) Setting: Rural NSF Supported Disciplines Involved: Science, technology, engineering, and mathematics Narrative: This project is designed to: 1) develop and implement a mechanism to enrich graduate education; 2) enhance knowledge and skills of Fellows for educational outreach; 3) heighten Fellows appreciation of the needs and opportunities of rural, geographically-isolated students; and 4) improve teachers' knowledge and understanding in STEM. After an orientation workshop Fellows, in partnership with teachers, serve as role models and stimulate students' interest in STEM by conveying the excitement of research and discovery both in local rural schools and, through distance education web-based resources and regional professional development workshops, in more distant schools. Basically, university faculty and Fellows in combination with middle school teachers are developing and implementing day to day classroom activities in STEM using materials, such as the Peer Integrative Curriculum (http://peer.tamu.edu), already developed by existing federally-funded outreach projects Intellectual Merit: Fellows in specific STEM disciplines are: improving their communication and teaching skills, enhancing their interest in K-12 education, and gaining an increased appreciation of the collaborative opportunities that exist between public and higher education. Teachers are gaining STEM knowledge and skills through professional development workshops and their work with the Fellows. In addition a set of teachers who are normally somewhat isolated from university resources due to their rural setting are discovering the mechanisms available to access university STEM faculty and programs. Middle grade rural public school students are experiencing enriched experiential learning in STEM through the curriculum resources and engaging activities introduced. Broader impacts: Rural schools, because of their isolation, are traditionally underserved by university outreach programs. In addition the schools targeted have a high percentage of under-represented minorities. A detailed study of project outcomes coupled with broad dissemination through presentation at meetings and a web site will inform others of the potential for this project as a model for others. This project is partially supported by funds from the Directorate for Biological Sciences. GRAD TEACHING FELLOWS IN K-12 GRAD TEACHING FELLOW IN K-12ED DGE EHR Johnson, Larry James Kracht William Klemm Rajesh Miranda James Lindner The Texas A&M University System HSC Research Foundation TX Marilyn Mimi McClure Continuing grant 1590000 7179 1731 SMET 9179 7179 0000099 Other Applications NEC 0338312 January 15, 2004 Graduate Teaching Fellows in Middle and High School Education. Under the auspices of the University of Alabama (UA) Center for Advanced Vehicle Technologies, undergraduate and graduate fellows in engineering and mathematics will work in science and mathematics classrooms in middle and high schools in Tuscaloosa city and county. The intellectual merit of this project lies in its responsiveness to three current, critical challenges for improving math and science education. It is simultaneously increasing students' interest in STEM fields; demonstrating the wonder of discovery while improving students' mastery of math and science skills; and acknowledging the professionalism of teachers. The broader impact of this program will be quite high in that through the participating schools, it will reach a significant number of underrepresented middle and high school minority students (approximately 75%). In addition, a large number of the key project leaders are women, including the PI, and will thereby serve as role models to the participating fellows, students, and teachers. This project will also build sustainable alliances between UA, middle and high schools, and the Alabama automotive industry. This project is receiving partial support from the Directorate for Engineering. Title: Track 1, GK-12: Graduate Teaching Fellows in Middle and High School Education Institution: University of Alabama at Tuscaloosa PI/Co-PI: Beth A. Todd, Kenneth C. Midkiff, Sharon E. Nichols, Jill Shearin and Zhijian Wu Partner School Districts: Tuscaloosa City and Tuscaloosa County School Systems Number of Fellows per Year: Year 1: Six graduates and 3 undergraduate fellows Year 2: Eight graduate and four undergraduate fellows Year 3: Ten graduate and five undergraduate fellows Target Audience: Middle and high school students Setting: Suburban NSF Supported Disciplines: Engineering and mathematics GRAD TEACHING FELLOWS IN K-12 HUMAN RESOURCES DEVELOPMENT DGE EHR Todd, Beth Zhijian Wu Jill Shearin Kenneth Midkiff Sharon Nichols University of Alabama Tuscaloosa AL Sonia Ortega Continuing grant 1615616 7179 1360 SMET 9179 7179 0000099 Other Applications NEC 0338322 August 1, 2004 Track 2: GK-12 Program in Mathematics at the University of Washington. Title: GK-12 Program in Mathematics Fellows: 10-15 Institution: University of Washington NSF discipline: Math PI: Loyce Adams District Partners: Northshore & Seattle Co-PIs: Lillian McDermott, Virginia Warfield Non-profit Partner: University Child Development School (UCDS) Audience: Northshore: 5-9 (Suburban-Rural) Seattle: K-5 (Urban) This project continues and expands the GK-12 Program in Mathematics at the University of Washington by leveraging several existing K-12 outreach programs to help increase the subject-matter understanding of pre-college mathematics teachers and their students while increasing the Fellows' understanding of teaching and learning. Ten to fifteen graduate students are placed in local elementary and junior high school math classrooms. Fellows receive initial preparation in instructional methods of inquiry-based mathematics by McDermott (co-PI) and the Physics Education Group followed by Developing Mathematical Ideas sessions to analyze student thinking directed by Warfield, Co-PI of the Expanding a Community of Mathematics Learners, a local systemic change project. Fellows work with classroom teachers in a weeklong summer math workshop taught by our UCDS partners and returning GK-12 Fellows. They observe the inquiry-method in actual UCDS math classrooms, debrief bi-weekly as a cohort, and receive follow-up mentoring by the faculty. The Track-2 award investigates whether the current GK-12 model is replicable and sustainable. Intellectual Merit: Washington's approach to GK-12 is novel in many ways. They have a dedicated team that includes practicing teachers who provide a teacher-to-teacher mentorship that complements the fellow-to-teacher relationship. This feature also allows for more fellow mentoring in the areas of classroom management and pedagogy. They also provide the fellow an opportunity to see how children develop their mathematical thinking from the elementary to the middle school years by placing them with both elementary and junior high teachers in a learning community. Broader Impact and Example of Outcomes from Prior Projects: Well-prepared fellows that are placed in public school classrooms will be more inclined to understand the issues in math achievement and know how to become productively involved in K-12 after leaving the University. For example, one of their graduating fellows this year has accepted a tenure-track job at a University where he plans to set up a similar outreach program. This project is partially supported by the Directorate for Mathematical and Physical Sciences. GRAD TEACHING FELLOWS IN K-12 OFFICE OF MULTIDISCIPLINARY AC DGE EHR Adams, Loyce Lillian McDermott Virginia Warfield University of Washington WA Sonia Ortega Continuing grant 2228224 7179 1253 SMET 9179 7179 0000099 Other Applications NEC 0338324 June 1, 2004 Track 1, GK-12: Computer Science Resources for Memphis Area High Schools. Title of Project: Computer Science Resources for Memphis Area High Schools Institution: The University of Memphis, Memphis, TN PI/Co-PI: Linda Sherrell (PI), Lee McCauley, and Sajjan Shiva Number of Fellows per year: Six graduate Fellows the first year, nine graduate Fellows and one undergraduate Fellow for the second and third years School District Partners: Memphis City Schools and Shelby County Schools Target Audience of the project: Grades 9-12 Setting: Urban, Suburban NSF supported disciplines involved: Computer Science Narrative Summary: This project, which is a partnership between the school districts in the Memphis metropolitan area and the University of Memphis, enhances the curriculum of high school programming courses. Fellows majoring in computer science assist participating teachers by presenting modules that emphasize important skills such as problem-solving, object-oriented design, teamwork, and software development processes. Intellectual Merit: Prior to each academic year, teachers and Fellows attend two summer workshops to receive instruction and to preview the modules for the coming year. Innovative aspects include the use of AgentSheets, a conceptual modeling tool, to teach introductory programming concepts and the use of both the game Mind Rover and Lego Robots to introduce object-oriented programming. Fellows receive additional instruction throughout the year from the PIs and create some of their own lesson plans and examples. The high school students are motivated to learn concepts common to all object-oriented programming languages through activities that are both challenging and fun. Furthermore, students demonstrate their understanding of concepts by participating in a month-long Programming Challenge in which they work in teams to plan, design, implement, test, and document a software project. Students may participate in multiple categories and they receive valuable feedback when they present their work to judges from both academia and local software firms. Broader Impact: The broader impacts of this project are reflected in the benefits to each participant. Fellows are improving their communication skills and are able to teach introductory computer science and software engineering concepts using innovative techniques, thereby better preparing the Fellows for future corporate or academic positions. Participating teachers, most of whom do not have formal training in computer science, are building on their current knowledge base by attending workshops and interacting with Fellows who are computer science majors. High school students associated with the project have a better understanding of the field of computer science, which will help them to make informed decisions about their future careers. The benefits to schools have been twofold: professional development activities for participating teachers and a higher quality program for students enrolled in computer courses. The higher education partners are also benefiting from the project because the project facilitates collaboration between the computer science faculty and secondary teachers. Furthermore, the Fellowships are helping the University of Memphis to offer more assistance to outstanding students interested in computer science. GRAD TEACHING FELLOWS IN K-12 DGE EHR Sherrell, Linda Sajjan Shiva Thomas McCauley University of Memphis TN Sonia Ortega Continuing grant 1659778 7179 SMET 9179 7179 0000099 Other Applications NEC 0338326 January 1, 2004 Track 2, GK-12: Inspiring and Building Tomorrow's Workforce: A Grades 3-12 Engineering Continuum. This Track 2, GK-12 project builds upon existing relationships and infrastructure developed in the previous GK-12 project with two school districts serving diverse students traditionally underrepresented in engineering and the College of Engineering and Applied Science. The Broader Impact of the project is very high. Fellows, in partnership with cooperating teachers, are improving STEM literacy in high-needs schools through a grades 3-12 pre-engineering program and are learning to be effective service learning mentors for undergraduate students engaged in K-12 classrooms. Students are from seven high needs, suburban and urban schools, with large minority enrollments. Part of the Intellectual Merit of the proposal is that the Fellows will use engineering as a vehicle to integrate math and science learning by K-12 students in the seven participating schools. The Fellows will become "engineering ambassadors," who deliver a hands-on engineering curriculum that addresses state educational STEM standards and serve as role models for grades 3-12 students to link the study of math and science to future careers in engineering and technology. This project is receiving partial support from the Directorate for Engineering. Title: Track 2, GK-12: Inspiring and Building Tomorrow's Workforce: A Grades 3-12 Engineering Continuum Institution: University of Colorado at Boulder PI/Co-PI: Jacquelyn Sullivan, Lawrence Carlson and Malinda Schaefer Partner School Districts: Boulder Valley School District (BVSD), Denver Public Schools (DPS) Number of Fellows per Year: 8 graduate students, 2-6 undergraduate engineering students Target Audience: Grades 3-12 Setting: Suburban and Urban NSF Supported Disciplines: Earth, life, general and physical sciences; engineering; mathematics GRAD TEACHING FELLOWS IN K-12 HUMAN RESOURCES DEVELOPMENT ENGINEERING EDUCATION DGE EHR Sullivan, Jacquelyn Lawrence Carlson Malinda Zarske University of Colorado at Boulder CO Sonia Ortega Continuing grant 2153785 7179 1360 1340 SMET 9179 7179 121E 0000099 Other Applications NEC 0338328 January 1, 2004 Scientists, Kids, and Teachers (SKIT): A GK-12 Partnership with the Chicago Public Schools. Title of Project: Scientists, Kids, and Teachers (SKIT): A GK-12 Partnership with the Chicago Public Schools Institution: University of Illinois at Chicago PI: Donald Wink. Co-PIs: Maria Varelas, Tom Moher, Stacy Wenzel, Jeff Lewis Number of Fellows per year (graduate vs. undergraduate): 10 graduate, 1 undergraduate School District Partner: Chicago Public Schools Target audience of the project (K-12 grade-band): K-12 Setting: Urban NSF supported disciplines involved: Chemistry, Biology, Computer Science, Earth and Environmental Sciences Previous Project: The SKIT project evolved out of our Track I project, UIC Graduate Fellows in K-12 Education (NSF DUE-9979537). The prior project was organized around four different interventions in schools in Chicago and two nearby suburbs. Findings show Fellows influenced K-12 education through multiple roles, including that of teacher, curriculum developer, professional developer, student mentor, educational researcher, university representative, and resource gatherer. Teachers reported Fellows helped them plan in advance for lessons and labs; offer one-to-one attention to more students; address topics in deeper and more engaging ways; and offer more hands-on experiences, along with alternative explanations. As Fellows contributed to changes in urban K-12 classrooms, they also gained valuable understandings about the complexities of teaching, learning, and assessing STEM knowledge in diverse settings. Current Plans: The new SKIT project focuses on and supports the new (2003) Chicago Math and Science Initiative (CMSI) of the Chicago Public Schools (CPS). CMSI includes focused staff development, instructional support for teachers through a cadre of mathematics and science support personnel, increase in instructional time, adoption of standards-based curricula, standardization of assessments, and capital improvements. SKIT Fellows work in three different areas within the CMSI structure: K-8 mathematics and K-8 science, for which CMSI has identified particular curricula that schools may implement; and high school science and mathematics, where Fellows work in department-wide projects and district-wide networks. All Fellows attend CPS professional development activities and assist classroom teachers and specialists in delivery of instruction, assessment of student work, design of classroom-based research, and enhancement and development of curriculum. At UIC, Fellows attend GK-12 summer workshops and academic-year courses to gain an understanding of teaching and learning in urban school settings and to share their CPS experiences. The project's intellectual merit centers on facilitating change through Fellows' participation in several overlapping learning communities. The anticipated broader impact is to support and sustain reformed STEM education in the nation's third largest school system, and allow CPS to benefit much more directly from STEM expertise at UIC as UIC also learns from CPS. The project plan includes a phased transition from an NSF-supported program infrastructure to a sustainable UIC/CPS infrastructure over the course of the grant. Project evaluation is organized around a set of 11 specific objectives addressing impact on Fellows, teachers, students, as well as institutional impact on UIC and CPS. Evaluation is based on a broad set of quantitative and qualitative data obtained through participant activity logs and journals, student performance in various assessments, questionnaires, and interviews. Evaluation guides ongoing program development and assess its effectiveness with respect to both particular project objectives and the transition to a self-sustaining program. This project is partially supported by funds from the Directorate for Mathematical and Physical Sciences. GRAD TEACHING FELLOWS IN K-12 OFFICE OF MULTIDISCIPLINARY AC DGE EHR Wink, Donald Thomas Moher Maria Varelas Stacy Wenzel Jeff Lewis University of Illinois at Chicago IL Sonia Ortega Continuing grant 2027287 7179 1253 SMET 9179 7179 0000099 Other Applications NEC 0338329 March 1, 2004 Track 2, GK12: Technology Integration Partnerships: Bringing Emerging STEM Research into Grades 5-12 enabled by New Technologies. Title of Project: Track 2, GK12: Technology Integration Partnerships: Bringing Emerging STEM Research into Grades 5-12 enabled by New Technologies Institution: Columbia University PI/Co-PI: Jack McGourty/Susan Lowes/Elizabeth Sklar Number of Fellows/year: 6 Graduate and 6-9 Undergraduate School District Partners: Manhattan High School Superintendency, Bronx School District Target Audience: Grades 5-12 Setting: Urban NSF Supported Disciplines: All STEM disciplines Narrative Summary: An integral objective of this Track 2 project is advancing understanding of how to best integrate instructional technologies into the classroom. Teams of Fellows, Faculty, and K-12 teachers are investigating how to best integrate instructional technologies in support of standards based STEM topics within classroom imposed time, space and resource limitations. Using applied research techniques, all partnerships investigate, test, and evaluate how these technologies improve teaching and enhance student motivation and learning. Intellectual Merit: The Technology Integration Partnership (YIP) project has four major goals: (1) to increase the access to, and the integration of, new technologies into the curriculum of STEM teachers who are working in urban environments; (2) to deepen the science, math and engineering content knowledge of these teachers; (3) to bring the excitement of emerging STEM research to 5th-12th grade students, offering them a window into future academic and career paths; and (4) to interest and excite STEM graduate students about education, giving them unique opportunities to improve their teaching and communication skills. Fellow and Teacher partners are expanding knowledge concerning best practices concerning technology in the classroom by developing the three technologies (probeware, robotics, and simulations) applied in the Track 1 project and by introducing three additional technologies (engineering design applications, remote lab experimentation, and educational games). Broader Impact: The project's outcomes will provide a model of how engineering and applied science faculty and students can partner with urban school districts to support the integration of technology into the classroom in the service of standard-based curriculum on emerging STEM topics. All best practices and technology-enabled lessons will be disseminated through the project's established web site and lesson plans database (http://tip.columbia.edu). Outcomes from Track 1: Eight Fellows and over 30 K-12 teachers have collaborated over the three-year period. The Fellow-teacher partnerships have clearly benefited both Fellows and teachers. Each Fellow and cooperating teacher developed between two and four curriculum units that use technology to address difficult-to-teach topics in the standard curriculum for that grade level, tested them in the classroom and revised them for posting on the website. Pre- and post assessments developed by Fellows-Teachers College faculty teams have demonstrated significant K-12 student learning of abstract math and science concepts as a result of using these new technologies in comparison with more traditional methods of instruction. Teachers report that Fellows have enriched the curriculum with their knowledge of the subject areas being taught, from global warming to bridge building to mechanical engineering to computer programming, in a way that would not have been possible without their expertise. They have been able to introduce topics and technologies that they would not otherwise have had the time or the confidence to try in their classrooms; and have gained access to badly needed resources, including hardware, technology expertise and content knowledge. Fellows' teaching skills have improved dramatically, as has their ability to explain the importance of their research to a non-specialist audience. Several undergraduates and one Fellow have embarked on a career path toward teaching in urban K-12 schools. This project is receiving partial support from the Directorate for Computer and Information Science and Engineering. GRAD TEACHING FELLOWS IN K-12 WORKFORCE DGE EHR McGourty, Jack Evelyn Roman-Lazen Columbia University NY Sonia Ortega Continuing grant 1774219 7179 1713 SMET 9179 7179 0000099 Other Applications NEC 0338340 July 1, 2004 GK-12 Project WEST (Water, the Environment, Science and Teaching). Title: GK-12 Project WEST (Water, the Environment, Science and Teaching) Institution: University of Utah P.I.: David S. Chapman, Department of Geology and Geophysics Number of Fellows: 11 graduate fellows; 3 undergraduate fellows School District Partners: Salt Lake City School District first year Target Audience: Grades 4, 8, and 9 Setting: Urban with rural outreach NSF disciplines: Geosciences Track: Track 1 GK-12 Project WEST (Water, the Environment, Science, and Teaching) links the University of Utah, the Utah Museum of Natural History, and the Salt Lake City school district in enhancing inquiry based science teaching in grades 4, 8, and 9 and the interdisciplinary training of university graduate and undergraduate students in the geosciences. The unifying theme of WEST (water and the environment) is significant is the west because of its obvious importance for human survival and livelihood in this arid region. National standards and Utah standards for teaching science in this grade range focus on this theme. Every school and university student and every resident in the State of Utah is impacted by the local hydrological cycle: our mountain ranges receive ten times the precipitation of valley floors, water runs off in streams or percolates into the ground supporting the many ecosystems found between 12,000 ft and 3,000 ft elevation, water provides for both agriculture and urban consumption, and flows ultimately to the unique ecosystem of the Great Salt Lake. Water affects recreation, the economy, and settlement. By gaining an enhanced understanding of the role of water in the environment, particularly in this time of severe drought, students will contemplate their place in nature. Seven specific activities are designed to accomplish WEST and GK-12 goals: (1) teacher-fellow workshops, (2) a graduate fellow interdisciplinary research project/seminar, (3) a graduate fellow teaching/learning seminar, (4) classroom teaching activities and preparation of teaching resources, (5) K-12 student field trips, (6) development of a WEST web site, and (7) an annual WEST retreat that will link research discovery with effective teaching practice. Project WEST facilitates integrative and inquiry based learning among elementary, middle, and high school students within a framework of core curriculum requirements and state standards. It provides professional development tools to K-12 teachers in the form of materials, observatories, workshops, and field trips that promote more effective science teaching. The multidisciplinary nature of WEST (geology, geophysics, meteorology, ecology) provides intellectual stimulation and enhanced learning opportunities for graduate students and undergraduates selected as GK-12 Fellows. The NSF intellectual merit of this project is found within the conceptual theme and activities 2,3, and 7 above. The broader impacts include the diversity of the schools participating in WEST. Evaluation of the project at every stage ensures that best practices are discovered and followed. This project is partially supported by funds from the Directorate for Geological Sciences. GRAD TEACHING FELLOWS IN K-12 EDUCATION/HUMAN RESOURCES,OCE DGE EHR Chapman, David University of Utah UT Sonia Ortega Continuing grant 1823884 7179 1690 SMET 9179 7179 0000099 Other Applications NEC 0338341 July 1, 2004 Missouri Science Teaching and Education Partnerships (MO-STEP). Title of Project: Missouri Science Teaching and Education Partnerships (MO-STEP) (Track1). Institution: University of Missouri-St. Louis. PI and Co-PIs: Patricia Parker (PI), Charles Granger, Bette Loiselle, Patrick Osborne. Number of fellows per year: Ten graduate fellows, five undergraduate fellows. School District Partners: Florissant-Ferguson, Normandy, Maplewood-Richmond Heights, Pattonville, Wellston. Target audience of the project: Grades 9-12. Setting: Urban. NSF supported disciplines involved: Biology, Science Education Background: The Missouri Science Teaching and Education Partnerships (MO-STEP) combines the academic strengths of the Department of Biology, the International Center for Tropical Ecology and the pedagogical background of the Science Education Program at UM-St. Louis in a tightly-coupled collaboration with five urban high schools located near the University and with conservation-focused organizations within St. Louis. Intellectual merit: The intellectual merit of MO-STEP lies in provision of current information and practical, cutting-edge applications that link ecology, conservation biology and molecular genetics. Through close ties with the Missouri Botanical Garden, Saint Louis Zoo, Forest Park Forever and the St. Louis Aquacenter, MO-STEP facilitates opportunities for field trips and summer internships that provide hands-on experience in systematics, ecology and biodiversity conservation. MO-STEP is grounded in two concepts: (1) good teaching requires a sound discipline knowledge base and (2) good teaching strategies are critical to teaching and learning. Broader impacts: MO-STEP facilitates the professional development of a collaborative team of university and high school faculty working to improve science education at grades 9 though 16. Three historic barriers to school-university partnerships are (1) unwillingness of high school faculty to seek information from university faculty; (2) university faculty's lack of understanding of the needs of high school science teachers; and (3) low prestige of science education as career choice in science graduate programs. MO-STEP replaces this culture with close professional associations that encourage long-term partnerships. Strong support of high school science instruction encourages high school faculty to continue the collaborative relationship while expanding graduate career opportunities. The Biology Graduate Program at the University of Missouri-St. Louis has successfully recruited students from diverse cultural backgrounds and the program is well positioned to increase participation of under-represented groups. The schools targeted for participation include a high percentage of students from groups currently underrepresented in STEM fields This project is receiving partial support from the Directorate for Biological Sciences. GRAD TEACHING FELLOWS IN K-12 GRAD TEACHING FELLOW IN K-12ED DGE EHR Parker, Patricia Charles Granger Patrick Osborne University of Missouri-Saint Louis MO Sonia Ortega Continuing grant 1666972 7179 1731 SMET 9179 7179 0000099 Other Applications NEC 0338354 June 15, 2004 Catalysts for Reform: a university - schools partnership in northwest Washington. Title: Catalysts for Reform: a university.schools partnership in northwest Washington Institution: Western Washington University PI: Dr. Scott Linneman (WWU Geology and Science Education) Co-PI: Ms. Sandra Austin (Nooksack Valley School District); Ms. Susan Bergman (Mount Vernon School District); Dr. Alejandro Acevedo-Gutierrez (WWU Biology and Science Education); Dr. Gisele Muller-Parker (WWU Biology) Number of Fellows/year: 9 Graduate and 4 Advanced Undergraduate School District Partners: Bellingham School District, Lummi Tribal School, Mount Vernon School District, Nooksack Valley School District Target Grade Band: Middle School (Grades 7 and 8) Setting: Rural NSF Supported Disciplines Involved: Biology, Chemistry, Geology, and Physics Narrative Summary: Catalysts for Reform will partner nine science graduate students, four advanced undergraduates, and eight science faculty from Western Washington University with 25 middle school science teachers from four neighboring school districts to improve learning in middle school science among diverse student populations. Intellectual Merit: Catalysts for Reform will explore how to best use masters-level graduate students and advanced undergraduates from biology, chemistry, geology, and physics/astronomy departments to achieve improved middle school science teaching and learning through support of systemic reform. The thinking to Learn. Institute model will be evaluated as a means to provide university disciplinary students with research-based teaching strategies through careful research protocols. The impact of the institutes and workshops on pedagogical content knowledge on teacher knowledge and practice, curriculum selection and implementation, and ultimately on middle school student science performance will also be studied. Broader Impacts: The project will provide a national example of how graduate and advanced undergraduate students from multiple disciplines in a master.s degree granting regional university can acquire and apply research-based teaching strategies. Participants will have a systemic impact resulting in improved middle school student science learning and teacher content and pedagogical knowledge and practice in schools with high populations of Native American and Hispanic children. As a result of involvement of science faculty, the project will have a sustainable impact on undergraduate and graduate science teaching and learning. The Thinking to Learn. Institute, which will be embedded into the graduate science curriculum, is an innovative and replicable model for all higher education institutions. This project is receiving partial support from funds from the Directorate of Geosciences. GRAD TEACHING FELLOWS IN K-12 EDUCATION/HUMAN RESOURCES,OCE DGE EHR Linneman, Scott Alejandro Acevedo Western Washington University WA Sonia Ortega Continuing grant 1908627 7179 1690 SMET 9179 7179 0000099 Other Applications NEC 0338357 July 1, 2004 The Collaborative Classroom-Based Inquiry and Fellows Program. Title of Project: The Collaborative Classroom-based Inquiry Project Institution: University of California, Davis PI/Co-PI: PI: Evelyn Silvia; Co-PI: Wendell Potter Number of fellows per year: 7 graduate; 7 undergraduate School District Partners: Dixon; Folsom-Cordova; Natomas; Vacaville Unified Target audience of the project: K-12 Setting: 1 Rural; 3 Suburban NSF supported disciplines involved: Chemistry, Earth Sciences, Geology, Life Sciences, Mathematics, and Physics Narrative Summary: The Collaborative Classroom Based Inquiry (CCBI) project connects University of California-Davis (UCD) graduate and undergraduate students with K-12 grade mathematics and science teachers who are conducting classroom-based inquiry. The fellows deepen their understanding of the issues of teaching and learning by working side-by-side with expert teachers who research their own pedagogy.. The subject matter expertise of the fellows contributes to the teacher-researchers' work by adding a different lens to their analysis of student learning. The K-12 grade students benefit from the collaboration as they receive research-based instruction, informed by systematic data collection on student learning as well as the latest results of research in the disciplines of mathematics and science. Fellows and teachers work together in the summer to explore teacher-research techniques, the State Standards in their subject matter area, and curriculum design. During the school year they collect data in the K-12 classrooms about what K-12 students know and understand in specific mathematics or science content areas and design curriculum that reflect that data. Fellows apprentice with the mentor teacher-researcher taking up various instructional tasks such as facilitating group work or class discussions, presenting class demonstrations, teaching specially designed curriculum units using large group guided-inquiry techniques, and leading the students in lab work. Evaluation of the project includes analysis of student learning, case studies of teacher-research groups as well as surveys of all participants on beliefs about the nature of science and mathematics as well as perceptions of sound pedagogical practices. The intellectual merits of this project include, for the Fellows, opportunities to experience an inquiry stance toward their teaching so that they strive to constantly improve their practice by focusing on student learning; K-12 teacher-researchers gain a deeper understanding of science or mathematics content areas; and the K-12 students gain an enriched understanding of mathematics and science. Through their research on the project, UCD faculty better understand how teacher-research contributes to teachers' learning and in particular how a subject matter focus enhances the teacher-research process. The program has broad implications. The research-based curriculum will reach approximately 3000 K- 12 students with whom participating teacher -researchers work. The Fellows' pedagogical knowledge and orientation to attend to student learning will impact the university students they will eventually teach. Findings from the teacher-research project will be shared with other teachers at conferences and through the CCBI website and the curriculum developed will be made available through the CCBI website. This project is partially supported by funds from the Directorate for Mathematical and Physical Sciences. GRAD TEACHING FELLOWS IN K-12 OFFICE OF MULTIDISCIPLINARY AC DGE EHR Passmore, Cynthia Wendell Potter University of California-Davis CA Sonia Ortega Continuing grant 1568390 7179 1253 SMET 9179 7179 0000099 Other Applications NEC 0343113 September 15, 2003 GRADUATE RESEARCH FELLOWSHIPS. GRADUATE FELLOWSHIPS DGE EHR None, None University of Alabama at Birmingham AL Gisele T. Muller-Parker Fellowship 338187 7172 SMET 9179 7172 0000099 Other Applications NEC 0343115 September 1, 2003 Graduate Research Fellowships Program. GRADUATE FELLOWSHIPS DGE EHR None, None University of South Carolina at Columbia SC Gisele T. Muller-Parker Fellowship 559500 7172 SMET 9179 0000099 Other Applications NEC 0343118 September 15, 2003 GRADUATE RESEARCH FELLOWSHIPS. GRADUATE FELLOWSHIPS DGE EHR None, None SUNY at Buffalo NY William J. Hahn Fellowship 159500 7172 SMET 9179 0000099 Other Applications NEC 0343119 August 1, 2003 Graduate Research Fellowships Program. GRADUATE FELLOWSHIPS DGE EHR None, None SUNY College of Environmental Science and Forestry NY William J. Hahn Fellowship 241500 7172 SMET 9179 7172 0000099 Other Applications NEC 0343352 September 15, 2003 GRADUATE RESEARCH FELLOWSHIPS. GRADUATE FELLOWSHIPS DGE EHR None, None CUNY Graduate School University Center NY Gisele T. Muller-Parker Fellowship 528500 7172 SMET 9179 7172 0000099 Other Applications NEC 0343353 September 15, 2003 Graduate Research Fellowships Program. GRADUATE FELLOWSHIPS DGE EHR None, None Clark University MA Gisele T. Muller-Parker Fellowship 578250 7172 SMET 9179 9178 7172 0000099 Other Applications NEC 0343356 September 15, 2003 GRADUATE RESEARCH FELLOWSHIPS. GRADUATE FELLOWSHIPS DGE EHR None, None Cold Spring Harbor Laboratory NY William J. Hahn Fellowship 281000 7172 SMET 9179 0000099 Other Applications NEC 0343357 September 15, 2003 GRADUATE RESEARCH FELLOWSHIPS. GRADUATE FELLOWSHIPS DGE EHR None, None University of Colorado at Denver CO William J. Hahn Fellowship 120000 7172 SMET 9179 0000099 Other Applications NEC 0343358 September 1, 2003 Graduate Research Fellowships Program. GRADUATE FELLOWSHIPS OFFICE OF MULTIDISCIPLINARY AC DGE EHR Guceri, Selcuk Drexel University PA Gisele T. Muller-Parker Fellowship 1921750 7172 1253 SMET 9179 0000099 Other Applications NEC 0343359 September 15, 2003 GRADUATE RESEARCH FELLOWSHIPS. GRADUATE FELLOWSHIPS DGE EHR None, None California State University, East Bay CA William J. Hahn Fellowship 125873 7172 SMET 9179 0000099 Other Applications NEC 0343361 September 15, 2003 GRADUATE RESEARCH FELLOWSHIPS. GRADUATE FELLOWSHIPS DGE EHR None, None Medical College of Georgia Research Institute Inc GA William J. Hahn Fellowship 119000 7172 SMET 9179 0000099 Other Applications NEC 0343363 September 15, 2003 GRADUATE RESEARCH FELLOWSHIPS. GRADUATE FELLOWSHIPS DGE EHR None, None University of Illinois at Chicago IL William J. Hahn Fellowship 158000 7172 SMET 9179 0000099 Other Applications NEC 0343365 September 15, 2003 GRADUATE RESEARCH FELLOWSHIPS. GRADUATE FELLOWSHIPS DGE EHR None, None University of Kansas Main Campus KS Eric J. Sheppard Fellowship 0 7172 SMET 9179 0000099 Other Applications NEC 0343371 September 15, 2003 GRADUATE RESEARCH FELLOWSHIPS. GRADUATE FELLOWSHIPS DGE EHR None, None University of Louisville Research Foundation Inc KY Gisele T. Muller-Parker Fellowship 56500 7172 SMET 9179 0000099 Other Applications NEC 0343372 September 1, 2003 Graduate Research Fellowships Program. GRADUATE FELLOWSHIPS DGE EHR None, None Loyola University of Chicago IL Gisele T. Muller-Parker Fellowship 159500 7172 SMET 9179 7172 0000099 Other Applications NEC 0343375 September 15, 2003 GRADUATE RESEARCH FELLOWSHIPS. GRADUATE FELLOWSHIPS DGE EHR None, None University of Maine ME William J. Hahn Fellowship 371705 7172 SMET 9179 9178 0000099 Other Applications NEC 0343376 September 15, 2003 Graduate Research Fellowships Program. GRADUATE FELLOWSHIPS DGE EHR None, None University of Missouri-Columbia MO William J. Hahn Fellowship 321500 7172 SMET 9179 7179 0000099 Other Applications NEC 0343377 August 15, 2003 Graduate Research Fellowships Program. GRADUATE FELLOWSHIPS DGE EHR None, None Missouri University of Science and Technology MO Gisele T. Muller-Parker Fellowship 85500 7172 SMET 9179 0000099 Other Applications NEC 0343378 September 15, 2003 GRADUATE RESEARCH FELLOWSHIPS. GRADUATE FELLOWSHIPS DGE EHR None, None University of Nevada Reno NV William J. Hahn Fellowship 159500 7172 SMET 9179 0000099 Other Applications NEC 0343379 September 1, 2003 GRADUATE RESEARCH FELLOWSHIPS. GRADUATE FELLOWSHIPS DGE EHR None, None New Mexico Institute of Mining and Technology NM Gisele T. Muller-Parker Fellowship 200000 7172 SMET 9179 7172 0000099 Other Applications NEC 0343380 September 1, 2003 Graduate Research Fellowships Program. GRADUATE FELLOWSHIPS DGE EHR None, None Oregon Health and Science University OR William J. Hahn Fellowship 396472 7172 SMET 9179 0000099 Other Applications NEC 0343382 August 1, 2003 Graduate Research Fellowships Program. GRADUATE FELLOWSHIPS DGE EHR None, None University of Rochester NY William J. Hahn Fellowship 240500 7172 SMET 9179 0000099 Other Applications NEC 0343383 September 15, 2003 Graduate Research Fellowships Program. GRADUATE FELLOWSHIPS DGE EHR Waterman, Harvey Rutgers University New Brunswick NJ Gisele T. Muller-Parker Fellowship 1402500 7172 SMET 9179 9178 7172 0000099 Other Applications NEC 0343388 September 1, 2003 Graduate Research Fellowships Program. GRADUATE FELLOWSHIPS DGE EHR None, None University of Southern California CA Gisele T. Muller-Parker Fellowship 929000 7172 SMET 9179 7172 0000099 Other Applications NEC 0343389 September 1, 2003 Graduate Research Fellowships Program. GRADUATE FELLOWSHIPS DGE EHR None, None University of Southern Mississippi MS William J. Hahn Fellowship 78500 7172 SMET 9179 0000099 Other Applications NEC 0343393 September 1, 2003 Graduate Research Fellowships Program. GRADUATE FELLOWSHIPS DGE EHR None, None Wake Forest University NC William J. Hahn Fellowship 78500 7172 SMET 9179 0000099 Other Applications NEC 0343394 August 1, 2003 Graduate Research Fellowships Program. GRADUATE FELLOWSHIPS DGE EHR None, None College of William and Mary VA Gisele T. Muller-Parker Fellowship 203500 7172 SMET 9179 0000099 Other Applications NEC 0343396 September 1, 2003 Graduate Research Fellowships Program. GRADUATE FELLOWSHIPS DGE EHR None, None Woods Hole Oceanographic Institution MA Eric J. Sheppard Fellowship 0 7172 SMET 9179 0000099 Other Applications NEC 0343397 September 1, 2003 GRADUATE RESEARCH FELLOWSHIPS. GRADUATE FELLOWSHIPS DGE EHR Adenle, Omolabake Adenle, Omolabake A none Gisele T. Muller-Parker Fellowship 120000 7172 SMET 9179 0000099 Other Applications NEC 0343398 September 1, 2003 GRADUATE RESEARCH FELLOWSHIPS. GRADUATE FELLOWSHIPS DGE EHR Battles, Zachary Battles, Zachary J none Gisele T. Muller-Parker Fellowship 117564 7172 SMET 9179 0000099 Other Applications NEC 0343399 September 1, 2003 GRADUATE RESEARCH FELLOWSHIPS. GRADUATE FELLOWSHIPS DGE EHR Giansiracusa, Jeffrey Giansiracusa, Jeffrey H none Gisele T. Muller-Parker Fellowship 117359 7172 SMET 9179 0000099 Other Applications NEC 0343401 August 15, 2003 GRADUATE RESEARCH FELLOWSHIPS. GRADUATE FELLOWSHIPS DGE EHR Wilson, Elana Wilson, Elana T none Gisele T. Muller-Parker Fellowship 120000 7172 SMET 9179 0000099 Other Applications NEC 0346793 September 15, 2003 GRADUATE RESEARCH FELLOWSHIPS. GRADUATE FELLOWSHIPS DGE EHR None, None University of Texas Medical Branch at Galveston TX William J. Hahn Fellowship 200000 7172 SMET 9179 0000099 Other Applications NEC 0352233 September 15, 2003 GRADUATE RESEARCH FELLOWSHIP. GRADUATE FELLOWSHIPS DGE EHR WOOD, MELANIE WOOD, MELANIE E VA Gisele T. Muller-Parker Fellowship 28500 7172 SMET 9179 0000099 Other Applications NEC 0352380 September 15, 2003 GRADUATE RESEARCH FELLOWSHIPS. GRADUATE FELLOWSHIPS DGE EHR None, None University of Vermont & State Agricultural College VT Gisele T. Muller-Parker Fellowship 87000 7172 SMET 9179 0000099 Other Applications NEC 0352462 September 15, 2003 GRADUATE RESEARCH FELLOWSHIPS. GRADUATE FELLOWSHIPS DGE EHR Shackelton, Laura Shackelton, Laura A none Gisele T. Muller-Parker Fellowship 11500 7172 SMET 9179 0000099 Other Applications NEC 0352591 September 15, 2003 GRADUATE RESEARCH FELLOWSHIPS. GRADUATE FELLOWSHIPS DGE EHR Longrich, Nicholas Longrich, Nicholas R none Gisele T. Muller-Parker Fellowship 38000 7172 SMET 9179 0000099 Other Applications NEC 0352592 September 15, 2003 GRADUATE RESEARCH FELLOWSHIPS. GRADUATE FELLOWSHIPS DGE EHR Aifantis, Katerina Aifantis, Katerina E none Gisele T. Muller-Parker Fellowship 118791 7172 SMET 9179 0000099 Other Applications NEC 0352593 September 15, 2003 GRADUATE RESEARCH FELLOWSHIPS. GRADUATE FELLOWSHIPS DGE EHR Terry, Mason Terry, Mason L none Gisele T. Muller-Parker Fellowship 60717 7172 SMET 9179 0000099 Other Applications NEC 0352764 October 1, 2003 GRADUATE RESEARCH FELLOWSHIPS. GRADUATE FELLOWSHIPS DGE EHR None, None University of Kansas Center for Research Inc KS William J. Hahn Fellowship 576000 7172 SMET 9179 0000099 Other Applications NEC 0352765 September 15, 2003 GRADUATE RESEARCH FELLOWSHIPS. GRADUATE FELLOWSHIPS DGE EHR Schmidtke, Johanna Schmidtke, Johanna P none Gisele T. Muller-Parker Fellowship 113436 7172 SMET 9179 0000099 Other Applications NEC 0352945 April 1, 2004 Forces and Forms of Change in Doctoral Education Internationally. All nations share a concern about how to best prepare the next generation of leaders who will be able to confront a complex set of social, political, technical, and health issues within a global setting. There are many issues associated with globalization and doctoral education such as the ways in which technology enables a new level of international research and policy networks, the renewed interest in and commitment to understanding the changing labor market for highly educated professionals, and the production of PhD recipients as they represent the leading labor force for knowledge-based economies. Taken together these issues create a powerful motivation to share information about how to educate these new leaders. To facilitate the understanding of forces and forms that shape doctoral education worldwide and interpret the emerging trends, the Center for Innovation and Research in Graduate Education proposes to bring together no more than thirty key players (policy makers, graduate education researchers, university administrators, industry representatives, and funders) from around the world in a three-day conference. Issues to be discussed include, needs of a highly educated labor forced for the 21st century, and the characteristics of this labor force, the impact of technology on research and education, the content and the pedagogy of doctoral education, the transition from doctoral education or postdoctoral appointment to stable employment, the changing demographics of the doctoral student body (i.e., gender, socio-economic class, race, and ethnicity), and financing graduate education, including the privatization of education throughout the world. Differences and commonalities among nations will be explicitly mapped out. We will commission a paper from each participating country describing the current state of doctoral education according to a common set of issues. The initial goal of these papers will be to create a common language and understanding of each country.s system of doctoral education. On this basis potential shared forces that drive doctoral education can be identified and categorized. And, the group will work together to investigate if the various reforms in doctoral education are converging toward a similar model as a result of global forces. Broader Impacts: This series of conferences will have a number of important impacts. First, it will move a broad coalition of scholars, policy makers, funders, and administrators toward a better grasp of the issues of doctoral education across nations. Second, it will share among participants information on innovations and best practices currently shaping doctoral programs. Third, it will work toward establishing greater inclusiveness within in the realm of doctoral education of underrepresented groups. Fourth, it will work to develop of a comprehensive research agenda on doctoral education internationally. And, fourth, it will examine ways in which issues can be addressed in policy to foster the education and training of leadership for a knowledge-based society in a global economy. Intellectual Merits: The intellectual merits of this series of conferences will include (1) furthering the research and training opportunities and international collaboration in doctoral education; (2) establishing an ongoing formal network of key players in doctoral education so that forces (political, economic, technological) can be responded to in a manner most conducive to furthering the high quality and inclusiveness of doctoral education worldwide; and (3) providing a comprehensive foundation for setting research agendas in doctoral education through systematic knowledge exchange. RESEARCH ON LEARNING & EDUCATI IGERT FULL PROPOSALS DGE EHR Nerad, Maresi University of Washington WA Carol F. Stoel Standard Grant 157235 1666 1335 SMET 9179 9178 9177 1335 0000099 Other Applications NEC 0410297 September 1, 2004 PostDoctoral Research Fellowship. NATO DONATIONS FOR FELLOWSHIPS DGE EHR Angel, Ross Virginia Polytechnic Institute and State University VA Carolyn L. Piper Fellowship 46200 8252 OTHR 9150 0000 0000099 Other Applications NEC 0410935 February 1, 2005 PostDoctoral Research Fellowship. NATO DONATIONS FOR FELLOWSHIPS DGE EHR Rozners, Eriks Northeastern University MA Carolyn L. Piper Fellowship 42600 8252 OTHR 9150 0000 0000099 Other Applications NEC 0411426 November 1, 2004 PostDoctoral Research Fellowship. NATO DONATIONS FOR FELLOWSHIPS DGE EHR Diehl, Jimmy Michigan Technological University MI Carolyn L. Piper Fellowship 49800 8252 OTHR 9150 0000 0000099 Other Applications NEC 0411582 October 1, 2004 PostDoctoral Research Fellowship. NATO DONATIONS FOR FELLOWSHIPS DGE EHR Shinn-Cunningham, Barbara Trustees of Boston University MA Carolyn L. Piper Fellowship 37200 8252 OTHR 9150 0000 0000099 Other Applications NEC 0116000 Human Subjects 0411642 September 15, 2004 PostDoctoral Research Fellowship. NATO DONATIONS FOR FELLOWSHIPS DGE EHR Collins, Curtis Naval Postgraduate School CA Carolyn L. Piper Fellowship 37200 8252 OTHR 9150 0000 0000099 Other Applications NEC 0411649 October 1, 2004 PostDoctoral Research Fellowship. NATO DONATIONS FOR FELLOWSHIPS DGE EHR Minko, Sergiy Clarkson University NY Carolyn L. Piper Fellowship 37200 8252 OTHR 9179 0000 0000099 Other Applications NEC 0411666 September 1, 2004 PostDoctoral Research Fellowship. NATO DONATIONS FOR FELLOWSHIPS DGE EHR Noller, Harry University of California-Santa Cruz CA Carolyn L. Piper Fellowship 37200 8252 OTHR 9150 0000 0000099 Other Applications NEC 0411679 May 15, 2005 PostDoctoral Research Fellowship. NATO DONATIONS FOR FELLOWSHIPS DGE EHR Whitmire, Kenton William Marsh Rice University TX Carolyn L. Piper Fellowship 37200 8252 OTHR 9150 0000 0000099 Other Applications NEC 0411692 February 1, 2005 PostDoctoral Research Fellowship. NATO DONATIONS FOR FELLOWSHIPS DGE EHR Wagner, Michael University of Pittsburgh PA Carolyn L. Piper Fellowship 37200 8252 OTHR 9150 0000 0000099 Other Applications NEC 0411700 September 1, 2004 PostDoctoral Research Fellowship. NATO DONATIONS FOR FELLOWSHIPS DGE EHR Rea, Philip University of Pennsylvania PA Carolyn L. Piper Fellowship 37200 8252 OTHR 9150 0000 0000099 Other Applications NEC 0411712 October 1, 2004 PostDoctoral Research Fellowship. NATO DONATIONS FOR FELLOWSHIPS DGE EHR Oakley, Todd University of California-Santa Barbara CA Carolyn L. Piper Fellowship 37200 8252 OTHR 9150 0000 0000099 Other Applications NEC 0411722 October 1, 2004 PostDoctoral Research Fellowship. NATO DONATIONS FOR FELLOWSHIPS DGE EHR Leibacher, John AURA/National Optical Astronomy Observatories DC Carolyn L. Piper Fellowship 37200 8252 OTHR 9179 0000 0000099 Other Applications NEC 0423985 July 15, 2004 Towards an Evaluative Framework: International Cooperation Between Innovative Doctoral Programs in Germany and the United States (Graduiertenkollegs and IGERT Programs). A general assumption exists among funding agencies, faculty, and universities that international exchanges or collaborations are valuable and should be encouraged. However, at the doctoral level, nowhere are the reasons for international collaboration made explicit. The educational and pedagogical goals and the anticipated outcomes are not identified in detail. Moreover, international collaboration is costly in terms of time and money. Is it worth the effort? This proposed research seeks to answer that question. In recent years innovative doctoral programs such as the NSF's Integrative Graduate Education and Research Traineeship (IGERT) program and the German Research Foundation (DFG) Graduiertenkolleg (Research Training Groups, hereafter abbreviated as GK) program have sought to generate a new breed of scientists. However, there are no clearly defined criteria for success of international collaboration in science, technology, engineering, and mathematics (STEM) fields at the graduate level. A means of evaluation is needed by organizations such as NSF and DFG. The purpose of this study is two fold: (1) to develop an evaluation design that identifies, analyzes, and assesses the international component of innovative doctoral education programs in the US and Germany; and (2) to undertake a formative evaluation of the past and upcoming year of two pairs of doctoral programs that are presently collaborating with each other in these countries. This study is unique because it emphasizes the international collaboration component of novel doctoral programs, rather interdisciplinarity itself. However, its findings will be valuable to the ongoing research on interdisciplinarity. The proposed study seeks funding for the first phase of a five-year research project that involves two US IGERT and two German GK programs. The outcomes of the proposed study (Phase 1) will be: Evaluation model for assessing international component of innovative doctoral programs Evaluation tools (i.e., survey instrument, interview protocols, focus group protocols, etc.) to be used and tested during phases 2 and 3 Assessment of international collaboration activities (i.e., joint international workshops, international research visits, and lectures) Intellectual Merit Funding organizations, administrators, faculty, and students need a means to evaluate the success of international collaborations at the doctoral level. In order to establish valid criteria for success we need to collect data on explicit expectations for these collaborations as well as on the successful collaborative activities and processes. From the collected data and information criteria for success will be extracted in a deductive manner. The intellectual merit of this proposal is the development and testing of these criteria. In addition, this study provides an ongoing evaluation that will enable direct feedback both to doctoral students as they enter scientific work in a world where global thinking and global contacts are increasingly important, and to faculty as they try to develop dynamic international collaborations that aides their research and their teaching. Broader Impacts The need to move doctoral education in the direction of greater international collaboration is generated by increasing globalization. Globalization will continue to have significant impacts on doctoral education as students continue to cross national borders to gain research skills and establish international research agendas for their careers. More and more doctoral programs (beyond the NSF IGERT and German GK programs) will need to evaluate their international programs to determine whether they measure up to the new challenges that come with globalization. They will need a means to measure success. EAPSI IGERT FULL PROPOSALS DGE EHR Nerad, Maresi University of Washington WA Carol F. Stoel Standard Grant 138605 7316 1335 SMET 9179 5980 5936 1335 0000099 Other Applications NEC 0426243 March 15, 2004 Services for Operation of NSF Graduate Fellowship Program (GRF). GRADUATE FELLOWSHIPS DGE EHR Huband, Frank American Society For Engineering Education DC Gisele T. Muller-Parker Contract 10019863 7172 SMET OTHR 9179 7172 0000 0000099 Other Applications NEC 0435775 September 1, 2004 GRADUATE RESEARCH FELLOWSHIPS. GRADUATE FELLOWSHIPS DGE EHR Anderson, Lara Anderson, Lara B VA Gisele T. Muller-Parker Fellowship 121500 7172 SMET 9179 0000099 Other Applications NEC 0435777 May 15, 2004 GRADUATE RESEARCH FELLOWSHIPS. GRADUATE FELLOWSHIPS DGE EHR Berumen, Michael Berumen, Michael L none Gisele T. Muller-Parker Fellowship 119808 7172 SMET 9179 0000099 Other Applications NEC 0435778 September 1, 2004 GRADUATE RESEARCH FELLOWSHIPS. GRADUATE FELLOWSHIPS DGE EHR Lehmann, Brian Lehmann, Brian T VA Gisele T. Muller-Parker Fellowship 41500 7172 SMET 9179 0000099 Other Applications NEC 0435780 September 1, 2004 GRADUATE RESEARCH FELLOWSHIPS. GRADUATE FELLOWSHIPS DGE EHR Dalal, Ketan Dalal, Ketan none Gisele T. Muller-Parker Fellowship 40500 7172 SMET 9179 0000099 Other Applications NEC 0435781 September 1, 2004 GRADUATE RESEARCH FELLOWSHIPS. GRADUATE FELLOWSHIPS DGE EHR Dodd, Justin Dodd, Justin P VA Gisele T. Muller-Parker Fellowship 72309 7172 SMET 9179 0000099 Other Applications NEC 0435782 September 1, 2004 GRADUATE RESEARCH FELLOWSHIPS. GRADUATE FELLOWSHIPS DGE EHR Keeley, Melissa Keeley, Melissa A none Gisele T. Muller-Parker Fellowship 112288 7172 SMET 9179 0000099 Other Applications NEC 0435783 July 15, 2004 GRADUATE RESEARCH FELLOWSHIPS. GRADUATE FELLOWSHIPS DGE EHR Johnson, Sarah Johnson, Sarah S none Gisele T. Muller-Parker Fellowship 41500 7172 SMET 9179 0000099 Other Applications NEC 0435784 September 1, 2004 GRADUATE RESEARCH FELLOWSHIPS. GRADUATE FELLOWSHIPS DGE EHR Yeung, Ho Yeung, Ho H VA Gisele T. Muller-Parker Fellowship 112153 7172 SMET 9179 0000099 Other Applications NEC 0435785 September 1, 2004 GRADUATE RESEARCH FELLOWSHIPS. GRADUATE FELLOWSHIPS DGE EHR Hoffman, Michael Hoffman, Michael M VA Gisele T. Muller-Parker Fellowship 101500 7172 SMET 9179 0000099 Other Applications NEC 0435786 September 1, 2004 GRADUATE RESEARCH FELLOWSHIPS. GRADUATE FELLOWSHIPS DGE EHR Yoon, Jennifer Yoon, Jennifer M none Gisele T. Muller-Parker Fellowship 41500 7172 SMET 9179 0000099 Other Applications NEC 0436235 June 15, 2004 Workshop: Support of Graduate Students and Postdoctoral Researchers in the Sciences and Engineering, June 17-18, 2004. The American Association for the Advancement of Science (AAAS) proposes to hold a workshop addressing the issues surrounding graduate student and postdoctoral support. This event is part of a series of events co-sponsored by the National Science Foundation (NSF), the Council of Graduate Schools (CGS), and the National Institutes of Health (NIH) designed to examine and improve knowledge and practice in graduate education and research training. Intellectual Merit There are many who believe that the US is facing a critical shortage of citizens trained in science, technology, engineering and mathematics (STEM) fields. This workshop will address this issue by examining the factors that lead students to pursue graduate education and postdoctoral training in STEM areas, focusing especially on the critical role that financial support and benefits play in preparing a technological workforce. AAAS will work cooperatively with the NSF Division of Graduate Education to organize a two- day workshop to be held at AAAS headquarters in Washington, DC on June 17-18, 2004. The workshop will consider the role and impact of student financial support in promoting the production of more and better prepared US citizens in STEM fields. The conference will examine the interplay between components of graduates student support such as mode, duration and amount of stipend, as well as health care and other benefits. These elements will be considered in relationship to indicators of student progress such as completion rate, time to degree and time to first position. The meeting will also explore the economic impacts of graduate and postdoctoral compensation on the research enterprise and on the domestic scientific labor market overall. The meeting will involve one hundred participants including graduate students; postdoctoral researchers; STEM faculty and deans; labor economists; and representatives from industry and research funding organizations. It will be held at AAAS Headquarters in downtown Washington, DC, for convenient access. The information shared at this meeting, combined with the policy recommendations developed, will significantly advance knowledge and practice in graduate education. A crucial group of stakeholders will be empowered to create and disseminate a set of best practices surrounding mode, duration and amount of student support. Broader Impacts The outcome of the workshop will be a set of best-practices and identification of knowledge gaps to be addressed by future research on these topics. It will also help to build a community of researchers, educators, and stakeholders who will maintain an ongoing dialogue in this critical area. AAAS will work with NSF to disseminate these findings broadly. This meeting will advance our understanding of how the many facets of graduate student support contribute to creating the US STEM workforce, and it will promote the leadership of a more knowledgeable and invested set of stakeholders. The best practices guidelines developed at this meeting will be disseminated widely by the meeting organizers and participants, and will lead to infrastructure changes that will enhance graduate education nationwide. The meeting will also address how changes in mode and amount of support may differentially affect underrepresented groups along racial, gender or socioeconomic lines. GRAD TEACHING FELLOWS IN K-12 DGE EHR Campbell, Lara American Association For Advancement Science DC Carol F. Stoel Standard Grant 47181 V652 7179 SMET 9179 7179 0000099 Other Applications NEC 0440217 May 15, 2005 Track 1, GK-12: Broader Impact from Graduate Students Transferring Engineering Principles (BIGSTEP) to K-12 Education. Fellows will rotate through an internship with several distinct K-12 schools that serve disadvantaged children. Master Teachers who have been involved in research at JHU or who are currently participants in a Native American Math Science Partnership will work with the Fellows: to develop pedagogical skills to teach children with different learning styles; to enhance the content knowledge of district teachers; and to facilitate the creation of standards aligned content based on cutting-edge research. Each project will focus on topics from Environmental Engineering and Geography (EEG), including geology, hydrology, ecology, geomorphology, environmental chemistry, human factors (relations between human activities and environmental change). The Fellows will relate each project: (1) to standards, such as the American Association for the Advancement of Science.s Project 2061, Flow of Matter in Ecosystems;. (2) to compelling social issues as global climate change, and preservation of ecosystems; and (3) to the utilization of materials by students with physical limitations. The intellectual merit lies in the potential to advance our understanding of how formal university-K-12 partnerships can improve teaching and learning by delivering challenging and relevant science, technology, engineering and mathematics (STEM) content to traditionally disadvantaged K- 12 students with a wide range of learning styles. A team of eminent scientists, future STEM faculty, leading K-12 teachers, and education experts will work as teams to use engaging EEG content and pedagogy to overcome barriers such as: students. unstable learning environments, curriculums that are in transition due to educational policy shifts, the lack of accommodations for students with physical disabilities, and the scarcity of resources. Broader impact will be achieved through the development of sustainable K-12 curriculum and laboratory modules deployed by teachers prepared to deliver advanced, multi-disciplinary, and multi-contextual material spanning the STEM disciplines. An independent evaluator will gather information and report the findings on the feasibility of using EEG activities and instructional materials to improve the academic achievement of disadvantaged students with diverse needs. GRAD TEACHING FELLOWS IN K-12 HUMAN RESOURCES DEVELOPMENT DGE EHR Donohue, Marc Edward Bouwer A. Lynn Roberts Ralph Etienne-Cummings Johns Hopkins University MD Sonia Ortega Continuing grant 1944590 7179 1360 SMET 9179 7179 0000099 Other Applications NEC 0440334 May 1, 2005 Project SCORE: Development of a Permanent Outreach Partnership Between Teaching Fellows and Science Teachers/Students of the Fort Worth Independent School District. Teacher/Fellow teams actively engage students with inquiry-based laboratory exercises in 9th-grade biology classes at six Fort Worth Independent School District (FWISD) high schools from the Track I program that serve predominantly underrepresented minorities. Outcomes are assessed through questionnaires, surveys, and data collection by internal/external evaluators to establish student interests and attitudes regarding science, overall impact of their understanding of key scientific concepts, teachers and Fellows outlook of the program, mentors cooperation and understanding of Fellows involvement, and institutional commitment to continued support post NSF funding. In addition, SCORE.s Track II proposal initiates a unique enrichment opportunity for selected FWISD students who take part in a Summer Science Camp after their 9th grade year. A Young Scientists Program where students learn laboratory techniques and develop a research project during their junior or senior year of high school follows this activity. These programs integrate SCORE activities throughout the institution by recruiting graduate students outside of the program along with SCORE Fellows to serve as research mentors to FWISD students and teachers, embedding this outreach program into the mission and culture of UNTHSC. Broader Implications: Project SCORE aggressively reinforces science and technology as viable career choices to students. In addition, it addresses the decline in higher education participation rates and educational attainment of minorities in the state of Texas. SCORE Fellows receive training on how to initiate discussions with students about their future education goals, emphasizing science and technology. These discussions address student's lifelong learning goals, regardless of their personal interests or educational choices. At all times, Fellows serve as role models and mentors to their students, providing encouragement for success along with valuable scientific stimulation in the laboratory and classroom. Intellectual Merit: During Track I, the project expanded the originally proposed activities with the addition of the Teachers as Scholars and the After-school/TAKS Tutorial programs. Track II builds on these existing activities with a Summer Science Camp, Young Scientists Program, Fort Worth Zoo Outreach Program, and a Research Field Trip Experience. Anticipated outcomes of these new activities will, we feel, have a profound effect on the overall acceptance and level of commitment to the program by the institutions, and will be a strong foundation for the expansion of this and future outreach programs at UNTHSC. GRAD TEACHING FELLOWS IN K-12 GRAD TEACHING FELLOW IN K-12ED DGE EHR Reeves, Rustin Harold Sheedlo Robert Kaman Mary Clark Dorothy Thomas University of North Texas Health Science Center at Fort Worth TX Sonia Ortega Continuing grant 1840477 7179 1731 SMET 9179 7179 0000099 Other Applications NEC 0440490 May 15, 2005 Track 1, GK-12: National Science Foundation GK-12 Fellows Program at Louisiana State University. 0440490 The project aims are (1) to better prepare students from the large and mostly underserved EBRPSS school system to meet high academic standards in collegiate STEM disciplines, (2) to foster the appreciation and capability of college students for high quality STEM teaching methods, and (3) to graduate high-caliber U.S. research doctorates who are well-prepared for content-oriented training of prospective secondary math and science teachers at colleges and universities in the U.S. Supported by NSF's STEM Teacher Preparation and R. Noyce Scholarship Programs, LSU's newly redesigned secondary STEM certification program features extensive field based preparation and broad-based collaboration among university faculty and a cadre of highly qualified STEM mentor teachers from EBRPSS. In this project, the mentor teachers help to identify each year eight pairs of math and science teachers who welcome the support of GK-12 Fellows and the professional development opportunities provided. Each teacher pair works with a Graduate Fellow and two Undergraduate Fellows throughout the academic year. Graduate Fellows spend ten hours a week providing direct assistance to the two teachers, with time given off for assignments for other GK-12 Tasks, such as presentations of .Discovery Kits within the LSU Science on Wheels Program. Undergraduate Fellows provide a wide range of instructional support in Math Labs they organize. The intellectual merit of the proposal is based upon the extensive experience of the participating STEM investigators in the project, the breadth and depth of leadership and infrastructure provided by LSU, and the strong partnership among the university faculty and a corps of dedicated middle and high school mentor teachers. The project allows the testing of a model to enhance the scope and quality of undergraduate and graduate education at a large state university by helping to improve mathematics and science education in a school district that embodies all of the challenges that are faced by many districts nationwide, including low performing schools, a large minority population, and schools with a high proportion of economically disadvantaged students. The broader impacts include an increased interest of faculty in academic STEM departments in K-12 math and science education, an increase in recruitment rates of high school students into STEM disciplines, especially among minorities and/or women, and an increase in the number of strong research-doctorates in STEM disciplines that are better prepared to provide content-based instruction to prospective secondary teachers as well as to in-service secondary teachers. Through careful documentation and dissemination of the project results, this project will have applications across the country, particularly in research universities that are in close proximity to school systems plagued by low student performance and a dearth of students being offered challenging STEM curricula. EXP PROG TO STIM COMP RES GRAD TEACHING FELLOWS IN K-12 OFFICE OF MULTIDISCIPLINARY AC DGE EHR Neubrander, Frank Su-Seng Pang Leonard Richardson Frank Cartledge Isiah Warner Louisiana State University & Agricultural and Mechanical College LA Marilyn Mimi McClure Continuing grant 1558502 9150 7179 1253 SMET 9179 7179 0000099 Other Applications NEC 0440499 February 15, 2005 Track 2, GK-12, Optimization and Institutionalization of the Science Fellows Supporting Teachers (SFST) Program. Intellectual Merits: The Ohio State University (OSU) GK-12 projects builds on a Track 1 project which successfully paired science fellows with elementary school teachers to improve science education since 1999. Academically talented graduate students in the sciences collaborate with 3rd through 5th grade teachers at Columbus Public Schools to develop hands-on, inquiry based science lessons to cover all areas of the elementary science curriculum. Reported Ohio Proficiency Test scores show dramatic improvements in the passing rates in science among the elementary school children involved and teachers participating in the program are showing great progress in their science content knowledge and their ability to teach inquiry-based science lessons. With strong support from the University and Columbus Public Schools (CPS), this proposal outlines the plans for continuation of the project, cooperation with the successfully operating Wonders of Our World, W.O.W. science outreach program, and institutionalization of these efforts at OSU. New fellows and teachers are chosen through competitive application processes to ensure that the best graduate students are paired with teachers who are committed to improving their ability to teach science. The fellow- teacher teams are paired based on optimal match between the fellow's available time and the teacher's time frame allocated for science. OSU GK-12 efforts are interwoven with the CPS Urban Systemic Program, while, trained USP science specialists (4th grade teachers) help to coordinate the GK-12 efforts and share professional development workshop efforts. Fellows continue to collaborate with elementary school teachers and the PI and Co-PIs begin to develop plans for a graduate level course that will be a part of the OSU curriculum starting the sixth year (one year after NSF support). A GK-12 class will be developed that will contain the optimized structure of the fellow-teacher teams working in the classrooms with professional development workshops for the teacher interwoven in the program throughout the year. Broader Impacts of the Project: This OSU program is substantially enhancing the graduate education at OSU, having a large impact on elementary school teachers in inner-city schools and advancing science skills of the elementary school children. This project is receiving partial support from the Directorate for Mathematical and Physical Sciences. GRAD TEACHING FELLOWS IN K-12 OFFICE OF MULTIDISCIPLINARY AC DGE EHR Olesik, Susan Garry McKenzie David Tomasko Karen Irving Ohio State University Research Foundation OH Sonia Ortega Continuing grant 1928000 7179 1253 SMET 9179 7179 0000099 Other Applications NEC 0440506 April 1, 2005 Track 2: GK-12. GeoKids LINKS in Philadelphia: Continuing a University, Museum, Elementary School Collaboration in Science. This Track 2 proposal builds on successful outcomes from GeoKids LINKS, a collaboration bringing together faculty and students from Saint Josephs University and the Wagner Free Institute of Science, a natural science museum. The partners are collaborating with K-6 schools in the School District of Philadelphia to develop and implement place-based thematic life science units that incorporate hands-on activities, stimulate student inquiry and include considerable reading and writing. Fellows are better communicators, more knowledgeable about methods of education in general, and about issues facing urban elementary children and teachers in particular. Elementary students who had GeoKids improved more over the first year in reading, math, and science, compared with students in the same schools who did not have GeoKids, based on a standardized test administered nationwide. Their teachers report that the students have an increased interest in science and in learning in general, and children reading far below grade level seem to be especially motivated. Teachers report increased knowledge of science content and comfort with teaching science. Four teachers became involved in summer research with GK-12 faculty and Fellows. Additional intellectual merit of proposed activities includes further development of the collaboration and the curriculum as a model that works with underachieving urban children living in poverty. The proposed expansion using Service Learning students who are also future elementary school teachers, and the potential for integrating GeoKids curriculum into the curriculum frameworks of the School District of Philadelphia speak to broader implications. In addition, documentation of a careful mentoring system for graduate Fellows through two years of increasing responsibility for teaching and curriculum development may be an important outcome. There is strong support for building GeoKids LINKS infrastructure at Saint Joseph's University; 10 of the 34 graduate Fellowship years and 12 of the 16 undergraduate Fellowships will be funded by SJU through conversion of Graduate School assistantships. Faculty with Fellows are supported by the University with summer stipends, and Fellows have access to funds for research and travel to meetings. GeoKids also qualifies for corporate donations through a state education improvement tax credit program for which the Wagner is eligible. This project is receiving partial support from the Directorate for Geosciences. GRAD TEACHING FELLOWS IN K-12 EDUCATION/HUMAN RESOURCES,OCE DGE EHR Snetselaar, Karen Scott Mc Robert Susan Glassman Michael McCann St Joseph's University PA Sonia Ortega Continuing grant 1689974 7179 1690 SMET 9179 7179 0000099 Other Applications NEC 0440511 June 1, 2005 Advancing Geospatial Skills in Science and Social Science (AGSSS) - Track 1, GK-12. Advancing Geospatial Skills in Science and Social Studies (AGSSS), Track 1, is a project to enhance spatial thinking skills of Fellows, Teachers, and Students through instruction in geospatial technologies and related educational experiences. It is a collaboration among geoscientists and other spatial science faculty at Texas A&M University, College Station (Texas) Independent School District, and Texas Education Agency's Educational Service Center VI. Intellectual Merit: Spatial thinking is defined as a constructive amalgam of concepts of space, tools of representation, and processes of reasoning that uses space to structure problems, find answers, and express solutions. Spatial thinking is not an explicit part of K-16 science or social science curricula. This is in spite of evidence that spatial thinking is essential to success in mathematics, science, and some social science disciplines. AGSSS develops a program to prepare and connect geospatially skilled Fellows with science and social studies Teachers to collaborate on developing Students' spatial thinking and problem solving through geospatial technologies such as GIS, GPS, and RS. AGSSS provides Teachers and Fellows with the knowledge and skills to conduct teacher-research to assess and measure the success of their efforts to promote Students' spatial thinking and mastery of geospatial technologies. AGSSS builds on proven educational programs (Community Atlas, Mission Geography, ISS EarthKAM, Pathfinder Science) to expand the cadre of Teachers who develop students' spatial thinking and who use geospatial technologies and observational science with their students. Broader Impacts: This project creates, uses, and evaluates materials and strategies that enhance spatial thinking. This is important because it is clear that society cannot afford to relegate some students to a lesser position simply because they do not innately know how to think spatially. Spatial thinking is an emerging field of interest with broad implications for a number of domains, including school-to-workforce issues. It is critically important to develop spatially literate Fellows, Teachers, and Students. This project is receiving partial support from the Directorate for Social, Behavioral and Economic Sciences. GRAD TEACHING FELLOWS IN K-12 CROSS-DIRECTORATE ACTIV PROGR DGE EHR Bednarz, Sarah Robert Bednarz Anthony Filippi Andrew Klein Texas A&M Research Foundation TX Sonia Ortega Continuing grant 1104501 7179 1397 SMET 9179 7179 0000099 Other Applications NEC 0440517 June 1, 2005 Track 1 GK-12: Graduate Fellows and Environmental Biology. Intellectual Merit: Environmental biology graduate students will learn to use inquiry-based pedagogy to become effective in teacher training, in K-12 schools and in university teaching, and will gain direct experience with translating their research expertise into a K-12 learning environment. Participating graduate fellows will be more likely to connect with the broader community throughout their careers, thus strengthening US STEM education. Through a competitive process, 12 fellows will be selected annually from six U of MN graduate programs: Ecology, Evolution, and Behavior; Entomology; Natural Resources Science and Management; Plant Biology; Fisheries, Wildlife and Conservation Biology; and Water Resources Science. Each fellow will be paired with an experienced teacher from one of four Minneapolis and St. Paul schools (three fellow-teacher pairs per school). Teachers will gain increased STEM content and process knowledge, and their students will engage in real science and scientific research. Consequently, the urban students involved in the project will gain confidence in their science skills and thus be more likely to see themselves as potential scientists. Three categories of project activities are planned: summer workshops for fellows and teachers, science activities in K-8 classrooms during the academic year, and activities to supplement and support interactions between fellows and the K-12 school community. Summer provide science content training for the teachers and initial pedagogy training for fellows. Classroom and after-school science activities are designed to support and to extend national, state and district science content standards. Fellow/ student classroom and science club projects will culminate with in-school Science Fairs at each school and a project-wide Natural story Student Research Fair that promote connections between fellows and the broader school community, including parents and families. During the academic year, fellows will enroll in a seminar course led by the PIs, and receive additional training in teaching practices, grant writing and providing resources for K-12 education. Broader Impacts: The primary goal of this project is to train 36 graduate fellows who will then work with K-12 schools throughout their careers and eventually train the next generation of graduate students to do likewise. These fellows will serve as role models in four urban schools in which students from under-represented groups predominate and share their K-12 experience with colleagues within the university and the broader scientific community. An important outcome of this project will be the development of closer ties between public schools and the STEM programs of the University of Minnesota, and an improved understanding at the university of how to create effective K-12 collaborations. After the grant period, elements of the program will be incorporated into graduate student curriculum offerings and Bell Museum programmatic efforts. GRAD TEACHING FELLOWS IN K-12 GRAD TEACHING FELLOW IN K-12ED OFFICE OF MULTIDISCIPLINARY AC DGE EHR Oberhauser, Karen Scott Lanyon Frances Lawrenz Susan Weller Lesa Covington Clarkson University of Minnesota-Twin Cities MN Sonia Ortega Continuing grant 1861077 7179 1731 1253 SMET 9179 7179 0000099 Other Applications NEC 0440524 April 15, 2005 Track 1, GK-12: Engineering Fellows in G6-9 Science Education. In this 3-year project, the Colleges of Engineering and Education at the University of Missouri- Columbia will collaborate with three central Missouri school districts (one small city and two rural), engineering businesses, and the Missouri Department of Elementary and Secondary Education to improve the pedagogy and team-building skills of engineering graduate students, increase the engineering content for G6-9 science and mathematics teachers, and provide opportunities to increase interest in science and mathematics among G6-9 students using hands- on engineering design projects. Intellectual Merit. Engineering and education faculty working together with Fellows and G6- 9 science teachers blends content and pedagogy skills for better overall impact on the Fellows' development. This is further emphasized by requiring the Fellows to include a chapter about this outreach activity in their dissertation. Empowerment of the Fellows and development of leadership skills is included by explicitly involving them in decision making; infusion of engineering design into K-12 education, a nationally recognized need, is furthered by the project, using a unique team approach; development of Future Scientists and Engineers Clubs in schools links the proposed activities with curricular ones, enhancing effectiveness and improving sustainability, and; the proposed global connections via distance links adds an important educational dimension to all the activities, for all the participants. Broader Impact. The proposed project will help develop infrastructure for deeper and sustained partnerships, centered on engineering design, among G6-9 science and mathematics educators, higher education, industry, and the department of elementary and secondary education of the state. The prototype resources (for graduate students, teachers, and G6-9 students) developed will be made available to graduate students, middle and secondary science and mathematics teachers, and higher education throughout the region, the state, and the nation, with the expectation that they will utilize them whenever appropriate. Infusion of engineering design projects should also facilitate the development of content-rich and inquiry-based approaches. The graduate students will also benefit from enhanced skills transferable to a variety of occupations. The importance of actively engaging students in design has the potential not only to enrich teaching of science and mathematics, but also to forge connections to daily life by providing approaches to meet other challenges in diverse areas ranging from ecological issues to personal life. The inclusion of women and minorities in all aspects of this program will be stressed. Partial funding for this project is provided by the Directorate for Engineering. GRAD TEACHING FELLOWS IN K-12 HUMAN RESOURCES DEVELOPMENT RES EXP FOR TEACHERS(RET)-SITE DGE EHR Nair, Satish Shubhra Gangopadhyay Rebecca Litherland Marjorie Skubic Sheila Grant University of Missouri-Columbia MO Marilyn Mimi McClure Continuing grant 1580439 7179 1360 1359 SMET 9179 7179 0000099 Other Applications NEC 0440525 April 15, 2005 Track 2, GK-12 at Baylor College of Medicine. Baylor College of Medicine, in partnership with the Houston Independent School District (HSID), builds on a three-year GK-12 project aimed at improving high school life science education. Program accomplishments to date include student and teacher content knowledge gains, and improved student attitudes toward science. In addition, the partnership has led to greater awareness by Baylor research faculty and students of the importance of K-12 science education, the permanent establishment of a Biosciences Resource Lab at Baylor for K-12 educational activities, and successful funding of four new initiatives that link scientists-in-training at Baylor directly to Houston schools, teachers and students. The Track Two project will: continue to select four Fellow-Teacher Teams per year; develop GK-12 Fellows' communications and teaching skills; provide teacher professional development through partnerships with GK-12 Fellows (four teachers per year) and an annual professional development series (24 teachers per year); sustain the Baylor-HISD GK-12 partnership beyond the period of NSF-support through refinement of the partnership model, and phased-in institutional commitments; and disseminate resources developed by GK-12 Fellows and Partner Teachers on an existing biology teaching website. INTELLECTUAL MERIT. By focusing on a single content area (biology) and grade-level range (9-12) within a large urban school district, Baylor's GK-12 program has been able to make progress in improving teacher knowledge and instructional experiences for students. The program also has contributed to the development of graduate student scientists as educators without affecting the quality of their research or their times to graduation. Track Two support will allow further refinement and evaluation of this model. Both Baylor and HISD have made formal commitments to sustain the project to continue to support and improve biology education for the more than 40,000 students enrolled in HISD high schools. BROADER IMPLICATIONS. The GK-12 activities focus on schools with high enrollments of students underrepresented in STEM careers. In addition, schools in Texas are updating their curricula to align with new state assessments and to meet requirements that all high school students pass biology for graduation. GK-12 Fellows are assisting by contributing up-to-date and in-depth science knowledge, in addition to serving as professional role models for students. The dissemination of project-generated resources, including streaming video presentations, downloadable PDF files and annotated slide sets, on a state-of-the-art biology teaching website, BioEd Online (www.bioedonline.org), will expand the scope of the project nationally. GRAD TEACHING FELLOWS IN K-12 GRAD TEACHING FELLOW IN K-12ED DGE EHR Moreno, Nancy Scott Basinger Baylor College of Medicine TX Sonia Ortega Continuing grant 911170 7179 1731 SMET 9179 7179 0000099 Other Applications NEC 0440529 February 1, 2005 Track 1 GK-12: Integrated Science Teaching Enhancement Partnership (InSTEP). The goal of the Integrated Science Teaching Enhancement Partnership (InSTEP) is to organize and expand an existing relationship between the Florida Institute of Technology and Brevard Public Schools designed to enhance and improve science instruction and increase student enthusiasm for scientific inquiry and discovery. Graduate students (GK-12 Fellows) are matched with high school (Grades 9-11) Integrated Science (IS) teachers and participate in workshops, seminars, and mini-symposia focusing on student learning styles, inquiry-based teaching methods, pedagogy, and national and state curriculum standards. Intellectual merits: Fellows work with IS teachers to design and pilot a series of learning modules linking core IS content areas, Earth science, biology, chemistry, and physics. Using ocean exploration as a common theme, the program takes advantage of Florida's extensive coastal resources and student awareness of local ocean-related issues to stimulate interest in science. This thematic approach is used to demonstrate the interrelatedness of science disciplines and the role the ocean plays in environmental and chemical cycles and physical and biological processes. Modules are based on state and national curriculum standards and include demonstrations and inquiry-based activities that emphasize the scientific process and rely heavily on instructional strategies that encourage experimentation and problem solving. A mobile laboratory [SEAS (Science Exploration At Sea) Lab] will be purchased and renovated to support hands-on activities at local field-sites. InSTEP teams work with participating resource faculty from Florida Tech programs in marine biology, oceanography, chemistry, physics, and environmental science to develop and revise the modules before they are disseminated through regional workshops and district-wide in-service training programs. Curriculum information is distributed electronically through an interactive web portal developed and maintained by Florida's NSF-sponsored Center for Ocean Sciences Education Excellence (Florida COSEE; http://floridacosee.net). The broader impacts of the project are reflected in the benefits to the Fellows, teachers, and students. InSTEP Fellows learn valuable teaching, communication, and classroom management skills, gain a heightened awareness of their ability to enhance K-12 education, and experience the rewards and challenges of K-12 teaching. Teachers improve their understanding and mastery of science concepts and content, increase their comfort with inquiry based techniques, and gain a greater appreciation for the interdisciplinary nature of the IS curriculum. Students have an opportunity to interact with scientists and career role models and, through active participation in data collection and analysis, develop a deeper understanding and appreciation for the scientific process and the relevance of science to local community issues. This project is receiving partial support from the Directorate for Geosciences. GRAD TEACHING FELLOWS IN K-12 EDUCATION/HUMAN RESOURCES,OCE DGE EHR Tankersley, Richard John Windsor Florida Institute of Technology FL Sonia Ortega Continuing grant 1698852 7179 1690 SMET 9179 7179 0000099 Other Applications NEC 0440532 March 15, 2005 Track 1, GK-12: Inquiry-based Approaches to Earth System Science. This Track 1 project enhances middle and high school Earth Science education, specifically, the understanding of terrestrial, aquatic, and atmospheric interactions, by introducing educators and students to geospatial technology. Intellectual Merits- The partnership between Earth Science faculty, K-12 teachers and a county level educational services center enhances the science education of Fellows and K-12 students. The Fellows enhance K-12 student learning by using the local environment as a natural laboratory to explore relationships between geology and climate in Northeast Ohio. Fellows train using inquiry-based methods, and they develop the communication and leadership skills needed to excel in a variety of academic or business settings. The synergistic activities of the project include: (i) STEM education of graduate and undergraduate Fellows using inquiry approaches, (ii) placement in K-12 classrooms as content providers, (iii) professional development opportunities for K-12 teachers, and (iv) research opportunities for K-12 teachers and their students. These activities foster understanding of Earth Science concepts and to promote the use of geospatial technology in the classroom as a tool for inquiry-based K-12 learning. The educational materials employed in the program are aligned with Ohio Academic Content Standards for Earth and Space Science, Science and Technology, Scientific Inquiry, and Scientific Ways of Knowing. Fellows develop curriculum modules based on analysis of the local environment using field methods and on-line geospatial databases. Broader Impacts- Through the enhancement of existing educational partnerships between Kent State University and the Stark County Educational Services Center, the project seeks to improve the quality of middle and high school Earth Science education in high-risk schools from the seventeen school districts of Stark County, OH. The 270 middle and high school teachers in Stark County educate more than 35,000 student in a mix of urban, rural, and suburban districts. This method partners overlapping pairs of nine graduate (GK-12) and five undergraduate (UK-12) Fellows with teams of teachers comprising entire science departments of targeted Stark County schools. In this way, the project directly impacts 36 middle and high school science teachers per year and their almost 5,000 students. Partnering pairs of Fellows with teams of teachers is a powerful approach that allows rapid institutionalization through dissemination of learned techniques, peer support, and administrative "buy-in". Teacher participants are empowered to disseminate their knowledge to peers at other departments in their districts. This project is receiving partial support from the Directorate for Social, Behavioral and Economic Sciences. GRAD TEACHING FELLOWS IN K-12 CROSS-DIRECTORATE ACTIV PROGR DGE EHR Munro-Stasiuk, Mandy Joseph Ortiz Donna Witter Scott Sheridan Nancy BakerCazan Kent State University OH Sonia Ortega Continuing grant 1914276 7179 1397 SMET 9179 7179 0000099 Other Applications NEC 0440547 July 1, 2005 FERMAT - Fellows Engaged as Resources in Mathematics to Assist Teachers. This Track 1 FERMAT GK-12 project unites the efforts of mathematics faculty from a federally designated Hispanic-serving institution with educators from a school district with a large Hispanic/Latino student population to place 12 graduate mathematics students as Fellows in three pairs of high schools and feeder middle schools in the district. FERMAT's focus is the quality of the education provided to mathematics graduate students so they become competent professionals who are skilled in communicating mathematical knowledge. It is also aimed at improving teacher quality in the participating schools. Its design fosters the creation of a learning community in which Fellows, partnered with teachers, secondary mathematics coordinator, exemplary teachers, and CSUN mathematics and secondary education faculty, all collaborate as professional colleagues in the four fundamental features of our project: recruitment, training, interaction, and mentoring. As a result, honors-quality Algebra I and Geometry instruction will be offered to pupils with different learning styles from diverse populations. Other special features of our project are a program for qualifiable minority undergraduates, portfolios of Fellows activities, a graduate seminar, a graduate newsletter to inform and track Fellows, and a website for dissemination. Finally, the outcomes of the project will be continuously and carefully evaluated by an external evaluator to improve the FERMAT model during and following the grant period, fostering institutionalization. Intellectual Merit: The FERMAT project is partnership-driven, builds on previous CSUNLAUSD collaborations and CSUN efforts involving graduate students in educational projects, and uses methods of demonstrated efficacy. Fellows and GK-12 Teachers search for pedagogical methods that address age-related abilities to deal with abstractions, while engaging pupils in challenging problems that connect them to their larger world. Our Fellows assist teachers to build capacity for teaching challenging courses and through applications of mathematics and creative use of computers, Fellows and teachers improve learning in their classrooms. Using a balanced approach between discovery and direct instruction, their pupils progressively advance their logical and abstract thinking to succeed in mathematics. Finally, the FERMAT projectl comprehensively develops Fellows communication and teamwork skills, in addition to sharpening and broadening each Fellow's vision of mathematics. Broader Impact: In addition to enriching the quality of mathematics taught in the participating schools, FERMAT experiences enhances the teaching competency of both Fellows and GK- 12 Teachers, extending the project's benefits to future students. Via the graduate seminar, graduate newsletter, and a website, this project has an impact on faculty and students in mathematics who are not directly involved in FERMAT. By recruiting qualifiable minority students, in particular Hispanic students, and turning them into highly qualified Fellows, the project develops and trains graduate students who share the cultural and ethnic backgrounds of the pupils in the project's schools. These role-model Fellows organize and lead academic enrichment activities for secondary pupils, inspiring them to seek careers in mathematics or related fields. This project is receiving partial support from the Directorate for Mathematical and Physical Sciences. EAPSI GRAD TEACHING FELLOWS IN K-12 OFFICE OF MULTIDISCIPLINARY AC DGE EHR Horn, Werner James Castro The University Corporation, Northridge CA Sonia Ortega Continuing grant 1665600 7316 7179 1253 SMET 9179 7179 5977 5913 0000099 Other Applications NEC 0440557 March 15, 2005 Track 1, GK-12: Greater Orlando GK-12 Partnership. The Greater Orlando GK-12 program is a partnership between the University of Central Florida (UCF), the Orlando Science Center (OSC) and Orange County Public Schools (OCPS) aimed at strengthening curriculum content and teacher knowledge in 9th grade science education. The program teams 9 graduate fellows and 3 undergraduate fellows from STEM programs at the University of Central Florida with 12 teachers from Orange County Public Schools. The GO-GK-12 Partnership builds upon many independently existing relationships between the various partners, and addresses the strategic needs for science education in the school system. The program focuses on assisting Orange County teachers with their 9th grade integrated science curriculum. OCPS is the 14th largest school district in the country serving 154,485 students in 151 schools. 52% of these students are members of underrepresented minority groups in science. An ultimate goal is to develop financial models for sustaining the GO-GK-12 Partnership so that GK-12 fellowships become an integral part of STEM graduate programs at UCF. The intellectual merits of this program are: Strong emphasis on pedagogical training of the GK-12 fellows prior to entering the classroom; Planned matching of fellows and teachers and comprehensive interactive training and planning workshops; Use of the GK-12 fellows to introduce teachers to the Orlando Science Center's Science Suitcase equipment loaner program; A thorough and independent evaluation and assessment component; A focus on the science education needs of the school district. The broader impacts of this program are: Creation of cohorts of outstanding STEM Doctoral and Bachelors graduates with strong communication skills and an intimate knowledge of issues facing K-12 science education; Strengthened and lasting partnerships between UCF's STEM faculty and local K-12 teachers and schools; Sustained improvement in the teaching of 9th grade science in the region; Improved student experiences of learning science; Each year, this program will impact twelve 9th grade science teachers and 2,000 9th grade students. GRAD TEACHING FELLOWS IN K-12 OFFICE OF MULTIDISCIPLINARY AC DGE EHR Hagan, David Larry Chew Cherie Geiger Aldrin Sweeney University of Central Florida FL Sonia Ortega Continuing grant 1510000 7179 1253 SMET 9179 7179 0000099 Other Applications NEC 0440560 May 1, 2005 (Track 2, GK-12) Sustaining the Maine ScienceCorps: Collaborative Integration of Research Experiences and Active Learning into Biosciences Education. The Maine ScienceCorps connects science teachers and students at rural high schools with the biosciences research community of the University of Southern Maine (USM) and the Education Division of the Foundation for Blood Research (FBR). This Track 2 project seeks to institutionalize and scale up this still evolving synergistic partnership to foster a sustainable interdisciplinary learning community that infuses active learning and collaborative research and inquiry experiences into both pre-college and university bioscience education. During the final year of Track 1 funding, ten USM Immunology and Molecular Biology graduate student fellows (8 NSF-, 2 USM-funded) are partnered with teachers in twelve schools across Maine to bring advanced standards-aligned bioscience laboratory activities to about one thousand students during the year. Significant benefits and outcomes with broader impacts have included: (1) Access in rural schools to molecular biology and immunology lab activities not previously possible; (2) connection of diverse students in rural schools with scientific role models; (3) effective development of graduate student.s teaching and communication skills while increasing their awareness of their potential for contributions to pre-college science education; and (4) introduction of new opportunities for motivated teachers and students to collaborate in authentic research inquiry and in presentation of results at scientific conferences. Outcomes with intellectual merit (not completely exclusive of those listed above) have also included: (1) Increased active scientific learning in all schools but particularly in those that participated in a new pilot research project collaboration introduced in year three of Track 1 funding; and (2) design and implementation of a potentially long-term regional interdisciplinary research project expanding the scope and experience of collaborative scientific inquiry for all participants. INTELLECTUAL MERIT: The constructivist pedagogy and philosophy guiding this project and its emphasis on active laboratory and inquiry-based learning at all levels is supported by considerable education research on effective strategies for reaching diverse students. The approach provides a framework for collaborative professional development for all participants. BROADER IMPACTS: The Maine ScienceCorps partnership addresses specific educational needs of isolated severely under-funded rural schools for access to laboratory-based inquiry activities and connection with the broader scientific world. Contributions to bioscience education reform at all levels and to success in sustained collaboration with two other GK-12 projects at another campus of the University of Maine System are expected. Establishment of a new Institute for Collaborative Research Experiences and Active Learning in Science will provide interdisciplinary infrastructure for sustaining the project while developing new resources and rewards for faculty engaging in the scholarship of teaching and learning. GRAD TEACHING FELLOWS IN K-12 GRAD TEACHING FELLOW IN K-12ED DGE EHR Duboise, Samuel Ah-Kau Ng Paula Haddow Stephen Pelsue Walter Allan University of Southern Maine ME Sonia Ortega Continuing grant 1823660 7179 1731 SMET 9179 7179 0000099 Other Applications NEC 0440568 March 15, 2005 Graduate Teaching Fellows Enhancing STEM Education in South Carolina Schools. This project expands a successful GK-12 program that was originally focused on engineering problem solving to a cross-campus program with the broader theme of authentic inquiry in all STEM disciplines. The institutionalized program is called the Project Partners in Inquiry (Project Pi) because it promotes inquiry as an instructional approach through partnerships between STEM graduate students and grade 3-8 teachers. GK-12 Fellows and their institutional counterparts (Pi Fellows) partner with science and mathematics teachers to develop the teaching skills of the Fellows, foster STEM content gain among teachers, and enrich K-12 students. learning of STEM concepts and applications. The Track 2 project reflects a unique partnership between Richland County School Districts I and II, three USC Colleges (Engineering and Information Technology, Science and Mathematics, and Education), the Graduate School, Office of Research, Office of Information Technology, and the SC Commission on Higher Education. The partners are contributing over $900,000 in cost share to this project, and plan to provide $100,000 per year beyond the Track 2 grant to support STEM students to work in K-12 schools and further the goals of GK-12. Institutionalization of GK-12 at USC will occur though the administration of Pi Fellowships by the Graduate School, the management of the Pi Project by the newly established Center for Teaching and Learning, and the adoption of a degree-credit graduate course (GRAD 800) that prepares STEM students for GK-12 activities. The Intellectual Merit of this project includes an innovative inquiry-based learning cycle approach that enables Fellows and teachers to use inquiry in instruction. Fellows and Teacher Partners also learn cooperatively from one another. Other major program elements include the GK-12 Retreat, GRAD 800, the GK-12 Spring Seminar, and the GK-12 Institute for Teachers. The project is designed so that Fellows can help implement and develop lessons based on their disciplinary knowledge. Research will be conducted to determine what factors contribute to successful partnerships and on the extent to which the graduate student.s discipline and the teacher.s grade level assignment affect the partnership.s effectiveness. Broader impacts are reflected in the nature of the targeted schools, which include large numbers ofstudents in groups currently underrepresented in STEM. GK-12 activities will be integrated intograduate programs by institutionalizing coursework that includes K-12 teaching and by institutional support for Pi Fellows. Outcomes assessment from Track 1 tells us that graduate students that participate in GK-12 better understand the issues facing K-12 education and will continue to be involved in K-12 after leaving the University. The addition of science and mathematics students to the engineering student base broadens our programs interdisciplinary focus, allows for more coverage of the grades 3-8 curricula, and enriches the graduate student experience. Qualitative and quantitative evaluation and research will be conducted through the USC Office of Program Evaluation to assess program outcomes. GRAD TEACHING FELLOWS IN K-12 HUMAN RESOURCES DEVELOPMENT DGE EHR Lyons, Jed Roger Sawyer Christine Ebert Stephen Thompson University South Carolina Research Foundation SC Sonia Ortega Continuing grant 1999990 7179 1360 SMET 9179 7179 0000099 Other Applications NEC 0440576 April 1, 2005 Track 2, GK-12: Let's Explore Applied Physical Science (LEAPS). The "Let's Explore Applied Physical Science" (LEAPS) program will build on the successful GK-12 model established at UCSB in 2002. LEAPS graduate and undergraduate science and engineering Fellows will work in interdisciplinary teams with science and math teachers at 3 local junior high/middle schools to deliver discovery-oriented instruction in Physical Science. In addition to classroom innovations, LEAPS will organize after-school science clubs and science fair project mentorship by Fellows and volunteer graduate students and will participate in an "Ask-a-Scientist" internet project. LEAPS Family Science Nights at each school will engage parents in discussion of Fellow and student interactions. Intellectual Merit: The LEAPS program will create a community of research scientists and engineers who have expertise in effective teaching of inquiry-based instruction, supportive mentorship, and accessible communication of science and technology to the general public. LEAPS will enrich K-12 student science experiences through individualized engagement in scientific inquiry and mentorship by Fellows. LEAPS will explore the capacity of university researchers to become effective role models for Junior High School students. Broader Impacts: LEAPS teachers will gain new resources for classroom activities; help with mentoring science fair projects, and mechanisms for engaging parents. LEAPS will partner with 3 local schools with sizable Latino populations to deliver innovative science instruction to 8th grade students. In California, grade 8 Science is the last science course that all students must take, and therefore has great importance on their college tracking path. Thus, mentorship and role modeling for students is an essential focus of this project. Institutionalization efforts will increase faculty participation, develop community, industrial and university support, and cultivate an expanded network of UCSB volunteers. LEAPS will create a new course, "Science for the Public: Communication and Mentoring", which will engage the greater UCSB community in seminars on public perceptions of science and scientists, and in mentoring field-work in K-12 schools. Evaluation will focus on long-term tracking of student attitudes towards science and on measures of student performance. Participants will provide feedback on their LEAPS experience and how it shapes their educational and career progress. Program impacts and evaluation findings will be disseminated by LEAPS Fellows, Teachers, Evaluator and PI's through campus newsletters, local media, a LEAPS seminar series at UCSB, presentations at professional education and science conferences, and publications in science education journals. GRAD TEACHING FELLOWS IN K-12 OFFICE OF MULTIDISCIPLINARY AC DGE EHR Gwinn, Elisabeth S. James Allen Fiona Goodchild Daniel Blumenthal Glenn Beltz University of California-Santa Barbara CA Sonia Ortega Continuing grant 1991000 7179 1253 SMET 9179 7179 0000099 Other Applications NEC 0440594 May 1, 2005 Track 1, GK-12, Science and Society Fellows: Partnering with Rural Schools in the Greater Yellowstone Ecosystem. 0440594 The goals of this GK-12 project are to 1) strengthen MSU.s institutional support for training experiences in a K-12 context in order to enhance the communication and leadership skills of graduate and undergraduate scientists; and 2) enhance science education in rural K-12 settings by infusing locally relevant, current environmental science research about the Greater Yellowstone Ecosystem into K-12 classrooms. The Fellow-Teacher partnerships enhanced by a number of focused team activities, joint professional development activities and Teacher collaboration in the Fellow's summer field work. GK-12 Teachers and Fellows collaborate during the school year to develop a lasting product that links the GK-12 Fellow's research and expertise with a science issue of local or regional concern (e.g., water quality, wildlife,climate change). The intellectual merit of this proposal rests on the potential to develop a model of GK-12 engagement with rural school districts in a state where 42% of the 159,998 K-12 students attend schools in communities where the population is more than 2500. There are two broad impacts of project. First, by bringing to the K-12 classroom scientific research on topics that ultimately relate to the management of a large, diverse and complex ecosystem, the project works towards creating an environmentally literate citizenry who have the capacity to make science-based decisions about contentious resource management issues. Second, by establishing an MSU standard of exposing the best and brightest graduate researchers to the K-12 community, increasing the capacity for future partnerships between academic scientists and K-12 educators while increasing the communication skills of the next generation of scientific researchers. The evaluation will provide strong formative feedback and also determine the extent to which the work succeeds in achieving its desired goals. A key step for the evaluation is the development of a theory of change based on the assumptions underlying the programs activities through dialogs with major stakeholders. EXP PROG TO STIM COMP RES GRAD TEACHING FELLOWS IN K-12 EDUCATION/HUMAN RESOURCES,OCE DGE EHR Rew, Lisa Elisabeth Swanson Montana State University MT Sonia Ortega Continuing grant 1850091 9150 7179 1690 SMET 9179 7179 0000099 Other Applications NEC 0440605 April 1, 2005 Track 2, GK-12: Human Impact Along the Front Range of Colorado. 0440605 The University of Northern Colorado (UNC), Colorado State University (CSU), the Weld County School District 6, and the Poudre School District Track 2 award is developing, sustaining, and institutionalizing its current GK-12 program entitled Human Impact Along the Front Range of Colorado. Intellectual Merit: The project integrates science and math content standards using the rapid regional growth and its impacts on land use, climate and biodiversity. The project links K-12 instruction, teacher professional development, and graduate education with STEM research, exposing K-12 teachers and students to current research, and graduate and undergraduate fellows to K-12 classrooms and instruction. The project supports 24 graduate and 10 undergraduate fellows. The project has 3 goals. Goal 1: Deliver and refine the GK-12 program. The project forms teaching-research teams comprised of K-12 teachers, GK-12 fellows, K-12 students and researchers that interact throughout the year. During the summer, the teachers, fellows, and students work together on research. During the academic year the fellows work with teachers in the classroom. Teaching and research workshops and symposia are held to familiarize researchers and fellows with the K-12 culture (led by teachers), and teachers with the research culture (led by researchers and fellows). Teachers and fellows established long-term Schoolyard Ecology research plots on school grounds or local environmental centers as a focal point of learning. Teachers and fellows develop and deliver standards-based science and mathematics modules. Goal 2: Institutionalize and sustain the GK-12 program across the partnership. The project builds on the successes by securing the space, the seminar series, and the schoolyard plots. Goal 3: Evaluate the effectiveness of the GK-12 program. An external evaluator leads the evaluation, in concert with GK12 participants by assessing the content and process knowledge of teachers, fellows and students; changes in the instructional practices of teachers and fellows; the effectiveness in increasing minority participation in STEM research, education, and careers; the programs effectiveness in creating teacher leaders; and its effect on the degree programs and career choices of fellows. Broader Impact: The program impacts districts (Weld County and Poudre) of 45,000 students, high percentages of whom are from groups under-represented in STEM disciplines (47% and 20%), low income (47% and 20%) and/or English Language Learners (10%). The project focuses on teacher professional development designed to increase content knowledge of teachers, the training of fellows on how to engage K-12 students, research opportunities for minority students, and the preparation teacher leaders to initiate long-term systemic change. GRAD TEACHING FELLOWS IN K-12 GRAD TEACHING FELLOW IN K-12ED DGE EHR Moore, John David Swift William Hoyt Raymond Tschillard Carol Seemueller University of Northern Colorado CO Sonia Ortega Continuing grant 792005 7179 1731 SMET 9179 7179 0000099 Other Applications NEC 0440614 April 1, 2005 Track 1, GK-12 Teaching Assistants Sharing Knowledge (TASK) in Alaska. The Track 1, GK-12 Teaching Assistants Sharing Knowledge (TASK) in Alaska is a multidisciplinary program developed by the STEM departments within the University of Alaska Fairbanks with the enthusiastic support of the Fairbanks North Star Borough School District, Denali Borough School District, and the Lower Kuskowkim School District. The project builds on the solid foundation of the Partners in Science, GLOBE, and OLCG programs to meet the needs of Alaskan K-12 students in science and mathematics and targets schools with high Alaskan Native populations. The project uses the best practices models to prepare Fellows for the classroom and place them with Master K-12 teachers. The goals of the project are to bring current technology, tools, and knowledge to students in K-12 classrooms to meet the Alaska State Standards; contribute to the knowledge base of K-12 teachers; and to enhance the teaching and communication skills of graduate our Fellows so that their academic careers are measurably enhanced by this experience. Fellows are assigned to one school for one or two semesters to develop rapport with students and staff. The project uses an experienced program coordinator to help manage this program, and an enthusiastic team of UAF faculty mentors and K-12 teachers to enrich the experience. Intellectual Merit. The project applies the best practices in teacher preparation and mentoring to those schools in the Fairbanks area that are most likely to be in trouble with NCLB standards. The Fellows will deepen their content knowledge through being forced to explain concepts in simple ways, and by using analogies that are developmentally appropriate. Mentoring of teachers has been shown to be very effective in retention. Broader Impacts . The best practices used will insure that K-12 students will receive the very best of hands-on science, mathematics and technology education. The project employs numerous minority (especially Alaska Native) and women scientists and mathematicians, who will serve as excellent role models for K-12 students. By establishing a university course to prepare the students to interact in meaningful ways with K-12 students, the project will develop the needed infrastructure to continue this program. The project will disseminate the results through presentations at the AAAS Arctic Division meetings, local and national conferences, journals, and through the website. As a benefit to the general public, a collaborative learning community will continue to grow; one that spans K through gray, with K-12 schools, institutions of higher learning, Alaska Native elders, practicing professionals, and community members all involved in STEM education. EXP PROG TO STIM COMP RES GRAD TEACHING FELLOWS IN K-12 GK-12 DGE EHR Nance, Kara Elena Sparrow David Newman Anthony Rickard University of Alaska Fairbanks Campus AK Sonia Ortega Continuing grant 1883820 9150 7179 5284 SMET 9179 7179 0000099 Other Applications NEC 0440617 April 1, 2005 Track 1, GK-12, Applied Design Engineering Projects Team (ADEPT). The University of California at Berkeley in conjunction with the Berkeley Unified School District will create Applied Design Engineering Project Teams (ADEPT). These teams will design and deploy a standards-based engineering curriculum for middle schools and high schools meant to integrate mathematics and science learning, inspire students and strengthen the classroom experience of current and future faculty in math, science, and engineering. ADEPT curriculum development teams will combine the best of inquiry- and activity-based teaching and learning with cutting edge university-based research methods and resources. Each team will be made up of local school teachers, university faculty, graduate students, and advanced undergraduates; each of whom will contribute unique perspectives and skills in the creation of discrete curriculum modules. These modules will form the core of the curriculum and serve as exemplary .hands-on . minds-on. model lessons that enrich the learning experience of the entire range of students. The overall goals of the program are to: Engage middle and high school students in doing mathematics and science through engineering projects that strengthen their understanding of core concepts in math and science; Engage and enrich learning for the diverse population of middle and high school students found in urban classrooms; Create and sustain a vibrant learning community of teachers, graduate students, undergraduate students and university faculty who work together to develop exemplary curriculum modules; Foster a college-going culture among middle school students, parents, and teachers that provides a supportive and attractive alternative to counter-academic pressures confronting students when they make the transition from middle school to high school. Intellectual Merits: ADEPT modules will be designed to serve the needs of the full range of students, including those who do not learn core math and science concepts with the current curriculum and teaching methods. These hands-on engineering design projects will tap into a greater range of learning modalities than current textbook and classroom practices. Second, ADEPT modules will serve the needs of students who have mastered the core math and science concepts and are challenged by the open-ended opportunities to integrate these math and science concepts, and apply their understanding to engineering projects that have implications for their lives and their community. Broader Implications: The modules to be developed will go beyond the traditional views of engineering to value the community and cultural context within which middle- and high school students learn. All results will be made available to other school districts and universities who may be interested in using these modules. This project is receiving partial support from the Directorate for Enginnering. GRAD TEACHING FELLOWS IN K-12 HUMAN RESOURCES DEVELOPMENT DGE EHR Johnson, George Caroline Kane University of California-Berkeley CA Sonia Ortega Continuing grant 1829035 7179 1360 SMET 9179 7179 0000099 Other Applications NEC 0441019 September 1, 2004 GRADUATE RESEARCH FELLOWSHIPS. GRADUATE FELLOWSHIPS DGE EHR Couvillon, Margaret Couvillon, Margaret J VA Gisele T. Muller-Parker Fellowship 82000 7172 SMET 9179 7172 0000099 Other Applications NEC 0441020 September 1, 2004 GRADUATE RESEARCH FELLOWSHIPS. GRADUATE FELLOWSHIPS DGE EHR Hastings, Sara Hastings, Sara R VA Gisele T. Muller-Parker Fellowship 40500 7172 SMET 9179 0000099 Other Applications NEC 0441021 October 1, 2004 GRADUATE RESEARCH FELLOWSHIPS. GRADUATE FELLOWSHIPS DGE EHR Rust, Martin Rust, Martin A VA Gisele T. Muller-Parker Fellowship 81883 7172 SMET 9179 0000099 Other Applications NEC 0441022 July 15, 2004 GRADUATE RESEARCH FELLOWSHIP. GRADUATE FELLOWSHIPS DGE EHR Kelly, Elisa Kelly, Elisa M none Gisele T. Muller-Parker Fellowship 115140 7172 SMET 9179 0000099 Other Applications NEC 0441024 September 1, 2004 GRADUATE RESEARCH FELLOWSHIPS. GRADUATE FELLOWSHIPS DGE EHR Buchtel, Emma Buchtel, Emma E VA Gisele T. Muller-Parker Fellowship 115614 7172 SMET 9179 0000099 Other Applications NEC 0446726 June 1, 2004 Establishing a Partnership Laboratory. The goal of this PFSMETE Start-Up Grant proposal is to establish a Partnership Laboratory within the framework of the UCSF SEP that will make discoveries and build knowledge about how collaborations between the scientific and education communities can improve and articulate K-20+ science education. This Partnership Laboratory will not be a separate, independent entity, but rather a scholarly research and evaluation effort integrated with SEP's existing professional development and partnership programs in science education, thereby institutionalizing partnership research efforts. The two major goals of establishing a Partnership Laboratory are: To build knowledge of scientist-teacher partnership by expanding and transforming PFSMETE-initiated partnership research by I) analyzing the correlation between scientist- teacher partnership outcomes and different programmatic models of partnership, 2) beginning an investigation of K-12 student outcomes that result from scientist-teacher partnerships, and 3) examining the influence of partnership experiences on the career trajectories of scientists and teachers. To cultivate a partnership research community by 1) founding a Partnership Collaborative Inquiry Group of veteran SEP scientists and teachers who engage in on-going partnership action research, 2) involving scholars and practitioners from the fields of science and education research as Partnership Research Advisors, and 3) convening Partnership Collaborative Inquiry Group members, Partnership Research Advisors, and the SEP Staff semi- annually at Research Retreats to analyze research questions, methodological strategies, data analysis, and interpretation of fmdings. The effort will not only result in the establishment of a Partnership Laboratory, but also begin to build an academic discipline ofK-20+ Education Partnership, the study of collaboration between teachers and practitioners to increase the quality and authenticity of subject area education for all students. In addition, although the proposed efforts are focused on science education partnerships specifically, they have the potential for informing and promoting the development of partnerships in many disciplines. As such, these studies of scientist-teacher partnership will be of national interest, and documentation of these efforts and synthesis of fmdings will be disseminated through presentation at scientific and educational conferences, with the eventual goal of publication in journal articles and compilation into a partnership handbook. POSTDOC FELLOW IN SCI, MATH EN DGE EHR Tanner, Kimberly San Francisco State University CA Carolyn L. Piper Standard Grant 33858 7174 SMET 9179 0451136 September 15, 2004 GRADUATE RESEARCH FELLOWSHIPS. GRADUATE FELLOWSHIPS DGE EHR None, None University of Tulsa OK Gisele T. Muller-Parker Fellowship 162000 7172 SMET 9179 7179 7172 0000099 Other Applications NEC 0451140 September 15, 2004 GRADUATE RESEARCH FELLOWSHIPS. GRADUATE FELLOWSHIPS DGE EHR None, None University of Memphis TN Gisele T. Muller-Parker Fellowship 236500 7172 SMET 9179 0000099 Other Applications NEC 0451141 September 15, 2004 GRADUATE RESEARCH FELLOWSHIPS. GRADUATE FELLOWSHIPS DGE EHR None, None University of Massachusetts, Dartmouth MA Gisele T. Muller-Parker Fellowship 81000 7172 SMET 9179 0000099 Other Applications NEC 0451142 September 15, 2004 GRADUATE RESEARCH FELLOWSHIPS. GRADUATE FELLOWSHIPS DGE EHR None, None University of Tennessee Chattanooga TN Gisele T. Muller-Parker Fellowship 81000 7172 SMET 9179 0000099 Other Applications NEC 0451143 September 15, 2004 GRADUATE RESEARCH FELLOWSHIPS. GRADUATE FELLOWSHIPS DGE EHR Marcus, Nancy Florida State University FL Gisele T. Muller-Parker Fellowship 284500 7172 SMET 9179 7172 0000099 Other Applications NEC 0451144 September 1, 2004 GRADUATE RESEARCH FELLOWSHIPS. GRADUATE FELLOWSHIPS DGE EHR Murphy, David Murphy, David W VA Gisele T. Muller-Parker Fellowship 41500 7172 SMET 9179 0000099 Other Applications NEC 0451145 September 15, 2004 GRADUATE RESEARCH FELLOWSHIPS. GRADUATE FELLOWSHIPS DGE EHR None, None Rochester Institute of Tech NY Gisele T. Muller-Parker Fellowship 162000 7172 SMET 9179 0000099 Other Applications NEC 0451147 September 1, 2004 GRADUATE RESEARCH FELLOWSHIPS. GRADUATE FELLOWSHIPS DGE EHR Willis, Stuart Willis, Stuart C none Gisele T. Muller-Parker Fellowship 41500 7172 SMET 9179 0000099 Other Applications NEC 0451148 September 1, 2004 GRADUATE RESEARCH FELLOWSHIPS. GRADUATE FELLOWSHIPS DGE EHR Minn, Pierre Minn, Pierre H VA Gisele T. Muller-Parker Fellowship 154186 7172 SMET 9179 0000099 Other Applications NEC 0451149 September 1, 2004 GRADUATE RESEARCH FELLOWSHIPS. GRADUATE FELLOWSHIPS DGE EHR Bentz, Christina Bentz, Christina M VA Gisele T. Muller-Parker Fellowship 40500 7172 SMET 9179 0000099 Other Applications NEC 0451150 September 1, 2004 GRADUATE RESEARCH FELLOWSHIPS. GRADUATE FELLOWSHIPS DGE EHR Miller, Gabriel Miller, Gabriel A VA Gisele T. Muller-Parker Fellowship 41500 7172 SMET 9179 0000099 Other Applications NEC 0451151 September 1, 2004 GRADUATE RESEARCH FELLOWSHIPS. GRADUATE FELLOWSHIPS DGE EHR Gove, Nathan Gove, Nathan A VA Gisele T. Muller-Parker Fellowship 41500 7172 SMET 9179 0000099 Other Applications NEC 0455337 October 1, 2004 GRADUATE RESEARCH FELLOWSHIPS. GRADUATE FELLOWSHIPS DGE EHR None, None University of Nebraska Medical Center NE Gisele T. Muller-Parker Fellowship 40500 7172 SMET 9179 0000099 Other Applications NEC 0500059 November 15, 2004 GRADUATE RESEARCH FELLOWSHIPS. GRADUATE FELLOWSHIPS DGE EHR None, None University of Oklahoma Norman Campus OK Gisele T. Muller-Parker Fellowship 697718 7172 SMET 9179 0000099 Other Applications NEC 0501132 November 1, 2004 GRADUATE RESEARCH FELLOWSHIPS. GRADUATE FELLOWSHIPS DGE EHR Bresson, James Bresson, James A none Gisele T. Muller-Parker Fellowship 41500 7172 SMET 9179 0000099 Other Applications NEC 0502150 November 1, 2004 GRADUATE RESEARCH FELLOWSHIPS. GRADUATE FELLOWSHIPS DGE EHR None, None Brandeis University MA Gisele T. Muller-Parker Fellowship 364500 7172 SMET 9179 0000099 Other Applications NEC 0502153 November 1, 2004 GRADUATE RESEARCH FELLOWSHIPS. GRADUATE FELLOWSHIPS DGE EHR None, None Mount Sinai School of Medicine NY Gisele T. Muller-Parker Fellowship 121500 7172 SMET 9179 7172 0000099 Other Applications NEC 0502154 November 1, 2004 GRADUATE RESEARCH FELLOWSHIPS. GRADUATE FELLOWSHIPS DGE EHR Wolfe, Benjamin Wolfe, Benjamin E none Gisele T. Muller-Parker Fellowship 40500 7172 SMET 9179 0000099 Other Applications NEC 0502863 November 1, 2004 GRADUATE RESEARCH FELLOWSHIPS. GRADUATE FELLOWSHIPS DGE EHR Airey, Sarah Airey, Sarah S VA Gisele T. Muller-Parker Fellowship 121500 7172 SMET 9179 0000099 Other Applications NEC 0503848 November 1, 2004 GRADUATE RESEARCH FELLOWSHIPS. GRADUATE FELLOWSHIPS DGE EHR None, None Georgia State University GA Gisele T. Muller-Parker Fellowship 121500 7172 SMET 9179 0000099 Other Applications NEC 0504103 June 15, 2005 IGERT: Assessing Change in Coastal Ecosystems: Integrating Natural and Social Sciences. The University of Rhode Island's Coastal Institute IGERT Project (CIIP) has developed an integrated, multi-disciplinary graduate curriculum to enrich the education of students who show potential for leadership in solving environmental problems in coastal ecosystems. The fundamental goal and intellectual merit of this IGERT is to integrate the traditionally disparate disciplines in the natural and social sciences to form a coherent, multidisciplinary framework for coastal research. This framework will sharpen the focus of basic research in the sciences by identifying the critical questions and information needs of resource managers. Similarly, research in the social sciences will be advanced by bringing scientific literacy to the assessment of economic and social dimensions of coastal environmental problems. Working closely with each other and with non-academic partner institutions, trainees from the natural sciences (ecology, biology, fisheries, natural resources science) and the social sciences (economics, governance, planning, coastal policy) will acquire competence in developing, implementing, and monitoring programs and policies that promote the vitality of coastal regions. To accomplish this trainees must be able to anticipate and negotiate points of conflict among environmental, social, and economic perspectives on issues of coastal science and management. The CIIP uses tools and disciplines in the humanities such as communication sciences, ethics, social equity, aesthetics and leadership to provide graduate students with skills and perspectives that are fundamental to bridging science and public policy in practice. The broader impact of the integrated research and training in the CIIP will be production of practical solutions to environmental problems that are relevant to much of coastal America. IGERT is an NSF-wide program intended to meet the challenges of educating U.S. Ph.D. scientists and engineers with the interdisciplinary background, deep knowledge in a chosen discipline, and the technical, professional, and personal skills needed for the career demands of the future. The program is intended to catalyze a cultural change in graduate education by establishing innovative new models for graduate education and training in a fertile environment for collaborative research that transcends traditional disciplinary boundaries. IGERT FULL PROPOSALS DGE EHR August, Peter Candace Oviatt James Opaluch Judith Swift Richard Burroughs University of Rhode Island RI Melur K. Ramasubramanian Continuing grant 3016579 1335 SMET 9179 9178 9150 1335 0000099 Other Applications NEC 0504195 August 1, 2005 IGERT: Non-equilibrium Dynamics Across Space and Time: A Common Approach for Engineers, Earth Scientists, and Ecologists. This IGERT training grant will bring together scholars of ecology, civil engineering, and the earth sciences to study the interplay between landscape changes and ecosystem processes across a wide range of spatial and temporal scales and across interfaces with an emphasis on non-equilibrium dynamics. Changes in the abiotic and biotic world have taken place over a wide range of temporal and spatial scales. In particular, human activities have greatly accelerated the rate at which the physical and biological world is perturbed through modifications in transport processes. Opportunities for graduate education and research spanning these disciplines and issues will be provided at the University of Minnesota research facilities at Itasca State Park and the National Center for Earth-surface Dynamics (NCED). Key education and training features are a one-year comprehensive, team-taught course that emphasizes data collection using modern instrumentation, data analysis, data interpretation, and model building across spatial and temporal scales and across interfaces. Collaborative projects, virtual seminars with international partners, ethics training and professional preparation will enhance this experience. The core training in the basic sciences and engineering will also include historical, social, and economic topics. This IGERT training program will recruit students from a broad spectrum and prepare them for an international and collaborative workforce. The broader impacts of this IGERT include partnerships with colleges and pre-graduate school internships to recruit from underrepresented groups. The partnership with NCED will provide opportunities for public outreach activities through collaborations with the Science Museum of Minnesota and the Minnesota Historical Society, such as development of teaching materials for K-12 based on historical records in Minnesota. IGERT is an NSF-wide program intended to meet the challenges of educating U.S. Ph.D. scientists and engineers with the interdisciplinary background, deep knowledge in a chosen discipline, and the technical, professional, and personal skills needed for the career demands of the future. The program is intended to catalyze a cultural change in graduate education by establishing innovative new models for graduate education and training in a fertile environment for collaborative research that transcends traditional disciplinary boundaries. HUMAN RESOURCES DEVELOPMENT IGERT FULL PROPOSALS DGE EHR Shekhar, Shashi Christopher Paola Miki Hondzo Raymond Hozalski Jacques Finlay University of Minnesota-Twin Cities MN Melur K. Ramasubramanian Continuing grant 2819194 1360 1335 SMET 9179 1335 0000099 Other Applications NEC 0504196 July 1, 2005 IGERT: EIGER - Exploring Interfaces through Graduate Education and Research. Exploring Interfaces through Graduate Education and Research (EIGER) is an IGERT program that focuses on new teaching, learning, and research concepts in natural interface science applied to environmental science and engineering. These natural interfaces exist on all surfaces within the Earth, the hydrosphere, the atmosphere, and living organisms. This science is highly interdisciplinary, so EIGER also explores the complex human interfaces among the people that make up technical, interdisciplinary groups, exploring better ways to build functional research teams to carry out the complex research agendas of today and the future. The intellectual merit and goal of the program is to train the first group of environmental, geological, soils, and biological scientists and engineers who will be truly interdisciplinary in the field of natural interface science, and who also will be knowledgeable in technical team dynamics. Further, EIGER includes 11 remote laboratory locations on five continents, and EIGER fellows, in teams of two, will spend research time at two of these sites in a unique program called "paired internships." EIGER's broader impact stems from the fact that it will break the mold of conventional graduate student training by directly teaching scientific interdisciplinarity from a science and engineering perspective, and technical teamwork from a human psychology perspective. Along with a full complement of professional development programs, EIGER will educate the "whole student" in a complex field vital to the leading environmental issues of the day. It is envisioned that this educational model will help drive an institutional transformation at Virginia Tech, and beyond. IGERT is an NSF-wide program intended to meet the challenges of educating U.S. Ph.D. scientists and engineers with the interdisciplinary background, deep knowledge in a chosen discipline, and the technical, professional, and personal skills needed for the career demands of the future. The program is intended to catalyze a cultural change in graduate education by establishing innovative new models for graduate education and training in a fertile environment for collaborative research that transcends traditional disciplinary boundaries. IGERT FULL PROPOSALS DGE EHR Hochella, Michael Brenda Winkel George Filz John Little Roseanne Foti Virginia Polytechnic Institute and State University VA Melur K. Ramasubramanian Continuing grant 3101846 1335 SMET 9179 1335 0000099 Other Applications NEC 0504219 July 15, 2005 IGERT: Astrobiology: Life in a Cosmic Context. Astrobiology seeks to understand the origins and history of life in the Universe (including that on Earth), to predict where extraterrestrial life might occur, and to find and study it. The main problems are (1) where to look for life, (2) what to look for, and (3) how to know when you find it. The intellectual merit of this project consists of the effort to investigate these problems. Investigating these questions, however, involves a host of scientific disciplines, many of which do not normally interact with one another. To achieve this, this continuing IGERT-funded graduate training program will have: (1) a strong engineering and instrumentation component, (2) specific training in teamwork and teaching, (3) innovative training in scientific writing, especially for communicating across disciplines and to the general public, (4) improved collaboration with other developing astrobiology programs, both domestic and foreign, and (5) more effective recruiting, mentoring and retention of members of underrepresented groups in science and engineering. This second phase of IGERT support will allow further progress in institutionalizing successful innovative practices in interdisciplinary education. The broader impacts of the project are releated both to basic and applied scientific questions and goals. The questions posed by astrobiology are of great general interest and are among the most fundamental for both scientists and the public because knowing whether life on Earth is unique affects our approach to the stewardship of our own planet and the exploration of our cosmic environment. Astrobiology is also providing the guiding principles behind NASA's redirection of planetary exploration and hence the outcome of this substantial research investment is dependent on training scientists capable of getting the scientific fundamentals right. IGERT is an NSF-wide program intended to meet the challenges of educating U.S. Ph.D. scientists and engineers with the interdisciplinary background, deep knowledge in a chosen discipline, and the technical, professional, and personal skills needed for the career demands of the future. The program is intended to catalyze a cultural change in graduate education by establishing innovative new models for graduate education and training in a fertile environment for collaborative research that transcends traditional disciplinary boundaries. HUMAN RESOURCES DEVELOPMENT IGERT FULL PROPOSALS DGE EHR Sullivan, Woodruff Jody Deming David Catling Roger Buick University of Washington WA Melur K. Ramasubramanian Continuing grant 3197224 1360 1335 SMET 9179 1335 0000099 Other Applications NEC 0504228 July 1, 2005 IGERT: Interdisciplinary Relationship Science Program. This Integrative Graduate Education and Research Training (IGERT) award supports the establishment of the Interdisciplinary Relationship Science Program (IRSP), a multidisciplinary doctoral training program at the University of California, Los Angeles (UCLA). The objective is to educate research scientists who possess the theoretical foundation to study complex interpersonal relationship processes and the associations between social relationships and biology, behavior, culture and society. Trainees will develop the methodological tools to conduct state-of-the-art research and the professional skills to collaborate effectively across disciplines, to disseminate their work to diverse audiences, and to succeed in research-oriented careers. The IRSP training program emphasizes research mentorship and a year-long lab rotation outside of the home discipline. The innovative curriculum includes an integrative graduate seminar on relationship science, a rich set of elective seminars, advanced methodology workshops, and a weekly Relationship Science Forum emphasizing cutting-edge research, the impact of social and cultural diversity on relationships, and professional development. The broader impacts of the program include providing information to the public via a website and an annual conference on diversity in social relationships, and informing public policy debates about relationship science findings. IGERT is an NSF-wide program intended to meet the challenges of educating U.S. Ph.D. scientists and engineers with the interdisciplinary background, deep knowledge in a chosen discipline, and the technical, professional, and personal skills needed for the career demands of the future. The program is intended to catalyze a cultural change in graduate education by establishing innovative new models for graduate education and training in a fertile environment for collaborative research that transcends traditional disciplinary boundaries. IGERT FULL PROPOSALS DGE EHR Peplau, Letitia Anne Alan Fiske Sandra Graham Benjamin Karney University of California-Los Angeles CA Melur K. Ramasubramanian Continuing grant 2924857 1335 SMET 9179 7179 1335 0000099 Other Applications NEC 0504248 June 15, 2005 IGERT in Urban Ecology. This integrative Graduate Education and Research Training (IGERT) award supports a multidisciplinary graduate training program of education and research in urban ecology at Arizona State University. The primary study site is Phoenix and central Arizona but both historic (through archeology) and comparative approaches are employed. Intellectual merit. The purpose of the program is to provide doctoral students with enhanced cross disciplinary collaborative training in the natural and social sciences relevant to urban ecology, broadly construed. Training will involve team research through student-originated workshops, interdisciplinary "issues" seminars, dissertation research in urban ecology with an explicitly collaborative component, and an international experience. Broader impacts of the project include close attention to the conduct of research and the engagement of science with law, policy, and the public sphere. Unlike most doctoral programs in the United States that are based on independence, this program will use and investigate the efficacy of interdependence (collaboration, cooperation) as a research mode. The premise is that scientific investigation in important arenas such as cities is increasingly multidisciplinary, yet students commonly receive little direct training or experience in collaborative research strategies and group dynamics necessary for effective communication among disciplines. IGERT is an NSF-wide program intended to meet the challenges of educating U.S. Ph.D. scientists and engineers with the interdisciplinary background, deep knowledge in a chosen discipline, and the technical, professional, and personal skills needed for the career demands of the future. The program is intended to catalyze a cultural change in graduate education by establishing innovative new models for graduate education and training in a fertile environment for collaborative research that transcends traditional disciplinary boundaries. IGERT FULL PROPOSALS DGE EHR Redman, Charles Stuart Fisher Nancy Grimm Ann Kinzig Arizona State University AZ Melur K. Ramasubramanian Continuing grant 3234586 1335 SMET 9179 1335 0000099 Other Applications NEC 0504249 September 1, 2005 IGERT in Chemical Genomics: Forging Complementation at the Interface of Chemistry, Engineering, Computational Sciences and Cell Biology. This Integrative Graduate Education and Research Training (IGERT) award will establish a doctoral training program in advanced chemical genomics (ChemGen) at the University of California, Riverside (UCR). The goal of the program is to prepare a cohort of scientists with depth and breadth of understanding across the disciplines of cell biology, chemistry, computational sciences and engineering, with competence in collaborative research aimed at solving complex problems in biology. The program will prepare graduates with skills for multidisciplinary research, acute awareness of the potential for their discoveries to address global food, health and environmental problems, of the ethical implications of their research, and with exposure to a variety of research environments in academia and industry. Specifically, students will be trained in advanced chemical genomics - a field that integrates innovative high-throughput chemical screens, chemical-ligand analyses, chemical synthesis with genetic, genomic, bioinformatic tools and nanoscale engineering - to solve challenges in cell biology. The coordinating entity for this graduate project is the Center for Plant Cell Biology, which builds upon strengths in plant and fungal cell biology, bioengineering, chemistry and computational biology at UCR. ChemGen doctoral students will have two co-mentors, representing two disciplines. Research projects that use a chemical genomics approach to address biological questions will provide a unique opportunity to unite effective multidisciplinary teams. The enriched doctoral training program will include a design project studio in chemical genomics, a weekly seminar/discussion group, an annual retreat fostering communication across disciplines, interaction with underrepresented undergraduates, and an industrial or academic internship. Broader impacts of the program include perparation of graduates who can utilize their discoveries to address global food, health, and environmental problems. IGERT FULL PROPOSALS DGE EHR Bailey-Serres, Julia Jerome Schultz Michael Pirrung Natasha Raikhel Tao Jiang University of California-Riverside CA Melur K. Ramasubramanian Continuing grant 2900553 1335 SMET 9179 1335 0000099 Other Applications NEC 0504276 September 15, 2005 IGERT: Integrative Nanoscience and Microsystems. To be useful, nanoscale materials must be integrated into microscale systems that interact with the outside world. To realize this utility, this IGERT program focuses on integrative nanoscience and microsystems that exploit and extend the unique properties of the nanoscale to micro/macroscale materials and systems. This unifying theme, maintained throughout the integrated graduate education and research activities, builds upon unique set of capabilities and strong existing breadth in materials synthesis, interrogative platforms and functional systems that exist at the University of New Mexico. This IGERT involves nine departments with a collective vision of establishing a nanoscience graduate education program in a geographical region of rich technical and ethnic diversity with progressive goals in scientific research, educational program development, recruiting and retention. Innovative aspects include an ethnically diverse, multi-disciplinary culture; Ph.D. degree program development that emphasizes multi-disciplinary team-based learning; nanoscience ethics coursework and social implication research; and an integrated approach to nanoscience. This IGERT will benefit from the growing momentum of nanotechnology research collaborations and infrastructure programs throughout New Mexico's University system and the neighboring national laboratories where a nanoscience graduate educational program is the missing component. The broader impacts include a sustainable core of education and training, increased community awareness of nanoscience and its career opportunities, an increased and sustained involvement of minority students in nanoscience to address the national and local needs for an interdisciplinary workforce. IGERT is an NSF-wide program intended to meet the challenges of educating U.S. Ph.D. scientists and engineers with the interdisciplinary background, deep knowledge in a chosen discipline, and the technical, professional, and personal skills needed for the career demands of the future. The program is intended to catalyze a cultural change in graduate education by establishing innovative new models for graduate education and training in a fertile environment for collaborative research that transcends traditional disciplinary boundaries. HUMAN RESOURCES DEVELOPMENT IGERT FULL PROPOSALS DGE EHR Datye, Abhaya C. Jeffrey Brinker Steven Brueck Kevin Malloy University of New Mexico NM Melur K. Ramasubramanian Continuing grant 2845721 T899 I164 H313 1360 1335 SMET 9179 9150 1335 0000099 Other Applications NEC 0504304 July 1, 2005 IGERT: Computational Molecular Biology Training Group. Computational biology is an interdisciplinary field designed to answer complex biological questions by accessing, manipulating and interpreting the rapidly accumulating body of genomic sequence and expression data. The challenge is to understand how genomic information is integrated to create complex biological pathways, processes and systems. Meeting this challenge requires a diverse and broadly trained group of professionals working at the interface of the biological and computational sciences (mathematics, statistics, computer science). The intellectual merit and goal of this continuing IGERT project is to lead the field of computational biology to the next era of discovery while educating a diverse group of professionals to spearhead this effort. This goal will be achieved through an integrated, inter-institutional training program partnering Iowa State University (ISU) - with its established PhD computational biology program - and New Mexico State University (NMSU) - a strong research institution with a rich tradition in minority student training. This partnership will foster collaborative research in areas of common interest to ISU and NMSU faculty: genome informatics, macromolecular dynamics and interactions, and metabolic and regulatory networks. ISU will share expertise in interdisciplinary graduate training as NMSU implements a graduate level computational biology program. Strategies to promote seamless integration of training efforts at the two institutions include joint coursework, student exchange, joint faculty mentorship, faculty exchange, and inter-institutional workshops and retreats. Should NMSU students choose to continue beyond the MS, these interactions and familiarity with ISU's faculty and research will facilitate their transition into ISU's PhD program or provide the foundation to pursue graduate studies elsewhere. A major broader impact of the program is broadening participation in this interdiscplinary field. IGERT is an NSF-wide program intended to meet the challenges of educating U.S. Ph.D. scientists and engineers with the interdisciplinary background, deep knowledge in a chosen discipline, and the technical, professional, and personal skills needed for the career demands of the future. The program is intended to catalyze a cultural change in graduate education by establishing innovative new models for graduate education and training in a fertile environment for collaborative research that transcends traditional disciplinary boundaries. IGERT FULL PROPOSALS DGE EHR Dobbs, Drena Mary O'Connell Vasant Honavar Desh Ranjan Iowa State University IA Melur K. Ramasubramanian Continuing grant 2963688 1335 SMET 9179 1335 0000099 Other Applications NEC 0504331 October 1, 2005 IGERT- Nanomedical Science and Technology. Nanomedicine is a new interdisciplinary paradigm emerging from the timely convergence of two parallel recent developments - the decoding of the human genome that has led to greater understanding of the molecular basis of medicine and biology, and nanotechnology, which offers the means to control molecular interactions. IGERT Nanomedical Science and Technology is a new integrated doctoral education program that emphasizes interdisciplinary research training in diverse areas including nanostructured materials, nanomagnetism, cell biology and trafficking, optical microscopy and imaging, sensors and diagnostic systems, drug and gene targeting and delivery, and synthesis and surface functionalization and characterization of nanostructures, and theoretical computational modeling. Significant research breakthroughs are anticipated in cellular biosensors, magnetic bio-control, drug delivery, mitochondrial gene therapy, bio-nano machines and nanomanufacturing. Interdisciplinary pedagogical coursework is integrated with practical real-world experience through graduate internships in biotechnology, pharmaceutical and medical device companies and research hospitals, with co-mentoring by industrial and medical research scientists. A key feature is a strong diversity component, incorporating significant involvement of women and minorities in the student body and the teaching, mentoring, and administrative aspects of the project. The program aims to educate the next generation of scientists and technologists with the requisite skill sets to address scientific and engineering challenges, with the necessary business, ethical and global perspectives that will be needed, in the rapidly emerging area of applying nanotechnology to human health. IGERT is an NSF-wide program intended to meet the challenges of educating U.S. Ph.D. scientists and engineers with the interdisciplinary background, deep knowledge in a chosen discipline, and the technical, professional, and personal skills needed for the career demands of the future. The program is intended to catalyze a cultural change in graduate education by establishing innovative new models for graduate education and training in a fertile environment for collaborative research that transcends traditional disciplinary boundaries. IGERT FULL PROPOSALS DGE EHR Sridhar, Srinivas Mary Jo Ondrechen Sanjeev Mukerjee Mansoor Amiji Jeffrey Ruberti Northeastern University MA Melur K. Ramasubramanian Continuing grant 3323891 T899 T245 T514 I164 H313 1335 SMET 9179 7179 1335 0000099 Other Applications NEC 0504345 July 1, 2005 IGERT: Sustainability Initiative in Engineering. This Integrative Graduate Education and Research Training (IGERT) award supports the establishment of a multidisciplinary, multi-institutional graduate training program of education and research in sustainable engineering. The intellectual merit and purpose of the program is to provide doctoral students in engineering with the training needed to conduct sustainable design, with specific focus on greening the built environment and the sustainable use of water. The world contains finite resources and an increasing population, and hence tomorrow's engineers must learn to incorporate sustainability, as well as performance and price, as constraints in the design rubric. Research focus areas have been chosen because solutions to problems in these areas require a broad range of disciplines, because projects inherent to these areas are fundamental and long-term, and because technology advances in these areas will benefit quality of life. A curriculum for engineering students interested in sustainability has been created that emphasizes team-based design and truly crosses departmental lines. The program culminates in a two-semester capstone sustainable design course. Research covers the creation of materials that employ less waste and require less maintenance, the design of control systems that reduce energy input to buildings, and the assessment of the sustainability of new technology. Strategies to eliminate recalcitrant pollution and to purify water in more benign ways are also being investigated. Broader impacts of the proposal include not only the application of the results of the research but also international activities and broadening participation. Sustainability is a global issue, and hence the project is partnering with the University at Campinas in Sao Paulo, Brazil to provide international research rotations for all IGERT graduate students. Partnerships with the University of Puerto Rico-Mayaguez and the University of Texas-El Paso will broaden participation in the program. IGERT is an NSF-wide program intended to meet the challenges of educating U.S. Ph.D. scientists and engineers with the interdisciplinary background, deep knowledge in a chosen discipline, and the technical, professional, and personal skills needed for the career demands of the future. The program is intended to catalyze a cultural change in graduate education by establishing innovative new models for graduate education and training in a fertile environment for collaborative research that transcends traditional disciplinary boundaries. HUMAN RESOURCES DEVELOPMENT IGERT FULL PROPOSALS DGE EHR Schaefer, Laura Kim LaScola Needy Mary Besterfield-Sacre Robert Ries University of Pittsburgh PA Melur K. Ramasubramanian Continuing grant 3219489 1360 1335 SMET 9179 1335 0000099 Other Applications NEC 0504361 September 1, 2005 IGERT: An Entrepreneurial Ph.D. Education in Fuel Cell Manufacturing, Materials Development, and Modeling. ---- Fuel cells have the potential of becoming one of the key solutions to meeting our energy requirements over the next century. These high-efficiency and environmentally friendly power generators are being developed for transportation, stationary, and portable applications, but to fully realize their potential, the interrelated issues of reliability, performance, durability, and cost must be addressed. In this program graduate students will be educated to do just that. The intellectual merit and research focus for this IGERT program is fuel cell manufacturing, materials development, and modeling for design, manufacturing, and operation. Because innovation, small companies, and entrepreneurial activities have been drivers of job growth, the educational focus is on the development of Ph.D. students with both depth and breadth so that the students can operate effectively in interdisciplinary research, development, and commercial situations. The skills to be learned can be applied to any position or product, whether in industry, universities, or government labs. Faculty from six academic units (in engineering, science, and business) will educate Ph.D. students to become next-generation thinkers through education and training in four interrelated skill sets: 1) knowledge and learning; 2) communication; 3) teamwork and professionalism; and 4) innovation and entrepreneurship. The program will involve disciplinary courses and research, new courses in fuel cell systems, entrepreneurship training, internships at domestic and international locations, rotations through labs in synergistic disciplines, seminars and workshops that address fuel cell technology, leadership, teamwork, and ethics, and student presentations on campus and at professional meetings. The broader impacts include the potential societal benefit of reduction of cost in fuel cells, and broadening participation in this research area through a partnership with the University of Puerto Rico Mayaguez. IGERT is an NSF-wide program intended to meet the challenges of educating U.S. Ph.D. scientists and engineers with the interdisciplinary background, deep knowledge in a chosen discipline, and the technical, professional, and personal skills needed for the career demands of the future. The program is intended to catalyze a cultural change in graduate education by establishing innovative new models for graduate education and training in a fertile environment for collaborative research that transcends traditional disciplinary boundaries. HUMAN RESOURCES DEVELOPMENT IGERT FULL PROPOSALS DGE EHR Jensen, Michael Susan Sanderson Raymond Puffer Daniel Walczyk Brian Benicewicz Rensselaer Polytechnic Institute NY Melur K. Ramasubramanian Continuing grant 3162430 1360 1335 SMET 9179 1335 0000099 Other Applications NEC 0504422 September 15, 2005 IGERT Program in Adaptive Management. Adaptive Management refers to the process for continually improving management policies and practices by learning from the outcomes of operational programs. This approach to managing natural resources requires a high degree of cooperation among engineers, biophysical and social scientists to translate management objectives into a research framework that can be used to guide implementation. This IGERT program in Adaptive Management focuses on research and training experiences that integrate the physical, biological and social sciences to address the wise use of water, wetlands, and watersheds. The intellectual merit and goal of this IGERT program is to provide scientists with greater understanding of the complex issues of coupled human and natural systems and a framework for interfacing policy and science to manage them. While building from a firm disciplinary base (each trainee's major), the program will overlay coursework in complementary disciplines and incorporate interdisciplinary training and research experiences. The program links four colleges, fifteen departments, and three research centers at the University of Florida with international wetlands research centers in Africa, Mexico, South America, Australia, and south Florida. A core set of interdisciplinary team taught courses is a key part of the educational experience of our trainees. In addition, trainees will spend each summer at one of the international research centers researching and exploring, first hand, Adaptive Management and the science, engineering, and policy frameworks that are necessary to drive it. The broader impacts of the program will be the education and training of scientists and engineers who can adaptively manage coupled human and natural systems, and the institutionalization at the University of Florida of a dynamic, integrative learning environment. Both outcomes will be accomplished by the involvement of faculty and administrators who are committed to the concept of team teaching and research and who are not intimidated by the prospect of graduate education as an adaptive, interdisciplinary endeavor. IGERT is an NSF-wide program intended to meet the challenges of educating U.S. Ph.D. scientists and engineers with the interdisciplinary background, deep knowledge in a chosen discipline, and the technical, professional, and personal skills needed for the career demands of the future. The program is intended to catalyze a cultural change in graduate education by establishing innovative new models for graduate education and training in a fertile environment for collaborative research that transcends traditional disciplinary boundaries. HUMAN RESOURCES DEVELOPMENT IGERT FULL PROPOSALS DGE EHR Brown, Mark Konda Reddy Jonathan Martin Richard Hamann Sandra Russo University of Florida FL Melur K. Ramasubramanian Continuing grant 3162864 1360 1335 SMET 9179 1335 0000099 Other Applications NEC 0504425 June 15, 2005 IGERT: Nanophotonics: Fundamentals and Applications in Emerging Technologies. This Integrative Graduate Education and Research Training (IGERT) award supports the establishment of a unique multidisciplinary graduate training program in Nanophotonics at Rice University. Nanophotonics is a rapidly emerging field of nanoscale science and engineering based on generating, controlling and manipulating light at nanoscale dimensions. Nanophotonics spans the traditional disciplines of physics, chemistry, electrical and bioengineering with the promise of important technological advances in industries ranging from electronics and magnetic recording to biomedicine and homeland security. This program builds on the strong, multidisciplinary team of theorists and experimentalists in the Laboratory for Nanophotonics at Rice University. The cornerstones of this IGERT are state-of-the-art computational design and fabrication techniques for nanophotonic components, devices, and systems. The intellectual merit and major focus of this IGERT is graduate training in the design, fabrication, and use of nanoscale optical components compatible with living systems. Key program elements include a core curriculum for all trainees including research methodology and scientific ethics, the opportunity for dual advisors from different departments, internship options at industrial and national laboratories and a seminar series featuring internationally renowned visiting speakers in Nanophotonics. Braoder impacts of this program include extending Rice University's successful undergraduate recruitment program for Hispanic and other underrepresented minorities into the graduate study of Nanophotonics through a new, multiyear summer research program, The CONJUNTO Scholars & Mentors Program. The purpose of this training program is to create leaders in this field with the courage and vision to develop new research breakthroughs and invent new technologies by acquiring the professional and personal skills essential to achieving these goals. IGERT is an NSF-wide program intended to meet the challenges of educating U.S. Ph.D. scientists and engineers with the interdisciplinary background, deep knowledge in a chosen discipline, and the technical, professional, and personal skills needed for the career demands of the future. The program is intended to catalyze a cultural change in graduate education by establishing innovative new models for graduate education and training in a fertile environment for collaborative research that transcends traditional disciplinary boundaries. HUMAN RESOURCES DEVELOPMENT IGERT FULL PROPOSALS DGE EHR Halas, Naomi Peter Nordlander Bruce Johnson Rebekah Drezek Jason Hafner William Marsh Rice University TX Melur K. Ramasubramanian Continuing grant 3086640 1360 1335 SMET 9179 1335 0000099 Other Applications NEC 0504438 July 1, 2005 IGERT: An Interdisciplinary Initiative on Technology Based Learning with Disability. In order to participate fully in the educational process, individuals with disabilities require innovative methods and technologies that are designed with a comprehensive understanding of learning with disability. However, few faculty have the interdisciplinary competencies to design and deliver pedagogically sound and accessible technology. The intellectual merit of this Integrative Graduate Education and Research Traineeship project is the establishment of an interdisciplinary concentration in technology-based learning with disability (research, curriculum, practicum) that spans multiple doctoral programs, including biomedical sciences, human factors/industrial organizational psychology, engineering, and computer science and engineering. The team will collaborate to train a new hybrid cohort of doctoral students who can bridge the gap between disability, assistive technologies and pedagogy of individualized learning. Interdisciplinary research projects available to IGERT trainees are grouped into three general areas: the basic nature of human performance (abilities and disabilities), the study of human-machine interactions (assistive technologies) and pedagogy (training systems development and access to learning). The concentration will also require a core of classes (such as science of learning, physiology of disability, legal and ethical aspects of disability), and a practicum that will be accomplished through service learning in the disabled community. Trainees will also be immersed in the culture of disability through program level activities. Additionally, to build community and a sense of purpose among the trainees, their concentration will be enhanced with the technological building blocks of a Universal Access Design Studio. The broader impact of this proposal is that it will improve learning for individuals with disabilities and will translate to increasing participation of individuals with disabilities in science and engineering. IGERT is an NSF-wide program intended to meet the challenges of educating U.S. Ph.D. scientists and engineers with the interdisciplinary background, deep knowledge in a chosen discipline, and the technical, professional, and personal skills needed for the career demands of the future. The program is intended to catalyze a cultural change in graduate education by establishing innovative new models for graduate education and training in a fertile environment for collaborative research that transcends traditional disciplinary boundaries. IGERT FULL PROPOSALS DGE EHR Flach, John Michele Wheatly Nikolaos Bourbakis Robert Fyffe John Gallagher Wright State University OH Melur K. Ramasubramanian Continuing grant 2976823 1335 SMET 9179 1335 0000099 Other Applications NEC 0504485 July 1, 2005 IGERT: Research and Innovation in Nanoscale Device Development. This Integrative Graduate Education and Research Training (IGERT) award supports interdisciplinary doctoral training in nanotechnology at the University of Massachusetts Amherst. The research and education activities span six science and engineering departments using a structure that ties advances in fundamental science to complementary coursework and practical experience in innovation and technology development. The program's intellectual merit and research emphasis is on the design, prototyping and market-oriented development of nanoscale devices through seamless integration of novel bottom-up processing schemes, including self-assembly, with conventional top-down approaches. Doctoral training is centered around three related research thrusts: nanoscale materials and processes; electronic applications; and biomedical and environmental applications. Specifically, IGERT students conduct research on the directed self-assembly of block copolymers, advanced lithography, novel deposition and metallization techniques, and their implementation in nanoelectronic devices, high-density data storage, biosensors and therapeutics. In addition to multidisciplinary technical, professional and product development training, the students team-train on annual Technical Challenge Projects that develop their ability to design and prototype technically and commercially feasible devices using nanotechnology. These projects include external research experiences at R&D facilities and fabrication centers located in the U.S. and abroad. Collaborators and advisors for the projects include TIAX and Lucent Technologies' Bell Laboratories. Additional activities focus on ethics, leadership and communication. The program's broader impacts include developing scientists and engineers that are comfortable working at disciplinary boundaries, possess a well-rounded mastery of nanoscience and engineering and have the ability to transform advances in basic science to functional materials and devices that can be commercialized to meet emerging technological and societal needs. IGERT is an NSF-wide program intended to meet the challenges of educating U.S. Ph.D. scientists and engineers with the interdisciplinary background, deep knowledge in a chosen discipline, and the technical, professional, and personal skills needed for the career demands of the future. The program is intended to catalyze a cultural change in graduate education by establishing innovative new models for graduate education and training in a fertile environment for collaborative research that transcends traditional disciplinary boundaries. HUMAN RESOURCES DEVELOPMENT IGERT FULL PROPOSALS DGE EHR Watkins, James Seshu Desu Vincent Rotello Mark Tuominen Thomas Russell University of Massachusetts Amherst MA Melur K. Ramasubramanian Continuing grant 3144448 1360 1335 SMET 9179 1335 0000099 Other Applications NEC 0504487 June 15, 2005 IGERT: The Dynamics of Communication in Context. This Integrative Graduate Education and Research Training (IGERT) award supports a multidisciplinary graduate training program at the University of Pennsylvania designed to integrate the computational, cognitive and neuroscientific study of communication and communication systems, be they characterized as human-linguistic, animal or machine. The primary purpose is to create a new breed of communication scientists capable of integrating theoretical issues, methods, and formalisms that are currently distributed across graduate programs as diverse as anthropology, biology, computer science and engineering, linguistics, neuroscience, philosophy, and psychology. The intellectual merit consists of the two interrelated research themes that will unite and guide graduate training. The first theme emphasizes communication as a dynamical process, one that unfolds along multiple time scales varying from milliseconds (as in planning and understanding speech) to centuries (as in evolving dialects, languages, and systems of animal communication). The second theme emphasizes communication as a context-sensitive process, where contexts range from the physical setting and communicative history of a specific conversation, to the linguistic, social and technological assumptions of social groups. Trainees will be co-advised by a multidisciplinary faculty team and will commit to a five-year graduate training program, consisting of: (1) core disciplinary training in one of the current graduate programs above; (2) one-year cross-disciplinary training in a chosen second discipline, including completion of a publishable research project; (3) participation in a weekly interdisciplinary research meeting throughout the 5-year program; and (4) completion of an advanced course in the mathematical foundations of communication specifically designed for this program. Broader impacts of this program include applications in industry, technology, and clinical settings. IGERT is an NSF-wide program intended to meet the challenges of educating U.S. Ph.D. scientists and engineers with the interdisciplinary background, deep knowledge in a chosen discipline, and the technical, professional, and personal skills needed for the career demands of the future. The program is intended to catalyze a cultural change in graduate education by establishing innovative new models for graduate education and training in a fertile environment for collaborative research that transcends traditional disciplinary boundaries. IGERT FULL PROPOSALS DGE EHR Trueswell, John Lila Gleitman Dorothy Cheney Mark Liberman Fernando Pereira University of Pennsylvania PA Melur K. Ramasubramanian Continuing grant 2905684 1335 SMET 9179 1335 0000099 Other Applications NEC 0504494 July 1, 2005 IGERT: Sensor Science, Engineering, and Informatics. This Sensor Science, Engineering and Informatics (SSEI) IGERT program will provide multidisciplinary doctoral training in the area of sensor systems ranging from the science and engineering of new materials and sensing mechanisms to the interpretation of sensor data. The design and management of effective sensor systems requires a holistic understanding of how information is collected, stored, integrated, evaluated, and communicated within sensing systems and to decision makers in diverse application contexts. The SSEI IGERT weaves together three research focus areas: (1) Sensor Materials and Devices, (2) Sensor Systems and Networks, and (3) Sensor Informatics. The intellectual merit of the project includes education and research activities that are designed to ensure a feedback loop so that SSEI IGERT trainees are able to transform new knowledge from sensor-generated data to further development of sensor systems and networks and advances in sensor materials and devices, and vice versa. Innovative components of the program include (1) development and use of a testbed prototype that will require interdisciplinary interaction across the three research areas; (2) a tight integration of the social, legal, ethical, and economic dimensions of sensing environments in both research and training, (3) expanded relationships with companies and federal laboratories engaged in sensor research, (4) international collaborations, and (5) synergistic integration with sensor science and engineering education at the middle, high school, and undergraduate level. The broader impacts of the SSEI IGERT program are a new breed of scientists and engineers who will be versatile in dealing with the diverse technical components that contribute to sensing systems, knowledgeable in the legal, social, and ethical contexts of heavily sensed environments, and aware of the human values that must be preserved, protected and promoted within such systems. IGERT is an NSF-wide program intended to meet the challenges of educating U.S. Ph.D. scientists and engineers with the interdisciplinary background, deep knowledge in a chosen discipline, and the technical, professional, and personal skills needed for the career demands of the future. The program is intended to catalyze a cultural change in graduate education by establishing innovative new models for graduate education and training in a fertile environment for collaborative research that transcends traditional disciplinary boundaries. HUMAN RESOURCES DEVELOPMENT IGERT FULL PROPOSALS DGE EHR Beard-Tisdale, Mary-Kate John Vetelino Rosemary Smith Robert Lad Michael Worboys University of Maine ME Melur K. Ramasubramanian Continuing grant 3157865 1360 1335 SMET 9179 9150 1335 0000099 Other Applications NEC 0504495 July 15, 2005 IGERT: Global Linkages of Biology, Environment, and Society (GLOBES). This Integrative Graduate Education and Research Training (IGERT) award supports the establishment of a new interdisciplinary graduate program in Global Linkages of Biology, Environment and Society (GLOBES) at the University of Notre Dame. The program integrates research, training, and educational activities among complementary faculty in ecology, evolution and environment, infectious disease, and social science, ethics, law and economics. The goal of the program is to train a new generation of Ph.D. scientists capable of designing and implementing sound scientific solutions to environmental problems within the framework of human culture, economics, policy, and law. Human practices and activities affecting environmental and global health have interrelated causes and feedbacks. These feedbacks are both biological and social, and exacerbate environmental degradation and the spread of invasive species and disease. Consequently, solutions to increasingly linked environmental and health problems require the coordinated interaction of biological and social scientists with expertise in ecology, evolution, infectious disease, anthropology, ethics, law, policy, and economics. The intellectual merit of this IGERT consists of the integration of the research and education activities of life and social scientists at the University of Notre Dame in a concerted effort to understand and find solutions to five specific problems: (1) invasive species in the Great Lake and their cascading effects on ecosystems (2) interactions of human land-use change and malaria transmission in West Africa; (3) cross-primate exchange of disease on the island of Bali, (4) resurgence of schistosomiasis in China driven by changes in water- and land-use patterns, and (5) impacts of invasive Sudden Oak Death as it spreads across the U.S. Without interdisciplinary thinking, relatively simple and effective measures to reduce environmental damage and disease transmission can go unrecognized. Most analyses suffer from concentrating on only one aspect of the question (e.g., ecology, culture, or disease). This IGERT will foster cross-disciplinary conversation and guide research directed at developing prevention and control responses to invasive species and disease that are scientifically sound, culturally acceptable, and cost-effective. The IGERT will use a coordinated set of approaches ranging from team-based research projects to outreach service activities to provide students with the interdisciplinary skills and knowledge they need to tackle the increasingly complex environmental and global health problems of our nation and the planet. The broader impacts of this proposal include finding solutions to these environmental and health problems. IGERT is an NSF-wide program intended to meet the challenges of educating U.S. Ph.D. scientists and engineers with the interdisciplinary background, deep knowledge in a chosen discipline, and the technical, professional, and personal skills needed for the career demands of the future. The program is intended to catalyze a cultural change in graduate education by establishing innovative new models for graduate education and training in a fertile environment for collaborative research that transcends traditional disciplinary boundaries. IGERT FULL PROPOSALS DGE EHR Feder, Jeffrey David Lodge Gary Lamberti Agustin Fuentes Nora Besansky University of Notre Dame IN Melur K. Ramasubramanian Continuing grant 3144381 1335 SMET 9179 1335 0000099 Other Applications NEC 0504497 July 1, 2005 IGERT: NanoPharmaceutical Engineering and Science. This Integrative Graduate Education and Research Training (IGERT) award represents a joint effort by Rutgers University, the New Jersey Institute of Technology, and The University of Puerto Rico at Mayaguez to achieve a synthesis of engineering, chemistry, pharmacy, and food science in order to develop a doctoral training program in nanopharmaceutical engineering and science. Nanopharmaceuticals is an emerging area of science and technology comprising applications of nanotechnology for health-related goals that has attracted enormous interest by academics, government, and industry. Nanotechnology-based drug delivery holds enormous promise for increasing the pharmaceutical development toolbox. The intellectual merit and goal of this program is to impart trainees with a strong scientific foundation for carrying out research into the design and development of a wide array of nanotechnology-based biocompatible products that can improve drug delivery. A critical mass of skills and approaches from engineering, chemistry, food science, and pharmaceutics will be integrated to establish a cutting-edge multi-disciplinary training program focusing on understanding of nanopharmaceutical products, materials, and processes. Systematic application of experimental, computational, and theoretical methods will be used to develop a predictive understanding of drug nanomaterials, nanotechnology-based drug delivery mechanisms, and processes required to incorporate nanoscopic drug materials into engineered composites with controlled properties. Broader impacts of this project include the development of nanopharmaceuticals and broadening participation in this new field. An aggressive plan for recruitment and retention of a diverse group of students in science and enginering will be carried out at multiple levels. IGERT is an NSF-wide program intended to meet the challenges of educating U.S. Ph.D. scientists and engineers with the interdisciplinary background, deep knowledge in a chosen discipline, and the technical, professional, and personal skills needed for the career demands of the future. The program is intended to catalyze a cultural change in graduate education by establishing innovative new models for graduate education and training in a fertile environment for collaborative research that transcends traditional disciplinary boundaries. HUMAN RESOURCES DEVELOPMENT IGERT FULL PROPOSALS DGE EHR Muzzio, Fernando Rajesh Dave Carlos Velazquez Patrick Sinko Silvina Tomassone Rutgers University New Brunswick NJ Melur K. Ramasubramanian Continuing grant 3090163 T899 T245 I164 H313 1360 1335 SMET 9179 1335 0000099 Other Applications NEC 0504507 July 1, 2005 IGERT on Multi-scale Computations of Fluid Dynamics. A multidisciplinary graduate program of education, research and training in Multi-Scale Computations of Fluid Dynamics (CFD) at Louisiana State University (LSU) will be undertaken in interdisciplinary partnership between the various CFD groups and the Center for Computation and Technology at LSU, and outreach partners at Southern University, Louisiana Tech University, and LSU Eye Center. All schools are tightly connected by a 40 Gbit optical network and tied to the National LambdaRail. The intellectual merit and purpose of this program is to provide doctoral students with enhanced multidisciplinary education and training that will integrate all elements critical in solving critical CFD projects of the future: distributed collaborations connected by optical networks, high performance and grid computing techniques, CFD as a fundamental discipline, and numerous fluid dynamical application areas where Louisiana has unique research strengths. Braoder impacts of the project relate to application areas that span the spectrum of flow scales (from microns to kilometers) and include biological/biomedical flows, estuarine/oceanic flows, reservoir flows, and astrophysical flows. IGERT research and education will occur at the disciplinary interfaces, with faculty mentors from two or more disciplines, and a focus on enabling large-scale parallel computing of flow systems that resolve scales and their dynamics that were previously not possible. IGERT students will complete a program of study that includes an original interdisciplinary research problem for their dissertations, and a mix of interdisciplinary fluid dynamics, computational science and CFD courses that are team-taught and cross-listed across the various departments. IGERT is an NSF-wide program intended to meet the challenges of educating U.S. Ph.D. scientists and engineers with the interdisciplinary background, deep knowledge in a chosen discipline, and the technical, professional, and personal skills needed for the career demands of the future. The program is intended to catalyze a cultural change in graduate education by establishing innovative new models for graduate education and training in a fertile environment for collaborative research that transcends traditional disciplinary boundaries. HUMAN RESOURCES DEVELOPMENT IGERT FULL PROPOSALS DGE EHR Acharya, Sumanta Joel Tohline Dimitris Nikitopoulos Blaise Bourdin Gabrielle Allen Louisiana State University & Agricultural and Mechanical College LA Melur K. Ramasubramanian Continuing grant 2919909 1360 1335 SMET 9179 9150 1335 0000099 Other Applications NEC 0504552 June 15, 2005 IGERT: Biosphere-Atmosphere Research and Training Phase II. This Integrative Graduate Education and Research Training (IGERT) award supports the further development of a multidisciplinary, multi-institutional graduate training program of education and research in Biospheric-Atmospheric Research Training (BART) at the University of Michigan Biological Station (UMBS), in collaboration with five key partner institutions (Indiana University, Ohio State University, Purdue University, Washington State University, and Western Michigan University) and the institutions of all participating U.S. doctoral students. Intellectual merit. The purpose of this program is to provide doctoral students with enhanced multidisciplinary training in the skills required for conducting research at the interface of the biospheric and atmospheric sciences. The over-arching research theme is to improve the understanding of the interactions and feedbacks that occur between biospheric and atmospheric properties and processes. Broader impacts include the training in this new environmental discipline. BART builds on the unique collection of scientists, research projects and academic programs that exist at UMBS. BART training commences with a novel 10-week residential research experience. Students conduct research on atmospheric composition, atmospheric flux measurements, and ecosystem dynamics using state-of-the-art equipment and facilities. Each student has two co-mentors for his/her doctoral career: an atmospheric scientist and a biospheric scientist. During Phase II, students will participate in a new University of Michigan course in the Essentials of Biosphere-Atmosphere Interactions. Lectures will be based upon material developed for BART Phase I Fundamentals Workshops, and the course will have a new, extensive laboratory component. Phase II Students will also have the opportunity to participate in technical short courses (e.g., in Ecophyisological Methods, Heat, Radiative, and Gaseous Species Exchange, and Atmospheric Monitoring) and a biennial International Conference. As in Phase I, Phase II students will also participate in reading groups and Perspectives Workshops (e.g. on policy, industry, mentoring, and grantsmanship). In addition to the residential research experience, students receive continuing multidisciplinary training including an annual workshop and participation in atmospheric and biospheric professional conferences. IGERT is an NSF-wide program intended to meet the challenges of educating U.S. Ph.D. scientists and engineers with the interdisciplinary background, deep knowledge in a chosen discipline, and the technical, professional, and personal skills needed for the career demands of the future. The program is intended to catalyze a cultural change in graduate education by establishing innovative new models for graduate education and training in a fertile environment for collaborative research that transcends traditional disciplinary boundaries. PROGRAM EVALUATION IGERT FULL PROPOSALS DGE EHR Carroll, Mary Anne Knute Nadelhoffer Peter Curtis David Karowe Steven Bertman University of Michigan Ann Arbor MI Melur K. Ramasubramanian Continuing grant 3011718 7261 1335 SMET 9179 7261 1335 0000099 Other Applications NEC 0504573 October 1, 2005 IGERT: Building Leadership for the Nanotechnology Workforce of Tomorrow. This IGERT integrates graduate research and education toward understanding and exploiting macroscopic manifestations of nanoscale phenomena. Research will focus on: i) nanoscale materials: assembling and engineering nanomaterials with integrated functionality; (ii) nanotechnology tools and devices: developing tools to integrate biological or synthetic nanoscale building blocks into devices; and (iii) nanomedical applications: studying, diagnosing, and treating the roots of diseases at the nanoscale. Education will focus on increasing the diversity of discipline, venue (e.g., academia, industry, government laboratories) and culture to which students are exposed, enhancing their ability to lead an increasingly diverse workforce. The goal is to produce highly qualified Ph.D. graduates who will make seamless transitions into productive careers as leaders in myriad aspects of nanotechnology. In addition the program will benefit many other students who use the educational programs created; these include a dual degree option enabling students in any of ten departments to obtain a Ph.D. in "Home Department" and Nanotechnology. Moreover, the program strengthens ties among participating departments in Natural Sciences, Engineering, and Medicine through encouraging student-centered interdisciplinary research projects. Coordination with other IGERTs and interdisciplinary programs on campus will focus on common issues of (i) overcoming institutional barriers to interdisciplinary education and (ii) recruiting a diverse student body. Impact will extend beyond the local campus through publication and public presentation of research and educational innovations, and collaboration with emerging regional undergraduate nanotechnology education programs. IGERT is an NSF-wide program intended to meet the challenges of educating U.S. Ph.D. scientists and engineers with the interdisciplinary background, deep knowledge in a chosen discipline, and the technical, professional, and personal skills needed for the career demands of the future. The program is intended to catalyze a cultural change in graduate education by establishing innovative new models for graduate education and training in a fertile environment for collaborative research that transcends traditional disciplinary boundaries. DGE EHR Olmstead, Marjorie Donald R. Baer Fumio Ohuchi Francois Baneyx Albert Folch University of Washington WA Melur K. Ramasubramanian Continuing grant 3200000 T899 T245 T514 I164 H313 SMET 9179 1335 0000099 Other Applications NEC 0504627 June 15, 2005 IGERT Proposal - Integrated Training in the Evolution of Development. The continuing origin of novel form and function characterizes life on Earth. Although changes occur within populations, they transform genomes to alter the development of individuals. While evolution, developmental biology, and genomics are integral to understanding life, virtually all current trainers of graduate students were, themselves, formally trained exclusively as either population biologists, or embryologists, or molecular biologists, or computer scientists. This program's interdisciplinary research theme is to train graduate students to investigate emerging problems at the interface of evolution, development, genomics, and bioinformatics by combining expertise at the University of Oregon and Indiana University. The program's intellectual focus asks how development of new structures and functions evolve in populations over time, and what are the mechanisms of genome change that accompany the evolution of developmental innovations? Innovative education and training features integrate interdisciplinary research as trainees work with co-advisors in different disciplines, take unique Evolution of Development courses, and interact with faculty at the University of Oregon and Indiana University in person and in video conference. Trainees develop professional and personal skills by making critiqued presentations at weekly EvoDevo Journal Clubs, develop teamwork skills working with various faculty on research projects, hone teaching skills in supervised college teaching, gain mentoring skills working with undergraduate minority research students, and contact renowned researchers the annual IGERT symposium. Broader impacts include activities to recruit, mentor, and retain underrepresented graduate students, and the mentoring of research undergraduates from underrepresented groups. The project will increase the cadre of researchers trained to conduct research at the cutting edge of fused academic disciplines, with practical implications for the understanding of complex traits (including multifactorial diseases), the development of improved agricultural crops, and an understanding of how our biological world came to be. IGERT is an NSF-wide program intended to meet the challenges of educating U.S. Ph.D. scientists and engineers with the interdisciplinary background, deep knowledge in a chosen discipline, and the technical, professional, and personal skills needed for the career demands of the future. The program is intended to catalyze a cultural change in graduate education by establishing innovative new models for graduate education and training in a fertile environment for collaborative research that transcends traditional disciplinary boundaries. IGERT FULL PROPOSALS DGE EHR Postlethwait, John Rudolf Raff Patrick Phillips Karen Guillemin University of Oregon Eugene OR Melur K. Ramasubramanian Continuing grant 2999985 1335 SMET 9179 1335 0000099 Other Applications NEC 0504628 September 1, 2005 IGERT: Montana-Ecology of Infectious Disease: Integrative Graduate Training on Multi-Scalar Computational, Mathematical and Empirical Approaches to Complex Biological Problems. This IGERT award establishes the Montana Ecology of Infectious Disease (M-EID) program at the University of Montana. The program focus on ecology of infectious diseases addresses the need to train leaders in an emerging field of global and local importance with considerable scientific, societal, ethical and policy aspects. M-EID has three major components: 1) interdisciplinary, team-based training in mathematics, computation, and biology; 2) specific training in establishing collaboration, team-building, and effective communication among disciplines and to other societal sectors; 3) professional development and career enhancement. M-EID faculty are from mathematical, computational, ecosystem, and biological sciences. The main research focus areas encompass different temporal and spatial scales and different levels of biological organization, providing fertile ground for innovation in mathematics and computer science at the interface of biology. Through an interwoven curriculum and guided application and experimentation, M-EID trainees will develop expertise in a primary discipline that will be applied to an interdisciplinary research problem. Trainees will have explicit training in team building, communication across the sciences, and effective teaching. M-EID has relationships with individuals, institutions, and agencies in the U.S. and abroad providing Fellows with additional venues to develop academic excellence and career opportunities. M-EID focuses on recruitment of Native Americans and other underrepresented groups through ties with tribal colleges and undergraduate summer institutes serving minorities and women. This program will serve as a model for small- to mid-sized institutions in effective interdisciplinary graduate education emphasizing both academic excellence and effective collaborative and communication skills. IGERT is an NSF-wide program intended to meet the challenges of educating U.S. Ph.D. scientists and engineers with the interdisciplinary background, deep knowledge in a chosen discipline, and the technical, professional, and personal skills needed for the career demands of the future. The program is intended to catalyze a cultural change in graduate education by establishing innovative new models for graduate education and training in a fertile environment for collaborative research that transcends traditional disciplinary boundaries. IGERT FULL PROPOSALS DGE EHR Holben, William Gordon Luikart Creagh Breuner Jesse Johnson Johnathan Bardsley University of Montana MT Melur K. Ramasubramanian Continuing grant 3044729 1335 SMET 9179 9150 1335 0000099 Other Applications NEC 0504642 July 1, 2005 Training Program in Politics, Economics, and Psychology. The IGERT program in Politics, Economics, and Psychology at the University of California, Berkeley endows students with innovative skills from the social sciences for tackling issues relating key public policy problems, by integrating and thus advancing the social sciences,. The program includes twenty faculty members from economics, political science, psychology, and public policy with strong disciplinary reputations, substantial policy interests, and significant commitments to interdisciplinary and public policy research through their connections with Berkeley's Goldman School of Public Policy which is coordinating the program. This IGERT program is organized around graduate student education and research on three cross-cutting social science and public policy problems: (1) Encouraging the optimal level of participation in the economy, political system, public programs, and voluntary organizations, (2) Evaluating the effects, costs, and benefits of policies, and (3) Implementing legislation consistent with original legislative intent. The intellectual merit of the program consists of developing integrative interdisciplinary courses and providing trainees opportunities for new research on (1) Understanding and modeling human behavior by combining perspectives from economics, psychology, and political science, (2) Determining causal impacts using quantitative and qualitative evaluation methods from across the social sciences, and (3) Organizational design and politics employing approaches from all the social sciences. Trainee research will be designed to advance the social sciences by considering important public policy problems and by engaging in rigorous modeling and statistical testing. Trainees will be supported through specific coursework, a weekly workshop, home discipline training, and access to innovative laboratories, data centers, and data collection organizations on the Berkeley campus. Broader impacts of this project include finding ways to increase citizens' participation in all aspects of the nation's life as well as improving the basis upon which public policy is made. IGERT is an NSF-wide program intended to meet the challenges of educating U.S. Ph.D. scientists and engineers with the interdisciplinary background, deep knowledge in a chosen discipline, and the technical, professional, and personal skills needed for the career demands of the future. The program is intended to catalyze a cultural change in graduate education by establishing innovative new models for graduate education and training in a fertile environment for collaborative research that transcends traditional disciplinary boundaries. IGERT FULL PROPOSALS DGE EHR Raphael, Steven Henry Brady University of California-Berkeley CA Melur K. Ramasubramanian Continuing grant 2804709 1335 SMET 9179 1335 0000099 Other Applications NEC 0504645 July 15, 2005 IGERT Plant System Biology Interdisciplinary Graduate Training Program. With the completion of plant genome sequences and with numerous large data sets emerging, an essential need has arisen to train students in plant systems biology at the interface of computational genomics, systems modeling and plant sciences. This entirely new interdisciplinary program will provide a unique training environment for graduate students and will position them at the frontier of systems biology to address major challenges facing plant scientists and agricultural biotechnology. The program will include focused mentoring of each student in two labs by two advisors from distinct disciplines. An entirely new curriculum, made possible through new faculty recruitment, will train students in post genomic plant sciences, proteomics, systems biology and network modeling and will include rigorous professional career preparation. A dynamic outreach program will assist in the recruitment of underrepresented students. Industry internships will draw upon the local active biotechnology arena. There are several broader impacts of this project. Interdisciplinary training in plant systems biology will stimulate innovations in the nation's agricultural and biotechnology industries, address global needs to feed the growing population and contribute to reducing environmental impacts of agriculture. Fresh water and food shortages are predicted to grow substantially in the coming decades. Plant biotechnology and molecular breeding will provide powerful contributions toward solving these problems. This comprehensive educational program will train graduate students at the interface of systems modeling and plant sciences and will have far-reaching impacts by producing highly trained scientists who will emerge as leaders in fields arising from the revolution in genomics information. IGERT is an NSF-wide program intended to meet the challenges of educating U.S. Ph.D. scientists and engineers with the interdisciplinary background, deep knowledge in a chosen discipline, and the technical, professional, and personal skills needed for the career demands of the future. The program is intended to catalyze a cultural change in graduate education by establishing innovative new models for graduate education and training in a fertile environment for collaborative research that transcends traditional disciplinary boundaries. IGERT FULL PROPOSALS DGE EHR Schroeder, Julian Joanne Chory Jeff Hasty Trey Ideker Steven Briggs University of California-San Diego CA Melur K. Ramasubramanian Continuing grant 2976690 1335 SMET 9179 1335 0000099 Other Applications NEC 0504647 October 1, 2005 IGERT: An Arts, Sciences and Engineering Research and Education Initiative for Experiential Media. This IGERT award at the Arts, Media and Engineering Program at Arizona State University will develop research and training mechanisms for the creation of a new class of media scientists. These scientists will produce new approaches for the integration of computational elements and digital media in the physical human experience. Their work will result in experiential media systems - hybrid physical-digital environments that address significant challenges in key areas of the human condition such as health, education and everyday living. The knowledge required to create experiential media systems is currently fragmented across engineering, sciences and arts. This IGERT award will train a new generation of hybrid media engineers-scientists-artists who are equipped to transcend this fragmentation. The training will be realized through a large interdisciplinary network combining expertise from twelve contributing disciplines. This network will allow integrated advanced research in sensing, modeling, feedback, experiential construction and learning. The research will result in new knowledge in media systems as well as within each contributing area. It will also result in the development of large-scale applications of societal significance. The graduate training mechanisms are implemented through formally approved concentrations within the graduate degree programs of participating disciplines. They combine discipline specific education in one of the IGERT research areas with interdisciplinary training in media development. The framework of this IGERT allows for methodology found in the sciences to be combined with creativity found in the arts. It will bridge the gap between computation and the physical experience, advance human-centric technologies and produce major advances in education, rehabilitation, communication, and everyday living. IGERT is an NSF-wide program intended to meet the challenges of educating U.S. Ph.D. scientists and engineers with the interdisciplinary background, deep knowledge in a chosen discipline, and the technical, professional, and personal skills needed for the career demands of the future. The program is intended to catalyze a cultural change in graduate education by establishing innovative new models for graduate education and training in a fertile environment for collaborative research that transcends traditional disciplinary boundaries. IGERT FULL PROPOSALS DGE EHR Rikakis, Thanassis Andreas Spanias Wilhelmina Savenye Jiping He Hari Sundaram Arizona State University AZ Melur K. Ramasubramanian Continuing grant 3038910 T245 T514 1335 SMET 9179 1335 0000099 Other Applications NEC 0506923 December 15, 2004 GRADUATE RESEARCH FELLOWSHIPS. GRADUATE FELLOWSHIPS DGE EHR None, None Western Washington University WA Gisele T. Muller-Parker Fellowship 121500 7172 SMET 9179 0000099 Other Applications NEC 0507863 December 1, 2004 GRADUATE RESEARCH FELLOWSHIP PROGRAM. GRADUATE FELLOWSHIPS DGE EHR None, None University of Arkansas AR Gisele T. Muller-Parker Fellowship 401129 7172 SMET 9179 0000099 Other Applications NEC 0509200 December 15, 2004 GRADUATE RESEARCH FELLOWSHIPS. GRADUATE FELLOWSHIPS DGE EHR None, None Worcester Polytechnic Institute MA Gisele T. Muller-Parker Fellowship 185586 7172 SMET 9179 7172 0000099 Other Applications NEC 0509201 December 15, 2004 GRADUATE RESEARCH FELLOWSHIPS. GRADUATE FELLOWSHIPS DGE EHR None, None University of Cincinnati Main Campus OH Gisele T. Muller-Parker Fellowship 243000 7172 SMET 9179 7172 0000099 Other Applications NEC 0514138 January 1, 2005 GRADUATE RESEARCH FELLOWSHIPS. GRADUATE FELLOWSHIPS DGE EHR None, None Portland State University OR Gisele T. Muller-Parker Fellowship 121500 7172 SMET 9179 7172 0000099 Other Applications NEC 0514139 January 1, 2005 GRADUATE RESEARCH FELLOWSHIPS. GRADUATE FELLOWSHIPS DGE EHR None, None Northern Arizona University AZ Gisele T. Muller-Parker Fellowship 162000 7172 SMET 9179 0000099 Other Applications NEC 0514344 January 15, 2005 GRADUATE RESEARCH FELLOWSHIPS. GRADUATE FELLOWSHIPS DGE EHR None, None Illinois Institute of Technology IL Gisele T. Muller-Parker Fellowship 243000 7172 SMET 9179 0000099 Other Applications NEC 0514346 January 1, 2005 GRADUATE RESEARCH FELLOWSHIPS. GRADUATE FELLOWSHIPS DGE EHR None, None Oregon Health and Science University OR Earnestine Psalmonds Fellowship 40500 7172 SMET 9179 0000099 Other Applications NEC 0514761 January 15, 2005 GRADUATE RESEARCH FELLOWSHIPS. GRADUATE FELLOWSHIPS DGE EHR None, None University of Colorado at Denver and Health Sciences Center CO Gisele T. Muller-Parker Fellowship 108750 7172 SMET 9179 0000099 Other Applications NEC 0529781 November 1, 2005 Training Graduate Students in the Responsible Conduct of Research. This award is made under Ethics Education in Science and Engineering. The award will enable the Council of Graduate Schools (CGS) to direct an educational project whereby eight of its member institutions will be funded to develop interdisciplinary research-ethics programs for graduate students in science and engineering. The project will engage a cadre of graduate deans who can serve as leaders in a nation-wide effort to institutionalize ethics education as a regular feature of graduate programs in science and engineering. Graduate deans participating in the project will work on their own campuses to establish steering committees, interdisciplinary faculty training programs, and university-wide seminars and workshops on ethics education. They will involve faculty from multiple disciplines such as philosophy, history, and sociology, to ensure that the training received by students is sufficiently broad-based, and sufficiently inclusive of perspectives that cross ethnic and cultural boundaries, to equip them with the ethical awareness, the ethical reasoning skills, and the conceptual tools that are needed to resolve unexpected new problems in the conduct of research. They will work together to develop assessment instruments to measure students' mastery of the key elements of responsible conduct of research, students' individual ethical development, and the ethical climate of the research enterprise itself. CGS will disseminate what is learned from the project by featuring the results in plenary and concurrent sessions at national meetings, in regular CGS publications and online communications, and in a culminating monograph on the "best practices" in ethics education in the targeted areas. IGERT FULL PROPOSALS DGE EHR Sowell, Robert Council of Graduate Schools DC Carol F. Stoel Standard Grant 299702 1335 SMET 9179 7491 1335 0000099 Other Applications NEC 0531499 April 15, 2005 GRADUATE RESEARCH FELLOWSHIPS. GRADUATE FELLOWSHIPS DGE EHR None, None Colorado School of Mines CO Gisele T. Muller-Parker Fellowship 179188 7172 SMET 9179 7172 0000099 Other Applications NEC 0531500 April 1, 2005 GRADUATE RESEARCH FELLOWSHIPS. GRADUATE FELLOWSHIPS DGE EHR Shirvanee, Lily Shirvanee, Lily M VA Gisele T. Muller-Parker Fellowship 97250 7172 SMET 9179 0000099 Other Applications NEC 0532946 May 1, 2005 GRADUATE RESEARCH FELLOWSHIPS. GRADUATE FELLOWSHIPS DGE EHR Hartman, Nicholas Hartman, Nicholas T VA Gisele T. Muller-Parker Fellowship 111000 7172 SMET 9179 9178 0000099 Other Applications NEC 0536941 March 1, 2006 GK12 Track 2 PRISM II. This proposal describes a Track 2 project that builds on 15 years of experience at establishing a sustainable community partnership that enhances Emory's research, teaching and service missions. The primary goal of PRISM II is to fully institutionalize the partnership established by PRISM I. Specifically, the objectives are to engage teachers and graduate fellows (GF) in learning pedagogies and reflective practice, enhance skills in teamwork and research practices, improve skills in communication with the broader public, improve content in science and mathematics, and increase the number of role models available for students and teachers. To accomplish these goals and objectives, Emory will partner with Clark-Atlanta University, Atlanta Public Schools, DeKalb County School System, City Schools of Decatur, and Fulton County Schools. The project will target ten teacher-GF teams per year with the potential to impact hundreds of students. GRAD TEACHING FELLOWS IN K-12 DGE EHR Marsteller, Patricia Preetha Ram Emory University GA Sonia Ortega Continuing grant 1981497 7179 SMET 9179 7179 0000099 Other Applications NEC 0116000 Human Subjects 0537028 July 15, 2005 GRADUATE RESEARCH FELLOWSHIPS. GRADUATE FELLOWSHIPS DGE EHR Hood, Jeffrey Hood, Jeffrey none Gisele T. Muller-Parker Fellowship 40500 7172 SMET 9179 0000099 Other Applications NEC 0537029 July 15, 2005 Graduate Research Fellowships. GRADUATE FELLOWSHIPS DGE EHR None, None North Carolina Agricultural & Technical State University NC Gisele T. Muller-Parker Fellowship 81000 7172 SMET 9179 7172 0000099 Other Applications NEC 0537030 July 15, 2005 GRADUATE RESEARCH FELLOWSHIPS. GRADUATE FELLOWSHIPS DGE EHR Jones, Kristopher Jones, Kristopher S none Gisele T. Muller-Parker Fellowship 122500 7172 SMET 9179 0000099 Other Applications NEC 0537031 July 15, 2005 GRADUATE RESEARCH FELLOWSHIPS. GRADUATE FELLOWSHIPS DGE EHR Mclaughlin, Bryan Mclaughlin, Bryan L VA Gisele T. Muller-Parker Fellowship 121500 7172 SMET 9179 0000099 Other Applications NEC 0537032 July 15, 2005 GRADUATE RESEARCH FELLOWSHIPS. GRADUATE FELLOWSHIPS DGE EHR Richter, Barbara Richter, Barbara VA Gisele T. Muller-Parker Fellowship 121150 7172 SMET 9179 0000099 Other Applications NEC 0537108 June 15, 2005 GRADUATE RESEARCH FELLOWSHIPS. GRADUATE FELLOWSHIPS DGE EHR None, None University of North Carolina Greensboro NC Gisele T. Muller-Parker Fellowship 121500 7172 SMET 9179 0000099 Other Applications NEC 0537844 January 15, 2006 Track 1, GK-12: Pass Me the Salt: Extending the Research Training Tower to Pre-College Students. This proposal describes a Track 1 project developed by Wichita State University to bring biology research into the public high schools in Wichita. The project will target four graduate fellows (GF) and eight teachers. The proposer plans to generate new lesson plans and lab activities in molecular biology, increase students' understanding of research science and the college experience, provide GF with opportunities to enhance outreach skills, bring students into research labs via videoconferencing, and help teachers meet the goals of NCLB. To accomplish these goals, the PIs intend to use research, place research-quality equipment into high school classrooms, and supply teachers with lessons and training on how to use the equipment. GRAD TEACHING FELLOWS IN K-12 DGE EHR Schneegurt, Mark Daniel Bergman Wichita State University KS Sonia Ortega Continuing grant 786779 7179 SMET 9179 7179 0000099 Other Applications NEC 0538080 June 15, 2005 GRADUATE RESEARCH FELLOWSHIPS. GRADUATE FELLOWSHIPS DGE EHR None, None University of Texas at El Paso TX Gisele T. Muller-Parker Fellowship 81000 7172 SMET 9179 0000099 Other Applications NEC 0538089 June 15, 2005 GRADUATE RESEARCH FELLOWSHIPS. GRADUATE FELLOWSHIPS DGE EHR None, None Alfred University NY Gisele T. Muller-Parker Fellowship 202500 7172 SMET 9179 7172 0000099 Other Applications NEC 0538090 June 15, 2005 GRADUATE RESEARCH FELLOWSHIPS. GRADUATE FELLOWSHIPS DGE EHR Forstner, Michael Texas State University - San Marcos TX Gisele T. Muller-Parker Fellowship 160734 7172 SMET 9179 7172 0000099 Other Applications NEC 0538383 June 1, 2006 Track One GK-12: Interdisciplinary Science Research Experiences for Middle Schools. This proposal describes a Track 1 project that recognizes that middle school students are at an age when they lose a sense of scientific curiosity and excitement (National Research Council, 2003). The student foci of the project will be 1) to engage students in hands-on interdisciplinary science activities to spur their excitement in scientific exploration and 2) through the GK-12 fellows, to provide the middle school students with scientific role models from backgrounds similar to their own. The graduate fellow focus of the program will be to provide graduate students in STEM disciplines with opportunities to improve skills in communication and pedagogy for diverse audiences. The aim of the Howard University GK-12 program: Interdisciplinary Science for Middle Schools (ISMS) will be to expose GK-12 fellows, teachers, and students to new perspectives and skills in STEM fields, and to create new opportunities in STEM fields for all participants. This project is a joint effort of Howard University Graduate School and two Washington, DC public charter middle schools, the Howard University Public Charter Middle School for Math and Science and the Cesar Chavez Public Charter Middle School for Public Policy. The Howard B. Owens Science Center in Prince George's County, MD, will also be a partner. PROGRAM EVALUATION GRAD TEACHING FELLOWS IN K-12 DGE EHR Alfred, Marcus Gregory Jenkins Gerunda Hughes Hemayet Ullah Howard University DC Sonia Ortega Continuing grant 1776209 7261 7179 SMET 9179 7179 0000099 Other Applications NEC 0538396 May 1, 2006 Track 1, GK-12: E-MRGE: Ecohydrogeology in the Middle Rio Grande Environment. This proposal describes a Track 1 project developed by the University of New Mexico. The main goal of the project is to link graduate Fellows on ecohydrology with middle school students and teachers in the Socorro and Belen districts. The PIs plan to link this project with the existing Sevilleta Long-Term Ecological Research program (LTER), and an IGERT program. Field trips for Fellows and teachers to the Sevilleta and the development of inquiry-based activities for students are some of the main characteristics of this project. GRAD TEACHING FELLOWS IN K-12 GRAD TEACHING FELLOW IN K-12ED DGE EHR Collins, Scott Laura Crossey University of New Mexico NM Sonia Ortega Continuing grant 1664336 7179 1731 SMET 9179 7179 0000099 Other Applications NEC 0116000 Human Subjects 0538407 February 1, 2006 Science Partners in Inquiry-based Collaborative Education II (SPICE II). This proposal describes a Track 2 project developed by The University of Florida in collaboration with Middle Schools from the Alachua County Public School. The main focus of this proposal is to use the ecosystem health theme to strengthen STEM instruction in these schools, while at the same time improving pedagogic and communication skills of graduate Fellows. An additional component of the Track 2 proposal is the plan for institutionalizing their project. GRAD TEACHING FELLOWS IN K-12 GRAD TEACHING FELLOW IN K-12ED DGE EHR Levey, Douglas Thomas Crisman David Bloomquist Mary Jo Koroly Ricardo Quintana University of Florida FL Sonia Ortega Continuing grant 2092769 7179 1731 SMET 9179 7179 0000099 Other Applications NEC 0116000 Human Subjects 0538420 May 1, 2006 Track I, GK-12: Enriching Earth Science in Rural Tennessee Middle Schools Through Research-Based Activities on Climate and Environmental History. This proposal describes a Track 1 project developed by the University of Tennessee Knoxville. This proposal focuses on the land, its distinctive features, the history and capitalizes on the Appalachian environment. The project's goal is to link earth science instruction with ongoing and new University research on climate and environmental history as reconstructed from natural earth archives including sediments, soils, tree rings, rocks, and fossils. The vehicle will be infusion of science discovery into the middle school curriculum by linking with ongoing research at the university. GK-12 fellows and their advisors will provide the links. Fellows and teachers will help students develop local research projects that give them a chance to experience all the steps of scientific research. The model holds promise of being effective in small rural schools where students who are not familiar with the work of scientists can get a real taste of discovery and analysis. Schools that have been identified for the project are all in very poor rural areas where there are few resources to encourage students to pursue STEM careers. EXP PROG TO STIM COMP RES GRAD TEACHING FELLOWS IN K-12 DGE EHR Horn, Sally Henri Grissino-Mayer Lynn Champion University of Tennessee Knoxville TN Sonia Ortega Continuing grant 1957148 9150 7179 SMET 9179 7179 0000099 Other Applications NEC 0538434 February 1, 2006 Track I: GK-12 Fellows in Science and Mathematics for East Alabama Schools. This proposal describes a Track 1 project developed by Auburn University in science and mathematics partnerships with the Lee and Macon county school districts. The focus of the GK-12 Fellows in Science and Mathematics for Schools in East-Alabama Project is to place Graduate Fellows from Auburn and Tuskegee Universities in 9-12th grade science and mathematics classrooms to serve as resource persons and assist teachers with instruction. Under the supervision of GK-12 Teachers, the Fellows will assist in laboratories, develop curriculum modules, design activities, provide demos, work one on-one with students, explain concepts to students, and participate in after school enrichment activities. The Fellows will be required to take a course in pedagogy the summer prior to entering the classroom. GK-12 Teachers will attend a two-week professional development workshop over the summer. Both formative and summative evaluation will be conducted periodically to assess the effectiveness of the project. The project has three main goals. The first goal is to increase student learning, motivation, confidence, achievement, and enrollment in science and mathematics courses in 9-12th grades. The second goal is to increase teacher content knowledge and skills. The third goal is to increase the number of science and mathematics majors that learn about teaching and the learning process. GRAD TEACHING FELLOWS IN K-12 OFFICE OF MULTIDISCIPLINARY AC DGE EHR Jenda, Overtoun John Feminella Auburn University AL Sonia Ortega Continuing grant 1926195 7179 1253 SMET 9179 7179 0000099 Other Applications NEC 0538445 February 1, 2006 Track 2, GK-12: The Watershed-Integrated Sciences Partnership-2 (WISP-2). This proposal describes a Track 2 GK-12 project developed by the University of Massachusetts and three Boston-area public school districts. The program would support 8 to 12 Fellows each year to work in partnership with master teachers in the Boston, Dedham, and Milton public school districts to bring science to K-12 students. The program, known as Watershed-Integrated Sciences Partnership-2 (WISP-2) remains focused on individual partnerships between science Fellows and middle school teachers who work together to modify and implement high quality inquiry-based science instruction within the context of the local Neponset River Watershed. The watershed provides a common experiential framework for classes and field/laboratory modules covering fundamental concepts in life sciences, physical sciences and earth sciences. Partners also include the Environmental Business Council of New England and the Massachusetts Insight Education and Research Institute. GRAD TEACHING FELLOWS IN K-12 EDUCATION/HUMAN RESOURCES,OCE DGE EHR Chen, Robert Arthur Eisenkraft Adan Colon-Carmona Marilyn Decker University of Massachusetts Boston MA Sonia Ortega Continuing grant 1658754 7179 1690 SMET 9179 7179 0000099 Other Applications NEC 0538457 February 15, 2006 Track 2 GK-12: Sensors!. This proposal describes a Track 2 project developed by the University of Maine in collaboration with several Maine public school systems in urban, suburban, and rural communities to capitalize upon UMaine's interdisciplinary, state-of-the-art sensor science and engineering resources to establish strong partnerships with middle and high schools, benefiting GK-12 fellows, teachers, middle and high school students, senior personnel, and business and community stakeholders. Focusing on sensor science and engineering, the PI, Dr. Vetelino is carefully integrating NSF RET, GK-12, REU, and IGERT programs, reaching students from middle school through the Ph.D. The synergy among the PI's education and research programs provides a national model on how to effectively integrate an emerging interdisciplinary research area such as sensors with education, particularly within a rural and economically depressed region. GRAD TEACHING FELLOWS IN K-12 DGE EHR Vetelino, John Stephen Godsoe Constance Holden University of Maine ME Sonia Ortega Continuing grant 1825755 7179 SMET 9179 7179 0000099 Other Applications NEC 0538465 March 1, 2006 Track 1, GK12, ALGEBRA CUBED. This proposal describes a Track 1 project developed by the University of Kentucky Research Foundation. The Partnership Institute for Science and Math Reform (PISMR) will be charged with implementing ALGEBRA CUBED to rural middle and high schools. This proposal has several goals. The first goal is to increase the algebraic content knowledge of the middle and high school teachers and enrich their view of the applications of mathematics. The second goal is to add conceptual depth to the mathematical knowledge of middle and high school students, thus increasing the level of their fluency in the procedural aspects of algebra. In this process, fellows will partner with teachers individually or in small groups to help teachers deepen their understanding of math content and applications. As partners, they will model inquiry based learning and teaching. The third goal is to enrich teacher understanding of standards and Core Content. The close relationship of activities to Core Content and standards will serve as a professional development vehicle for teachers. The fourth goal is to introduce graduate and undergraduate students in STEM disciplines to issues of middle and high school education in mathematics, to have fellows recognize the contribution that their discipline can make to the learning of algebra, and to provide a platform for fellows to remain connected and contribute to the K-12 education process throughout their careers. The fifth goal is to establish a professional community among the teachers, university faculty, graduate, and undergraduate fellows in order to prepare for other joint efforts in STEM focused ventures in K-12. The sixth goal is to increase the performance of students in the middle school and high school on the algebra portion of standardized math exams in the Commonwealth of Kentucky. The seventh goal is to improve the attitude of high school and middle school students towards mathematics. The eighth goal is to add breadth to the experience of the fellows by creating productive working relationships with teachers. The ninth goal is to disseminate and sustain a model and begin it s transportability. The tenth and final goal is to provide a source for sustainability both financially and culturally at the University of Kentucky. GRAD TEACHING FELLOWS IN K-12 OFFICE OF MULTIDISCIPLINARY AC DGE EHR Leep, David G.T. Lineberry Jeffrey Osborn Xin Ma Paul Prater University of Kentucky Research Foundation KY Marilyn Mimi McClure Continuing grant 1829662 7179 1253 SMET 9179 7179 0000099 Other Applications NEC 0538476 June 1, 2006 Track 1, GK-12: Engineering as a Contextual Vehicle for Science and Mathematics Education. This proposal describes a Track 1 project developed by Drexel University entitled, "GK-12: Engineering as a Contextual Vehicle for Science and Mathematics Education", that will form a collaboration between education teams of graduate students (GK-12 Fellows) and middle school teachers from the School District of Philadelphia (GK-12 Teachers) to identify and design engineering/technology based supportive classroom materials. These materials will serve as contextual vehicles through which the presentation of fundamental scientific and mathematical concepts to middle school students will be enhanced. GRAD TEACHING FELLOWS IN K-12 DGE EHR Fromm, Eli William Lynch Mun Choi Adam Fontecchio Mary Jo Grdina Drexel University PA Sonia Ortega Continuing grant 1847998 7179 SMET 9179 7179 0000099 Other Applications NEC 0538509 February 15, 2006 Track 1, GK-12: Ecological Literacy in the K-12 Classrooms of Rural Michigan. This proposal describes a Track 1 project designed to bring inquiry-based learning to schools in rural Michigan. Eight graduate Fellows will connect with teachers to learn pedagogical skills and bring ecological concepts to schools. Eleven Faculty at Kellogg Biological Station will be involved in several aspects of the project. GRAD TEACHING FELLOWS IN K-12 GRAD TEACHING FELLOW IN K-12ED DGE EHR Robertson, G. Philip Charles Anderson Jeffrey Conner Gary Mittelbach Thomas Getty Michigan State University MI Sonia Ortega Continuing grant 1558160 7179 1731 SMET 9179 7179 0000099 Other Applications NEC 0538532 May 1, 2006 Track 2 NSF GK-12 Fellows Project STEP (Science and Technology Enhancement Program): Building "STEMcinnati City". This proposal describes a Track 2 project developed by the University of Cincinnati that will partner fellows and teachers to develop curriculum modules in the framework called "STEMcinnati City". This Track 2 Project STEP-a partnership of UC faculty and 5 graduate Fellows, 5 strategically chosen high schools, and community and industrial partners-strives to further improve STEM interest and skills of high school students using engineering as a context for authentic learning through an overarching project. The vision is to develop a seamless community of UC and K-12 learners sharing STEM knowledge. The primary goals of this project are: 1) to train, energize and sustain graduate engineering, math and science Fellows to effectively teach STEM skills to secondary school students; 2) to develop hierarchical and expandable STEM lesson plans that explicitly connect key concepts at different grade levels; and 3) to plant the seeds of systemic change at UC and K-12 schools through synergistic partnerships that ensure the sustainability of the program beyond NSF funding. Partners: University of Cincinnati, Cincinnati Public Schools: Hughes Teaching and Technology High School, Hughes CAMAS High School, Western Hills Design Technology High School, Western Hills University High School, and Shroder Paidea High School. GRAD TEACHING FELLOWS IN K-12 DGE EHR Kukreti, Anant Richard Miller Thaddeus Fowler Daniel Oerther Suzanne Soled University of Cincinnati Main Campus OH Sonia Ortega Continuing grant 1612265 7179 SMET 9179 7179 0000099 Other Applications NEC 0116000 Human Subjects 0538541 February 1, 2006 Engineering, Science and Math Education for a Global, Technological Society. This proposal describes a Track 2 project developed by Washington University's (WU) School of Engineering and Applied Science (SEAS), Teaching Center (Faculty/Graduate Training) and the Department of Education are partnering with the St. Louis and the Webster Groves School Districts for the extension of a successful Track 1 GK12 Program. Track 1 focused on Gateway Middle School and Steger Sixth Grade Center. In Track 2 WU will expand to the Construction Career Center (CCC) High School, a St. Louis Charter high school developed to push inner city students to the college level, while providing guidance and training in various trades for those that do not attend college, and to Metro High School, a St. Louis public magnet school with a technical focus and a reputation for innovative education programs. In Track 2 WU will merge new engineering departments into the program while expanding their base of teaching modules, and focus on enhancing existing modules to better prepare the constituents for the global workforce and society of the future. A new emphasis of the WU GK12 teaching module content will be placed on sparking awareness in the GK12 fellows, students and teachers of the role of technology in globalization. GRAD TEACHING FELLOWS IN K-12 DGE EHR Dyke, Shirley Hiroaki Mukai Ruth Okamoto Cathy Ely Washington University MO Sonia Ortega Continuing grant 1988583 7179 SMET 9179 7179 0000099 Other Applications NEC 0538547 February 1, 2006 Track 1, GK 12: Building Understanding Through Research Partnerships and IT. This proposal describes a Track 1 project developed by Texas A&M University in partnership with six rural schools for integrated physics and chemistry education and outreach. The proposal is centered on the Texas State Integrated Physics and Chemistry (IPC) curriculum. The proposed goals include: 1) Establish partnerships between Texas A&M University and Region 6 high schools in at least 5 districts for the improvement of the IPC curriculum. 2) Enhance science graduate student fellows communication, teaching, and team-building skills by engaging them in planning and team teaching with high school IPC teachers while broadening their scientific knowledge base. 3) Provide professional development for IPC teachers to tighten their connection between current knowledge about how people learn and their implementation of state-provided materials designed to support student-directed inquiry in IPC classes. 4) Establish a 10-year outreach program bringing these students to campus to see the IPC curriculum in contemporary science research and in everyday life. GRAD TEACHING FELLOWS IN K-12 OFFICE OF MULTIDISCIPLINARY AC DGE EHR Simanek, Eric Carol Stuessy Jane Schielack David Ford Susan Pedersen Texas A&M University Main Campus TX Sonia Ortega Continuing grant 1904916 7179 1253 SMET 9179 7179 0000099 Other Applications NEC 0538550 May 1, 2006 The GK-12 Program In Hawaii: A Model for Integrating Research in K-12 Science Education. This proposal describes a Track 3 Accomplishment Based Renewal from the University of Hawaii. The focus of this project has been on ecology, evolution, and conservation biology. K-12 students work with Graduate Fellows on their ongoing research. Fellows work with K-12 teachers to define activities, according to the needs of their research, but do so within the context of semester-long training provided by the Curriculum Research and Development group in the University of Hawaii College of Education. This proposal looks to provide funding towards continuing the activities of Track 1 and 2 GK-12 program focused on ecology, evolution and conservation biology as it pertains to the unique setting offered by Hawaii. Furthermore, the Track 2 program failed to fully institutionalize the GK-12 program, and the proponents are asking for two more years to ensure sustainability through funding efforts of this proposal. GRAD TEACHING FELLOWS IN K-12 GRAD TEACHING FELLOW IN K-12ED DGE EHR Kaneshiro, Kenneth Donald Young Sheila Conant Robert Kinzie Erin Baumgartner University of Hawaii HI Sonia Ortega Standard Grant 509300 7179 1731 SMET 9179 9150 7179 0000099 Other Applications NEC 0538554 March 1, 2006 Track 2, GK-12 Graduate Teaching Fellows in the Newark Public Schools: A Collaborative Model for Developing Inquiry-Driven Science Classrooms. This proposal describes a Track 1 project developed by Rutgers University in partnership with Newark Public Schools and The Newark Museum. This is a Track 2 program that focuses on the development of five model science classrooms employing inquiry based instructional strategies and materials. It will use 5-10 Fellows and students and 15 teachers from grades 5-8. The anticipated outcomes of the proposed program include: enhanced teaching and communication skills of the Fellows; fifth grade students who are motivated and excited about science, mathematics, and technology, exposed to new ideas, resources, and potential careers, and increased knowledge and understanding of STEM subjects; collaboration of teachers with graduate students and in designing learning experiences for their students and incorporation of new ideas, activities, and resources into their curricula; opportunities for teachers to learn hands-on, inquiry-based approaches to teaching; and the development of a model of school-college collaboration that has relevance and merit for national dissemination. GRAD TEACHING FELLOWS IN K-12 GRAD TEACHING FELLOW IN K-12ED DGE EHR Gates, Alexander Ismael Calderon lydia Silva Rutgers University New Brunswick NJ Sonia Ortega Continuing grant 1876379 7179 1731 SMET 9179 7179 0000099 Other Applications NEC 0538555 May 1, 2006 Track 1, GK-12: Improvement of Science Education in Vocational Technical High Schools through Collaborative Learning and Coteaching. This is a Track 1 project developed by the University of Delaware to link nine Fellows with nine teachers in a local vocational technical high schools district to develop a model program for STEM graduate students. This project supports several disciplines: biology, computer sciences, chemistry and biochemistry, engineering, earth sciences, physics and astronomy. The main goal is to establish a learning community in the state of Delaware to address critical issues in science education. The project has three main components: 1) problem-based learning in science; 2) co-teaching and lesson study to provide Fellows with the experience of teaching sciences and 3) quantitative reasoning skills in the sciences for middle and high school students. GRAD TEACHING FELLOWS IN K-12 OFFICE OF MULTIDISCIPLINARY AC DGE EHR Watson, George John Madsen Kathryn Scantlebury University of Delaware DE Sonia Ortega Continuing grant 1710245 7179 1253 SMET 9179 7179 0000099 Other Applications NEC 0116000 Human Subjects 0538556 May 1, 2006 Teaching Through Outreach: The Institutionalized GK-12 Model. This proposal describes an Accomplished Based Renewal of the Tufts' Engineering: the Next Steps (TENS) GK-12 project entitled "Teaching Through Outreach: The Institutionalized GK-12 Model". This project would continue the work begun in the summer of 2003 on Track 2 funding from NSF. The long-term goal is to increase pre-college engineering education on a national scale and see the GK-12 model as one successful way of accomplishing this. Funding for this project will more research to be done on the impact of the GK-12 program on the attitudes and engineering skills of participating fellows. In addition, the project team will gather and disseminate the best practices developed at GK-12 (and GK-12-like) programs across the nation in an effort to increase communication between these groups. This project will continue its partnership with the Malden, MA school system. GRAD TEACHING FELLOWS IN K-12 DGE EHR Rogers, Chris Diane Souvaine Christine Cunningham Linda Beardsley Judith Stafford Tufts University MA Sonia Ortega Continuing grant 533964 7179 SMET 9179 7179 0000099 Other Applications NEC 0538588 May 1, 2006 Track 1, GK-12: Science and Technology Enrichment for Appalachian Middle-schoolers (STEAM). This proposal describes a Track 1 project developed by Ohio University in partnership with rural Appalachian Middle Schools. The STEAM (Science and Technology Enrichment for Appalachian Middle school students) project aims to broaden graduate education for engineering students at Ohio University and improve learning in science courses for middle school students at six surrounding middle school. The project seeks to improve Graduate Fellow communication, instruction, and teamwork skills; improve middle school student academic performance in science and mathematics; increase middle school student interests in science, mathematics, and technology; and refresh science teacher s technology knowledge. To accomplish these goals, K-12 teachers and Fellows will develop digital curricular content involving novel technologies, which will be ready for other middle school science teachers to use in their science classroom. In the process, the success of Fellows will be showcased to the University community, which will foster cultural change in the institution towards the recognition of the irreplaceable benefits of GK-12-style community service learning. GRAD TEACHING FELLOWS IN K-12 DGE EHR Liu, Chang David Chelberg Teresa Franklin Ohio University OH Sonia Ortega Continuing grant 1679396 7179 SMET 9179 7179 0000099 Other Applications NEC 0538608 June 1, 2006 GK12 Track II: Boston University Urban Fellows Project. This proposal describes a Track 2 GK-12 project that will combine the best aspects of two existing GK-12 projects: Project STAMP (Science, Technology and Math Partnerships) and the CPS (Center for Polymer Studies) into one project focused on Fellows working in urban school systems. The GK-12 Boston Urban Fellows Project will support 26 Fellows and Boston University will support 65 Fellows to work in Boston Public Schools, Chelsea Public Schools and Quincy Public School districts. Boston University is providing financial support to this project and is also committed to broadening the existing GK-12 courses to other graduate students at the institution. The project will also create a STEM instructional course for teachers. The project includes a comprehensive evaluation to identify lasting effect of the project on Fellows, teachers and K-12 students. GRAD TEACHING FELLOWS IN K-12 DGE EHR Goldberg, Bennett H. Eugene Stanley Trustees of Boston University MA Sonia Ortega Continuing grant 1550376 7179 SMET 9179 7179 0000099 Other Applications NEC 0538623 February 1, 2006 Track 1, GK-12 Partnership for Exploring the Environment on the U.S.-Mexico Border. This proposal describes a Track 1 GK-12 project developed by the University of Texas El Paso and the El Paso Independent School District (EPISD). The goal of the program is to transform the cognitive level of learning in middle school science classrooms, enhance the professional preparation of ten graduate Fellows each year, and engage student interest in science and engineering careers. The project will draw on a number of established environmental science curricula as a basis for teaching science modules that are aligned with the EPISD middle school curriculum guides, the Texas science standards, and the National Science Education Standards for grades 6-8. Fellows will also create new learning modules designed to elucidate environmental problems and scientific solutions relevant to the local border region between the U.S. and Mexico. GRAD TEACHING FELLOWS IN K-12 EDUCATION/HUMAN RESOURCES,OCE DGE EHR Hagedorn, Eric Jerry Johnson Sally Blake University of Texas at El Paso TX Sonia Ortega Continuing grant 1780908 7179 1690 SMET 9179 7179 0000099 Other Applications NEC 0538642 May 1, 2006 Enhancing Science Awareness and Learning for 7th and 8th Grade Students in Wyoming. This proposal describes a Track 1 project developed by the University of Wyoming in partnership with several schools with high Native American and Hispanic communities. The goals of this project are to motivate and prepare students for self-directed learning and to nurture an appreciation for discovery that will lead to careers in science. The project seeks to engage communities to deepen understanding of contemporary STEM issues. The project will focus on the interdisciplinary nature, unifying concepts and ethical considerations of science from the perspective of "What is Alive?" In order to intervene in the prevalent socio-educational culture that now directs students into non-college curricular tracts in the 9th grade, the program will target 7th and 8th grade classes. Initially, communities with significant Native American and Hispanic communities will been targeted; however, the long-term goal will be to reach all school districts in Wyoming, in part, via distance delivery technologies and continuing education workshops. The broad program goals will be attained by meeting four specific objectives: * Enhance awareness and understanding of contemporary STEM issues, opportunities and ethics by offering motivational units to students and communities. * Promote STEM knowledge and skills by delivering interdisciplinary curricular units that align with state standards. * Advance graduate student learning and outcomes. * Increase sustainable STEM expertise of 7th and 8th grade science teachers. Knowledge of the nature and relevance of scientific discovery will provoke sustainable student learning, achievement and career choice. EXP PROG TO STIM COMP RES GRAD TEACHING FELLOWS IN K-12 DGE EHR Roth, Don Heywood Sawyer Randolph Lewis Carrick Eggleston Daniel Dale University of Wyoming WY Sonia Ortega Continuing grant 646898 9150 7179 SMET 9179 7179 0000099 Other Applications NEC 0538643 May 1, 2006 The Indiana Interdisciplinary GK-12: Bringing Authentic Problem Solving in STEM to Rural Middle Schools. This proposal describes a Track 1 project developed by the University of Purdue. The proposal focuses on Fellows bringing interdisciplinary approaches to science in middle school classrooms. The project builds on, and integrates with, a major research initiative at Purdue, which involves building and staffing of "Discovery Park". The educational arm of this initiative is called "Discovery Learning Center". The PI for this proposal is a co-Director of the Learning Center. There are four goals noted in the proposal. The first goal is to enhance the quality of STEM education in middle schools, particularly those within small town or rural communities, and with a multicultural and/or lower socioeconomic component, thus increasing student STEM knowledge and interest. The second goal is to provide training and mentoring for graduate fellows, including experience in middle school classrooms, and enhancements to develop their ability as future STEM faculty or professionals. The third goal is to provide professional development for middle school teachers, enhancing offerings and inquiry-based education in STEM disciplines. The fourth goal is to foster ongoing, mutually beneficial partnerships between the university and area school corporations to continually enhance STEM education. GRAD TEACHING FELLOWS IN K-12 EDUCATION/HUMAN RESOURCES,OCE DGE EHR Harbor, Jonathan Leah Jamieson Melissa Dark Edward Eiler Purdue University IN Sonia Ortega Continuing grant 1698208 7179 1690 SMET 9179 7179 0000099 Other Applications NEC 0538645 October 1, 2006 Track 2, GK-12: Teaching the Science in Everyday Life. This proposal describes a Track 2 project developed by University of Arkansas in collaboration with Arkansas Middle Schools. The Track 1 project was an interdisciplinary program called KIDS (K-12, I Do Science) focused on bringing science to real life. The Graduate Fellows trained in Nanosciences worked in collaboration with middle school teachers to demonstrate that students learn by doing. In this Track 2 proposal, PIs demonstrated the accomplishment of the Track 1 phase by including quantitative data about outcomes for Fellows, teachers and students, disseminating the results and also by indicating ways of sustaining the project beyond NSF funding. The primary goal of Track 2 is to build on the infrastructure of Track 1 by implementing a five-year plan to sustain the project. GRAD TEACHING FELLOWS IN K-12 OFFICE OF MULTIDISCIPLINARY AC DGE EHR Hobson, Arthur Gregory Salamo Gay Stewart Ronna Turner Paul Calleja University of Arkansas AR Sonia Ortega Continuing grant 1859930 7179 1253 SMET 9179 7179 0000099 Other Applications NEC 0538652 February 15, 2006 Track 1, GK-12: Culturally Relevant Engineering Applications in Mathematics (CREAM). This proposal describes a Track 1 project developed by Washington State University. The proposed program, 'Culturally Relevant Engineering Applications in Mathematics (CREAM),' will bridge engineering applications and mathematics. The program will involve two engineering, three educational and one mathematics faculty member; and engage them with four engineering and four mathematics Graduate Fellows (Fellows). These Washington State University faculty (WSU) members will work with the Fellows bridging their activities with three school districts: one Hispanic, one Native American, and one local to the university community. The grade levels will span initially the senior high and progressively move into the middle school years. The project proposes several goals. The first goal is to greatly increase learning of mathematics and valuing of engineering careers among traditional and underrepresented student populations. The second is to create in mathematics and engineering graduate students the desire to pursue careers as university educators who also engage in outreach and serve as mentors to diverse pre-college students. The third goal is to establish long-term relationships among geographically separated K-12 teachers and university faculty to support effective teaching of mathematics and promotion of engineering careers at the K-12 and university levels. GRAD TEACHING FELLOWS IN K-12 DGE EHR Davis, Denny Sandra Cooper Jennifer Beller Washington State University WA Sonia Ortega Continuing grant 1540803 7179 SMET 9179 7179 0000099 Other Applications NEC 0116000 Human Subjects 0538655 May 1, 2006 Track 2 - GK-12 - Engineering in Practice for a Sustainable Future. This proposal describes a Track 2 project developed by the University of Oklahoma. This Track 2 proposal builds upon two Track 1 awards: The Authentic Teaching Alliance (ATA); and the Adventure Engineering (AE). The outcomes from the first two grants include: (1) a dual degree program in engineering education; (2) greater than 50% of the undergraduate Fellows were accepted into STEM graduate programs; (3) four competitive grants were awarded to the ATA teachers and Fellows; (4) over 100 teaching and learning modules were developed of which 30 are available through the Internet on the ATA website; and (5) improvements in the Fellows communications and teaching skills. The proposed Track 2 has three stated goals: (1) build upon the success of the Track 1 awards, an example being the integration of the 100 units referenced to include more utilization of the engineering processes; (2) create summer engineering academies (SEA) that would serve to disseminate the material and be professional development opportunities for the teachers; and (3) the preparation of Future Faculty through a proposed dual STEM education degree between the Colleges of Engineering and Education. Key to the Track 2 projects is the integration of the two Track 1 activities and programs into one model. GRAD TEACHING FELLOWS IN K-12 DGE EHR Nanny, Mark Deborah Trytten Mary John O'Hair Susan Walden Leslie Williams University of Oklahoma Norman Campus OK Sonia Ortega Continuing grant 2098863 7179 SMET 9179 7179 0000099 Other Applications NEC 0116000 Human Subjects 0538660 February 1, 2006 Track 1, GK-12: University of Idaho GK-12 Program for Elementary Schools in Rural North Idaho. This proposal describes a Track 1 project developed by the University of Idaho (UI) to improve graduate and elementary education in northern Idaho. Ten Teacher-Fellow teams will develop hands-on and engaging classroom activities, which are inquiry based and incorporate national standards. Teachers and students will be exposed to cutting edge scientific research in nanoscale science at the university. Fellows will enhance their communication skills, develop better teaching skills and will gain deeper insight about K - 12 education issues and needs. Fellows will support teachers in the content area and also serve as role models in the classroom. University faculty will be available for mentoring each team and will be visiting elementary classrooms at least twice a semester. Fellows will attend two 1-credit training seminars focused on communication and education prior to their attending summer orientation workshop. GRAD TEACHING FELLOWS IN K-12 OFFICE OF MULTIDISCIPLINARY AC DGE EHR McIlroy, David John Davis University of Idaho ID Sonia Ortega Continuing grant 1856733 7179 1253 SMET 9179 7179 0000099 Other Applications NEC 0538678 March 15, 2006 Track 2, GK-12: Exploring California Biodiversity. This proposal describes a Track 2 project developed by the University of California Berkeley, the Berkeley Natural History Museums (BNHM) and Field Stations with local K-12 urban schools, and with the rural schools near the Field Stations. The program starts with a short Summer Institute for Teachers, Graduate Fellows, and their Advisors. The school year then involves the collection of natural history data, from natural areas and schoolyards adjacent to the school, and then at Field Stations. The collections provide a foundation for a study, curation and identification of specimens using information from BNHM. Bioinformatics data are put into a database from schools and field stations to BNHM. Finally, an End-of-year Celebration involves all program persons to meet and present their results. Data generated is shared among participating schools and, over the course of the program, data becomes accessible to schools throughout the Bay Area. Graduate Fellows serve as facilitators with K-12 Teachers in student data collection, curation and identification, bioinformatics data preparation and end of year celebration activities. OTHER GLOBAL LEARNING & TRNING GRAD TEACHING FELLOWS IN K-12 GK-12 GRAD TEACHING FELLOW IN K-12ED DGE EHR Gillespie, Rosemary George Roderick Brent Mishler Craig Moritz David Lindberg University of California-Berkeley CA Sonia Ortega Continuing grant 2100883 7731 7179 5284 1731 SMET 9179 7179 5978 1067 0000099 Other Applications NEC 0538701 May 1, 2006 Track II, Down to Earth Science. This proposal describes a Track 2 program that involves collaborations between ASU, two Native American tribes, and four inner city or suburban schools. The Track 1 program impacted 38 ASU fellows, 28 veteran teachers, and 38 public schools. The first grant focused on middle and high school earth system science, biology, and related social science courses (notably geography) in six school districts in Arizona with high concentrations of underrepresented populations. The previous program developed an interdisciplinary 3-credit course on inquiry science for Fellows, innovative in its approach to building Fellows' abilities to collaborate to improve their teaching skills and action research strategies. Track 2 is a continuation of this program and attempts to build upon the success and knowledge gleaned through the original proposal. COLLABORATIVE RESEARCH GRAD TEACHING FELLOWS IN K-12 GRAD TEACHING FELLOW IN K-12ED DGE EHR Ramakrishna, B. Vincent Pizziconi Kathleen Matt Ronald Dorn Melinda Romero Arizona State University AZ Sonia Ortega Continuing grant 2041093 7298 7179 1731 SMET 9179 7179 5978 5928 5924 0000099 Other Applications NEC 0538721 May 1, 2006 Partnerships for Reform through Investigative Science and Mathematics. This proposal describes a Track 1 project developed by the University of Hawaii in partnerships for Reform through Investigative Science and Mathematics (PRISM). This is a pioneering initiative that will improve science and mathematics education in K-8 schools serving a rural and ethnically diverse student population in Hawaii. There are four major goals noted in the proposal: 1. Enhance PRISM Fellows' communication, teaching, and learning proficiency. 2. Improve PRISM Teachers' mathematics, science, and technology pedagogical content knowledge. 3. Improve K-8 Students' attitudes towards science and content knowledge. 4. Transform the existing HIDOE and UHH partnership into a sustainable learning community. This project is designed to develop teaching methods and curriculum based on the standards and NSF supported materials like FOSS and that are relevant to the local regions through the advancement of discovery and understanding of science and mathematics related to local interest topics. The approach brings together the expertise of faculty and graduate students from the UHH Tropical Conversation Biology and Environmental Science Masters' program with the teaching skills of lead teachers in K-8 Schools. EXP PROG TO STIM COMP RES GRAD TEACHING FELLOWS IN K-12 DGE EHR Price, Donald Elizabeth Stacy Jan Zulich Ania Driscoll-Lind University of Hawaii at Hilo HI Sonia Ortega Continuing grant 1825466 9150 7179 SMET 9179 7179 0000099 Other Applications NEC 0116000 Human Subjects 0539494 July 15, 2005 GRADUATE RESEARCH FELLOWSHIPS. GRADUATE FELLOWSHIPS DGE EHR None, None Michigan Technological University MI Gisele T. Muller-Parker Fellowship 775310 7172 SMET 9179 0000099 Other Applications NEC 0540104 July 15, 2005 GRADUATE RESEARCH FELLOWSHIPS. GRADUATE FELLOWSHIPS DGE EHR Shteynberg, Gary Shteynberg, Gary none Gisele T. Muller-Parker Fellowship 41500 7172 SMET 9179 0000099 Other Applications NEC 0540105 September 1, 2005 GRADUATE RESEARCH FELLOWSHIPS. GRADUATE FELLOWSHIPS DGE EHR Lin, Andrew Lin, Andrew C VA Gisele T. Muller-Parker Fellowship 120040 7172 SMET 9179 0000099 Other Applications NEC 0540247 July 15, 2005 GRADUATE RESEARCH FELLOWSHIPS. GRADUATE FELLOWSHIPS DGE EHR None, None Montana State University MT Gisele T. Muller-Parker Fellowship 202500 7172 SMET 9179 7172 0000099 Other Applications NEC 0543080 September 1, 2005 GRADUATE RESEARCH FELLOWSHIPS. GRADUATE FELLOWSHIPS DGE EHR Milgroom, Jessica Milgroom, Jessica NY Gisele T. Muller-Parker Fellowship 122500 7172 SMET 9179 7172 0000099 Other Applications NEC 0543081 September 1, 2005 GRADUATE RESEARCH FELLOWSHIPS. GRADUATE FELLOWSHIPS DGE EHR Prado, Elizabeth Prado, Elizabeth L MD Gisele T. Muller-Parker Fellowship 109381 7172 SMET 9179 0000099 Other Applications NEC 0543085 September 1, 2005 GRADUATE RESEARCH FELLOWSHIPS. GRADUATE FELLOWSHIPS DGE EHR Thomas, Jordan Thomas, Jordan GA Gisele T. Muller-Parker Fellowship 41500 7172 SMET 9179 0000099 Other Applications NEC 0543086 September 1, 2005 GRADUATE RESEARCH FELLOWSHIPS. GRADUATE FELLOWSHIPS DGE EHR Taft, Ryan Taft, Ryan J CA Gisele T. Muller-Parker Fellowship 122500 7172 SMET 9179 0000099 Other Applications NEC 0543087 September 1, 2005 GRADUATE RESEARCH FELLOWSHIPS. GRADUATE FELLOWSHIPS DGE EHR Purcell, Jessica Purcell, Jessica L MA Gisele T. Muller-Parker Fellowship 111420 7172 SMET 9179 0000099 Other Applications NEC 0543090 September 1, 2005 GRADUATE RESEARCH FELLOWSHIPS. GRADUATE FELLOWSHIPS DGE EHR Shimada, Lia Shimada, Lia MA Gisele T. Muller-Parker Fellowship 100500 7172 SMET 9179 0000099 Other Applications NEC 0543093 September 1, 2005 GRADUATE RESEARCH FELLOWSHIPS. GRADUATE FELLOWSHIPS DGE EHR Stein, Robin Stein, Robin S CA Gisele T. Muller-Parker Fellowship 70500 7172 SMET 9179 0000099 Other Applications NEC 0543094 September 1, 2005 GRADUATE RESEARCH FELLOWSHIPS. GRADUATE FELLOWSHIPS DGE EHR Aw, Justine Aw, Justine NC Gisele T. Muller-Parker Fellowship 122500 7172 SMET 9179 0000099 Other Applications NEC 0543095 September 1, 2005 GRADUATE RESEARCH FELLOWSHIPS. GRADUATE FELLOWSHIPS DGE EHR Brelsford, Alan Brelsford, Alan T AK Gisele T. Muller-Parker Fellowship 106033 7172 SMET 9179 0000099 Other Applications NEC 0543097 September 1, 2005 GRADUATE RESEARCH FELLOWSHIPS. GRADUATE FELLOWSHIPS DGE EHR Levine, Tiferet Levine, Tiferet A NY Gisele T. Muller-Parker Fellowship 71500 7172 SMET 9179 0000099 Other Applications NEC 0543098 September 1, 2005 GRADUATE RESEARCH FELLOWSHIPS. GRADUATE FELLOWSHIPS DGE EHR Price, Edwin Price, Edwin R OH Gisele T. Muller-Parker Fellowship 82000 7172 SMET 9179 9178 7172 0000099 Other Applications NEC 0543100 September 1, 2005 GRADUATE RESEARCH FELLOWSHIPS. GRADUATE FELLOWSHIPS DGE EHR Wheeler, Jeffrey Wheeler, Jeffrey IL Gisele T. Muller-Parker Fellowship 122500 7172 SMET 9179 0000099 Other Applications NEC 0545465 August 1, 2005 GRADUATE RESEARCH FELLOWSHIPS. GRADUATE FELLOWSHIPS DGE EHR None, None Stevens Institute of Technology NJ Gisele T. Muller-Parker Fellowship 81000 7172 SMET 9179 0000099 Other Applications NEC 0545466 August 1, 2005 GRADUATE RESEARCH FELLOWSHIPS. GRADUATE FELLOWSHIPS DGE EHR None, None SUNY at Binghamton NY Gisele T. Muller-Parker Fellowship 121500 7172 SMET 9179 0000099 Other Applications NEC 0545467 September 1, 2005 GRADUATE RESEARCH FELLOWSHIPS. GRADUATE FELLOWSHIPS DGE EHR None, None University of Central Florida FL Gisele T. Muller-Parker Fellowship 349408 7172 SMET 9179 0000099 Other Applications NEC 0548315 September 1, 2005 GRADUATE RESEARCH FELLOWSHIPS. GRADUATE FELLOWSHIPS DGE EHR Puschell, Ann Puschell, Ann A IL Gisele T. Muller-Parker Fellowship 94000 7172 SMET 9179 0000099 Other Applications NEC 0548475 August 15, 2005 GRADUATE RESEARCH FELLOWSHIPS. GRADUATE FELLOWSHIPS DGE EHR None, None Florida International University FL Gisele T. Muller-Parker Fellowship 358335 7172 SMET 9179 0000099 Other Applications NEC 0548501 August 15, 2005 GRADUATE RESEARCH FELLOWHSIPS. GRADUATE FELLOWSHIPS DGE EHR None, None University of Nebraska-Lincoln NE Gisele T. Muller-Parker Fellowship 574250 7172 SMET 9179 9178 0000099 Other Applications NEC 0548589 August 15, 2005 GRADUATE RESEARCH FELLOWSHIPS. GRADUATE FELLOWSHIPS DGE EHR None, None University of Puerto Rico-Rio Piedras PR Gisele T. Muller-Parker Fellowship 81000 7172 SMET 9179 0000099 Other Applications NEC 0548890 July 1, 2006 IGERT: Cognitive, Computational, and Systems Neuroscience. This Integrative Graduate Education and Research Training (IGERT) award supports the establishment of an interdisciplinary graduate training program in Cognitive, Computational, and Systems Neuroscience at Washington University in Saint Louis. Understanding how the brain works under normal circumstances and how it fails are among the most important problems in science. The purpose of this program is to train a new generation of systems-level neuroscientists who will combine experimental and computational approaches from the fields of psychology, neurobiology, and engineering to study brain function in unique ways. Students will participate in a five-course core curriculum that provides a broad base of knowledge in each of the core disciplines, and culminates in a pair of highly integrative and interactive courses that emphasize critical thinking and analysis skills, as well as practical skills for developing interdisciplinary research projects. This program also includes workshops aimed at developing the personal and professional skills that students need to become successful independent investigators and educators, as well as outreach programs aimed at communicating the goals and promise of integrative neuroscience to the general public. This training program will be tightly coupled to a new research focus involving neuro-imaging in nonhuman primates. By building upon existing strengths at Washington University, this research and training initiative will provide critical new insights into how the non-invasive measurements of brain function that are available in humans (e.g. from functional MRI) are related to the underlying activity patterns in neuronal circuits of the brain. IGERT is an NSF-wide program intended to meet the challenges of educating U.S. Ph.D. scientists and engineers with the interdisciplinary background, deep knowledge in a chosen discipline, and the technical, professional, and personal skills needed for the career demands of the future. The program is intended to catalyze a cultural change in graduate education by establishing innovative new models for graduate education and training in a fertile environment for collaborative research that transcends traditional disciplinary boundaries. IGERT FULL PROPOSALS DGE EHR Thoroughman, Kurt Dora Angelaki Steven Petersen Randy Buckner Washington University School of Medicine MO Melur K. Ramasubramanian Continuing grant 2225817 1335 SMET 9179 1335 120E 0000099 Other Applications NEC 0116000 Human Subjects 0549115 July 15, 2006 IGERT: Interdisciplinary Training in Perceptual Science. This Integrative Graduate Education and Research Training (IGERT) award supports a new graduate training program at Rutgers University in perceptual science. The past decade of growth in perceptual technologies (automated recognition systems; usable virtual environments) has created the need for a new generation of realistic, comprehensive and innovative perceptual models, applicable to humans and implemented in machines. This IGERT will train students to develop and apply such models by integrating formal and experimental approaches to human and machine perception, bridging the gaps in language, perspective and knowledge that divide technically and behaviorally oriented disciplines. Training is organized around a new core curriculum in perceptual science that begins with foundational coursework in human perception and computer science, including bootstrapping courses to fill in gaps in undergraduate backgrounds. A cornerstone is a new one-year laboratory course, Integrative Methods in Perceptual Science, in which students learn to integrate human and computer perception by working on realistic projects in small teams with faculty mentors in a specialized multi-faceted teaching laboratory. Students will carry out integrative doctoral research, co-advised by faculty in human and computer perception, in one of 6 cross-cutting areas: animate vision, multi-modal cues for perceiving and grasping 3D objects, scanning and searching, visual-auditory integration, visual language, and visual communication. Broader impacts include development of novel perceptual devices and technologies usable in home, educational, clinical or industrial settings. IGERT is an NSF-wide program intended to meet the challenges of educating U.S. Ph.D. scientists and engineers with the interdisciplinary background, deep knowledge in a chosen discipline, and the technical, professional, and personal skills needed for the career demands of the future. The program is intended to catalyze a cultural change in graduate education by establishing innovative new models for graduate education and training in a fertile environment for collaborative research that transcends traditional disciplinary boundaries. IGERT FULL PROPOSALS DGE EHR Kowler, Eileen Margaret Shiffrar Dimitris Metaxas Jacob Feldman Dinesh Pai Rutgers University New Brunswick NJ Melur K. Ramasubramanian Continuing grant 2280724 1335 SMET 9179 1335 0000099 Other Applications NEC 0116000 Human Subjects 0549245 July 1, 2006 IGERT: Ecology, Management and Restoration of Integrated Human/Natural Landscapes. This Integrative Graduate Education and Research Training (IGERT) award supports the establishment of a multidisciplinary doctoral training program of education and research on ecology, management and restoration of integrated human/natural landscapes. The vision for this training program is to shift the emphasis of graduate education in conservation from its traditional focus on protecting pristine habitats to a focus on improving the integration of human activities with those of native species and communities. A newly developed interdisciplinary curriculum will include instruction in ecology, remediation and restoration, planning and policy, and environmental economics and will conclude with a team-based capstone project. Students will also work directly with practicing environmental professionals through summer internships with participating area partners that include the Chicago Botanic Garden, USDA Forest Service, The Field Museum, Midewin National Tallgrass Prairie and the Army Corp of Engineers. Students will be co-mentored by a partner environmental practitioner and a University of Illinois at Chicago faculty member, and develop a real-world research project in conjunction with the partner institution. This training program will produce trainees who are better prepared for leadership positions in environmental and conservation careers. The setting of the program at an urban university located in Chicago is an important component, as this region provides a rich setting for research, strong and diverse partnerships with area institutions, and outstanding potential for participation by students from diverse backgrounds. IGERT is an NSF-wide program intended to meet the challenges of educating U.S. Ph.D. scientists and engineers with the interdisciplinary background, deep knowledge in a chosen discipline, and the technical, professional, and personal skills needed for the career demands of the future. The program is intended to catalyze a cultural change in graduate education by establishing innovative new models for graduate education and training in a fertile environment for collaborative research that transcends traditional disciplinary boundaries. IGERT FULL PROPOSALS DGE EHR Ashley, Mary Steven Forman Karl Rockne Kayri Havens University of Illinois at Chicago IL Melur K. Ramasubramanian Continuing grant 2158320 1335 SMET 9179 1335 120E 0000099 Other Applications NEC 0549350 May 1, 2006 IGERT: Physical & Biomolecular Foundations for Designing Nanoprobes for Biology. This Integrative Graduate Education and Research Training award supports the establishment at Johns Hopkins University of a program to provide the scientific foundations needed to design and create nanoprobes to study the cell and other biological systems. Nanoprobes are solid particles of nanoscopic dimensions with proteins or biomolecules attached to their surfaces. They can be designed to deliver genetic material or other biochemical molecules, and to be responsive to applied fields so researchers can steer them to desired locations within living cells. These tools will advance the scientific understanding of biophysical and biochemical events in cells, with potential to impact biotechnology and therapeutics industries. IGERT students will be trained to understand how particle properties change with particle diameter to create nanoprobes with desired optical, electrical, or magnetic properties. Biological nanoprobes must be compatible with the cell, and should remain as discrete entities rather than aggregating. Therefore, IGERT students will be trained in the science of small materials, colloid and interface science, and in modern laboratory tools to manipulate biomolecules. IGERT students will also be trained in cell signaling, or the science of how subcellular structures communicate, or cells communicate with each other. Thus students drawn from the physical and biological sciences and the engineering disciplines will be trained in fundamental principles and state-of-the-art experimental techniques at the interface of the physical chemical, materials science and biological sciences. They will be prepared to make unique contributions in their fields and will advance the use of nanotechnology in the study of biological systems. This IGERT is committed to outreach, and will work with academic leaders from CCNY, Cal Sate LA, the American Indian Science and Engineering Society, and the Center for Educational Outreach at JHU to attract students from underrepresented groups as IGERT doctoral students and as undergraduates to gain research experiences. IGERT is an NSF-wide program intended to meet the challenges of educating U.S. Ph.D. scientists and engineers with the interdisciplinary background, deep knowledge in a chosen discipline, and the technical, professional, and personal skills needed for the career demands of the future. The program is intended to catalyze a cultural change in graduate education by establishing innovative new models for graduate education and training in a fertile environment for collaborative research that transcends traditional disciplinary boundaries. IGERT FULL PROPOSALS DGE EHR Konstantopoulos, Konstantinos Peter Searson Denis Wirtz Jonah Erlebacher Sharon Gerecht Johns Hopkins University MD Melur K. Ramasubramanian Continuing grant 2299966 1335 SMET 9179 1335 120E 0000099 Other Applications NEC 0549352 August 15, 2006 IGERT: Integrating New Technologies with Cognitive Neuroscience. This Integrative Graduate Education and Research Training (IGERT) project will develop new directions for an existing cross-disciplinary training program offered by the Center for the Neural Basis of Cognition (CNBC) at Carnegie Mellon University and the University of Pittsburgh. Eleven doctoral programs are formally affiliated with the program, which trains young scientists in interdisciplinary approaches to understanding how cognitive processes arise from neural mechanisms. One half of the new initiative concerns new technologies for experimental neuroscience, e.g., optical, magnetic resonance, and magnetoencephalographic approaches to functional brain imaging, and analysis of neuronal population activity patterns using advanced statistical and data visualization algorithms. The complementary half concerns the applications of systems and cognitive neuroscience to technology development, in areas such as neural prostheses, neural control, and cognitive robotics. The most successful aspects of the current CNBC IGERT program will be retained: a common core curriculum, use of multiple advisors from different disciplines, and a competitive proposal process for selecting students for funding. The project will train a new breed of scientists to achieve the fullest possible integration of new technologies into cognitive and systems neuroscience research. It will also complement a new initiative at Carnegie Mellon, in collaboration with Spelman College, to establish undergraduate courses in cognitive robotics at several historically black colleges and universities, thereby increasing the pool of minority applicants to graduate programs such as the CNBC program. IGERT is an NSF-wide program intended to meet the challenges of educating U.S. Ph.D. scientists and engineers with the interdisciplinary background, deep knowledge in a chosen discipline, and the technical, professional, and personal skills needed for the career demands of the future. The program is intended to catalyze a cultural change in graduate education by establishing innovative new models for graduate education and training in a fertile environment for collaborative research that transcends traditional disciplinary boundaries. IGERT FULL PROPOSALS DGE EHR Touretzky, David Carol Colby Carnegie-Mellon University PA Melur K. Ramasubramanian Continuing grant 2556469 T514 1335 SMET 9179 1335 0000099 Other Applications NEC 0549369 March 15, 2006 IGERT: Training Program on Biodiversity Conservation and Sustainable Development. Most of the major challenges of biodiversity conservation occur in tropical and subtropical regions of developing countries, where researchers must confront the interactions of biological, physical, social, economic, and governance conditions that often are very different from those in North America. The research at the core of this proposed IGERT program is aimed at understanding these conditions and their interactions in the eastern Himalayas of southwest China. This area, designated a Global Biodiversity Hotspot by Conservation International, is the site of a program for long-term research collaboration between the University of Wisconsin-Madison and the Chinese Academy of Sciences. The IGERT program will provide students with the interdisciplinary and international education and research experience needed to deal with biodiversity conservation and sustainable development. Course work will be configured to provide solid grounding in one major discipline; competence in a minor that is, ideally, in another area (e.g., students majoring in a biological science and minoring in a social science); and literacy in several other fields (i.e., acquaintance with major theoretical paradigms and research methods). New course offerings on campus will include integrative seminars focused on the southwest China research, with faculty mentoring interdisciplinary student teams working on real problems and producing peer reviewed outputs. The Chinese Academy of Sciences plans to send students and scientists to the University of Wisconsin throughout the program. They will join these seminars as student team members and as mentors, respectively. Research results will be used by the Chinese Academy of Sciences to help to develop projects that sustain biodiversity while raising incomes. IGERT is an NSF-wide program intended to meet the challenges of educating U.S. Ph.D. scientists and engineers with the interdisciplinary background, deep knowledge in a chosen discipline, and the technical, professional, and personal skills needed for the career demands of the future. The program is intended to catalyze a cultural change in graduate education by establishing innovative new models for graduate education and training in a fertile environment for collaborative research that transcends traditional disciplinary boundaries. IGERT FULL PROPOSALS DGE EHR Posner, Joshua William Karasov Yongming Zhou A-Xing Zhu Edward Friedman University of Wisconsin-Madison WI Melur K. Ramasubramanian Continuing grant 2450000 1335 SMET 9179 1335 0000099 Other Applications NEC 0549370 July 1, 2006 IGERT: The Interdisciplinary Minerals, Metals, Metalloids, and Toxicity (3MT) Graduate Training and Education Program. This Integrative Graduate Education and Research Training (IGERT) award supports the establishment of a multidisciplinary graduate training program of education and research in Minerals, Metals, Metalloids, and Toxicity (3MT) at Stony Brook University. The 3MT program will train a new generation of scientists who will work at the interface of environmental and life sciences to understand how minerals, metals and metalloids affect biological processes that ultimately impact on the health of human and animals. Interdisciplinary research teams, advised by faculty drawn from the departments of Geosciences, Pharmacological Sciences, Physics, Chemistry, Marine Sciences, Biochemistry, Pathology, and Medicine, will address specific research questions related to the theme. In addition, the 3MT program will collaborate with a team of USGS scientists leading the agencys new, nation-wide and decade-long initiative to assess the interaction between humans and their surficial environment. Through this collaboration, students will conduct their research in the context of a nation-wide environmental program. The 3MT Program will offer new modular courses and workshops. The workshops will provide training in practical skills in support of research projects and prepare students for careers as interdisciplinary scientists. 3MT students will organize an annual regional gathering for graduate scholars from related training programs in the greater New York Metropolitan area. IGERT is an NSF-wide program intended to meet the challenges of educating U.S. Ph.D. scientists and engineers with the interdisciplinary background, deep knowledge in a chosen discipline, and the technical, professional, and personal skills needed for the career demands of the future. The program is intended to catalyze a cultural change in graduate education by establishing innovative new models for graduate education and training in a fertile environment for collaborative research that transcends traditional disciplinary boundaries. IGERT FULL PROPOSALS DGE EHR Schoonen, Martin Styliani Tsirka SUNY at Stony Brook NY Melur K. Ramasubramanian Continuing grant 2299824 1335 SMET 9179 1335 0000099 Other Applications NEC 0549379 May 15, 2006 IGERT: Unifying the Science of Language. For generations, uncovering the nature of human language has challenged researchers across a range of disciplines. Breakthrough progress requires a highly multidisciplinary yet integrated research effort, necessitating a new kind of language scientist capable of working across traditional disciplinary boundaries. This IGERT award facilitates the development of such scientists, further developing the Problem-Centered Training approach pioneered at Johns Hopkins. Through the programs Computational and Experimental Tracks, trainees will learn to deploy the diversity of methods and perspectives of linguistics, experimental psychology, computer science, cognitive neuroscience and mathematics in the attack of a single problem in the domain of language. Through an international component, trainees will gain experience in the laboratories of foreign pioneers in multiple disciplines, and will engage in research on languages other than English. Linguistics has been undergoing a revolutionary transformation, expanding its horizons to embrace the full cognitive science of language. Trainees in this IGERT will, through their graduate work and beyond, play a vital role in completing this transformation, and in bridging a number of fundamental schisms currently dividing language science. Breakthroughs arising from a unified science of language will have major long-term impact on language education. In the short term, scientists trained in the Computational Track will transfer insight from linguistic theory to language engineering, impacting commercial and security technology. Through a suite of special outreach mechanisms targeting not only Ph.D. applicants, but also their faculty mentors and a broader undergraduate population, the program promotes the involvement of underrepresented minorities in scientific research. IGERT is an NSF-wide program intended to meet the challenges of educating U.S. Ph.D. scientists and engineers with the interdisciplinary background, deep knowledge in a chosen discipline, and the technical, professional, and personal skills needed for the career demands of the future. The program is intended to catalyze a cultural change in graduate education by establishing innovative new models for graduate education and training in a fertile environment for collaborative research that transcends traditional disciplinary boundaries. IGERT FULL PROPOSALS DGE EHR Smolensky, Paul Barbara Landau Geraldine Legendre Robert Frank Frederick Jelinek Johns Hopkins University MD Melur K. Ramasubramanian Continuing grant 2532823 1335 SMET 9179 1335 0000099 Other Applications NEC 0116000 Human Subjects 0549390 July 1, 2006 IGERT: Time, Space, and Structure: Physics and Chemistry of Biological Systems. This IGERT award establishes a multidisciplinary graduate training program of education and research in the Physics and Chemistry of Biological Systems at Brandeis University. The program will ensure that a) biologists can work effectively with rigorous quantitative methods, new technologies and models, b) physicists and chemists obtain hands-on experience with biological systems and methods, and c) students with a variety of backgrounds learn multiple scientific languages so that they can communicate and work with investigators with skill sets and training different from their own. Graduate students will be carrying out state-of-the-art research in a wide variety of topics including protein complexes, signal transduction and transcription, neuronal networks, biological oscillators, and cognitive processes and behavior. Trainees thesis research will involve quantitative approaches to a biological problem. The educational plan includes laboratory rotations and courses that include modeling and quantitative methods; several new courses will be developed specifically for this program. Trainees will also participate in a semester-long course on the responsible conduct of research, invite and host outside seminar speakers, participate in journal clubs and serve as teaching assistants. To enhance the broader impacts of the grant, trainees will receive formal training in presenting science to lay audiences at two area science museums, and/or through several campus-based educational outreach programs. The IGERT program will provide a free Saturday morning lecture series for local high school teachers, students, and the interested public. Undergraduate minority students will be acquainted with research opportunities at Brandeis. IGERT is an NSF-wide program intended to meet the challenges of educating U.S. Ph.D. scientists and engineers with the interdisciplinary background, deep knowledge in a chosen discipline, and the technical, professional, and personal skills needed for the career demands of the future. The program is intended to catalyze a cultural change in graduate education by establishing innovative new models for graduate education and training in a fertile environment for collaborative research that transcends traditional disciplinary boundaries. IGERT FULL PROPOSALS DGE EHR Marder, Eve Robert Meyer Irving Epstein Lizbeth Hedstrom Brandeis University MA Melur K. Ramasubramanian Continuing grant 2400000 1335 SMET 9179 1335 0116000 Human Subjects 0549399 July 1, 2006 IGERT: Sustainable Energy from Solar Hydrogen. The development of a sustainable energy system is a critical global problem that impacts the environment, politics, economics, and security. Solar hydrogen (hydrogen generated from sustainable solar-derived power such as photovoltaics or biomass) offers a potential solution to this problem. However, an environmentally and economically sustainable solar hydrogen system requires integration of policy, economics, systems, and components, as well as multidisciplinary approaches to the conversion and storage devices themselves. The Integrative Graduate Education and Research Training (IGERT) award to the University of Delaware enables development of a new graduate program in Sustainable Energy from Solar Hydrogen that will integrate relevant concepts from science, engineering, economics, and social sciences. The program is aimed at providing students with the multidisciplinary background both to make the scientific and technical breakthroughs that will drive advances in energy conversion and storage and to provide the leadership that will ensure appropriate use of the technology. The IGERT program uses pedagogical tools that have been shown to increase learning effectiveness, emphasizes the societal responsibility of scientists and engineers through outreach programs and mentoring, and provides students with the skills needed to become leaders by focusing on problem solving, communication, teamwork, and collaboration. The program also develops a model for recruiting and retaining members of underrepresented groups by explicitly addressing factors that hinder graduation, such as accommodation of multiple backgrounds in the educational program, early integration with all members of the research program, mentoring, and training in the skills needed for both research and broader success. The graduate model has the potential for broad applicability because similar educational challenges exist in many complex problems today, where the science and technology lie at the intersection of traditionally unrelated disciplines and where application of the technology intersects with social, political, and economic factors. IGERT is an NSF-wide program intended to meet the challenges of educating U.S. Ph.D. scientists and engineers with the interdisciplinary background, deep knowledge in a chosen discipline, and the technical, professional, and personal skills needed for the career demands of the future. The program is intended to catalyze a cultural change in graduate education by establishing innovative new models for graduate education and training in a fertile environment for collaborative research that transcends traditional disciplinary boundaries. IGERT FULL PROPOSALS DGE EHR Opila, Robert John Byrne Suresh Advani Jochen Lauterbach Andrew Teplyakov University of Delaware DE Melur K. Ramasubramanian Continuing grant 2447266 1335 SMET 9179 9150 1335 120E 0000099 Other Applications NEC 0549407 June 1, 2006 IGERT: Vulnerability and Sustainability in Coupled Human-Natural Systems: An Integrative Traineeship in Sustainability and the Global Environment. This Integrative Graduate Education and Research Traineeship (IGERT) award supports the establishment of a graduate training program that interweaves social and natural sciences to better understand vulnerability and resilience of human communities facing complex environmental hazards. The ultimate goal is to strengthen capacity to cope with forces of global change, ranging from globalization or climate change to the loss of biological diversity. The program will be based in the University of Wisconsin Madisons Nelson Institute for Environmental Studies, and involves collaboration across five schools of the university with the overarching objective of placing coupled human-natural systems at the center of analysis of global environmental change. A 12-credit Certificate in Sustainability and the Global Environment will be established, combining coursework, research, and professional development, with the goal of providing orientation and skills to transcend the traditional disciplines to pursue fully integrated studies of coupled human-natural systems and to communicate findings effectively to policy communities. The innovative two-year core curriculum is organized following global, regional, and local scales of inquiry and interweaves three threads taught in synchrony: fundamental knowledge, transdisciplinary approaches, and professional / leadership skills. IGERT trainees thesis committees will reflect a balance of faculty from the natural and social sciences, as well as different research methods and scales of inquiry. This program will pioneer a new approach to graduate education that can serve as a model for programs that seek to integrate research in the human and natural sciences. A core outcome of the project will be new models of vulnerability and sustainability assessment that extend place-based approaches, research on policy and governance, and global systems modeling to grapple with the cross-scalar dynamics of coupled human-natural systems. Most importantly, it will impart to a cadre of future scholars and leaders the skills to integrate natural and social science research and to forge strong links to decision-making and public policy, business and non-governmental organizations, and civil society. IGERT is an NSF-wide program intended to meet the challenges of educating U.S. Ph.D. scientists and engineers with the interdisciplinary background, deep knowledge in a chosen discipline, and the technical, professional, and personal skills needed for the career demands of the future. The program is intended to catalyze a cultural change in graduate education by establishing innovative new models for graduate education and training in a fertile environment for collaborative research that transcends traditional disciplinary boundaries. IGERT FULL PROPOSALS DGE EHR Patz, Jonathan Gregg Mitman Leila Harris Lisa Naughton University of Wisconsin-Madison WI Melur K. Ramasubramanian Continuing grant 2436483 1335 SMET 9179 1335 0000099 Other Applications NEC 0549417 July 1, 2006 IGERT: Atomic and Molecular Imaging of Interfaces/Defects in Electronic, Spintronic, and Organic/Inorganic Materials. Interfaces and defects have played the most important roles in determining the performance of modern electronics. The rapid progress of nanoscience and technology further amplifies the critical roles of interfaces/defects since, in nanostructures, the volume ratio of interfaces and defects grows significantly with the size reduction. This IGERT proposal establishes an interdisciplinary doctoral training program on Atomic and Molecular Imaging of Interfaces/defects in Nanostructured Materials. This program integrates nanostructure fabrications, atomic scale characterizations, and materials theory into a comprehensive education and research training program for graduate students, including six different departments in the colleges of Natural Sciences and Engineering at the University of Texas at Austin. The underlying research goal is to obtain atomic level understanding of how interfaces and defects impact the local electronic structure and functionality of nanoscale electronic, spintronic, and organic/inorganic materials, and how they impact the performance of devices based on these materials. Students trained in this research program will be provided great breadth in their perspectives toward solving important scientific problems, a key and necessary characteristic for the future generation of leaders in nanoscience and technology. The key education and training features include development of a nanoscience and technology core curriculum with a seamless transition to interdisciplinary research programs. Career development opportunities for students will be provided through internships at high-tech industry and national labs. The community educational outreach program is aimed at enhancing nanoscience education at all levels, from pre-K to high school. In addition, by partnering with the International Center for Nanotechnology and Advanced Materials (ICNAM) at the University of Texas, this program is aimed at increasing the participation of under-representated groups, especially Hispanic students, in graduate education. IGERT is an NSF-wide program intended to meet the challenges of educating U.S. Ph.D. scientists and engineers with the interdisciplinary background, deep knowledge in a chosen discipline, and the technical, professional, and personal skills needed for the career demands of the future. The program is intended to catalyze a cultural change in graduate education by establishing innovative new models for graduate education and training in a fertile environment for collaborative research that transcends traditional disciplinary boundaries. IGERT FULL PROPOSALS DGE EHR Shih, Chih-Kang Alex de Lozanne David Vanden Bout University of Texas at Austin TX Melur K. Ramasubramanian Continuing grant 2299861 1335 SMET 9179 1335 120E 0000099 Other Applications NEC 0549425 June 15, 2006 IGERT: Model-based Approaches to Biological and Cultural Evolution. This Integrative Graduate Education and Research Traineeship (IGERT) award establishes a novel Ph.D. training program designed to bridge the gap between anthropology and biology. The program provides students in both fields a common curriculum that emphasizes evolutionary processes of adaptation and diversification in genetic, behavioral, and cultural domains. Students will become adept in state-of-the-art methods including computational modeling, game theory and phylogenetic analysis that are applicable to study of evolutionary processes across these domains. Students enter the program through the Department of Anthropology or the School of Biological Sciences at Washington State University, Pullman, or through the Department of Anthropology at the University of Washington, Seattle. They spend at least one term taking courses or pursuing research at the sister institution, and form research teams across these universities and disciplines, allowing them to draw on relevant expertise in either sponsoring university. In addition they have the opportunity to pursue research at a domestic partner, the Santa Fe Institute in New Mexico, and at three international partners: the Centre for the Evolution of Cultural Diversity, University College London; Le Centre Universitaire de Recherche et de Documentation en Histoire et Archologie, Central African Republic; and the University of Costa Rica. The program aims to educate professionals versed in evolutionary approaches integrating the study of biology and culture, familiar with the most important perspectives and quantitative techniques for studying culture change and the evolution of social behavior in both humans and non-humans. Outreach to area schools and local native American groups is planned to strengthen the teaching of evolution in K-12 schools and to increase the breadth of approaches for understanding evolution. IGERT is an NSF-wide program intended to meet the challenges of educating U.S. Ph.D. scientists and engineers with the interdisciplinary background, deep knowledge in a chosen discipline, and the technical, professional, and personal skills needed for the career demands of the future. The program is intended to catalyze a cultural change in graduate education by establishing innovative new models for graduate education and training in a fertile environment for collaborative research that transcends traditional disciplinary boundaries. IGERT FULL PROPOSALS DGE EHR Kohler, Timothy Eric Smith Michael Webster Karen Lupo Washington State University WA Melur K. Ramasubramanian Continuing grant 2428917 1335 SMET 9179 1335 0000099 Other Applications NEC 0549428 July 1, 2006 Indoor Environmental Science and Engineering - An Emerging Frontier. Americans now spend 18 hours indoors for every hour spent outdoors. Indoor pollution adversely affects the health of the American public, worker productivity, electrical and mechanical equipment, and cultural artifacts. Despite the importance of the indoor environment, there are no academic institutional leaders in indoor environmental science and engineering. This Integrative Graduate Education and Training (IGERT) award supports the establishment of a unique interdisciplinary graduate training program in Indoor Environmental Science and Engineering at the University of Texas at Austin (UT). The goal of this IGERT program, a collaborative effort involving six colleges/schools at UT, is to educate a pioneering generation of research leaders in the field of indoor environmental science and engineering, and to provide them with the skills necessary to address the human dimension of the indoor environment. They will gain expertise through research in one or more inter-connected areas, including: outdoor-to-indoor transport of pollutants, sources of indoor pollution, indoor pollutant transformations and control systems, and exposure of building occupants and sensitive materials to indoor pollutants. In addition to novel research experiences, IGERT trainees will be educated through an interdisciplinary graduate curriculum, a professional development course that includes student presentations and discussions of scientific ethics, internships at national institutes/research labs, participation in an annual symposium, and public outreach efforts. This IGERT program will address the sources, impacts, and control of indoor pollutants and will develop leaders who can solve indoor environmental problems within an interdisciplinary framework, and who can communicate effectively with regulators and the public. IGERT is an NSF-wide program intended to meet the challenges of educating U.S. Ph.D. scientists and engineers with the interdisciplinary background, deep knowledge in a chosen discipline, and the technical, professional, and personal skills needed for the career demands of the future. The program is intended to catalyze a cultural change in graduate education by establishing innovative new models for graduate education and training in a fertile environment for collaborative research that transcends traditional disciplinary boundaries. IGERT FULL PROPOSALS DGE EHR Corsi, Richard Don Fullerton Kerry Kinney Jeffrey Siegel University of Texas at Austin TX Melur K. Ramasubramanian Continuing grant 2269050 1335 SMET 9179 1335 120E 0000099 Other Applications NEC 0549469 August 1, 2006 IGERT: Water in the Urban Environment. This Integrative Graduate Education and Research Training (IGERT) award supports establishment of a multidisciplinary program in Water in the Urban Environment at University of Maryland Baltimore County (UMBC) involving 32 faculty from nine departments and six partner institutions. Solutions to the complex problems associated with the effect of urbanization on the water cycle require integrated ecological, economic and engineering approaches, as well as innovations in policy-making. This program will train a generation of graduate students who understand these linkages and are prepared to work in multidisciplinary teams to improve understanding and management of urban environmental systems. The program takes advantage of the presence at UMBC of the field headquarters of the Baltimore Ecosystem Study, one of two urban sites in the NSF Long-Term Ecological Research network; partnerships with public agencies, nonprofits, and private consultants; and the proximity of Baltimore to the Chesapeake Bay, an important coastal ecosystem severely affected by urban land use change. The research program is centered on three interwoven themes: (1) urban hydrology and contaminant transport; (2) urban biogeochemical cycles, aquatic ecosystems, and human health; and (3) urban water policy, management, and institutions. New integrative curricula will be offered, which will bring together students from eight Ph.D. degree programs to gain an appreciation of the varied disciplinary viewpoints, terminology, and data sets required to address urban environmental problems. All IGERT Fellows will complete internships in one of thirteen collaborating organizations to expand their academic and career path horizons. IGERT is an NSF-wide program intended to meet the challenges of educating U.S. Ph.D. scientists and engineers with the interdisciplinary background, deep knowledge in a chosen discipline, and the technical, professional, and personal skills needed for the career demands of the future. The program is intended to catalyze a cultural change in graduate education by establishing innovative new models for graduate education and training in a fertile environment for collaborative research that transcends traditional disciplinary boundaries. IGERT FULL PROPOSALS DGE EHR Welty, Claire Andrew Miller Peter Groffman Brian Reed Virginia McConnell University of Maryland Baltimore County MD Melur K. Ramasubramanian Continuing grant 2299836 1335 SMET 9179 1335 120E 0000099 Other Applications NEC 0549479 July 15, 2006 IGERT: Life Chip. This Integrative Graduate Education and Research Training (IGERT) award supports the establishment of an interdisciplinary graduate training program in Life Chips at the University of California, Irvine. The purpose of this program is to provide graduate students with enhanced interdisciplinary training in the skills required for conducting research at the interface of nano/micro-technology and life science. The over-arching research theme is to promote the union of nano/micro technology and life science through research, education and outreach. The nano/micro-world provides a natural common ground for research in traditionally distinct disciplines of engineering, biology, physics, chemistry and medicine. Efforts that combine engineering arts and life sciences will accelerate developments in both fields, bringing new innovations to solve the problems of industry and the human condition. Graduate training will commence with an intensive summer program designed to put new students directly in contact with research tools from both engineering and life science laboratories, and provide interaction with dual mentors to tackle cultural barriers for the students at the onset. Students will participate in research projects that combine nano/micro-technology and life science, and that have faculty investigators from life sciences and technology arts. Graduates of this program will be leaders in the next generation of Life Chip research. They will be poised to make seminal scientific discoveries, transform these discoveries into broadly available technologies, and apply these technologies to problems in the fields of life sciences, medicine and engineering. IGERT is an NSF-wide program intended to meet the challenges of educating U.S. Ph.D. scientists and engineers with the interdisciplinary background, deep knowledge in a chosen discipline, and the technical, professional, and personal skills needed for the career demands of the future. The program is intended to catalyze a cultural change in graduate education by establishing innovative new models for graduate education and training in a fertile environment for collaborative research that transcends traditional disciplinary boundaries. IGERT FULL PROPOSALS DGE EHR Li, Guann Luis Villarreal Nancy Allbritton Abraham Lee Philip Collins University of California-Irvine CA Melur K. Ramasubramanian Continuing grant 2894565 1335 SMET 9179 7179 1335 120E 0000099 Other Applications NEC 0549487 June 1, 2006 IGERT: New Mathematical Tools for Next Generation Materials. This Integrative Graduate Education and Research Training (IGERT) award supports the establishment of a multidisciplinary, multi-institutional program for graduate training in next generation computational and analytical tools for materials science. This program will be based at Texas A&M University, in partnership with Prairie View A&M University, Texas State University, and six other academic institutions. One of the major goals will be to supply doctoral students with analytical tools and instill in them the broad-based understanding that will be needed for future advances in materials design. Research themes include design of new materials by incorporating nanometer-scale components and combining different functional properties, and development of new ways to analyze the large-scale behavior of such materials by incorporating knowledge of their atomic- and nanometer-scale properties. The program draws upon a group of cutting-edge materials researchers and experts in mathematics and computational methodology at Texas A&M and the partner institutions. The training program will include a multi-disciplinary curriculum, cohort-based learning with co-location of students, and activities aimed at improving communications and awareness of social and diversity issues. Rotations between research groups in the first year will provide a jumpstart for students training. The partnership between principal institutions will allow interested and qualified Masters students to participate in collaborative research and selected IGERT activities and is a key component of the recruitment plan to attract a highly diverse group of well-qualified students. A mentoring committee will track the students and help tailor students IGERT experience to their career plans. IGERT is an NSF-wide program intended to meet the challenges of educating U.S. Ph.D. scientists and engineers with the interdisciplinary background, deep knowledge in a chosen discipline, and the technical, professional, and personal skills needed for the career demands of the future. The program is intended to catalyze a cultural change in graduate education by establishing innovative new models for graduate education and training in a fertile environment for collaborative research that transcends traditional disciplinary boundaries. IGERT FULL PROPOSALS DGE EHR Ross, Jr., Joseph Jay Walton Dimitris Lagoudas Tahir Cagin Jean-Luc Guermond Texas A&M Research Foundation TX Melur K. Ramasubramanian Continuing grant 2238764 1335 SMET 9179 1335 120E 0000099 Other Applications NEC 0549489 June 1, 2006 IGERT: Graduate Program in Computational Transportation Science. This Integrative Graduate Education and Research Traineeship (IGERT) award establishes a graduate training program in the Information Technology aspects of Transportation Science. Computational transportation scientists will develop the next generation of intelligent transportation systems, aimed at addressing inefficiencies that cause excessive environmental pollution, fuel consumption, risk to public safety, and congestion. IGERT trainees will investigate technologies in which sensors, traveler-devices such as PDAs, in-vehicle computers, and computers in the static infrastructure are integrated into a collaborative environment. Trainees will also investigate both how these technologies are adopted and their impacts. The envisioned transportation environment will incorporate the technologies, enabling solutions to problems such as dynamic ride-sharing, real-time routing, and navigation. Basic research in information management, communications, software architectures, modeling tools, human factors, traffic prediction, and transportation planning will be utilized to found a new discipline that will integrate millions of highly mobile computers and sensors into a collaborative system. IGERT trainees will use a prototype test-bed application that will integrate the results of their research. This prototype is a software system that runs on hand-held computers, and plans optimal trajectories for a traveler using multiple modes of transportation (e.g., bus and then train). The education of trainees will be facilitated by student-faculty co-teaching, student shared workspace, student collaboration, and the requirement for an internship. The broader impacts of this grant include transportation planning professionals who can save the country the costs of excessive petroleum products consumption, environmental pollution, congestion, and traffic fatalities. IGERT is an NSF-wide program intended to meet the challenges of educating U.S. Ph.D. scientists and engineers with the interdisciplinary background, deep knowledge in a chosen discipline, and the technical, professional, and personal skills needed for the career demands of the future. The program is intended to catalyze a cultural change in graduate education by establishing innovative new models for graduate education and training in a fertile environment for collaborative research that transcends traditional disciplinary boundaries. IGERT FULL PROPOSALS DGE EHR Wolfson, Ouri Robert Sloan Peter Nelson Aris Ouksel Piyushimita Thakuriah University of Illinois at Chicago IL Melur K. Ramasubramanian Continuing grant 2449442 1335 SMET 9179 1335 120E 0000099 Other Applications NEC 0549500 June 15, 2006 IGERT: Integrating Nanotechnology with Cell Biology and Neuroscience. This IGERT award supports a broadly-based education and training program at the University of New Mexico that will enable students from various disciplines to develop new nanoscale imaging and sensing tools and to apply them in investigations of fundamental problems in cell biology and neuroscience. By infusing training in cell biology and neuroscience with training in the technological basis of chemistry, electrical engineering, and physics, the university will create an exciting learning environment in which to prepare students for the challenges and opportunities presented by the nanotechnology revolution. The program will include internships at national laboratories and industry, travel to national and international meetings, international collaboration combined with internship placements, and a web-based dissemination. The research component of the program will generate improved understanding of important and relatively unexplored biological processes, enabled by creation of new imaging and sensing instruments. To realize this goal, the program will capitalize on the existing strengths to develop new quantum-dot-based technologies coupled with hyperspectral and multiphoton microscopy that carry the potential to revolutionize research on genomic, cellular, and synaptic activities. The educational component of the program will emphasize collaboration across traditional academic disciplines, with co-advisors from cell biology/neuroscience and engineering/science fields, rotations between various laboratories with different research styles, and active interactions among students with different academic backgrounds. New courses developed under this project will lead to a Graduate Certificate Program in Biomedical Science and Engineering with Concentration in Nanotechnology, to be followed by a new PhD program in Systems Biology and Bioengineering. IGERT is an NSF-wide program intended to meet the challenges of educating U.S. Ph.D. scientists and engineers with the interdisciplinary background, deep knowledge in a chosen discipline, and the technical, professional, and personal skills needed for the career demands of the future. The program is intended to catalyze a cultural change in graduate education by establishing innovative new models for graduate education and training in a fertile environment for collaborative research that transcends traditional disciplinary boundaries. IGERT FULL PROPOSALS DGE EHR Osinski, Marek Janet Oliver Michael Wilson James Thomas Jay Parkes University of New Mexico NM Melur K. Ramasubramanian Continuing grant 2450000 1335 SMET 9179 9150 1335 120E 0000099 Other Applications NEC 0549503 September 15, 2006 IGERT: Interdisciplinary Materials Program to Accelerate the Transition from Student to Scientist. This Integrative Graduate Education and Research Traineeship (IGERT) program offers a nationally unique, comprehensive package of new and tested approaches to graduate education in materials chemistry and physics. It is designed to prepare the next generation of graduate students for the challenges of an increasingly interdisciplinary and rapidly evolving research and development arena. The research and education activities of this IGERT program are unified by the study of structure/property relations in the increasingly important class of materials that have properties dominated by critical length scales that lie between those of bulk materials and molecular species. Three established research thrusts are aimed at developing and understanding such materials: (1) the synthesis and properties of nanolaminates and functionally graded materials; (2) the preparation and study of electronic and optical meso- and nano- structures; and (3) the design and investigation of molecularly engineered assemblies and materials. Each of these on-going research topics provides outstanding opportunities for interdisciplinary graduate training because the chemistry, physics, and engineering of short length scale systems are closely intertwined. A diverse group of students and scientists from the University of Oregon, Oregon State University, Pacific Northwest National Laboratory, Portland State University and a range of other industrial and academic partners are brought together in an effort to enhance graduate training and materials research. Five key program elements interspersed in the graduate program are designed to accelerate the transition from student to scientist. These include summer immersion programs, laboratory rotations in chemistry and physics at the participating institutions, a Technology Entrepreneur Fellows program teaming IGERT trainees with MBA and law students, regular research thrust seminars, and internships in industry, academia, or a national laboratory. These program elements are designed to accelerate the transition from passive learner to scientist by training students in group-based problem solving, helping students acquire technical and time management skills and challenging them to complete a project related to a research thrust area. The program elements described above are expected to decrease time to degree, expand research opportunities through collaborations with the participating institutions, and enhance recruitment of excellent students including members of groups underrepresented in science and engineering. The connections established by the program will have a substantial impact on the Pacific Northwest region in particular, through the education of a workforce commensurate with its large concentration of high-technology industry. The research and education collaborations formed will strengthen the scientific basis to build nanoscience infrastructure accessible to academic and industrial partners within the framework of the statewide Oregon Nanoscience and Microtechnologies Institute. The IGERT educational program is integrated with other NSF program such as GK-12 and REU. IGERT is an NSF-wide program intended to meet the challenges of educating U.S. Ph.D. scientists and engineers with the interdisciplinary background, deep knowledge in a chosen discipline, and the technical, professional, and personal skills needed for the career demands of the future. The program is intended to catalyze a cultural change in graduate education by establishing innovative new models for graduate education and training in a fertile environment for collaborative research that transcends traditional disciplinary boundaries. IGERT FULL PROPOSALS DGE EHR Johnson, David Heiner Linke University of Oregon Eugene OR Melur K. Ramasubramanian Continuing grant 2583765 1335 SMET 9179 1335 120E 0000099 Other Applications NEC 0549505 July 1, 2006 IGERT - Integrative Bioscience: Genes to Environment. This Integrative Graduate Education and Research Training (IGERT) award supports the establishment of a unique doctoral training program in Integrative Bioscience at Northern Arizona University. The purpose of this program is to provide students with a robust multidisciplinary curriculum and research training that spans disciplines from molecular genetics to ecosystem sciences to spatial and temporal modeling. All students will receive training in each of these areas, so that program graduates will have the skills to address fundamental and applied questions of how genes affect ecosystem function and response. The NAU-IGERT program will provide students with many opportunities to pursue these questions in the context of strong research programs in the College of Engineering and Natural Sciences and the School of Forestry. Students from under-represented minority populations will be actively recruited in order to build on the success of undergraduate minority student programs already in place at Northern Arizona University. Unique aspects of this program will include: 1) multidisciplinary environmental bioscience research with a special emphasis on scaling phenomena, 2) inclusion of molecular methodology and applied statistics coursework in all programs of study, 3) specially designed seminar courses covering scientific ethics, statistics and modeling, student research, and guest speakers from integrative disciplines, 4) unique internships to broaden the graduate experience and enhance connections between the research and the broader community. Specialized internship opportunities will be available working with community colleges, federal agencies, and Native American high schools. The NAU-IGERT program will prepare innovative and creative scientists to become leaders not only in research, but also in science outreach and communication and in environmental problem solving. IGERT is an NSF-wide program intended to meet the challenges of educating U.S. Ph.D. scientists and engineers with the interdisciplinary background, deep knowledge in a chosen discipline, and the technical, professional, and personal skills needed for the career demands of the future. The program is intended to catalyze a cultural change in graduate education by establishing innovative new models for graduate education and training in a fertile environment for collaborative research that transcends traditional disciplinary boundaries. IGERT FULL PROPOSALS DGE EHR Watwood, Mary Thomas Whitham Bruce Hungate Amy Whipple Egbert Schwartz Northern Arizona University AZ Melur K. Ramasubramanian Continuing grant 2267567 1335 SMET 9179 1335 0000099 Other Applications NEC 0549514 August 1, 2006 IGERT: Integrative Training in Ecology, Conservation and Pathogen Biology. This Integrative Graduate Education and Research Training (IGERT) award supports the establishes a program of graduate education and research in Ecology, Conservation, and Pathogen Biology involving collaboration across six academic departments and three institutes and campuses of the University of Hawaii at Manoa (UH Manoa). The purpose of this program is to provide doctoral students with interdisciplinary training in the skills required for conducting research at the interface of the biomedical and ecological sciences. The over-arching research theme is to improve the understanding of emerging infectious diseases, how they originate and spread, their impact on humans, domesticated animals, and on natural ecosystems and their biodiversity. The program builds on the unique collection of scientists, research projects and academic programs that exist at UH Manoa. Training will commence with students immersion in a unique 15-week intensive lab and field research experience that takes advantage of Hawaiis tropical forest and coral ecosystems as the outdoor classroom and laboratory. Students will conduct research using state-of-the-art equipment and facilities for carrying out research on the ecological and evolutionary dynamics of host-pathogen relationships, the molecular and cellular processes involved in pathogenesis, and the role of anthropogenic environmental change in emerging and re-emerging infectious diseases. Each student will have two mentors for his/her doctoral career during the program, an evolutionary ecological scientist and a biomedical scientist or parasitologist. In addition to their research experiences, students will receive continuing training including biannual workshops, a group project to build interdisciplinary collaborative research skills, and an annual international symposium which the students help organize and run in addition to particiipating. IGERT is an NSF-wide program intended to meet the challenges of educating U.S. Ph.D. scientists and engineers with the interdisciplinary background, deep knowledge in a chosen discipline, and the technical, professional, and personal skills needed for the career demands of the future. The program is intended to catalyze a cultural change in graduate education by establishing innovative new models for graduate education and training in a fertile environment for collaborative research that transcends traditional disciplinary boundaries. IGERT FULL PROPOSALS DGE EHR Wilcox, Bruce Kenneth Kaneshiro Jo-Ann Leong Robert Kinzie Shannon Bennett University of Hawaii HI Melur K. Ramasubramanian Continuing grant 2449681 1335 SMET 9179 9150 1335 0000099 Other Applications NEC 0549705 September 1, 2005 GRADUATE RESEARCH FELLOWSHIPS. GRADUATE FELLOWSHIPS DGE EHR None, None University of Iowa IA Gisele T. Muller-Parker Fellowship 1012500 7172 SMET 9179 0000099 Other Applications NEC 0549706 September 15, 2005 GRADUATE RESEARCH FELLOWSHIPS. GRADUATE FELLOWSHIPS DGE EHR None, None Joan and Sanford I. Weill Medical College of Cornell University NY Gisele T. Muller-Parker Fellowship 173566 7172 SMET 9179 0000099 Other Applications NEC 0551193 September 1, 2005 GRADUATE RESEARCH FELLOWSIPS. GRADUATE FELLOWSHIPS DGE EHR None, None Lehigh University PA Gisele T. Muller-Parker Fellowship 81000 7172 SMET 9179 0000099 Other Applications NEC 0552361 September 15, 2005 GRADUATE RESEARCH FELLOWSHIPS. GRADUATE FELLOWSHIPS DGE EHR None, None Temple University PA Gisele T. Muller-Parker Fellowship 121500 7172 SMET 9179 0000099 Other Applications NEC 0602145 November 1, 2005 GRADUATE RESEARCH FELLOWSHIPS. GRADUATE FELLOWSHIPS DGE EHR None, None Saint Louis University MO Gisele T. Muller-Parker Fellowship 121500 7172 SMET 9179 0000099 Other Applications NEC 0602146 November 1, 2005 GRADUATE RESEARCH FELLOWSHIPS. GRADUATE FELLOWSHIPS DGE EHR None, None Utah State University UT Gisele T. Muller-Parker Fellowship 40500 7172 SMET 9179 0000099 Other Applications NEC 0602148 November 1, 2005 GRADUATE RESEARCH FELLOWSHIPS. GRADUATE FELLOWSHIPS DGE EHR None, None University of Maryland Baltimore County MD Gisele T. Muller-Parker Fellowship 486000 7172 SMET 9179 7172 0000099 Other Applications NEC 0603518 November 1, 2005 GRADUATE RESEARCH FELLOWSHIPS. GRADUATE FELLOWSHIPS DGE EHR None, None Mississippi State University MS Gisele T. Muller-Parker Fellowship 205875 7172 SMET 9179 7179 7172 0000099 Other Applications NEC 0618322 January 20, 2006 GK-12 Lowcountry Science Partners for Inquiry Teaching and Learning. The goal is to engage K-12 classrooms in inquiry teaching and learning and create a culture of cooperation between the scientific community and the classroom. The graduate student fellows will bring their discoveries and excitement for investigation into classrooms to improve content knowledge and provide opportunities for inquiry learning for teachers and students. Graduate students will participate in courses, reflective seminars and classroom experiences to provide them with the knowledge of learning processes and opportunities to encourage and support inquiry learning related to their research interests. Cooperating teachers will participate in summer seminars, research internships and reflective seminars. As a team, the fellows and teachers will design and implement lessons designed to spark the interest of students in science and related careers. GRAD TEACHING FELLOWS IN K-12 DGE EHR Van Sickle, Meta College of Charleston SC Sonia Ortega Continuing grant 89262 7179 SMET 9179 9150 7179 0632980 September 1, 2006 Graduate Research Fellowship Program. GRADUATE FELLOWSHIPS DGE EHR Desai, Amit Desai, Amit NC Gisele T. Muller-Parker Fellowship 40500 7172 SMET 9179 0000099 Other Applications NEC 0632981 July 1, 2006 Graduate Research Fellowship Program. GRADUATE FELLOWSHIPS DGE EHR O'Donnell, Kerrie O'Donnell, Kerrie P VA Gisele T. Muller-Parker Fellowship 118983 7172 SMET 9179 0000099 Other Applications NEC 0632983 September 1, 2006 Graduate Reserch Fellowship Program. GRADUATE FELLOWSHIPS DGE EHR Delventhal, Naomi Delventhal, Naomi R VA Gisele T. Muller-Parker Fellowship 119453 7172 SMET 9179 0000099 Other Applications NEC 0632985 September 1, 2006 Graduate Research Fellowship Program. GRADUATE FELLOWSHIPS DGE EHR Rivera-Collazo, Isabel Rivera-Collazo, Isabel C PR Gisele T. Muller-Parker Fellowship 121500 7172 SMET 9179 0000099 Other Applications NEC 0633822 September 1, 2006 Graduate Research Fellowship Program. GRADUATE FELLOWSHIPS DGE EHR Falk, Carl Falk, Carl F none Gisele T. Muller-Parker Fellowship 118061 7172 SMET 9179 0000099 Other Applications NEC 0633823 September 1, 2006 Graduate Research Fellowship Program. GRADUATE FELLOWSHIPS DGE EHR Aufseeser, Dena Aufseeser, Dena E DC Gisele T. Muller-Parker Fellowship 40500 7172 SMET 9179 0000099 Other Applications NEC 0633824 July 1, 2006 Graduate Research Fellowship Program. GRADUATE FELLOWSHIPS DGE EHR Burrows, Susannah Burrows, Susannah M VA Gisele T. Muller-Parker Fellowship 111489 7172 SMET 9179 0000099 Other Applications NEC 0633826 July 1, 2006 Graduate Research Fellowship Program. GRADUATE FELLOWSHIPS DGE EHR Reiss, Aya Reiss, Aya E none Gisele T. Muller-Parker Fellowship 40500 7172 SMET 9179 0000099 Other Applications NEC 0633827 July 1, 2006 Graduate Research Fellowship Program. GRADUATE FELLOWSHIPS DGE EHR Howie, Bryan Howie, Bryan N VA Gisele T. Muller-Parker Fellowship 122500 7172 SMET 9179 0000099 Other Applications NEC 0634814 July 1, 2006 Graduate Research Fellowship Program. GRADUATE FELLOWSHIPS DGE EHR Llewellyn, Nicholas Llewellyn, Nicholas M VA Gisele T. Muller-Parker Fellowship 81000 7172 SMET 9179 0000099 Other Applications NEC 0634815 July 1, 2006 Graduate Research Fellowship Program. GRADUATE FELLOWSHIPS DGE EHR Bassett, Lee Bassett, Lee VA Gisele T. Muller-Parker Fellowship 122500 7172 SMET 9179 0000099 Other Applications NEC 0635542 July 1, 2006 Graduate Research Fellowship Program. GRADUATE FELLOWSHIPS DGE EHR DePriest, Douglas Hampton University VA Gisele T. Muller-Parker Fellowship 40500 7172 SMET 9179 0000099 Other Applications NEC 0635543 July 1, 2006 Graduate Research Fellowship Program. GRADUATE FELLOWSHIPS DGE EHR None, None University of Massachusetts Lowell MA Gisele T. Muller-Parker Fellowship 121500 7172 SMET 9179 0000099 Other Applications NEC 0635544 July 1, 2006 Graduate Research Fellowship Program. GRADUATE FELLOWSHIPS DGE EHR None, None Louisiana Tech University LA Gisele T. Muller-Parker Fellowship 202500 7172 SMET 9179 0000099 Other Applications NEC 0635901 July 1, 2006 Graduate Research Fellowship Program. GRADUATE FELLOWSHIPS DGE EHR None, None University of Hawaii at Hilo HI Gisele T. Muller-Parker Fellowship 114106 7172 SMET 9179 0000099 Other Applications NEC 0636459 July 1, 2006 Graduate Research Fellowship Program. OTHER GLOBAL LEARNING & TRNING GRADUATE FELLOWSHIPS DGE EHR Motto, Michael Motto, Michael VA Gisele T. Muller-Parker Fellowship 122500 7731 7172 SMET OTHR 9179 5979 5946 0000 0000099 Other Applications NEC 0636777 September 1, 2006 Graduate Research Fellowship Program. GRADUATE FELLOWSHIPS DGE EHR Wagner, Joel Wagner, Joel WI Gisele T. Muller-Parker Fellowship 38436 7172 SMET 9179 0000099 Other Applications NEC 0636779 September 1, 2006 Graduate Research Fellowship Program. GRADUATE FELLOWSHIPS DGE EHR Chandler, Adam Chandler, Adam NC Gisele T. Muller-Parker Fellowship 40500 7172 SMET 9179 0000099 Other Applications NEC 0636781 July 1, 2006 Graduate Research Fellowship Program. GRADUATE FELLOWSHIPS DGE EHR Valpiani, james Valpiani, james M CO Gisele T. Muller-Parker Fellowship 40500 7172 SMET 9179 0000099 Other Applications NEC 0636782 September 1, 2006 Graduate Research Fellowship Program. GRADUATE FELLOWSHIPS DGE EHR Moore, Tyler Moore, Tyler OK Gisele T. Muller-Parker Fellowship 82000 7172 SMET 9179 0000099 Other Applications NEC 0637027 July 1, 2007 GK-12: Graduate Fellows in Science and Mathematics Education. PROPOSAL #: 0637027 PRINCIPAL INVESTIGATOR: Carmen Latterell INSTITUTION: University of Minnesota Duluth TITLE: GK-12: Graduate Fellows in Science and Mathematics Education The Graduate Fellows in Science and Mathematics Education, a GK-12 project between the University of Minnesota Duluth and four K-12 schools, focuses on defining the needs and limitations for improving STEM teaching and on creating innovative instruction for students using inquiry-based learning processes in mathematics, biology and geology. Project activities include a summer workshop, a seminar series, as well as ongoing communication using ePortfolio and WebCT. The intellectual merit of this project for fellows include 1) learning inquiry-based pedagogy to teach STEM knowledge and skills, 2) an appreciation of the challenges, rewards and needs of K-12 education, 3) developing and sharing effective methods of scientific communication to a non-technical audience and 4) becoming effective and critically reflective teachers of STEM. K-12 teachers will 1) strengthen their STEM and technical knowledge 2) engage students in authentic science and math inquiry-based learning, 3) gain resources/equipment for authentic learning, 4) enhance their repertoire of teaching through mentoring the fellows, and 5) develop partnerships with the University faculty and graduate fellows. The K-12 students will 1) learn about scientific and mathematics inquiry, 2) gain proficiency, confidence and interest in science and mathematics, and 3) be aware of the career choices for scientists and mathematicians. This project includes efforts to broaden participation of underrepresented groups such as Native Americans. Participants of the project will disseminate information and experiences with colleagues locally, regionally and nationally. A strong working partnership will be developed between the University faculty, K-12 teachers, students and parents. GRAD TEACHING FELLOWS IN K-12 OFFICE OF MULTIDISCIPLINARY AC DGE EHR Latterell, Carmen Penelope Morton John Pastor Bruce Munson Cindy Hale University of Minnesota Duluth MN Sonia Ortega Continuing grant 2340275 7179 1253 SMET 9179 7179 0000099 Other Applications NEC 0637209 September 1, 2006 Graduate Research Fellowship Program. GRADUATE FELLOWSHIPS DGE EHR Stanley, Richard Stanley, Richard VA Gisele T. Muller-Parker Fellowship 122501 7172 SMET 9179 0000099 Other Applications NEC 0637528 September 1, 2006 Graduate Research Fellowship Program. GRADUATE FELLOWSHIPS DGE EHR McConville, Jennifer McConville, Jennifer R MN Gisele T. Muller-Parker Fellowship 81832 7172 SMET 9179 0000099 Other Applications NEC 0637530 September 1, 2006 Graduate Research Fellowship Program. OTHER GLOBAL LEARNING & TRNING GRADUATE FELLOWSHIPS DGE EHR McTague, Carl McTague, Carl NE Gisele T. Muller-Parker Fellowship 121500 7731 7172 SMET OTHR 9179 5979 5946 0000 0000099 Other Applications NEC 0638135 March 1, 2007 Science Made Sensible: Teaching Graduate Students to Communicate Science and Middle Schoolers to Experiment Through Shared Classroom Experiences. PROPOSAL #: 0638135 PRINCIPAL INVESTIGATOR: Michael Gaines INSTITUTION: University of Miami TITLE: Science Made Sensible: Teaching graduate students to communicate science, and middle schoolers to experiment through shared classroom experiences This project pairs graduate student fellows in ecological and environmental disciplines with middle school science teachers to improve the communication skills of the former and the inquiry-based teaching skills of the latter. Fellows and teachers attend summer workshops on student learning, curriculum development, and effective communication. They develop and implement inquiry-based lesson plans built upon the fellows' research areas in order to foster middle school student interest in science. Science Made Sensible addresses three problems. First, graduate programs fail to prepare future scientists to communicate clearly. In this program, middle school serves as a venue for such training. Second, teachers' knowledge of science constrains what and how they teach. Partnering with graduate fellows, teachers learn to incorporate research-based, interdisciplinary and quantitative activities in the classroom. Third, student achievement and interest in science begins a steady decline during middle school. Hands-on research experiences shaped by graduate-fellow-and-teacher teams keep middle school students interested in science. Structural change in the professional training of scientists is needed to expand their array of career choices. This program equips graduate fellows for careers that require an ability to communicate complex subject matter effectively to diverse audiences. GRAD TEACHING FELLOWS IN K-12 OFFICE OF MULTIDISCIPLINARY AC DGE EHR Gaines, Michael Otis Brown University of Miami FL Sonia Ortega Continuing grant 2438685 7179 1253 SMET 9179 7179 0000099 Other Applications NEC 0638423 March 1, 2007 Computation and Communication: Promoting Research Integration in Science and Mathematics (C2PRISM). Proposal #: 0638423 PI: Fadi Deek Institution: New Jersey Institute of Technology Title: Computation and Communication: Promoting Research Integration in Science and Mathematics (C2PRISM) This proposal describes a new project developed by New Jersey Institute of Technology. The project focuses on infusing computational science and methods using inquiry learning in the science and mathematics curriculum in high schools in Newark, New Jersey. The project provides hands-on instructional experience to 8 Fellows per year and will broaden the educational experience and communication skills of the Fellows. The project will provide secondary teachers and students with new computation skills that help them investigate science in new ways and prepare them for a wide array of career opportunities. Intellectual Merit: The intellectual merit of this project lies with its innovative method of bridging curriculum and the science disciplines through the infusion of computational tools. Computation is presented as an element that pervades math and science rather than a detached subject. In addition, doctoral research brought into the classroom exposes exciting new frontiers to teachers and students and brings a high level of intellectual focus the sciences beyond those found using traditional methods. The methods and resources developed during this project have the potential to be of great benefit to the secondary science community and perhaps change the nature of science instruction in the future. Broader Impacts: The project provides professional development opportunities for Fellows and strengthens their instructional and communication skills. It provides computational skills and strengthened science learning to secondary students as well as role models of working scientists. This could result in an increase in secondary students who pursue science and technology as careers. It should leave a foundation within the schools that will benefit students far into future and fundamentally improve the way that students learn about science and inquiry. GRAD TEACHING FELLOWS IN K-12 DGE EHR Friedman, Robert Bruce Bukiet Fadi Deek New Jersey Institute of Technology NJ Sonia Ortega Continuing grant 1798880 7179 SMET 9179 7179 0000099 Other Applications NEC 0638477 September 1, 2006 Graduate Research Fellowship Program. GRADUATE FELLOWSHIPS DGE EHR None, None University of Chicago IL Gisele T. Muller-Parker Fellowship 4506500 7172 SMET 9179 7172 0000099 Other Applications NEC 0638579 July 1, 2007 Continuing, GK-12 Groundwork Education in Mathematics and Science (GEMS). GRADUATE TEACHING FELLOWS IN K-12 EDUCATION ABSTRACT PROPOSAL #: 0638579 PRINCIPAL INVESTIGATOR: Christine L. Rich INSTITUTION: University of Louisville TITLE: Continuing, GK-12 Groundwork Education in Mathematics and Science (GEMS) The Groundwork Education in Mathematics and Science (GEMS), a continuing GK-12 project, is a partnership between the University of Louisville (UL) and the Jefferson County Public Schools (JCPS). The project partners graduate fellows from STEM disciplines with teachers in the classroom to promote standard-based reform. The continuing project will focus at the middle school level (grades 6-7). The principal investigators are committed to sustainability and institutional change. Each year the project will recruit 10 STEM graduate fellows (one of which will be supported by UL) and 10 JCPS teachers. Together the project will impact over 30 classes (with approximately 900 students). The evaluation effort will determine what effects GEMS is having on the participants; therefore, it will focus on producing measurable outcomes. The intellectual merit includes developing a job-embedded professional development program that stimulates student engagement and preparation of a cadre of teacher leaders. The broader impacts include building a model foundation for institutionalization of GK-12 like experiences in University graduate training programs. GRAD TEACHING FELLOWS IN K-12 OFFICE OF MULTIDISCIPLINARY AC DGE EHR Rich, Christine Lee Nickerson Wiley Williams Amy Herman University of Louisville Research Foundation Inc KY Sonia Ortega Continuing grant 1749149 7179 1253 SMET 9179 7179 0000099 Other Applications NEC 0638648 March 1, 2007 New, GK-12: Yakima Watershed Activities To Enhance Research in Schools (Yakima WATERS). PROPOSAL #: 0638648 PRINCIPAL INVESTIGATOR: Carey A. Gazis INSTITUTION: Central Washington University TITLE: Yakima Watershed Activities to Enhance Research in Schools (Yakima WATERS) The GK-12 Yakima WATERS project between Central Washington University and the school districts of rural central Washington focuses on authentic field-based research on watershed science for 5th to 11th graders. The NSF supported disciplines for this project include Biology, Chemistry, Geography and Geology. The intellectual merit of this project builds upon the already existing relationship between the university and the school districts. This project will also provide the framework for interdisciplinary research and learning. The broader impacts include focused recruiting efforts to obtain more minority fellows. All GK-12 fellows will serve as role models for the K-12 students, many whom are from low socioeconomic families. The results of this project will be disseminated via a website, local environmental group activities, professional meetings and journals, and a yearly poster presentation by participants. GRAD TEACHING FELLOWS IN K-12 DGE EHR Gazis, Carey Martha Kurtz Ian Quitadamo R. Steven Wagner Beth Pratt-Sitaula Central Washington University WA Sonia Ortega Continuing grant 2364838 7179 SMET 9179 7179 0000099 Other Applications NEC 0638662 March 1, 2007 Project ChemBOND: The Next Generation. GRADUATE TEACHING FELLOWS IN K-12 EDUCATION ABSTRACT PROPOSAL #: 0638662 PRINCIPAL INVESTIGATOR: Donna M. Chamely-Wiik INSTITUTION: Florida Atlantic University TITLE: Project ChemBOND: The Next Generation The project, which is a partnership between the Florida Atlantic University (FAU) and the Palm Beach County School District (PBCSD), will focus on incorporating Project ChemBOND into the high school science classes (grades 9-12) through the GK-12 program. The ChemBOND initiative has been successful at the university level. The project will develop, adapt, and adopt conceptually based, hands-on chemistry activities (ChemBOND Modules) in both the classroom and laboratory, to create a seamless environment that fosters learning and understanding. Each year the project will recruit 8 STEM graduate fellows and 8 teachers. Together they will serve approximately 40 classes in 4 PBCSD schools. Modules for chemistry and related sciences will be developed and implemented collaboratively by graduate fellows and teachers. Relationships established between the PBCSD and FAU will result in permanent positive changes at all institutions and foster sustainable interactions. The principal investigators will work with external evaluators to evaluate the effectiveness of the project. The intellectual merit includes implementation of ChemBOND at the high school level. The broader impacts include providing the opportunity to a diverse population of high school students and teachers to increase their science content knowledge and engage in scientific inquiry. GRAD TEACHING FELLOWS IN K-12 OFFICE OF MULTIDISCIPLINARY AC DGE EHR Chamely-Wiik, Donna Jerome Haky Deborah Louda Nancy Romance Florida Atlantic University FL Marilyn Mimi McClure Continuing grant 2056653 7179 1253 SMET 9179 7179 0000099 Other Applications NEC 0638664 March 1, 2007 Lehigh Valley Partnership for GK-12 Teaching Fellows: Widening the Pipeline. PROPOSAL #: 0638664 PRINCIPAL INVESTIGATOR: Glenn D. Blank INSTITUTION: Lehigh University TITLE: Lehigh Valley Partnership for GK-12 Teaching Fellows: Widening the Pipeline The continuing GK-12 project from Lehigh University will recruit eight STEM graduate fellows per year. Each fellow will partner with two K-12 teachers. The teams of fellows and teachers will further collaborate with science and math coordinators from partnering districts. The university has committed resources to sustain the project activities after the end of the grant for a period up to two years. The intellectual merit includes the efforts to widen the pipeline of fellows, such as from biology, computer science, and mathematics, who can communicate complex concepts of STEM disciplines through writing and multimedia. The broader impacts include the efforts to disseminate novel curricula and resources to more schools regionally and nationally. GRAD TEACHING FELLOWS IN K-12 DGE EHR Blank, Glenn Gary DeLeo Helen Columba Lehigh University PA Sonia Ortega Continuing grant 1541219 7179 SMET 9179 7179 0000099 Other Applications NEC 0638669 July 1, 2007 Linking Watershed Research and GK-12 Education within an Ecosystem Context. GRADUATE TEACHING FELLOWS IN K-12 EDUCATION ABSTRACT PROPOSAL #: 0638669 PRINCIPAL INVESTIGATOR: Richard Moore INSTITUTION: Ohio State University TITLE: Linking Watershed Research and GK-12 Education with an Ecosystem Context The GK-12 project from the Ohio State University will engage STEM graduate fellows, along with collaborating faculty and resource professionals, and students and teachers (from grades 3-5, 6-8, 10-12) including those from Amish schools, in the research on watershed science. The project will build on existing interdisciplinary research on the Sugar Creek Watershed in North East Ohio. The project will recruit 8 STEM fellows each year. These fellows will work with 8 teachers each year. The intellectual merit includes the exploration of watershed science as a model system for incorporating multiple disciplines, such as environmental science and rural sociology, into a holistic, constructivist, systemic educational approach to create a cooperative learning opportunity involving university researchers and K-12 teachers and students. The broader impacts include providing the opportunity to fellows and teachers to join other project members for a research visit to Japan to analyze firefly habitat remediation as related to stream ecology. GRAD TEACHING FELLOWS IN K-12 GRAD TEACHING FELLOW IN K-12ED DGE EHR Moore, Richard Casey Hoy Virginie Bouchard Patrick Goebel Lance Williams Ohio State University Research Foundation OH Marilyn Mimi McClure Continuing grant 2315651 7179 1731 SMET 9179 7179 0000099 Other Applications NEC 0638680 July 1, 2007 New, GK-12 SUNRISE: Schools, University 'N' (and) Resources In the Sciences and Engineering-A NSF/GMU GK-12 Fellows Project. PROPOSAL #:0638680 PI: Rajesh Ganesan INSTITUTION: George Mason University TITLE: Computation New, GK-12 SUNRISE: Schools, University, and Resources in the Sciences and Engineering SUNRISE is a new GK-12 project partnering STEM graduate students from George Mason University with teachers in grades 4-6 from three different school divisions in the state of Virginia. The objective of the project is to build a unique model of collaboration among teachers, school administrators, and the participating university to foster systemic efforts in implementing information technology rich content-knowledge into K-12 education. This is supported through science topics from contemporary areas such as GPS, nanotechnology, and oceanography and is brought into the classroom through lessons with hands-on experiments. The intellectual merit of this project is that creative information technology theme provides participants with a multi-level learning experience that advances knowledge of science topics and fosters professional development. This is achieved by constructing a framework that provides training and exchange of intellectual ideas, and integrates scientific research from diverse disciplines. It provides participants with an opportunity to discover, widen, and deepen knowledge within their own field as well as a mechanism to deliver that knowledge through the GK-12 graduate fellows. The broader impacts of the project include professional development opportunities for Fellows that strengthen their instructional and communication skills. The project offers the potential for sustained growth in quality and quantity of the nation's scientific workforce. The integration of research and education as well as the building of capacity of all the stakeholders offers many excellent possibilities and institutional culture change that transforms K-12 and graduate education. The project also supports the encouragement of diverse populations in the sciences through a focus on fellows and K-12 students from underrepresented populations. GRAD TEACHING FELLOWS IN K-12 DGE EHR Ganesan, Rajesh Kathryn Laskey Donna Sterling George Mason University VA Sonia Ortega Continuing grant 2400000 7179 SMET 9179 7179 0000099 Other Applications NEC 0638684 March 1, 2007 Continuing, GK-12: Enhancing Science Literacy in Southeast Idaho with Community-based Projects and University/K-12 Partnerships. PROPOSAL #: 0638684 PRINCIPAL INVESTIGATOR: Rosemary Smith INSTITUTION: Idaho State University TITLE: GK-12: Enhancing Science Literacy in Southwest Idaho with Community-based Projects and University/K-12 Partnerships The GK-12 Enhancing Science Literacy in Southwest Idaho with Community-based Projects and University/K-12 Partnerships, a continuing GK-12 project between eight Idaho K-12 school districts and Idaho State University, focuses on three educational research topics (robotics, watershed and the environment) for middle and high school students. This project builds upon prior success by including additional school districts and also by developing more activities under broader topics. The intellectual merit of the project lies in three main areas: 1) the development of empirical tools to measure and verify the impact of the GK-12 experience upon fellows' communication and partnership skills; 2) the ability to make science "alive" in the K-12 classroom by focusing on topics of local relevance; and 3) the ability of the project to serve as a national model, based on its structure of year-long matches with fellows and K-12 teachers and a flexible format for matching research interests of fellow to the needs of the teacher. This project affects a large, rural area that has an underdeveloped economy. The state is also an EPSCoR state and school districts have fewer comparative resources. There have been significant outcomes from the first phase of this project which include increased teacher content knowledge, ability to meet state standards, and the implementation of inquiry-based learning. GRAD TEACHING FELLOWS IN K-12 OFFICE OF MULTIDISCIPLINARY AC DGE EHR Smith, Rosemary Jeffrey Hill Mikle Ellis Lawrence Stout Idaho State University ID Sonia Ortega Continuing grant 1799782 7179 1253 SMET 9179 7179 0000099 Other Applications NEC 0638686 March 1, 2007 Environmental Science to Promote Sustainable Urban, Rural and Indigenous Communities. PROPOSAL #: 0638686 PRINCIPAL INVESTIGATOR: Donald Leopold INSTITUTION: SUNY College of Environmental Science and Forestry TITLE: Environmental Science to Promote Sustainable Urban, Rural and Indigenous Communities This project builds upon two well-established college/school partnerships (ESF in the High School dual enrollment program and the ESF Science Corps). Project goals of enriching student science learning and engagement, and enhancing teacher and graduate student professional development emanate from this foundation and the proposed project theme of Sustainable Communities: experiential and inquiry-based classroom and field-based activities; Fellow facilitated student research projects and student science research symposia that compare environmental findings of urban, rural and indigenous communities. This project focuses on inquiry as the common basis for partnerships. Teacher and Fellow professional development reflects a professional/scholarly paradigm that underpins student activities. These unique project aspects have the potential to become a model for partnerships between public and private colleges and school throughout the U.S. Both the project end goals and project theme, Sustainable Communities, seek to produce environmental science leaders who are able to meet the environmental challenges of the 21st century through SUNY's graduate education program. This project will entail transformational opportunities for graduate students to become environmental scientists who possess the skills required to meet society's immediate and future challenges. This project will enhance their abilities as environmental science communicators and as research scientists who can actively engage and make a positive difference in their own communities through Service-Research a variant of the Service-Learning concept. GRAD TEACHING FELLOWS IN K-12 GRAD TEACHING FELLOW IN K-12ED DGE EHR Leopold, Donald Charles Spuches Richard Beal Scott Shannon SUNY College of Environmental Science and Forestry NY Sonia Ortega Continuing grant 1605000 7179 1731 SMET 9179 7179 0000099 Other Applications NEC 0638688 July 1, 2007 New, GK-12 Physical Processes in the Environment. GRADUATE TEACHING FELLOWS IN K-12 EDUCATION ABSTRACT PROPOSAL #: 0638688 PRINCIPAL INVESTIGATOR: Timothy Herbert INSTITUTION: Brown University TITLE: New, GK-12 Physical Processes in the Environment This interdisciplinary program will involve graduate fellows from three of the physical science departments (Geological Sciences, Engineering, and Physics) at Brown University, who will immerse themselves in science pedagogy in two crucial pieces of the Providence Public School (PPS) system science pipeline: Elementary grades 3-6 and High School. Both levels of the PPS face significant challenges. All science specialist positions were eliminated across the system at the Elementary level four years ago, and the High School Science curriculum is moving toward a "Physics-First" sequence. In support of these changes, this program will be thematically broad, but with a focus relating STEM skills and concepts from the physical sciences to the environment and technology that surrounds the students. Graduate students at Brown and their teacher-partners will bring the excitement, stimulation, and modeling of science skills and modes of thought to students. Graduate students will bring creativity and insight from their own research to the classroom. This project also seeks to change the institution culture by demonstrating to science faculty that graduate student retention and communication skills increase through K-12 outreach activities, and by connecting faculty to a predominantly minority public school system. GRAD TEACHING FELLOWS IN K-12 DGE EHR Herbert, Timothy David Targan Gregory Crawford Gregory Tucker Karen Haberstroh Brown University RI Sonia Ortega Continuing grant 2395678 7179 SMET 9179 7179 0000099 Other Applications NEC 0638702 March 1, 2007 InSTEP II: Expansion of the Integrate Science Teaching Enhancement Partnership. PROPOSAL #: 0638702 PRINCIPAL INVESTIGATOR: Richard Tankersley INSTITUTION: Florida Institute of Technology TITLE: INSTEP II: Expansion of the Integrated Science Teaching Enhancement Partnership The continuing GK-12 project, INSTEP, between Florida Institute of Technology and Brevard County, builds upon the experiences and successes of the Track 1 program. This project matches graduate students with high school (grades 9-11) Integrated Science (IS) teachers to enhance the curriculum and develop new hands-on activities. The teams which include graduate students and teachers participate in workshops and seminars focusing on students learning styles, inquiry-based teaching methods, pedagogy, and national and state curriculum standards. The intellectual merit of the project concentrates on having graduate fellows, teachers and university faculty design and pilot standards-based modules that link core IS content areas Earth science, biology, chemistry and physics. Many activities use the new mobile laboratory purchased by Florida Tech which allows schools to use resources and conduct hands-on experiments at local field sites. The overarching theme of the project is "ocean discovery" which takes advantage of Florida's extensive coastline and also makes students aware of ocean-related issues therefore stimulating interest in science. This thematic approach helps demonstrate the interconnectedness of science disciplines and the role the ocean plays in environmental and chemical cycles and physical and biological processes. The broader impacts of the project are reflected in the continued benefits to fellows, teachers and K-12 students: fellows gain valuable teaching, communication and classroom management skills; teachers improve their understanding and mastery of science, become more knowledgeable of current trends in their disciplines, increase their comfort with inquiry-based instruction and gain a greater appreciation for the interdisciplinary nature of the IS curriculum; the high school students are provided the opportunity to interact with scientists and career role models and develop a deeper appreciation for the scientific process and the relevance of science to local issues. GRAD TEACHING FELLOWS IN K-12 DGE EHR Tankersley, Richard John Windsor Florida Institute of Technology FL Sonia Ortega Continuing grant 1711058 7179 SMET 9179 7179 0000099 Other Applications NEC 0638708 March 1, 2007 New, GK-12 Fellows in the Middle: Partnerships for Inquiry and Interdisciplinary Middle School Science and Mathematics. PROPOSAL #: 0638708 PRINCIPAL INVESTIGATOR: Kenneth Wolff INSTITUTION: Montclair State University TITLE: New, Gk-12 Fellows in the middle: Partnerships of Inquiry and Interdisciplinary Middle School Science and Mathematics This project matches STEM graduate students from Montclair State University with middle grade teachers in five local districts. The main goals of this project are: 1) to enhance Fellows' communication skills, 2) to strengthen teachers' content knowledge, and 3) to improve science and math achievement in middle grades. These goals drive all training, implementation, and assessment efforts. Fellows and teachers participate in training activities that promote inquiry- and standards-based teaching, especially as they relate to raising the achievement of students with Limited English Proficiency (LEP) and Specific Learning Disabilities (SLD). Fellows bring their content knowledge and research experiences to the classroom, enhancing instruction and piquing students' interest in science and math. The intellectual merits of this project are related to its inquiry-based and interdisciplinary structure. Fellows and teachers participate in workshops that promote child-centered instruction using NSF-funded materials such as Developing Mathematical Ideas; the Connected Mathematics Project; and Full Option Science System. Fellows and teachers, guided by Research Advisors and project personnel, design and deliver interdisciplinary units based on annual themes such as Earth History, Planetary Science, Populations and Ecosystems, or Chemical Interactions. These units engage students in field experiences, promote scientific processes, and make connections to cutting-edge research. Fellows and teachers have opportunities to engage in research and educational endeavors at international institutions, further enhancing middle grades students' understanding of research. GRAD TEACHING FELLOWS IN K-12 OFFICE OF MULTIDISCIPLINARY AC DGE EHR Wolff, Kenneth Mary West Mika Munakata Montclair State University NJ Sonia Ortega Continuing grant 2454454 7179 1253 SMET 9179 7179 0000099 Other Applications NEC 0638709 July 1, 2007 Students, Teachers, and Resources in the Sciences (STARS2): A USF/ NSF GK-12 Continuation Project. PROPOSAL #: 0638709 PRINCIPAL INVESTIGATOR: Geoffrey Okogbaa INSTITUTION: University of South Florida TITLE: Students, Teachers and Resources in the Sciences (STARS2): A USF-NSF Continuation GK-12 Project The STARS2 GK-12 project aims at continuing engaging graduate students in reinvigorating science and engineering education at K-12 levels. The STARS2 project will support the infrastructure necessary to engage considerably more schools, K-5 students, and teachers based on the thematic focus of engineering, specifically, materials & nanotechnology. The innovative Science Summer Camp and Mentor Teacher Program, hallmarks of the STARS project will continue to be important components of STARS2. The key intellectual merits of the STARS2 program include: 1) development of instructional materials that represent a paradigm shift from learning fact-based science to understanding the underlying mathematics, engineering, and scientific principles, 2) development of a nanoscale thinking through the exploration of scientific phenomena at the molecular level needed to create the scientific workforce of the 21st century, 3) development of a core group of science mentors who can serve as the nucleus for growth in science education, and 4) development of an innovative 5-stage plan that serves as the building blocks for the planned activities of STARS2. Another significant innovation of the STARS2 project is the design and implementation of the successful theme based summer science camps. The broader impacts of STARS2 will continue to be manifested through a highly successful program for recruitment of the Fellows from a broad spectrum of underrepresented groups in STEM, and training them to blossom into highly skilled educators, communicators, team players, and societal contributors. GRAD TEACHING FELLOWS IN K-12 DGE EHR Das, Tapas Louis Martin-Vega Ashok Kumar Grisselle Centeno University of South Florida FL Sonia Ortega Continuing grant 1684688 7179 SMET 9179 7179 0000099 Other Applications NEC 0638718 July 1, 2007 New, GK-12 Brooklyn College -- CITY AS LAB. PROPOSAL #: 0638718 PRINCIPAL INVESTIGATOR: Wayne Powell INSTITUTION: CUNY Brooklyn College TITLE: Brooklyn College GK-12 City As Lab (BC-CAL) The Brooklyn College GK-12 CITY AS LAB (BC-CAL) project aims to achieve four essential goals: 1) better equip graduate students for successful careers as scientists (academic, governmental, business); 2) improve the ability of urban high school teachers associated with the "Small School" movement to teach science in an authentic and community-based fashion; 3) enhance learning of science for students in grades 9-12; and 4) create an enduring, cooperative network of educational partners that includes Brooklyn College, thematic Brooklyn-based high schools, NYC DOE, and informal science partners of Brooklyn. The intellectual merit of this project focuses on answering the questions "How can GIS software be employed to best address the needs of teachers and students in secondary school STEM education? How can community partners best use their resources to aid science-themed small schools in meeting national, state and local science standards?" Broader impacts include but are not limited to expansion of graduate fellows' skills, improvement of research skills of K-12 teachers, and improvement of 9-12 STEM education. GRAD TEACHING FELLOWS IN K-12 OFFICE OF MULTIDISCIPLINARY AC DGE EHR Powell, Wayne Louise Hainline Micha Tomkiewicz Rebecca Boger CUNY Brooklyn College NY Sonia Ortega Continuing grant 2400000 7179 1253 SMET 9179 7179 0000099 Other Applications NEC 0638719 July 1, 2007 GK-12 Learning Partnerships: Creating Problem Centered, Interdisciplinary Learning Environments. GRADUATE TEACHING FELLOWS IN K-12 EDUCATION ABSTRACT PROPOSAL #: 0638719 PRINCIPAL INVESTIGATOR: Barbara M. Moskal INSTITUTION: Colorado School of Mines TITLE: GK-12 Learning Partnerships: Creating Problem Centered, Interdisciplinary Learning Environments The GK-12 Learning Partnerships, a continuing GK-12 project between Adams County District 50 (AC50) and the Colorado School of Mines (CSM), focuses on creating problem-centered, interdisciplinary learning environments at the middle school level (grades 6-8). The principal investigators will include an additional school district (Aurora Public Schools). The continuing project will assess two implementation models. In model 1, STEM graduate fellows will work with one teacher in a classroom. In model 2, STEM graduate fellows will work with two teachers from two different classrooms. The intellectual merit includes providing STEM graduate fellows and collaborating teachers with international experiences (Honduras and Hong Kong). The broader impacts include planning for sustainability and institutional change for GK-12 like activities at CSM beyond the life of the continuing project grant. GRAD TEACHING FELLOWS IN K-12 OFFICE OF MULTIDISCIPLINARY AC DGE EHR Moskal, Barbara Catherine Skokan Tina Falconer Colorado School of Mines CO Sonia Ortega Continuing grant 1780711 7179 1253 SMET 9179 7179 0000099 Other Applications NEC 0638722 April 1, 2007 Heartland Partnerships: Inquiry-Based Ecological and Environmental Education at SIUC. PROPOSAL #: 0638722 PRINCIPAL INVESTIGATOR: Karen Renzaglia INSTITUTION: Southern Illinois University at Carbondale TITLE: Heartland Partnerships: Inquiry-Based Ecological and Environmental Science Education at SIUC The Heartland Partnerships: Inquiry-Based Ecological and Environmental Science Education at SIUC, a new GK-12 project between Southern Illinois University at Carbondale and three K-12 rural school districts within Illinois, has four program goals: 1) use content knowledge and skills of fellows and faculty to increase scientific literacy among high school students, 2) improve teachers' science content and pedagogical knowledge, 3) provide experiences for teachers in conducting both scientific and action research, 4) enhance long-term partnerships between the university and local schools. Fellows and faculty will engage teachers and students in exploration of the various ecological habitats. The intellectual merit of this project includes summer workshops for graduates and teachers and also the creation of original research projects that will be conducted at SIUC Touch of Nature Environmental (TONEC) field sites. These projects will be a result of an analysis of the curriculum and therefore, teams of graduate students and teachers will plan exercises, develop action plans and integrate and refine inquiry-based teaching in the classroom. The broader impacts of this project include the recruitment of underrepresented minority graduate students to serve as role models, and resources for content knowledge and science process skills for the K-12 students. The graduate fellows will gain an appreciation for science education, stronger ties to the K-12 community, and development of mentoring, communication and teaching skills. Outcomes for the teachers include increased content knowledge, pedagogical knowledge, familiarity with scientific issues, increased understanding of scientific research techniques, enhanced reflective practice through Action research and stronger ties to the university community. University faculty will gain an appreciation of science education, increased understanding of the problems inherent in high school science education, stronger ties to the local science education community, and increased levels of interdisciplinary cooperation within the university. The project will also reach out to non-participating teachers and students in the state through summer professional development workshops, open access to lesson, units and chats via the Internet, and the distribution of a science activities manual. GRAD TEACHING FELLOWS IN K-12 GRAD TEACHING FELLOW IN K-12ED DGE EHR Renzaglia, Karen David Gibson Sedonia Sipes Harvey Henson Frackson Mumba Southern Illinois University at Carbondale IL Sonia Ortega Continuing grant 1592543 7179 1731 SMET 9179 7179 0000099 Other Applications NEC 0638723 July 1, 2007 New GK-12: The Notre Dame extended Research Community (NDeRC). PROPOSAL #: 0638723 PRINCIPAL INVESTIGATOR: Mitchell Wayne INSTITUTION: University of Notre Dame TITLE: GK-12: The Notre Dame extended Research Community (NDeRC) The Notre Dame extended Research Community (NDeRC), a new GK-12 project between the University of Notre Dame and eleven K-12 school districts in Indiana and Michigan, focuses on research activities for graduate students, K-12 teachers and students. These activities that center on such areas as astronomy, physics, chemistry, computer science and engineering, are developed by graduate students and experienced teachers and are then implemented in the K-12 classroom. The research activities are connected to nationally recognized education programs such as QuarkNet (a previously funded NSF project, award # 0207072), TLRBSE and Supercomputing Education Programs. The goals of NCeRC are: 1) to incorporate graduate students into the life and work of the Notre Dame QuarkNet Center so as to instill a sense of responsibility to and provide a model for education and public outreach, 2) to provide a research experience to a wider range of K-12 teachers and students in surrounding areas, 3) to strengthen and expand avenues of collaboration between University and surrounding K-12 institutions. This project provides research experience in the sciences for those who traditionally would not have had the opportunity. GRAD TEACHING FELLOWS IN K-12 OFFICE OF MULTIDISCIPLINARY AC DGE EHR Wayne, Mitchell Daniel Karmgard Douglas Thain Thomas Loughran University of Notre Dame IN Sonia Ortega Continuing grant 2142900 7179 1253 SMET 9179 7179 0000099 Other Applications NEC 0638730 February 1, 2007 Continuing GK-12, Creating Connections: Advancing Knowledge, Learning and Stem Career Opportunities for Rural Louisiana. PROPOSAL #: 0638730 PRINCIPAL INVESTIGATOR: David Mills INSTITUTION: Louisiana Tech University TITLE: Continuing GK-12, Creating Connections: Advancing Knowledge, Learning and STEM Career Opportunities for Rural Louisiana This project involves 25 Graduate Teaching Fellows in northern Louisiana middle and high schools over a three year period. The program is centered on the theme of "molecular science and nanotechnology," a combination of biology and engineering at the nanoscale. Goals include (1) enhancement of the Fellows' understanding and commitment to K-12 education, (2) improved content knowledge and understanding of scientific investigation for partner teachers, their students, and the community at large, and (3) an increase in university research faculty's interest in and ability to work with K-12 schools. Molecular science/nanotechnology laboratories in the partner schools will be staffed by the teaching fellows and will serve as foci for fellow and teacher generated modules; fellow, teacher, student, research mentor interaction, and hands-on student engagement in science and engineering. A comparable outreach laboratory is established at Louisiana Tech and used to teach teachers molecular science/nanotechnology concepts and scientific investigation principles. In addition a "Creating Connections" program connects students, teachers, fellows and research mentors and educates research mentors about the benefits from and mechanisms for involvement with K-12 schools. RET SUPPLEMENTS GRAD TEACHING FELLOWS IN K-12 DGE EHR Mills, David Linda Ramsey Daniela Mainardi Louisiana Tech University LA Sonia Ortega Continuing grant 1669360 7218 7179 SMET 9179 9177 7179 121E 0000099 Other Applications NEC 0638731 July 1, 2007 Continuing GK-12: Learning About Where We Live: Marine Science for Oregon's Coastal Schools. PROPOSAL #: 0638731 PRINCIPAL INVESTIGATOR: Alan Shanks INSTITUTION: University of Oregon, Eugene TITLE: Continuing GK-12: Learning about where we live: Marine Science for Oregon Coastal Schools This is a continuation project focused on engaging Oregon Institute of Marine Biology (OIMB) graduate GK-12 Fellows in providing targeted instruction to elementary students (grades K-6), and professional development to teachers in STEM content. STEM education will be enhanced through the presentation of marine and aquatic sciences utilizing and building upon the Marine Activities, Resources, and Education (MARE) curriculum developed at the University of California Berkeley. The intellectual merit of this proposal includes a goal to permanently improve teacher's understanding of science content, and their use of inquiry and the scientific method to teach STEM subjects. Summer workshops will familiarize Fellows with the MARE curriculum and provide practical pedagogic knowledge for teaching in K-6 classes, and an understanding of the Oregon based standards system. A MARE Lead Teacher cadre will be developed in each school district that will act as mentors for the fellows and as support for other teachers in the district. The broader impact of this project includes the development of a more permanent University/K-12 relationship; the development of teaching, communication, and team-building skills by the GK-12 Fellows; the opportunity for Fellows to gain knowledge and experience of the K-12 teaching community; and the formation of working partnerships with faculty, Fellows, and teachers. Teachers and their students will accrue a number of benefits including up to date scientific information, experiences with real science via inquiry-based investigations, and exposure to working scientists. In addition all participants will strengthen their connection with the community in which they live. GRAD TEACHING FELLOWS IN K-12 DGE EHR Shanks, Alan Janet Hodder University of Oregon Eugene OR Sonia Ortega Continuing grant 1792475 7179 SMET 9179 7179 0000099 Other Applications NEC 0116000 Human Subjects 0638738 February 1, 2007 Continuing GK-12 Fellows Integrate Science/Math in Rural Middle Schools. PROPOSAL #: 0638738 PRINCIPAL INVESTIGATOR: Larry Johnson INSTITUTION: Texas A&M TITLE: Continuing GK-12 Fellows Integrate Science/Math in Rural Middle Schools This project is a continuation of a Track I funded project at Texas A&M that involves bringing graduate students to rural middle schools. The objectives of this project are: 1) train STEM graduate students to improve their communication, teaching skills, interest in K-12 education, and knowledge of how they can help K-12 educators as STEM professionals and track their career paths; 2) enrich K-12 experiential learning in STEM and improve teachers knowledge, understanding, and confidence in STEM teaching through implementation of the PEER (Partnership for Environmental Education and Rural Health) integrated STEM curriculum; and 3) develop a transportable model for institutionalization of a sustainable GK-12 partnership in higher education. Fellows will serve as STEM role models while enhancing their own appreciation for enriching STEM instruction in public education. Middle-school students will learn STEM in more depth from experiential learning approaches and direct interactions with Fellows. Participating schools will benefit from enhanced capabilities to use inquiry-based learning. The University will benefit from better students entering college and enriched graduate training. This GK-12 model has broader impacts by strengthening the partnerships between institutions of higher learning and rural schools and by fostering integration of research and discovery within education for all students. Broad dissemination into many rural schools will enhance STEM understanding of the untapped, underrepresented and improve of the nation's education enterprise and the society in general. GRAD TEACHING FELLOWS IN K-12 GRAD TEACHING FELLOW IN K-12ED DGE EHR Johnson, Larry James Kracht G. Allen William Klemm James Lindner Texas A&M University Main Campus TX Sonia Ortega Continuing grant 1647601 7179 1731 SMET 9179 7179 0000099 Other Applications NEC 0638740 July 1, 2007 Continuing, GK-12: From Aquifers to Estuaries Tracing a Drop of Water via an Interactive Program Linking UT Scientists with K-12 Students and Teachers. PROPOSAL #: 0638740 PRINCIPAL INVESTIGATOR: Kenneth Dunton INSTITUTION: University of Texas at Austin TITLE: Continuing, GK-12: From Aquifers to Estuaries Tracing a Drop of Water via an Interactive Program Linking UT Scientists with K-12 Students and Teachers The continuing GK-12 project, From Aquifers to Estuaries Tracing a Drop of Water via an Interactive Program Linking UT Scientists with K-12 Students and Teachers, between the University of Texas at Austin and three K-12 urban school districts, targets students in grades 5-8 in the disciplines of physics, chemistry, biology, mathematics and marine, geological and environmental sciences. The theme of the project "Tracing a Drop of Water" has linked the program with efforts to increase teacher content knowledge in under-performing schools and provides fellows with an example of how scientists can excite students about science while still having a career in research. The intellectual merit of the program established a partnership between scientists and the K-12 community by focusing on interdisciplinary environmental and watershed sciences. There will be creative links between mathematics, science, social science and technology in order to address important social issues in inland and coastal watersheds. The broader impacts of this program not only strives to increase students STEM knowledge in grades 5-8 but also encourages students to think about STEM career options. The K-12 schools involved in this project are high-needs schools with typically over two-thirds of the students from underrepresented groups. Also, the overall theme of water is critical to all people. The sustained program aims to change the culture of K-12 outreach in the university research community and to serve as a model for other institutions of higher learning. GRAD TEACHING FELLOWS IN K-12 DGE EHR Dunton, Kenneth Michael Marder Jay Banner Jill Marshall Christopher Bell University of Texas at Austin TX Sonia Ortega Continuing grant 1796988 7179 SMET 9179 7179 0000099 Other Applications NEC 0638744 March 1, 2007 New, GK-12: BioME: Biodiversity from Molecules to Ecosystems. GRADUATE TEACHING FELLOWS IN K-12 EDUCATION ABSTRACT PROPOSAL #: 0638774 PRINCIPAL INVESTIGATOR: Judith L. Bronstein INSTITUTION: University of Arizona TITLE: New, GK-12: BioME: Biodiversity from Molecules to Ecosystems The GK-12 project from the University of Arizona will create synergistic opportunities for graduate fellows in life sciences departments and programs (such as ecology, neurobiology, and plant sciences) to engage K-12 students and teachers in the excitement of how science directly relates to them and the natural world around them ("Bio" and "ME") through a variety of university resources (such as the tree of life digital library of biodiversity). Graduate fellows will receive appropriate training in K-12 education and in teaching science through inquiry through a graduate seminar course. Fellows will also participate in a summer institute with their cooperating teachers to develop and strengthen relations. The project will recruit 10 fellows and up to 18 teachers per year. Research advisors of the graduate fellows and other collaborating faculty members will be actively involved in the project. The advisory board will also include an external evaluator to provide additional guidance on the formative and summative evaluation components. The intellectual merit includes providing opportunities to participating teachers to collaborate with graduate fellows to integrate aspects of the field experience to the Galapagos Islands into classroom curriculum and activities. The broader impacts include a plan to recruit graduate fellows from underrepresented groups and a commitment to sustain the project activities after the end of the grant for a period up to five years. GRAD TEACHING FELLOWS IN K-12 GRAD TEACHING FELLOW IN K-12ED DGE EHR Bronstein, Judith Stacey Forsyth William Roth University of Arizona AZ Sonia Ortega Continuing grant 2369703 7179 1731 SMET 9179 7179 0000099 Other Applications NEC 0638751 July 1, 2007 New, GK-12 Innovating Graduate and K-12 Education in Biological Sciences. PROPOSAL #: 0638751 PRINCIPAL INVESTIGATOR: Luis Mota-Bravo INSTITUTION: University of California - Irvine TITLE: New, GK-12 Innovating Graduate and K-12 Education in Biological Sciences The New GK-12 Innovating Graduate and K-12 Education in Biological Sciences project between the University of California Irvine and three urban school districts with predominantly underrepresented minority enrollment, focuses on life science for grades 7-12. The project's components include orientation sessions for fellows and teachers to learn about the project, a course for fellows on "Methods of Teaching Science in secondary Schools" offered by the UCI Department of Education, seminars for fellows to review and discuss new developments and experiences, workshops and summer institutes where faculty, fellows and teachers prepare inquiry-based lessons and laboratories to be presented to 7th-12th grade students, practical experience (10hrs/wk) for fellows in teaching these lessons and laboratory activities, presentations by fellows about their research, the development of a GK-12 manual on teaching practices, a handbook on mentoring and a web-based repository to disseminate practices, lessons and laboratories developed by fellows and teachers. In addition, there will be an annual symposium where fellows will present experiences. The intellectual merit of the project derives from the most current research on the incorporation of inquiry-based learning and real world connection for students. The broader impacts for this project include the integration of training and research, formative teaching experiences for UCI biology graduate students, assistance and intellectual stimulation of teachers and increasing K-12 students' performance and aptitude for science in minority-serving schools. The project proposes a sustainable relationship between the university and school districts after the life of the project by disseminating information through various media. GRAD TEACHING FELLOWS IN K-12 GRAD TEACHING FELLOW IN K-12ED DGE EHR Mota-Bravo, Luis Robert Mulligan University of California-Irvine CA Sonia Ortega Continuing grant 2066667 7179 1731 SMET 9179 7179 0000099 Other Applications NEC 0638764 September 1, 2006 Graduate Research Fellowship Program. GRADUATE FELLOWSHIPS DGE EHR Beals, Joseph Beals, Joseph VA Gisele T. Muller-Parker Fellowship 122500 7172 SMET 9179 0000099 Other Applications NEC 0638765 September 1, 2006 Graduate Research Fellowship Program. OTHER GLOBAL LEARNING & TRNING GRADUATE FELLOWSHIPS DGE EHR Jones, Anya Jones, Anya R MA Gisele T. Muller-Parker Fellowship 122500 7731 7172 SMET OTHR 9179 5979 5946 0000 0000099 Other Applications NEC 0638829 September 1, 2006 Graduate Research Fellowship Program. GRADUATE FELLOWSHIPS DGE EHR None, None University of Oklahoma Health Sciences Center OK Gisele T. Muller-Parker Fellowship 121500 7172 SMET 9179 7172 0000099 Other Applications NEC 0639132 September 1, 2006 Graduate Research Fellowship Program. GRADUATE FELLOWSHIPS DGE EHR Eade, Ethan Eade, Ethan VA Gisele T. Muller-Parker Fellowship 121500 7172 SMET 9179 0000099 Other Applications NEC 0639133 July 1, 2006 Graduate Research Fellowship Program. GRADUATE FELLOWSHIPS DGE EHR Ita, Eyo Ita, Eyo VA Gisele T. Muller-Parker Fellowship 82000 7172 SMET 9179 0000099 Other Applications NEC 0639279 September 1, 2006 Graduate Research Fellowships. GRADUATE FELLOWSHIPS DGE EHR None, None Middle Tennessee State University TN Gisele T. Muller-Parker Fellowship 40500 7172 SMET 9179 0000099 Other Applications NEC 0639280 September 1, 2006 Graduate Research Fellowship Program. GRADUATE FELLOWSHIPS DGE EHR None, None University of Alaska Fairbanks Campus AK Gisele T. Muller-Parker Fellowship 364500 7172 SMET 9179 0000099 Other Applications NEC 0639338 September 1, 2006 Graduate Research Fellowship Program. GRADUATE FELLOWSHIPS DGE EHR Forsythe, Nathan Forsythe, Nathan WI Gisele T. Muller-Parker Fellowship 121500 7172 SMET 9179 0000099 Other Applications NEC 0640531 August 1, 2006 GRADUATE RESEARCH FELLOWSHIP PROGRAM. GRADUATE FELLOWSHIPS DGE EHR None, None Oklahoma State University OK Gisele T. Muller-Parker Fellowship 235894 7172 SMET 9179 7172 0000099 Other Applications NEC 0640532 September 1, 2006 GRADUATE RESEARCH FELLOWSHIP PROGRAM. GRADUATE FELLOWSHIPS DGE EHR Bin-Nun, Amitai Bin-Nun, Amitai PA Gisele T. Muller-Parker Fellowship 40500 7172 SMET 9179 0000099 Other Applications NEC 0642350 August 15, 2006 GRADUATE RESEARCH FELLOWSHIP PROGRAM. GRADUATE FELLOWSHIPS DGE EHR None, None Baylor College of Medicine TX Gisele T. Muller-Parker Fellowship 162000 7172 SMET 9179 7172 0000099 Other Applications NEC 0642351 August 15, 2006 GRADUATE RESEARCH FELLOWSHIP PROGRAMS. GRADUATE FELLOWSHIPS DGE EHR None, None University of Akron OH Gisele T. Muller-Parker Fellowship 121500 7172 SMET 9179 0000099 Other Applications NEC 0642353 August 15, 2006 GRADUATE RESEARCH FELLOWSHIP PROGRAM. GRADUATE FELLOWSHIPS DGE EHR None, None University of Texas at Arlington TX Gisele T. Muller-Parker Fellowship 81000 7172 SMET 9179 0000099 Other Applications NEC 0644491 December 1, 2006 GRADUATE RESEARCH FELLOWSHIP PROGRAM. GRADUATE FELLOWSHIPS DGE EHR None, None Harvard University MA Gisele T. Muller-Parker Fellowship 20091683 7172 SMET 9179 0000099 Other Applications NEC 0644492 November 1, 2006 GRADUATE RESEARCH FELLOWSHIP PROGRAM. GRADUATE FELLOWSHIPS DGE EHR Sleight, Richard Yale University CT Gisele T. Muller-Parker Fellowship 6195080 7172 SMET 9179 7172 0000099 Other Applications NEC 0644493 December 1, 2006 GRADUATE RESEARCH FELLOWSHIP PROGRAM. GRADUATE FELLOWSHIPS DGE EHR None, None GA Tech Research Corporation - GA Institute of Technology GA Gisele T. Muller-Parker Fellowship 7937899 7172 SMET 9179 7172 0000099 Other Applications NEC 0645960 August 15, 2006 GRADUATE RESEARCH FELLOWSHIP PROGRAM. GRADUATE FELLOWSHIPS DGE EHR Lerman, Steven Massachusetts Institute of Technology MA Gisele T. Muller-Parker Fellowship 22920998 7172 SMET 9179 7172 0000099 Other Applications NEC 0645962 August 15, 2006 GRADUATE RESEARCH FELLOWSHIP PROGRAM. GRADUATE FELLOWSHIPS DGE EHR None, None Stanford University CA Gisele T. Muller-Parker Fellowship 32605910 7172 SMET HPCC 9218 9179 7172 0000099 Other Applications NEC 0646026 December 1, 2006 GRADUDATE RESEARCH FELLOWSHIP PROGRAM. GRADUATE FELLOWSHIPS DGE EHR Szeri, Andrew University of California-Berkeley CA Gisele T. Muller-Parker Fellowship 35207142 7172 SMET 9179 7172 0000099 Other Applications NEC 0646083 December 1, 2006 GRADUATE RESEARCH FELLOWSHIP PROGRAM. GRADUATE FELLOWSHIPS DGE EHR None, None University of North Carolina at Chapel Hill NC Gisele T. Muller-Parker Fellowship 1741500 7172 SMET 9179 7172 0000099 Other Applications NEC 0646085 December 1, 2006 GRADUATE RESEARCH FELLOWSHIP PROGRAM. GRADUATE FELLOWSHIPS DGE EHR None, None Duke University NC Gisele T. Muller-Parker Fellowship 5678342 7172 SMET 9179 7172 0000099 Other Applications NEC 0646086 December 1, 2006 GRADUATE RESEARCH FELLOWSHIP PROGRAM. GRADUATE FELLOWSHIPS DGE EHR None, None Princeton University NJ Gisele T. Muller-Parker Fellowship 8151040 7172 SMET 9179 0000099 Other Applications NEC 0646147 December 1, 2006 GRADUATE RESEARCH FELLOWSHIP PROGRAM. GRADUATE FELLOWSHIPS DGE EHR None, None University of Arizona AZ Gisele T. Muller-Parker Fellowship 2905000 7172 SMET 9179 7179 0000099 Other Applications NEC 0646148 November 1, 2006 GRADUATE RESEARCH FELLOWSHIP PROGRAM. GRADUATE FELLOWSHIPS POLITICAL SCIENCE DGE EHR None, None Washington University MO Gisele T. Muller-Parker Fellowship 2309500 7172 1371 SMET 9179 7172 0000099 Other Applications NEC 0646866 October 1, 2006 Building Community Resources for the NSF Graduate Teaching Fellows in K-12 Education Program. This proposal seeks funding for a three-year effort that will continue to provide important resources for projects funded through the NSF Graduate Teaching Fellows in K-12 Education (GK-12) Program. AAAS with the GK-12 program staff will: (1) plan and implement the an annual 2.5-day meeting, 2007-2009, for members of the GK-12 project teams (principal and co-principal investigators, graduate students, K-12 educators, project managers, and evaluators); and (2) maintain and regularly update a comprehensive Web site that offers a wide range of information such as up-to-date descriptions of projects, statistical data, pertinent literature, proven practices, evaluation instruments, and appropriate connections that it can be a timely resource for current, past, and future GK-12 participants as well as the broader science, technology, engineering, and mathematics (STEM) community. GRAD TEACHING FELLOWS IN K-12 DGE EHR Chubin, Daryl American Association For Advancement Science DC Sonia Ortega Standard Grant 707845 7179 SMET 9179 7179 0000099 Other Applications NEC 0646901 August 15, 2006 GRADUATE RESEARCH FELLOWSHIP PROGRAM. GRADUATE FELLOWSHIPS DGE EHR None, None George Mason University VA Gisele T. Muller-Parker Fellowship 58000 7172 SMET 9179 0000099 Other Applications NEC 0646902 August 15, 2006 GRADUATE RESEARCH FELLOWSHIP PROGRAM. GRADUATE FELLOWSHIPS DGE EHR None, None University of Dayton OH Gisele T. Muller-Parker Fellowship 121500 7172 SMET 9179 0000099 Other Applications NEC 0648991 December 1, 2006 GRADUATE RESEARCH FELLOWSHIP PROGRAM. GRADUATE FELLOWSHIPS DGE EHR None, None University of California-San Francisco CA Gisele T. Muller-Parker Fellowship 8760813 7172 SMET 9179 0000099 Other Applications NEC 0648993 December 1, 2006 GRADUATE RESEARCH FELLOWSHIP PROGRAM. GRADUATE FELLOWSHIPS DGE EHR None, None University of Texas at Austin TX Gisele T. Muller-Parker Fellowship 6594000 7172 SMET 9179 0000099 Other Applications NEC 0649627 September 1, 2006 GRADUATE RESEARCH FELLOWSHIP PROGRAM. GRADUATE FELLOWSHIPS DGE EHR Helsdon, John South Dakota School of Mines and Technology SD Gisele T. Muller-Parker Fellowship 126500 7172 SMET 9179 7172 0000099 Other Applications NEC 0649876 August 1, 2006 Track 2, GK-12: Human Impact Along the Front Range of Colorado. 0440605 The University of Northern Colorado (UNC), Colorado State University (CSU), the Weld County School District 6, and the Poudre School District Track 2 award is developing, sustaining, and institutionalizing its current GK-12 program entitled Human Impact Along the Front Range of Colorado. Intellectual Merit: The project integrates science and math content standards using the rapid regional growth and its impacts on land use, climate and biodiversity. The project links K-12 instruction, teacher professional development, and graduate education with STEM research, exposing K-12 teachers and students to current research, and graduate and undergraduate fellows to K-12 classrooms and instruction. The project supports 24 graduate and 10 undergraduate fellows. The project has 3 goals. Goal 1: Deliver and refine the GK-12 program. The project forms teaching-research teams comprised of K-12 teachers, GK-12 fellows, K-12 students and researchers that interact throughout the year. During the summer, the teachers, fellows, and students work together on research. During the academic year the fellows work with teachers in the classroom. Teaching and research workshops and symposia are held to familiarize researchers and fellows with the K-12 culture (led by teachers), and teachers with the research culture (led by researchers and fellows). Teachers and fellows established long-term Schoolyard Ecology research plots on school grounds or local environmental centers as a focal point of learning. Teachers and fellows develop and deliver standards-based science and mathematics modules. Goal 2: Institutionalize and sustain the GK-12 program across the partnership. The project builds on the successes by securing the space, the seminar series, and the schoolyard plots. Goal 3: Evaluate the effectiveness of the GK-12 program. An external evaluator leads the evaluation, in concert with GK12 participants by assessing the content and process knowledge of teachers, fellows and students; changes in the instructional practices of teachers and fellows; the effectiveness in increasing minority participation in STEM research, education, and careers; the programs effectiveness in creating teacher leaders; and its effect on the degree programs and career choices of fellows. Broader Impact: The program impacts districts (Weld County and Poudre) of 45,000 students, high percentages of whom are from groups under-represented in STEM disciplines (47% and 20%), low income (47% and 20%) and/or English Language Learners (10%). The project focuses on teacher professional development designed to increase content knowledge of teachers, the training of fellows on how to engage K-12 students, research opportunities for minority students, and the preparation teacher leaders to initiate long-term systemic change. GRAD TEACHING FELLOWS IN K-12 DGE EHR Moore, John Colorado State University CO Marilyn Mimi McClure Continuing grant 1240870 7179 SMET 7179 9179 0000099 Other Applications NEC 0652922 October 1, 2006 GRADUATE RESEARCH FELLOWSHIP PROGRAM. GRADUATE FELLOWSHIPS DGE EHR PRESCOD-WEINSTEIN, CHANDA PRESCOD-WEINSTEIN, CHANDA VA Gisele T. Muller-Parker Fellowship 40500 7172 SMET 9179 0000099 Other Applications NEC 0653710 September 1, 2007 IGERT: Building Leadership Through a Program on Engineered Bioactive Interfaces and Devices. This Integrative Graduate Education Research Traineeship (IGERT) project addresses the need for a coherent interdisciplinary graduate education and research training program on Engineered Bioactive Interfaces and Devices. Engineered Bioactive Interfaces and Devices focuses on the novel design of architectures that interact with biological systems and promote a desired response. These advanced architectures have numerous applications ranging from tissue engineering, to sensing systems, to drug delivery. Successful development of these systems will depend on expertise not only in developing novel synthetic architectures through nanotechnology, self-assembly and hybrid systems but also on the interactions of these interfaces with biological systems such as cells and proteins. Nearly all materials used today in biological applications are those that were originally designed for non-biological applications without any consideration for the interactions between the biological system and the synthetic interface. The need for more advanced bioactive interfaces and for specialty applications has grown and successful development of these architectures requires the integration of the biological sciences and engineering disciplines. This IGERT award addresses this need by educating and training the next generation of engineers and scientists working in this area. Through the activities proposed, the student participants will further enhance their backgrounds in their primary disciplines and obtain a thorough, cross-disciplinary education at the interface of biological sciences and engineering using state-of-the-art instrumentation and methodologies. Through outreach activities and undergraduate participation, this IGERT program will have a far-reaching impact. Young students, teachers and undergraduates will be encouraged to bridge the gaps between traditional disciplines when solving problems. IGERT is an NSF-wide program intended to meet the challenges of educating U.S. Ph.D. scientists and engineers with the interdisciplinary background, deep knowledge in a chosen discipline, and the technical, professional, and personal skills needed for the career demands of the future. The program is intended to catalyze a cultural change in graduate education by establishing innovative new models for graduate education and training in a fertile environment for collaborative research that transcends traditional disciplinary boundaries. IGERT FULL PROPOSALS DGE EHR Anderson, Kimberly Bruce Hinds University of Kentucky Research Foundation KY Melur K. Ramasubramanian Continuing grant 1802913 1335 SMET 9179 9150 1335 0000099 Other Applications NEC 0116000 Human Subjects 0653827 July 1, 2007 IGERT: Risk Analysis for Introduced Species and Genotypes. Recognizing the seriousness of consequences of both accidental and deliberate biotic introductions, this Integrative Education and Research Traineeship (IGERT) award promotes the development of the scientific basis of decision-making about introductions of new species and genotypes, including how to prevent future detrimental introductions, and how to control harmful organisms already present. The overarching goal is to educate Ph.D. students to conduct research to improve ecological risk analysis and contribute solutions to problems affecting management of introduced species and genotypes worldwide. The education and training program establishes linkages between research and this type of decision-making. As students develop foundational knowledge and skills in ecological risk analysis, they will also gain practical experience in its application to real-world problems. These educational goals will be accomplished via: (1) a new curriculum and minor, (2) semiannual symposia and weekly discussions, (3) problem-solving practica with external partners, and (4) dissertation studies on IGERT research themes in collaboration with external partners. Broader impacts include advancing the scientific basis of decision-making; and producing young scientists, with diverse cultural perspectives, who are uniquely and highly qualified to meet the challenges posed by introduced organisms. Curricular materials, developed from real-world scenarios, will help build professional capacity worldwide for analyzing risks associated with these introductions. IGERT is an NSF-wide program intended to meet the challenges of educating U.S. Ph.D. scientists and engineers with the interdisciplinary background, deep knowledge in a chosen discipline, and the technical, professional, and personal skills needed for the career demands of the future. The program is intended to catalyze a cultural change in graduate education by establishing innovative new models for graduate education and training in a fertile environment for collaborative research that transcends traditional disciplinary boundaries. IGERT FULL PROPOSALS DGE EHR Newman, Raymond David Andow Ruth Shaw Susan Galatowitsch Jennifer Kuzma University of Minnesota-Twin Cities MN Melur K. Ramasubramanian Continuing grant 1795664 1335 SMET 9179 1335 0000099 Other Applications NEC 0116000 Human Subjects 0653984 August 15, 2007 IGERT: Collaborative Research and Education in Agricultural Technologies and Engineering (CREATE). A multi-institutional Integrative Graduate Traineeship (IGERT) program, entitled Collaborative Research and Education in Agricultural Technologies and Engineering (CREATE) links the University of California at Davis with Tuskegee University in a training program with the overarching theme of the utilization of plants for the production of industrial non-food products and biopharmaceuticals. This program brings together a diverse group of faculty and graduate students from plant sciences, molecular biology and engineering to work together in interdisciplinary teams that will tackle critical societal challenges with applications in the following areas: 1) rapid vaccine production and cost-effective therapeutics, 2) biofuels and biorefineries, and 3) phytoremediation. The IGERT training program is aimed at developing specific skills that advance complex, interdisciplinary technologies. Novel components of the CREATE program include (1) the establishment of a Masters-to-PhD bridging program, (2) the development and implementation of a new graduate lecture course and two summer laboratory short courses on "Plant Transformation Methods" and "Recovery and Purification of Plant-Derived Products," and (3) industrial research internship opportunities in the United States as well as international research internship opportunities in Ireland at the University of Ireland, Maynooth and Teagasc Oak Park Research Centre. The broader impact of the CREATE program is the creation of a diverse group of research and educational leaders who will have knowledge of the fundamental principles and applications of plant science, biotechnology and bioprocess engineering as well as an understanding of the broader issues (environmental impact, public/societal views and global impact) of the field. The CREATE program emphasizes integrated training in plant sciences, molecular biology and engineering, to train the research, educational, business, regulatory, and policy leaders of the future who will help solve society's most pressing problems related to health, energy sustainability, and environmental stewardship. IGERT is an NSF-wide program intended to meet the challenges of educating U.S. Ph.D. scientists and engineers with the interdisciplinary background, deep knowledge in a chosen discipline, and the technical, professional, and personal skills needed for the career demands of the future. The program is intended to catalyze a cultural change in graduate education by establishing innovative new models for graduate education and training in a fertile environment for collaborative research that transcends traditional disciplinary boundaries. IGERT FULL PROPOSALS DGE EHR McDonald, Karen Abhaya Dandekar Pamela Ronald Martina Newell-McGloughlin Jean VanderGheynst University of California-Davis CA Melur K. Ramasubramanian Continuing grant 1849412 1335 SMET 9179 1335 0000099 Other Applications NEC 0116000 Human Subjects 0654014 August 1, 2007 IGERT: Incentive-Centered Design for Information and Communication Systems. Exponential decreases in computation and communication costs induce marvelous new Internet services and social opportunities. However, new forms of social engagement also create new problems. This Integrative Graduate Education and Research Traineeship (IGERT) renewal will advance a principled, multi-disciplinary research method well-suited to make the Internet a place that is safe, fun and sustainable, with corresponding potential for improved social, economic, and political interaction. Incentive-centered design is a science that aligns participants' incentives with system or social goals. Distributed and collaborative system performance depends critically on strategic choices that users make when interacting with the system or each other, yet mismatch between individual interests and system goals is pervasive. This program takes a broad view of individual motivations, drawing on economic, psychological, and sociological theories, and combines these with the design and engineering sciences of artificial intelligence, software and networking. The broader impacts go beyond research contributions to the design of socially-valuable Internet communities and services. The joint Ph.D. program at the University of Michigan and Wayne State University (a metropolitan comprehensive institution) will train future scholars and teachers from a diverse array of socio-economic and cultural backgrounds. In addition it includes a summer program for undergraduates from underrepresented groups, who in teams together with the IGERT trainees will develop submissions to international research competitions. This program will increase the pool of students from underrepresented groups who are prepared for and motivated to pursue graduate education. IGERT is an NSF-wide program intended to meet the challenges of educating U.S. Ph.D. scientists and engineers with the interdisciplinary background, deep knowledge in a chosen discipline, and the technical, professional, and personal skills needed for the career demands of the future. The program is intended to catalyze a cultural change in graduate education by establishing innovative new models for graduate education and training in a fertile environment for collaborative research that transcends traditional disciplinary boundaries. IGERT FULL PROPOSALS DGE EHR Chen, Yan Jeffrey MacKie-Mason Michael Wellman Daniel Grosu Tilman Borgers University of Michigan Ann Arbor MI Melur K. Ramasubramanian Continuing grant 1800000 1335 SMET 9179 1335 0000099 Other Applications NEC 0116000 Human Subjects 0654108 July 1, 2007 IGERT: Integrating Computational Science into Research in Biological Networks. The Integrative Graduate Education and Research Traineeship (IGERT) program in Bioinformatics at Boston University is a highly successful interdisciplinary training program that has served as a model for other universities. With this renewal award, it will shift research emphasis to focus on biological networks. Research in molecular biology is shifting fundamentally towards the study of complex, multi-component networks that underlie the living cell. These networks are modeled in terms of their component interactions, regulatory properties, sub-networks or pathways, and system dynamics. Important examples include 1) biochemical pathways of metabolism, 2) protein-DNA interactions that regulate gene transcription, and 3) signaling pathways for cellular response to hormones and other molecules. Training will continue to stress computational and mathematical sciences, biology, and biochemistry and will incorporate innovation in an initial year-long research experience to include intensive wet-lab training in high-throughput data generation techniques, a team oriented "grand challenge" bioinformatics research project, and laboratory validation of computational predictions. An international perspective will be fostered through student fellowships for extended visits with collaborating faculty at partner institutions in Germany, Japan, and Israel. To disseminate successful training methodologies, the Program will sponsor a National Bioinformatics Education Workshop. It will provide undergraduate research opportunities in faculty labs through partnership with Boston University programs targeted to underrepresented groups and it will develop high school outreach activities, curricula and workshops, combining mathematics and biology. IGERT is an NSF-wide program intended to meet the challenges of educating U.S. Ph.D. scientists and engineers with the interdisciplinary background, deep knowledge in a chosen discipline, and the technical, professional, and personal skills needed for the career demands of the future. The program is intended to catalyze a cultural change in graduate education by establishing innovative new models for graduate education and training in a fertile environment for collaborative research that transcends traditional disciplinary boundaries. IGERT FULL PROPOSALS DGE EHR Benson, Gary Geoffrey Cooper James Collins David Waxman Zhiping Weng Trustees of Boston University MA Melur K. Ramasubramanian Continuing grant 2549357 1335 SMET 9179 1335 0000099 Other Applications NEC 0116000 Human Subjects 0654112 September 1, 2007 IGERT: Flexible Electronics For Biological and Life Science Applications (FlexEBio). The FlexEBio Integrative Graduate Education and Research Traineeship (IGERT) award supports a multi-disciplinary, multi-institutional science and engineering doctoral program for biodevice development in flexible electronics. Three core institutions (Cornell University, Binghamton University, and the University of Albany/Wadsworth Center) work with key partners in US academia (Clark Atlanta University, Howard University, Lincoln University), overseas(Cambridge University, Seoul National University, University of Melbourne) and in industry(DuPont, Endicott Interconnect, General Electric, Kodak, Rohm & Haas). The program links (a) research in fundamental physical and biological science; (b) training in innovation and team-based technology management; (c) curriculum development; and (d) extended internships at international partner laboratories and at commercial facilities. Program faculty will mentor student research in i) bioelectronic and bio-optic sensors; ii) the material-biology interface; and iii) flexible neural electronics. A coordinated course of study will cover topics related to nanobiotechnology, flexible electronics, ethics, and biophysical laboratory methods. These research experiences and courses will be the foundation for student-initiated Team Focus Projects aimed at designing and prototyping new breakthrough devices. Partnerships with minority-serving institutions will enhance the diversity of the program and provide avenues for doctoral research to students from underrepresented groups. The program will develop globally engaged scientists and engineers who have acquired the vision and motivation to apply their unique talents to advancing the emerging biodevice revolution. These student leaders will have impact on technological advances such as mechanically-compliant neural implants and wirelessly-controlled sensing and drug delivery. IGERT is an NSF-wide program intended to meet the challenges of educating U.S. Ph.D. scientists and engineers with the interdisciplinary background, deep knowledge in a chosen discipline, and the technical, professional, and personal skills needed for the career demands of the future. The program is intended to catalyze a cultural change in graduate education by establishing innovative new models for graduate education and training in a fertile environment for collaborative research that transcends traditional disciplinary boundaries. IGERT FULL PROPOSALS DGE EHR Ober, Christopher Barbara Baird James Turner Michael Spencer Christopher Umbach Cornell University NY Melur K. Ramasubramanian Continuing grant 2549371 1335 SMET 9179 1335 0000099 Other Applications NEC 0116000 Human Subjects 0654128 August 15, 2007 IGERT: Interdisciplinary Research Training in Cellular Engineering. This Integrative Graduate Education and Research Traineeship (IGERT) award establishes a novel interdisciplinary training program at the University of Massachusetts-Amherst to address the emerging field of Cellular Engineering. Engineering cellular form and function is the basis for many ventures in the biomedical and biotechnology industries, including design of bioremediation processes, generation of artificial organs/tissues, production of biologics from cell culture, design of new and improved protein-based pharmaceuticals and targeted drug delivery. Students matriculate in one of 12 degree programs with a research focus in one of three interrelated cellular engineering thrust areas: 1) Applied Systems Biology, 2) Cell Delivery and 3) Protein Engineering. Key features include a novel unifying lecture/laboratory course to train both life scientists and engineers/physical scientists in cellular engineering fundamentals, interdisciplinary research involving "supergroup" projects in which students seek out collaboration with a related training laboratory; interactions with industry through the established UMass-Amherst Institute for Cellular Engineering; weekly research seminars with a mentoring component; and formal professional development activities. This IGERT has all-female leadership and significant numbers of female faculty participants. Underrepresented students are recruited through the NEAGEP, an NSF-funded project co-led by UMass-Amherst and including ten research-extensive and six minority-serving institutions that collaborate to increase the number of underrepresented students who receive doctoral degrees in science, technology, engineering and mathematics disciplines. This IGERT encourages novel research collaborations in cellular engineering among faculty, creating new bridging programs among departments and providing unique learning opportunities for trainees. Purposeful alignment with the Institute for Cellular Engineering enables substantial interaction with regional cellular engineering companies, significantly broadening student training. IGERT is an NSF-wide program intended to meet the challenges of educating U.S. Ph.D. scientists and engineers with the interdisciplinary background, deep knowledge in a chosen discipline, and the technical, professional, and personal skills needed for the career demands of the future. The program is intended to catalyze a cultural change in graduate education by establishing innovative new models for graduate education and training in a fertile environment for collaborative research that transcends traditional disciplinary boundaries. IGERT FULL PROPOSALS DGE EHR Roberts, Susan Sandra Petersen Jennifer Normanly Lila Gierasch Surita Bhatia University of Massachusetts Amherst MA Melur K. Ramasubramanian Continuing grant 2403240 1335 SMET 9179 7179 1335 0000099 Other Applications NEC 0654176 September 1, 2007 IGERT: Intelligent Diagnostics for Aging Civil Infrastructure (ID-ACI). This Integrative Graduate Education and Research Traineeship (IGERT) award supports the development of a multidisciplinary and multi-institutional graduate training program of education and research in Intelligent Diagnostics at Northeastern University and the University of Puerto Rico at Mayaguez with partnerships with more than a dozen industrial and government partners. A unifying framework for research and education in Intelligent Diagnostics emphasizes hands-on experience and the use of a suite of experimental TestBEDs for education and research. Experts in civil engineering, computer/signal processing and public policy educate trainees to address the national need for experts in intelligent diagnostics. Trainees participate in a unifying "Boot Camp," research workshops, short courses, weekly round tables, and an Urban Studio with integration of policy; they benefit from industry and government partnerships throughout their training. The structured interdisciplinary education and training approach to early recognition and successful management of creeping damage associated with aging civil infrastructure systems will prepare graduates to address intelligent diagnostics in a wide range of physical systems. The goal for trainees is to learn how to systematically monitor the health of society's civil infrastructure, prescribe cost effective procedures for the remediation of problems, and prevent catastrophic collapse, all within the context of public policy. The program fosters disciplinary and cultural background diversity. Graduates will be diagnostic engineers whose training integrates advanced detection and diagnostics methods, understanding of physical systems and economic and management issues. IGERT is an NSF-wide program intended to meet the challenges of educating U.S. Ph.D. scientists and engineers with the interdisciplinary background, deep knowledge in a chosen discipline, and the technical, professional, and personal skills needed for the career demands of the future. The program is intended to catalyze a cultural change in graduate education by establishing innovative new models for graduate education and training in a fertile environment for collaborative research that transcends traditional disciplinary boundaries. IGERT FULL PROPOSALS DGE EHR Wadia-Fascetti, Sara Carey Rappaport Dennis Bernal Barry Bluestone Ingrid Padilla Northeastern University MA Melur K. Ramasubramanian Continuing grant 1800000 1335 SMET 9179 1335 0000099 Other Applications NEC 0116000 Human Subjects 0654193 August 1, 2007 IGERT: A Graduate Traineeship in Nanoscale Control of Surfaces and Interfaces. This Integrative Graduate Education and Research Traineeship (IGERT) award supports a graduate training program at Cornell University in a highly interdisciplinary area of materials research that is central to advances in many areas of science and technology - the nanoscale control of surfaces and interfaces. This program provides doctoral students drawn from seven academic disciplines with hands-on, interdisciplinary training in the experimental and theoretical techniques necessary for forefront research at the nanoscale. The program is based on a dynamic, student-centric educational framework that transitions students from the coursework-based educational model typical of K-16 education to the self-directed learning necessary for professional R&D environments. As an integral part of their training, students perform interdisciplinary research on topics as diverse as the production of single molecule transistors, the design of non-volatile memory, the development of "plastic" electronics, and the fabrication of ultrasensitive chemical and biological sensors. This program addresses the national workforce needs in materials research documented by a recent National Academies study. The study identified the field of nanomaterials - the focus of this traineeship - as the area of most rapid growth globally. By educating a new generation of nanomaterials researchers and performing fundamental research in this rapidly growing area, this program increases U.S. competitiveness. The program also addresses the underrepresentation of women and minorities in the field of materials through direct partnerships with two Historically Black Colleges/Universities, a substantial recruiting program and an extensive undergraduate research program. IGERT is an NSF-wide program intended to meet the challenges of educating U.S. Ph.D. scientists and engineers with the interdisciplinary background, deep knowledge in a chosen discipline, and the technical, professional, and personal skills needed for the career demands of the future. The program is intended to catalyze a cultural change in graduate education by establishing innovative new models for graduate education and training in a fertile environment for collaborative research that transcends traditional disciplinary boundaries. IGERT FULL PROPOSALS DGE EHR Hines, Melissa Paulette Clancy James Davis Robert van Dover David Muller Cornell University NY Melur K. Ramasubramanian Continuing grant 1744365 1335 SMET 9179 1335 0000099 Other Applications NEC 0116000 Human Subjects 0654227 August 1, 2007 IGERT: Brain, Mind, and Society: An Integrative Training Program in Valuation, Decision-making, and Social Exchange. This Integrative Graduate Education and Research Traineeship (IGERT) award supports the development of a multidisciplinary graduate training program in Brain, Mind, and Society. Its purpose is to provide students with the analytical foundations and the experimental skills needed to pursue scientific careers at the intersection of neuroscience and the social sciences, who are capable of integrating neural, psychological, and economic approaches to attack basic and applied problems related to valuation, human decision making, and social exchange. Trainees will take a rigorously designed, largely team-taught course sequence, spanning from nervous system organization and function to mathematical models of decision making and social exchange. This coursework will be complemented by equal balance in cross-disciplinary laboratory research, thereby tightly integrating research training with scholarship to create true intellectual hybrids across both disciplines. The Brain, Mind, and Society program emphasizes the inclusion of highly qualified underrepresented students through a four-tiered outreach program, Science Matters, involving a team-based mentorship program bringing together students from the this program, underrepresented undergraduate students at Cal State University, Los Angeles and underrepresented high school students in Los Angeles' Belmont Schools. The resulting diversity of the program's collaborative teams will reflect the program's broader impact in five key social application areas, which may ultimately provide a new scientifically-enriched discourse to help us understand critical social problems, in economic, therapeutic, educational, philosophical, and business and political applications. IGERT is an NSF-wide program intended to meet the challenges of educating U.S. Ph.D. scientists and engineers with the interdisciplinary background, deep knowledge in a chosen discipline, and the technical, professional, and personal skills needed for the career demands of the future. The program is intended to catalyze a cultural change in graduate education by establishing innovative new models for graduate education and training in a fertile environment for collaborative research that transcends traditional disciplinary boundaries. IGERT FULL PROPOSALS DGE EHR Quartz, Steven Colin Camerer Christof Koch Ralph Adolphs California Institute of Technology CA Melur K. Ramasubramanian Continuing grant 1631086 1335 SMET 9179 1335 0000099 Other Applications NEC 0116000 Human Subjects 0654252 September 1, 2007 IGERT: Bioresource-based Energy for Sustainable Societies. This Integrative Graduate Education and Research Traineeship (IGERT) award supports the development of a multidisciplinary, multicultural graduate education and research program in Bioresource-based Energy for Sustainable Societies. This program will provide doctoral students in engineering and forest resources with the tools and insights required to balance the technological, environmental, and social dimensions of a sustainable energy economy. The underlying research theme is the development and field testing of new life cycle assessment (LCA) tools to forecast the impact of research innovations on the sustainability of a commercialized bio-energy product. Forest resource-based energy products will be emphasized because forests are important economic and cultural drivers for our program partners at the Yakama Nation and the Quinault Indian Nation. IGERT trainees will use the new LCA methods to forecast the sustainability implications of innovations from their dissertation research. A year-long tailored curriculum will expose Ph.D. student participants to forest management, energy and environmental issues, and Native American philosophies. In their second year, each doctoral student cohort will design a sustainable energy and resource management process or product that addresses development needs in the Native American partner communities. Students will visit the reservations to discuss energy development issues with community stakeholders, after which they will evaluate technical and resource management options, and perform LCA to identify a sustainable design that address community needs. Students will then use these experiences to teach an undergraduate design course that incorporates realistic economic, environmental, and cultural constraints. IGERT trainees will continue to participate in technology review panels to provide feedback on the designs generated by subsequent doctoral cohorts. This research and educational program will be coupled with a recruitment and retention effort to enhance the doctoral participation of underrepresented groups, especially Native Americans/Native Alaskans, in engineering and forest resource studies. IGERT is an NSF-wide program intended to meet the challenges of educating U.S. Ph.D. scientists and engineers with the interdisciplinary background, deep knowledge in a chosen discipline, and the technical, professional, and personal skills needed for the career demands of the future. The program is intended to catalyze a cultural change in graduate education by establishing innovative new models for graduate education and training in a fertile environment for collaborative research that transcends traditional disciplinary boundaries. IGERT FULL PROPOSALS DGE EHR Schwartz, Daniel Kristiina Vogt Joyce Cooper University of Washington WA Melur K. Ramasubramanian Continuing grant 2818813 1335 SMET 9179 1335 0000099 Other Applications NEC 0116000 Human Subjects 0654305 August 1, 2007 IGERT: Ecosystem Restoration through Interdisciplinary Exchange (ERIE). This Integrative Graduate Education and Research Traineeship (IGERT) award supports a new multidisciplinary graduate training program of education and research in Ecosystem Restoration through Interdisciplinary Exchange (ERIE) at the University at Buffalo, in cooperation with partner institutions Buffalo State College and Niagara University. The program will provide doctoral students with interdisciplinary training to advance the theoretical foundations of ecosystem restoration and adapt concepts to the particulars of complex regional ecosystems, with an emphasis on the Great Lakes and surrounding watersheds. Research will emphasize integrative projects in ecosystem assessment, modeling, and management, referenced to real world applications. Special attention will be given to important environmental cultural issues of surrounding indigenous communities through course modules, research led by Native American scholars, and interactions with Native partners. ERIE will transform the theory and practice of ecosystem restoration by infusing the workforce with professionals trained to integrate and exchange science, engineering, policy and cultural considerations, and by demonstrating new approaches to interdisciplinary education. Training will emphasize both professional development and sense of place-based science education fueled by knowledge gained through the local restoration projects. Specific activities include field-oriented short courses taught by experienced researchers and national experts, leadership workshops on interdisciplinary team dynamics, professional internships with external partners, instruction and mentoring in case study methods, and the development and dissemination of new K-16 materials. Student recruitment will build on existing minority fellowship programs and previously successful recruitment of Native American doctoral students, in conjunction with new activities targeting students from local and regional Native American communities. IGERT is an NSF-wide program intended to meet the challenges of educating U.S. Ph.D. scientists and engineers with the interdisciplinary background, deep knowledge in a chosen discipline, and the technical, professional, and personal skills needed for the career demands of the future. The program is intended to catalyze a cultural change in graduate education by establishing innovative new models for graduate education and training in a fertile environment for collaborative research that transcends traditional disciplinary boundaries. IGERT FULL PROPOSALS DGE EHR Rabideau, Alan Howard Lasker Richelle Allen-King Sean Bennett Donald Grinde SUNY at Buffalo NY Melur K. Ramasubramanian Continuing grant 1827950 1335 SMET 9179 1335 0000099 Other Applications NEC 0654313 September 1, 2007 IGERT Fellowships in Nanoscale Science and Engineering: The Two-University/One Campus Approach. This Integrative Graduate Education and Research Traineeship (IGERT) renewal award combines the resources and expertise of faculty at two major universities to train Ph.D. students to lead the way in the development, application, and responsible integration of nanotechnology. Drexel faculty members excel in nanoscale engineering research related to materials synthesis and characterization, materials for biomedical, energy and environmental applications, and sensors. University of Pennsylvania faculty members excel in nanoscale science research related to conductive polymers, structure of matter, nano-bio interfaces, electronic devices, molecular motors, and nanoscale instrumentation. This program strives to instill in its trainees the idea of nanotechnology not as an individual discipline, but more of a new approach to science and engineering, which allows us to build new materials and devices starting from molecules or nanometer-size particles. As such, nanotechnology is inherently interdisciplinary. Through collaborative research programs involving multiple faculty advisors that transcend disciplines, departments and university boundaries, IGERT trainees address the most acute problems in the fields of energy, environment and health. This program aims to enhance the diversity of graduate students in nanoscale engineering and science by partnering with the Philadelphia Louis Stokes Alliance for Minority Participation, Society of Women Engineers, and the Historically Black Colleges and Universities/Minority Institutions Project Office. The program prepares trainees to effectively teach and communicate with a broad audience while recognizing the ethical, legal, and social issues related to cutting-edge research. Trainees receive valuable mentorship experience working with K-12 students and teachers from the School District of Philadelphia and other regional districts, as well as undergraduate researchers, through Drexel's and Penn's network of science and engineering education outreach activities. IGERT is an NSF-wide program intended to meet the challenges of educating U.S. Ph.D. scientists and engineers with the interdisciplinary background, deep knowledge in a chosen discipline, and the technical, professional, and personal skills needed for the career demands of the future. The program is intended to catalyze a cultural change in graduate education by establishing innovative new models for graduate education and training in a fertile environment for collaborative research that transcends traditional disciplinary boundaries. IGERT FULL PROPOSALS DGE EHR Gogotsi, Yury Dawn Bonnell Mun Choi Alan Johnson Jonathan Spanier Drexel University PA Melur K. Ramasubramanian Continuing grant 1800000 1335 SMET 9179 1335 0000099 Other Applications NEC 0116000 Human Subjects 0654336 July 1, 2007 IGERT: Geobiological Systems Science: Providing Connectivity across Molecular and Environmental Scales. This Integrative Graduate Education and Research Traineeship (IGERT) program is focused on the geomicrobiology of complex microbiological systems, and brings together expertise in hydrodynamics, geochemistry, microbial ecology, biochemistry and genomics. The primary goal of this research and education program is to train students to use consistent and coherent interdisciplinary approaches in the study of microbial communities that will lead to a more comprehensive understanding of the important interface between the biosphere and geosphere. The novel training program encompasses research scientists focused on the microbiology of extreme thermal, psychrophilic, or industrial biofilm communities. Graduate students in this program participate in an integrated four-semester course sequence, professional workshops, internships at national and international laboratories, mentoring activities for Native American high-school student summer interns and seminar programs in the Center for Biofilm Engineering (CBE) and Thermal Biology Institute (TBI). Graduates from this IGERT program will be well-prepared to address the complexity of microbial processes in any system, while maintaining significant disciplinary depth. The broader impacts of this graduate training program are extensive, and include partnerships with existing centers of excellence in Thermal Biology, Cold Regions Research, and Biofilm Engineering. Outreach is an integral part of the educational experience and graduate students in this program will participate and assist with one or more important outreach activities including a formal K-12 science-teacher course, scientific workshops, industrial partner programs, training for Yellowstone National Park (YNP) interpretive staff, field trips for K-12 students, educational exhibits at the Museum of the Rockies and the Old Faithful Visitor Museum, mentoring Native American high school and undergraduate students, and development of digital libraries and web content in collaboration with the YNP Research Coordination Network. These broader impacts are synergistic in supporting the diverse educational goals of an IGERT program, and in further developing literacy in the geobiological sciences. IGERT is an NSF-wide program intended to meet the challenges of educating U.S. Ph.D. scientists and engineers with the interdisciplinary background, deep knowledge in a chosen discipline, and the technical, professional, and personal skills needed for the career demands of the future. The program is intended to catalyze a cultural change in graduate education by establishing innovative new models for graduate education and training in a fertile environment for collaborative research that transcends traditional disciplinary boundaries. IGERT FULL PROPOSALS DGE EHR Inskeep, William Timothy McDermott Brent Peyton Anne Camper John Peters Montana State University MT Melur K. Ramasubramanian Continuing grant 1855320 1335 SMET 9179 9150 1335 0000099 Other Applications NEC 0116000 Human Subjects 0654377 July 1, 2007 IGERT: Applied Biodiversity Science - Bridging Ecology, Culture, and Governance for Effective Conservation in the Americas. One of the most vexing challenges of the 21st century is curbing the loss of biodiversity. All too often, however, disconnects between scientific disciplines, conservation institutions, and practical implementation hinder effective biodiversity conservation. This Integrative Graduate Education and Research Traineeship (IGERT) program in Applied Biodiversity Science (ABS) at Texas A&M University will achieve integration between biodiversity research and on-the-ground conservation. Three pillars support the program: 1) integrated research in social and biological sciences; 2) cross-disciplinary research and collaboration with conservation institutions and actors in the field; and 3) application of conservation theory to practice. Research teams of faculty mentors and students, in collaboration with international partners, will develop complementary dissertations related to two research themes: A) Ecological Functions and Biodiversity; and B) Communities and Governance. Research will be conducted in four regions in the Western Hemisphere: 1) USA and Mexico (transboundary); 2) Mesoamerica; 3) Western Amazon; and 4) Gran Chaco. The ABS-IGERT team consists of 20 professors from ten departments in five colleges, with an extensive network of international collaborators and former students working in conservation in each of the four study regions. Points of integration in the learning path include new courses in Applied Biodiversity Science, an Amazon Field School, Cross-cultural Leadership Training, and required internships at national and international institutions practicing biodiversity conservation. Complementary dissertation research will enable students to work together within and across study regions, collating theory and results to generate practical solutions to complex conservation problems. Graduates will be prepared to face the multidimensional challenges of global biodiversity loss and will emerge qualified to assume directorships and academic appointments. By producing scientists equipped to confront transboundary issues and the international biodiversity crisis, significant benefits will accrue to academic, NGO, and government agencies. The ABS-IGERT will lead to greater involvement of underrepresented groups in Applied Biodiversity Sciences; help build local capacity in the U.S.A. and Latin America; and directly contribute to biodiversity conservation. IGERT is an NSF-wide program intended to meet the challenges of educating U.S. Ph.D. scientists and engineers with the multidisciplinary backgrounds and the technical, professional, and personal skills needed for the career demands of the future. The program is intended to catalyze a cultural change in graduate education by establishing innovative new models for graduate education and training in a fertile environment for collaborative research that transcends traditional disciplinary boundaries. EAPSI IGERT FULL PROPOSALS DGE EHR Fitzgerald, Lee Kirk Winemiller Thomas Lacher Amanda Stronza Urs Kreuter Texas A&M University Main Campus TX Melur K. Ramasubramanian Continuing grant 1851657 7316 1335 SMET 9179 1335 0000099 Other Applications NEC 0116000 Human Subjects 0654378 September 1, 2007 IGERT: Sustainable Urban Infrastructure - Integrating Engineering, Planning, Policy, Health and Human Behavior Perspectives. Urban infrastructure refers to engineered systems that provide water, energy, transport, sanitation and information services to more than half of the world's population living in cities today. With rapidly increasing human populations, projected resource scarcities and vulnerability to natural and man-made disasters, cities require new, high-performing, cost-effective, and environment-friendly infrastructures for future urban sustainability. The over-arching question addressed in this Integrative Graduate Education and Research Traineeship (IGERT) project is: What are the inter-connections between infrastructure engineering, urban planning, public policy, health and human behavior that must be explored today to design effective and sustainable urban infrastructure systems of the future? This question will be answered through a unique, multi-disciplinary graduate curriculum on sustainable urban infrastructure linking engineering, architecture and planning, public affairs, and health and behavioral sciences. IGERT research will integrate emerging technologies, urban development patterns, economic instruments, policy strategies, and human behavioral factors for design of future urban water supply, energy supply, transportation, waste management and public health infrastructures. Active fieldwork will occur in collaboration with the City of Denver, Colorado and Chennai, India. The project has the potential to directly impact more than 200 graduate students at UCDHSC, the 580,000 residents of Denver and the 4 million people of Chennai. The dissemination potential is high for cities world-wide, where about 3 billion people currently live. IGERT is an NSF-wide program intended to meet the challenges of educating U.S. Ph.D. scientists and engineers with the interdisciplinary background, deep knowledge in a chosen discipline, and the technical, professional, and personal skills needed for the career demands of the future. The program is intended to catalyze a cultural change in graduate education by establishing innovative new models for graduate education and training in a fertile environment for collaborative research that transcends traditional disciplinary boundaries. IGERT FULL PROPOSALS DGE EHR Ramaswami, Anu John Brett Brian Muller Deborah Main Paul Teske University of Colorado at Denver CO Melur K. Ramasubramanian Continuing grant 2528529 1335 SMET 9179 1335 0000099 Other Applications NEC 0116000 Human Subjects 0654414 September 1, 2007 IGERT: Interdisciplinary Research Training in Biocentric Robotics. This Integrative Graduate Education and Research Traineeship (IGERT) award supports the development of interdisciplinary training in Biocentric Robotics at the University of Utah, including students and faculty in mechanical engineering, bioengineering, and the computer sciences. Biocentric robotics concerns the development of robots to physically interact with and assist people, and to attain advanced performance by applying biological principles. Students will be given interdisciplinary training in designing biocentric robots and in the salient aspects of biological systems. The emphasis is on developing the new components, design approaches, and control techniques necessary to build the robots of the future. Trainees from the different departments will undertake a common curriculum in robotics that is augmented with several new courses and new laboratories equipped for training and research. Students are immediately assigned a supervisory committee and commence with a sequence of lab rotations. Trainees will present their work at an annual meeting and will take part in a variety of activities to prepare them for their future careers. The interdisciplinary curriculum and other activities will prepare trainees to develop robotics to assist humans in all aspects of life. Biocentric robots will be able to aid the physically impaired and elderly, assist in rehabilitation, and assist in surgical procedures. Biologically inspired robot designs will achieve some of the dexterity and capabilities enjoyed by mammals and invertebrates in order to perform tasks that are too dangerous or difficult for humans to do. Outreach activities will utilize robot projects and competitions to interest secondary school students in science and engineering. This project will work with Montana State University and North Carolina Agricultural and Technical State University to recruit graduate students. IGERT is an NSF-wide program intended to meet the challenges of educating U.S. Ph.D. scientists and engineers with the interdisciplinary background, deep knowledge in a chosen discipline, and the technical, professional, and personal skills needed for the career demands of the future. The program is intended to catalyze a cultural change in graduate education by establishing innovative new models for graduate education and training in a fertile environment for collaborative research that transcends traditional disciplinary boundaries. IGERT FULL PROPOSALS DGE EHR Hollerbach, John Mark Minor Stephen Mascaro Stacy Bamberg William Provancher University of Utah UT Melur K. Ramasubramanian Continuing grant 1770075 1335 SMET 9179 1335 0000099 Other Applications NEC 0116000 Human Subjects 0654431 September 1, 2007 UCLA IGERT - Materials Creation Training Program (MCTP). This Integrative Graduate Education and Research Traineeship (IGERT) renewal award supports the further development of the UCLA Materials Creation Training Program (MCTP). The MCTP enables trainees to master a specific discipline, while being immersed in the collaborative scientific cultures characteristic of careers of the future, as emphasized in the National Nanotechnology Initiative. Supported by the MCTP in their second and third years, students are trained in all aspects of the design, synthesis, and characterization of novel molecules and assemblies, and in the fabrication, characterization and marketing of devices based on these materials, including biosensors and biomaterials. The MCTP engages graduate students and faculty from Chemistry & Biochemistry, Physics, and the Chemical, Electrical, Mechanical and Aerospace, and Materials Science Engineering departments at UCLA. The trainees experience training in cross-disciplinary laboratories, classes and seminars in addition to their disciplinary graduate training and research. Key components of the program include: a co-advisor from a complementary discipline; an external internship at a company, government lab or abroad; participation in annual symposia, and training in the responsible conduct of research. To institutionalize the program, the MCTP courses will serve as the nucleus of new academic minors and a new interdepartmental PhD program in NanoScience and NanoTechnology. The California NanoSystems Institute (CNSI) will phase in support for MCTP fellowships and administration of these academic programs. New programs to enhance diversity and international research experiences of the trainees include a collaborative program with the UCLA Alliance for Graduate Education and the Professoriate, and a new MCTP Master Fellows Bridge Program in partnership with Cal State Los Angeles (CSULA) to enhance the training of Master's degree students at CSULA and increase the number of underrepresented students enrolling in STEM doctoral programs. The MCTP will continue its K-12 education and outreach partnership with the CNSI and Center X in the UCLA Graduate School of Education, through which the MCTP trainees work with teachers and high school students at underserved schools in the Los Angeles Unified School District, providing hands-on experience with modern techniques, devices and materials. IGERT is an NSF-wide program intended to meet the challenges of educating U.S. Ph.D. scientists and engineers with the interdisciplinary background, deep knowledge in a chosen discipline, and the technical, professional, and personal skills needed for the career demands of the future. The program is intended to catalyze a cultural change in graduate education by establishing innovative new models for graduate education and training in a fertile environment for collaborative research that transcends traditional disciplinary boundaries. IGERT FULL PROPOSALS DGE EHR Garrell, Robin Bruce Dunn Richard Kaner Sarah Tolbert University of California-Los Angeles CA Melur K. Ramasubramanian Continuing grant 2436255 1335 SMET 9179 1335 0000099 Other Applications NEC 0654435 August 1, 2007 IGERT Program in Comparative Genomics. Research in the life sciences is undergoing a radical transformation. With the complete genome sequences of many organisms now available, scientists can begin to tackle fundamental questions that were previously intractable. Where do new genes come from? Which genes make us uniquely human? What functions are associated with different regions of the genome? Genomics will reshape biological research in the next twenty years and have a profound impact on medicine and human health, agriculture, engineering, our understanding of the origin of life and of the relationships among living organisms. Research in this new area requires the coordinated interaction of scientists with diverse backgrounds. To address this need, an Integrative Graduate Education and Research Traineeship (IGERT) program in Genomics was established at the University of Arizona five years ago. In recognition of the changing directions of the field, four new activities will take place in this renewal: (1) a lecture and computer laboratory course on comparative genomics, in which all students will learn the foundations of genomics including the skills to participate in (2) a hands-on class on reserach in genomics, (3) teaching and outreach at a local science magnet high school with 70% minority enrollment, and (4) annual symposia with invited speakers from other institutions. The program will also build on existing strengths, including interdisciplinary advising, research rotations, seminars, training in ethics, discussion groups, and internships at other academic institutions or in industry. The impact of this training program will be to equip the next generation of biologists with the tools to tackle the challenges of genome-scale research. This program to date has been highly successful, having trained Ph.D. students in 37 labs from 14 departments at the University of Arizona. A key new component of the renewal is the plan to involve IGERT students in high school science education. This will bring science in general, and genomics in particular, to a wider community, and will encourage minority students to enter careers in science at an early stage of their education. IGERT is an NSF-wide program intended to meet the challenges of educating U.S. Ph.D. scientists and engineers with the interdisciplinary background, deep knowledge in a chosen discipline, and the technical, professional, and personal skills needed for the career demands of the future. The program is intended to catalyze a cultural change in graduate education by establishing innovative new models for graduate education and training in a fertile environment for collaborative research that transcends traditional disciplinary boundaries. IGERT FULL PROPOSALS DGE EHR Nachman, Michael Vicki Chandler Nancy Moran John Kececioglu Donata Vercelli University of Arizona AZ Melur K. Ramasubramanian Continuing grant 1799901 1335 SMET 9179 1335 0000099 Other Applications NEC 0654441 October 1, 2007 IGERT: Global-Local Interactions: Resilience and Adaption of Social-Ecological Systems in a Rapidly Changing North. This Integrative Graduate Education and Research Traineeship Program (IGERT) supports graduate training that integrates social and natural sciences and considers the dynamics of change across temporal and spatial scales. Alaska and the Circumpolar North are appropriate places to train scholars to research the dynamics of social-ecological systems because of their pronounced rates of climatic, cultural and socio-economic change. The curriculum and research of this IGERT prepares students in the theoretical and applied underpinnings of resilience theory, vulnerability analysis, and sustainability science. This renewal builds on the previous IGERT at the University of Alaska Fairbanks (UAF) by adding: (1) a focus on global-local linkages that shape sustainability at all scales, (2) a bridging program with UAF rural campuses makes this PhD program more accessible to Alaska Native students, and (3) opportunities for graduate students to participate in activities of the International Polar Year. This IGERT establishes new institutional partnerships and trains a new cadre of scholars who have the interdisciplinary skills to address the complex challenges of sustainability. These scholars will contribute to society through their skills in integrating knowledge and informing policy makers in mitigation and adaptation. This IGERT strongly supports the training of Alaska Native PhDs in this area who are needed to serve as university faculty, researchers, educators, and community leaders. This IGERT represents a US contribution to the International Polar Year through the establishment of a consortium of graduate programs with a focus on northern social-ecological resilience. IGERT is an NSF-wide program intended to meet the challenges of educating U.S. Ph.D. scientists and engineers with the interdisciplinary background, deep knowledge in a chosen discipline, and the technical, professional, and personal skills needed for the career demands of the future. The program is intended to catalyze a cultural change in graduate education by establishing innovative new models for graduate education and training in a fertile environment for collaborative research that transcends traditional disciplinary boundaries. IGERT FULL PROPOSALS DGE EHR Kofinas, Gary F. Stuart Chapin S. Craig Gerlach Bernice Joseph University of Alaska Fairbanks Campus AK Melur K. Ramasubramanian Continuing grant 1919264 1335 SMET 9179 9150 1335 0000099 Other Applications NEC 0701362 November 1, 2006 GRADUATE RESEARCH FELLOWSHIP PROGRAM. GRADUATE FELLOWSHIPS DGE EHR None, None University of South Florida FL Gisele T. Muller-Parker Fellowship 464196 7172 SMET 9179 7172 0000099 Other Applications NEC 0703267 November 1, 2006 GRADUATE RESEARCH FELLOWSHIP PROGRAM. GRADUATE FELLOWSHIPS DGE EHR Shepherd, Joseph Dimitrios Sakellariou California Institute of Technology CA Gisele T. Muller-Parker Fellowship 6332750 7172 SMET 9179 7172 0000099 Other Applications NEC 0707423 December 1, 2006 GRADUATE RESEARCH FELLOWSHIP PROGRAM. GRADUATE FELLOWSHIPS DGE EHR Barrett, Kim kathryn Murphy University of California-San Diego CA Gisele T. Muller-Parker Fellowship 6771829 7172 SMET 9179 7172 0000099 Other Applications NEC 0707424 December 1, 2006 GRADUATE RESEARCH FELLOWSHIP PROGRAM. GRADUATE FELLOWSHIPS DGE EHR None, None University of California-Los Angeles CA Gisele T. Muller-Parker Fellowship 5550500 7172 SMET 9179 0000099 Other Applications NEC 0707425 December 1, 2006 GRADUATE RESEARCH FELLOWSHIP PROGRAM. GRADUATE FELLOWSHIPS DGE EHR None, None Columbia University NY Gisele T. Muller-Parker Fellowship 4844109 7172 SMET 9179 0000099 Other Applications NEC 0707427 April 1, 2007 GRADUATE RESEARCH FELLOWSHIP PROGRAM. GRADUATE FELLOWSHIPS DGE EHR Bagger, Jonathan Johns Hopkins University MD Gisele T. Muller-Parker Fellowship 2881552 7172 SMET 9179 0000099 Other Applications NEC 0707428 December 1, 2006 GRADUATE RESEARCH FELLOWSHIP PROGRAM. GRADUATE FELLOWSHIPS DGE EHR None, None Cornell University NY Gisele T. Muller-Parker Fellowship 6398421 7172 SMET 9179 7172 0000099 Other Applications NEC 0707429 December 1, 2006 Graduate Research Fellowship Program. GRADUATE FELLOWSHIPS DGE EHR None, None University of California-Davis CA Gisele T. Muller-Parker Fellowship 4015500 7172 SMET 9179 0000099 Other Applications NEC 0707430 December 1, 2006 GRADUATE RESEARCH FELLOWSHIP PROGRAM. GRADUATE FELLOWSHIPS DGE EHR None, None University of California-Santa Barbara CA Gisele T. Muller-Parker Fellowship 3263750 7172 SMET 9179 0000099 Other Applications NEC 0707432 December 1, 2006 GRADUATE RESEARCH FELLOWSHIP PROGRAM. GRADUATE FELLOWSHIPS DGE EHR None, None University of Colorado at Boulder CO Gisele T. Muller-Parker Fellowship 2956500 7172 SMET 9179 7172 0000099 Other Applications NEC 0715044 January 1, 2007 GRADUATE RESEARCH FELLOWSHIP PROGRAM. GRADUATE FELLOWSHIPS DGE EHR None, None New Mexico State University NM Gisele T. Muller-Parker Fellowship 202500 7172 SMET 9179 7172 0000099 Other Applications NEC 0715088 January 15, 2007 GRADUATE RESEARCH FELLOWSHIP PROGRAM. GRADUATE FELLOWSHIPS DGE EHR None, None University of Illinois at Urbana-Champaign IL Gisele T. Muller-Parker Fellowship 3081000 7172 SMET 9179 7172 0000099 Other Applications NEC 0715103 August 1, 2006 IGERT National Recruitment Program. This proposal is a request for funding to establish and operate an IGERT National Recruitment Program (INRP) that will serve all of the Integrative Graduate Education and Research Training (IGERT) sites in the United States (soon to be 100 sites). The goal will be to identify potential IGERT students and to facilitate their recruitment by the IGERT sites. A high priority will be to increase the participation of under-represented groups including women and minorities. The national recruitment program will identify these students and educate them and their mentors regarding IGERT programs and future career opportunities. The INRP will assess student backgrounds and creer interests and will facilitate contact between prospective students and the directors and faculty of the appropriate IGERT program(s). This represents a partnership between the INRP and the IGERT directors and faculty to recruit students into appropriate IGERT sites and related opportunities. Recruitment will occur at colleges and universities throughout the United States and at national and regional minority student science conferences. IGERT FULL PROPOSALS DGE EHR Teeri, James Patricia Hand Mount Desert Island Biological Laboratory ME Melur K. Ramasubramanian Standard Grant 755786 1335 SMET 9179 1335 0000099 Other Applications NEC 0718123 February 1, 2007 GRADUATE RESEARCH FELLOWSHIP PROGRAM. GRADUATE FELLOWSHIPS DGE EHR Kornblatt, Judith University of Wisconsin-Madison WI Gisele T. Muller-Parker Fellowship 5963750 7172 SMET 9179 7172 0000099 Other Applications NEC 0718124 February 1, 2007 GRADUATE RESEARCH FELLOWSHIP PROGRAM. GRADUATE FELLOWSHIPS DGE EHR None, None University of Washington WA Gisele T. Muller-Parker Fellowship 5716500 7172 SMET 9179 7172 0000099 Other Applications NEC 0718128 February 1, 2007 GRADUATE RESEARCH FELLOWSHIP PROGRAM. GRADUATE FELLOWSHIPS DGE EHR None, None University of Michigan Ann Arbor MI Gisele T. Muller-Parker Fellowship 8853727 7172 SMET 9179 7172 0000099 Other Applications NEC 0738272 June 1, 2007 Graduate Research Fellowship Program. null GRADUATE FELLOWSHIPS DGE EHR None, None Marquette University WI Gisele T. Muller-Parker Fellowship 122500 7172 SMET 9179 0000099 Other Applications NEC 0738273 June 15, 2007 Graduate Research Fellowship Program. OTHER GLOBAL LEARNING & TRNING GRADUATE FELLOWSHIPS DGE EHR Corless, Virginia Corless, Virginia L VA Gisele T. Muller-Parker Fellowship 81000 7731 7172 SMET OTHR 9179 5979 5946 0000 0000099 Other Applications NEC 0738274 June 15, 2007 Graduate Research Fellowship Program. GRADUATE FELLOWSHIPS DGE EHR kisel, Yael kisel, Yael VA Gisele T. Muller-Parker Fellowship 122500 7172 SMET 9179 0000099 Other Applications NEC 0738350 June 15, 2007 Graduate Research Fellowship Program. GRADUATE FELLOWSHIPS DGE EHR Schaefer, Douglas Schaefer, Douglas CA Gisele T. Muller-Parker Fellowship 82000 7172 SMET 9179 0000099 Other Applications NEC 0738622 June 15, 2007 Graduate Research Fellowship Program. GRADUATE FELLOWSHIPS DGE EHR None, None San Diego State University Foundation CA Gisele T. Muller-Parker Fellowship 202500 7172 SMET 9179 7172 0000099 Other Applications NEC 0739130 September 1, 2007 Graduate Research Fellowship Program. GRADUATE FELLOWSHIPS DGE EHR Eren, Metin Eren, Metin TX Gisele T. Muller-Parker Fellowship 40500 7172 SMET 9179 0000099 Other Applications NEC 0739131 October 1, 2007 Graduate Research Fellowship Program. GRADUATE FELLOWSHIPS DGE EHR Gompert, Zachariah Gompert, Zachariah TX Gisele T. Muller-Parker Fellowship 40500 7172 SMET 9179 0000099 Other Applications NEC 0739132 September 1, 2007 Graduate Research Fellowship Program. GRADUATE FELLOWSHIPS DGE EHR Love, Nicholas Love, Nicholas MI Gisele T. Muller-Parker Fellowship 126500 7172 SMET 9179 7172 0000099 Other Applications NEC 0739133 October 1, 2007 Graduate Research Fellowship Program. OTHER GLOBAL LEARNING & TRNING GRADUATE FELLOWSHIPS DGE EHR Whitener, Weldon Whitener, Weldon W NC Gisele T. Muller-Parker Fellowship 121500 7731 7172 SMET OTHR 9179 7172 5979 5946 0000 0000099 Other Applications NEC 0739134 September 1, 2007 Graduate Research Fellowship Program. GRADUATE FELLOWSHIPS DGE EHR Sutherland, Mary Elizabeth Sutherland, Mary Elizabeth NY Gisele T. Muller-Parker Fellowship 121500 7172 SMET 9179 7172 0000099 Other Applications NEC 0739135 October 1, 2007 Graduate Research Fellowship Program. GRADUATE FELLOWSHIPS DGE EHR Scheffler, Robin Scheffler, Robin W IL Gisele T. Muller-Parker Fellowship 40500 7172 SMET 9179 0000099 Other Applications NEC 0739136 September 1, 2007 Graduate Research Fellowship Program. GRADUATE FELLOWSHIPS DGE EHR Khachatryan, George Khachatryan, George TX Gisele T. Muller-Parker Fellowship 41500 7172 SMET 9179 0000099 Other Applications NEC 0739137 October 1, 2007 Graduate Research Fellowship Program. GRADUATE FELLOWSHIPS DGE EHR Kaplan, Nathan Kaplan, Nathan NY Gisele T. Muller-Parker Fellowship 41500 7172 SMET 9179 0000099 Other Applications NEC 0739138 September 1, 2007 Graduate Research Fellowship Program. null OTHER GLOBAL LEARNING & TRNING GRADUATE FELLOWSHIPS DGE EHR Harrington, Heather Harrington, Heather A MA Gisele T. Muller-Parker Fellowship 122500 7731 7172 SMET OTHR 7172 5979 5946 0000 9179 0000099 Other Applications NEC 0739139 September 1, 2007 Graduate Research Fellowship Program. OTHER GLOBAL LEARNING & TRNING GRADUATE FELLOWSHIPS DGE EHR Guha Roy, Aimee Guha Roy, Aimee S OK Gisele T. Muller-Parker Fellowship 122500 7731 7172 SMET OTHR 9179 5979 5946 0000 0000099 Other Applications NEC 0739140 October 1, 2007 Graduate Research Fellowship Program. GRADUATE FELLOWSHIPS DGE EHR foster, Jean foster, Jean CO Gisele T. Muller-Parker Fellowship 41500 7172 SMET 9179 0000099 Other Applications NEC 0739141 October 1, 2007 Graduate Research Fellowship Program. GRADUATE FELLOWSHIPS DGE EHR Whittle, Jessica Whittle, Jessica K OK Gisele T. Muller-Parker Fellowship 122500 7172 SMET 9179 7172 0000099 Other Applications NEC 0739336 August 1, 2007 Graduate Research Fellowship Program. OTHER GLOBAL LEARNING & TRNING GRADUATE FELLOWSHIPS DGE EHR Shane, Janelle Shane, Janelle C MI Gisele T. Muller-Parker Fellowship 82000 7731 7172 SMET OTHR 9179 5979 5946 0000 0000099 Other Applications NEC 0739957 August 1, 2007 Graduate Research Fellowship Program. OTHER GLOBAL LEARNING & TRNING GRADUATE FELLOWSHIPS DGE EHR White, Ashley White, Ashley VA Gisele T. Muller-Parker Fellowship 122500 7731 7172 SMET OTHR 9179 7172 5979 5946 0000 0000099 Other Applications NEC 0741448 August 1, 2007 Graduate Research Fellowship Program. null GRADUATE FELLOWSHIPS DGE EHR None, None Trustees of Boston University MA Gisele T. Muller-Parker Fellowship 1022371 7172 SMET 9179 0000099 Other Applications NEC 0741597 July 15, 2007 Graduate Research Fellowship Program. GRADUATE FELLOWSHIPS DGE EHR None, None Mayo Clinic Rochester MN Gisele T. Muller-Parker Fellowship 81000 7172 SMET 9179 0000099 Other Applications NEC 0741714 June 1, 2008 New, GK12: Applying Mechatronics to Promote Science (AMPS). GRADUATE TEACHING FELLOWS IN K-12 EDUCATION ABSTRACT PROPOSAL #: 0741714 PRINCIPAL INVESTIGATOR: Vikram Kapila INSTITUTION: Polytechnic University of New York TITLE: Applying Mechatronics to Promote Science (AMPS) AMPS is a collaborative relationship between Polytechnic University and six New York City middle schools involving professors, graduate Fellows, and middle school faculty. An array of exciting activities will (1) engage middle school students in science, technology, engineering, and mathematics (STEM) studies through mechatronics-enabled science labs and robotics competitions; (2) entice students to pursue STEM education and careers; and (3) provide technology literacy and professional development to teachers. AMPS will enrich graduate education of 9 Fellows, annually, by enabling them to seamlessly integrate their mechatronics and robotics focused education and research into middle school curriculum. Fellows will use mechatronics-enabled science labs and robotics-based lesson plans to engage middle school students in hands-on scientific explorations. This will allow Fellows to develop a deeper understanding of STEM concepts and their research and an ability to recognize connections between their research and societal needs. Moreover, the project will impart pedagogical, communication, leadership, and team-building skills to Fellows. Finally, AMPS will encourage cross-pollination of education research and technical concepts among the university and school faculty. The broader impacts of AMPS include: (1) reinforcing STEM education of a diverse and underserved inner-city student body and preparing them for higher education and productive careers; (2) addressing the educational needs of the emerging innovation economy by developing technology-enhanced STEM instruction and lab infrastructure; and (3) broadening Polytechnic?s ties with local school districts to sustain and grow its outreach activities. GRAD TEACHING FELLOWS IN K-12 DGE EHR Kapila, Vikram Magued Iskander Noel Kriftcher Polytechnic University of New York NY Sonia Ortega Continuing grant 1800000 7179 SMET 9179 7179 0000099 Other Applications NEC 0742306 April 15, 2008 Project Flowing Waters. GRADUATE TEACHING FELLOWS IN K-12 EDUCATION ABSTRACT PROPOSAL #: 0742306 PRINCIPAL INVESTIGATOR: Julie Westerlund INSTITUTION: Texas State University TITLE: Project Flowing Waters Project Flowing Waters is an interdisciplinary program which uses aquatic sciences to integrate water-related research and inquiry-based teaching into K-12 classrooms. Project Flowing Waters is a collaboration between Texas State University Departments of Biology and Geography, and the San Marcos, Texas CISD 6-12th grade teachers and students. Faculty and graduate students from Texas State University will work hand-in-hand with San Marcos CISD teachers to develop 6-12th grade student skills and knowledge of physical, chemical, and biological aspects of aquatic systems in order to improve interest and performance in STEM areas. In turn, Texas State graduate fellows will obtain teaching skills necessary to transmit knowledge and expertise to broader audiences. A focal point of the program is the San Marcos River, which flows through Texas State University and the San Marcos community. This watershed is a precious and unique natural laboratory that permits integration among several disciplines, including aquatic ecology, geology, fluvial geomorphology, and conservation biology. Principal benefits and broader impacts of Project Flowing Waters include graduate fellow development of communication, collaboration, team building skills, and understanding of inquiry-based teaching. Inquiry-based teaching and participation in the graduate fellows' cutting-edge research will be used to convey the excitement of the scientific process to >4000 San Marcos CISD 6-12th grade students, of whom 72% are ethnic minority groups and 54% economically disadvantaged. An enduring impact of Project Flowing Waters is a strengthened university-community partnership that will lead to extensive and sustained collaboration and institutional commitment. GRAD TEACHING FELLOWS IN K-12 GRAD TEACHING FELLOW IN K-12ED DGE EHR Westerlund, Julie Richard Earl Timothy Bonner Weston Nowlin Pamela Guettner Texas State University - San Marcos TX Sonia Ortega Continuing grant 1391787 7179 1731 SMET 9179 7179 0000099 Other Applications NEC 0742364 April 15, 2008 Science First!. Graduate Teaching Fellows in K-12 Education (GK-12) Abstract Proposal: 0742364 PI: Gordon Anderson Institution: East Tennessee State University (ETSU) Title: Science First! NSF supported STEM disciplines: Biological Sciences, Chemistry, Computer Science, Education, Mathematical Sciences, Physics, and Technology. This project will build upon the existing partnership between ETSU and North Side Elementary, a school located within an older neighborhood in Johnson City, TN (population 57,000). North Side Elementary is a low-performing school with declining enrollment; approximately 95% of the students receive free or reduced price lunches, and was at risk of closure. Instead, the school has been classified as a signature school of science and mathematics, and has received school board approval to launch an exciting experiment to base the entire K-5 curriculum at North Side on Science. The Science First! GK-12 project seeks to strengthen and expand the partnership between ETSU and North Side Elementary leading to the following outcomes: fellows and teachers will create classroom materials for an entire, stand-alone K-5 curriculum that is standards-based, science-driven, and science-motivated; these materials will be class tested, assessed, published, and widely disseminated; and Johnson City?s unified Middle School and Junior High School administrators will work with the PIs, fellows and teachers to plan for similar curricular revision at the 6-9 grade levels This project?s Intellectual Merit is the potential to affect every student in a small school with an enrollment of 300. It is expected that about 500 children who are either in school or enter kindergarten during the life of the grant will be directly affected by the new curriculum. A complete set of curricular materials will be developed, leading to the potential to launch a curricular event of large national impact, since interdisciplinary education driven by science will be a model that others might wish to emulate, This projects will immerse students in an interdisciplinary curriculum that will enjoy local and national attention, involvement of parents, efforts to continue the project at the middle school level, and the potential for replication and adaptation, all oh which contribute to ?broader impact? of the project. EXP PROG TO STIM COMP RES GRAD TEACHING FELLOWS IN K-12 DGE EHR Anderson, Gordon Anant Godbole Aimee Govett Richard Church Sharon Pickering East Tennessee State University TN Sonia Ortega Continuing grant 1772081 9150 7179 SMET 9179 9150 7179 0000099 Other Applications NEC 0742395 July 15, 2008 Graduate Teaching Fellows in STEM High School Education: An Environmental Science Learning Community at the Land-Lake Ecosystem Interface. GRADUATE TEACHING FELLOWS IN K-12 EDUCATION ABSTRACT PROPOSAL #: 0742395 PRINCIPAL INVESTIGATOR: Stepien, Carol INSTITUTION: University of Toledo TITLE: Graduate Teaching Fellows in STEM High School Education: An Environmental Science Learning Community at the Land-Lake Ecosystem Interface The proposed program, ?Graduate Teaching Fellows in STEM High School Education: An Environmental Science Learning Community at the Land-Lake Ecosystem Interface? partners advanced graduate students at the University of Toledo and nearby University of Windsor with high school teachers and their students to build an Environmental Science Learning Community at the land-lake ecosystem interface. The objectives are to: 1) Generate student enthusiasm for science careers by engaging them in hands-on research into environmental problems, 2) Exchange knowledge and pedagogies between graduate students and high school teachers resulting in cutting-edge environmental science content and increased teaching and communication skills, and 3) Develop hands-on solutions to environmental problems along schoolyard stream ecosystems feeding the Great Lakes. Graduate fellows, teachers, and high school students will gain hands-on experience in the role of urban and agricultural influences on watersheds in the history, social development, and future vitality of the Great Lakes region; disseminated through the project website, presentations, and publications. Research on environmental problems is a real method through which students can give back to their own local communities, thereby helping to build an educational network focused on making lifestyles more interactive with the natural environment. This program thus embraces the public scholarship philosophic concept of merging scientific research with civic responsibility to benefit the public and the community. VIRTUAL ORGANIZATIONS GRAD TEACHING FELLOWS IN K-12 GRAD TEACHING FELLOW IN K-12ED DGE EHR Stepien, Carol Daryl Moorhead Timothy Fisher Cyndee Gruden Thomas Bridgeman University of Toledo OH Ping Ge Continuing grant 1504095 7642 7179 1731 SMET 9179 7179 0000099 Other Applications NEC 0742402 March 15, 2008 New, GK-12: Building Bridges: Integrating Mathematics, Science, and Engineering Education on the South Plains. GRADUATE TEACHING FELLOWS IN K-12 EDUCATION ABSTRACT PROPOSAL #: 0742402 PRINCIPAL INVESTIGATOR: Dominick Casadonte INSTITUTION: Texas Tech University TITLE: Building Bridges: Integrating Mathematics, Science and Engineering Education on the South Plains This program prepares forty experienced doctoral-level science, technology, engineering, and mathematics (STEM) graduate students and forty secondary STEM teachers to work in an interdisciplinary environment by developing novel Mathematics, Engineering, and Science Bridge Quartets (MESBQ), where a GK-12 Science or Engineering Fellow and a GK-12 Mathematics Fellow will partner with corresponding in-service science and mathematics teachers. The cohorts will form during a series of summer institutes, where the research knowledge of the Fellows will be disseminated to the teachers, training in pedagogy and learning theory will occur for the Fellows, and integrated STEM curriculum modules will be developed. The focus of the MESBQ project is to enrich the education of STEM doctoral students, to develop a novel curricular approach to mathematics and science instruction, to build integrated math/science communities within and between higher education and K-12 institutions, and to enhance the mathematics and science content knowledge of teacher participants. More broadly, the STEM graduate students will gain an appreciation for the interconnectedness of the STEM disciplines in research. The teachers will develop an enhanced understanding of the relationship of math and science in their teaching. The K-12 students will benefit through the development of new inquiry-based integrated curriculum modules. Fellows from underrepresented groups will be recruited and an emphasis will be placed on working with teachers from schools with underserved populations. Results will be disseminated nationally through a capstone conference and a model developed that can be replicated across the nation. GRAD TEACHING FELLOWS IN K-12 OFFICE OF MULTIDISCIPLINARY AC DGE EHR Casadonte, Dominick Mary Baker Jerry Dwyer Jennifer Wilhelm Kim Perry Texas Tech University TX Sonia Ortega Continuing grant 1625015 7179 1253 SMET 9179 7179 0000099 Other Applications NEC 0742410 March 15, 2008 New, GK-12: UCLA SEE-LA, Science and Engineering of the Environment of Los Angeles. Science and Engineering of the Environment of Los Angeles (SEE-LA) is a GK-12 award to the University of California at Los Angeles. The scientific objective of this project is to support graduate Fellows working with renown faculty across diverse environmental problems including wildfires, urbanization, biodiversity, seismic hazards, regional climate change, ecological impacts, and upper atmospheric dynamics. The educational objectives are two-fold. First, the program will train a diverse cadre of graduate Fellows in SEE-LA in science education and communication. They will be resident scientists within the middle and high schools in two neighboring urban school districts, under the mentorship of master teachers. They will also participate in intensive summer workshops for developing inquiry-based science lessons. The close contact between SEE-LA Fellows and the local schools will also achieve the second educational objective: improving pre-college science education for students by including them in cutting edge science that is relevant to their local environment. This GK-12 program will train 50 Science and Engineering (STEM) graduate students to enhance their ability to connect their research across scientific disciplines, to communicate scientific research to non-scientists by developing and teaching inquiry-based lessons, and to participate in sustained science teacher professional development activities. The program will improve the communication skills of UCLA graduate students in STEM programs by requiring a non-technical description of their PhD research to be included in their dissertation. The program will enrich the learning experiences of over 6000 students in urban schools by involving graduate students as role models. This GK-12 program incorporates place-based science themes in both graduate student research and pre-college classroom activities. GRAD TEACHING FELLOWS IN K-12 DGE EHR Hogue, Terri Peter Nonacs University of California-Los Angeles CA Sonia Ortega Continuing grant 1799997 7179 SMET 9179 7179 0000099 Other Applications NEC 0742419 June 1, 2008 GK-12 Fellows Linking Marine and Wetland Research with Science Education in Coastal South Carolina Schools. GRADUATE TEACHING FELLOWS IN K-12 EDUCATION ABSTRACT Proposal #: 0742419 PI: Craig Gilman Institution: Coastal Carolina University Title: GK-12 Fellows Linking Marine and Wetland Research with Science Education in Coastal South Carolina Schools Using the theme of Coastal Marine and Wetland Studies (CMWS), the GK-12 project at Coastal Carolina will support 6-8 Fellows each year who will work one-on-one with grade 6-12 teachers in the Coastal Carolina schools. The program will partner with the Horry County School District in South Carolina and accept teachers from any of the ten middle or nine high schools in the county. Horry County is the largest county in S. C. It is both suburban and rural. The program encompasses the foundational STEM disciplines of biology, chemistry, geology, physics, and mathematics, as well as specialized disciplines such as marine science and environmental science. The GK-12 program at Coastal Carolina University (CCU) will team GK-12 Fellows from the CMWS graduate program with cooperating teachers to build STEM-related partnerships between the university and local schools and to enhance the educational programs and experiences for students at the middle school, high school, and university level. The fellows, who all conduct field-based research in the multidisciplinary fields of coastal and wetland science, will bring an interdisciplinary approach to the curriculum of local middle and high school science classrooms. Broader impacts include increasing interest and learning in STEM disciplines by historically underrepresented students in South Carolina, and to provide these diverse students with role models and mentors. Teachers will increase their content knowledge in various STEM disciplines and inquiry-based activities will be disseminated through the Horry County science curricula. EXP PROG TO STIM COMP RES GRAD TEACHING FELLOWS IN K-12 GK-12 DGE EHR Gilman, Craig Robert Young Sharon Gilman Austin Hitt Kevin Godwin Coastal Carolina University SC Sonia Ortega Continuing grant 1279581 9150 7179 5284 SMET 7179 9179 9150 0000099 Other Applications NEC 0116000 Human Subjects 0742426 May 1, 2008 IMPACT LA- Improving Minority Partnerships and Access through CISE-related Teaching. The IMPACT LA program places Computer and Information Science and Engineering graduate teaching fellows in STEM middle- and high-school classrooms within the East Los Angeles area. Graduate fellows conduct research and develop related hands-on activities in the areas of image processing, information hiding, 3D computer graphics and computer vision techniques, embedded computing, sensor networks, and bioinformatics. Fellows work closely with G6-12 teachers to develop the hands-on activities designed to enhance the educational experience of G6-12 students and increase their interest in STEM-related fields. Through technology education courses and workshops, California State University, Los Angeles (CSULA) faculty train fellows to improve their communication, collaboration, and teaching skills. The program goals are achieved through a strong partnership between CSULA, the Los Angeles Unified School District (LAUSD) District #5, local industry, and minority serving organizations such as HENAAC and MESA. The broader impacts of this program are to increase the number of underrepresented minority students who pursue college degrees and careers in STEM and to strengthen the research and teaching skills of the graduate fellows. LAUSD District #5 is composed of 89,702 students where 96.6% are underrepresented minorities. Fellows will be placed in Roosevelt High School and its two feeder middle schools, Stevenson and Hollenbeck. As a United States Department of Education Accredited Minority Postsecondary Institution and Hispanic Serving Institution, CSULA has a large number of minority undergraduate Computer Science and Engineering students who will be encouraged to participate in the IMPACT LA program as graduate fellows. GRAD TEACHING FELLOWS IN K-12 DGE EHR Warter-Perez, Nancy Jianyu Dong Mauricio Castillo Keith Moo-Young Huiping Guo California State L A University Auxiliary Services Inc. CA Sonia Ortega Continuing grant 1634994 7179 SMET 9179 7179 0000099 Other Applications NEC 0116000 Human Subjects 0742434 June 1, 2008 New, GK-12:Transforming Experiences: Interdisciplinary Teams of GK-12 Fellows Linking Teacher Professional Development, Middle School Implementation and International Collaboration. GRADUATE TEACHING FELLOWS IN K-12 EDUCATION ABSTRACT PROPOSAL #: 0742434 PRINCIPAL INVESTIGATOR: Michael Jacobson INSTITUTION: U Colorado, Denver TITLE: Transforming Experiences: Interdisciplinary Teams of GK-12 Fellows Linking Teacher Professional Development, Middle School Implementation and International Collaboration The Transforming Experiences GK-12 institutes a system that will enhance and strengthen the teaching and research of the chosen GK-12 graduate fellows. Through interdisciplinary teams, including science and mathematics fellows, university content faculty and middle school teachers, the project will create a process for transformation and simultaneous renewal of instruction based primarily on inquiry-based learning. The GK-12 fellows, with assistance from their faculty mentors, will serve as conduits to middle school classrooms as co-instructional partners for curricular and instructional development, advisors, mentors, and content and research experts. Additionally, global connections with an exchange of educational philosophies will be made as teams participate in regular video-conferences and possible visits with Chinese colleagues involved in developing a similar program. By participating in this program, GK-12 Fellows will transform their understanding of teaching and learning, and leave with a new vision of how they, as higher education mathematics and science professionals, can interact, communicate and work effectively with the pre-collegiate community to improve P-20 mathematics and science education. Teachers and content faculty will gain a better understanding of mathematical and scientific learning and research that they can apply through problem-based learning in their future classrooms. Participants will experience first-hand the necessary skills of working as a team. Team members will also gain an appreciation of the cultural difference of the Chinese educational system, how it relates to the American educational system. GRAD TEACHING FELLOWS IN K-12 OFFICE OF MULTIDISCIPLINARY AC DGE EHR Jacobson, Michael Mark Anderson Carole Basile Bryan Wee University of Colorado at Denver CO Sonia Ortega Continuing grant 1116273 7179 1253 SMET 9179 7179 0000099 Other Applications NEC 0116000 Human Subjects 0742436 March 1, 2008 New GK-12:Building Bridges from High School to Grad School: Inspiring Students Through Discovery-based Activities in Energy and the Environment. GRADUATE TEACHING FELLOWS IN K-12 EDUCATION ABSTRACT PROPOSAL #: 0742436 PRINCIPAL INVESTIGATOR: Deborah Kaminski INSTITUTION: Rensselaer Polytechnic Institute TITLE: Building Bridges from High School to Grad School: Inspiring Students through Discovery-based Activities in Energy and the Environment Linking Rensselaer's cutting-edge research to local school districts will introduce high school students to advanced scientific concepts and emerging technologies in parallel with exposing graduate students to a challenging audience for dissemination of scientific research. The overall theme of the educational program will be Energy and the Environment, a highly engaging and vitally important topic in today's society. Each Graduate Research Fellow will be paired with a high school teacher, and this team will design and develop activities to effectively deliver scientific knowledge to high school students. Activities will include case studies, scenario building, interactive games, and an authentic research project, which the students will present in a regional Research Expo. The Fellow/K-12 teacher team will be guided by the Graduate Research Fellow's adviser as well as a Regional Teachers Advisory Group. Two of the school districts served have large minority populations from inner city environments. As part of our recruiting effort, Rensselaer's Alliances for Graduate Education and the Professoriate (AGEP) center will identify exceptional minority graduate students who will become role models and mentors for the K-12 students. The project will educate high school students in basic principles of science and engineering, raise their awareness of energy and environmental concerns and technology, and get them excited about careers in science and engineering. Other objectives include improving the communication skills of the graduate fellows and investing them in K12 outreach initiatives. High school teachers will benefit from access to advanced scientific research and an improved understanding of research methodologies. GRAD TEACHING FELLOWS IN K-12 DGE EHR Kaminski, Deborah Timothy Wei Luciano Castillo Diana Borca-Tasciuc Tammie Borland Rensselaer Polytechnic Institute NY Sonia Ortega Continuing grant 1631866 7179 SMET 9179 7179 0000099 Other Applications NEC 0742450 June 1, 2008 New, GK-12 Columbia University Learning from Earth and Ecological Field Studies (LEEFS) Graduate Fellowship Program. GRADUATE TEACHING FELLOWS IN K-12 EDUCATION ABSTRACT PROPOSAL #: 0742450 PRINCIPAL INVESTIGATOR: Robert Newton INSTITUTION: Columbia University TITLE: Learning through Ecology and Environmental Field Studies (LEEFS) This GK-12 award provides funding for 9 Fellows each year to work with 12 teachers in New York City Title 1 schools. The teachers will be selected from a total of eight middle schools and four high schools. In addition, teachers from one high schools located in the Dominican Republic will participate in the program. The program is designed around the theme: Learning through Ecology and Environmental Field Studies (LEEFS). The LEEFS project integrates and expands on existing partnerships between units of the Columbia University Earth Institute and New York City Title 1 schools. Graduate Fellows and grade 6-12 teachers will work together for four to eight weeks prior to the school year in a program of field science internships, professional development, and curriculum planning and creation. During the academic year, direct support is supplied to partnering schools in field and laboratory science: weekly on-site presence of Fellows and assistance in field and laboratory locations. Innovative aspects include: the intensity of integration of teachers and their students into field research in an urban setting; the close linkage of LEEFS with the NYC Department of Education initiatives toward inquiry-driven, hands-on, experiential learning of science for the general student population; near real-time access to LEEFS field data collection; and extension of the Program to research and education in the Dominican Republic. The program actualizes recent pedagogical research indicating unique benefits from field based learning; it contributes to several NSF-funded field programs; and it explores innovative ways to augment graduate student education. LEEFS will also impact the high-needs schools in the New York area and will provide an international connection for participating Fellows and teachers. GRAD TEACHING FELLOWS IN K-12 GK-12 DGE EHR Newton, Robert Shahid Naeem Stacey Brydges Anne Degnan Columbia University NY Sonia Ortega Continuing grant 1239964 7179 5284 SMET 9179 7179 0000099 Other Applications NEC 0742457 June 1, 2008 The CUNY Science Now GK-12 Program. In the CUNY Science Now GK-12 project, City University of New York doctoral students will collaborate with science teachers in New York City high schools to engage students in ?real world? science that is based on the Fellows? own research. Teachers and Fellows will collaborate to develop and teach innovative Authentic Research Modules in Science that focus on scientific content and process skills together with basic literacy and numeracy skills. CUNY research faculty will assist in this process, producing a unique three-way partnership. Fellows will master a wide range of knowledge and process competencies regarding learning, instruction, and the communication of science through the project?s rigorous training program, the curriculum development process, and a high school teaching experience. The project will enrich the graduate training of CUNY?s STEM doctoral students and equip them with the skills they need to become effective science communicators in the 21st century. Involving high school students in highly engaging, research-based instructional modules will help them to master the content and process skills needed to succeed in college-level science courses and promote greater interest in science. The project will provide a rich professional development opportunity to teachers and also address the issue of making science education at the high school level more inquiry based. The Science Now GK-12 project will develop a nationally replicable, professional development model that demonstrates its simultaneous impact on doctoral students, high school teachers, research faculty, and high school students, while also leaving in place curriculum modules that can be adopted by schools. GRAD TEACHING FELLOWS IN K-12 OFFICE OF MULTIDISCIPLINARY AC DGE EHR Small, Gillian Victor Strozak CUNY City University of New York NY Sonia Ortega Continuing grant 1796916 7179 1253 SMET 9179 7179 0000099 Other Applications NEC 0116000 Human Subjects 0742462 March 1, 2008 NJ Alliance for Engineering Education (NJAEE). GRADUATE TEACHING FELLOWS IN K-12 EDUCATION ABSTRACT PROPOSAL #: 0742462 PRINCIPAL INVESTIGATOR: Constantin Chassapis INSTITUTION: Stevens Institute of Technology TITLE: NJ Alliance for Engineering Education The objective of the New Jersey Alliance for Engineering Education (NJAEE) is to create a partnership that promotes the integration of problem-solving, innovation and inventiveness within mainstream high school STEM curricula, while fostering the cross-fertilization of innovative teaching methods across K-12 and university level education. The intellectual merit of the effort is the implementation and assessment of a model that combines traditional science and mathematics teaching with engineering and technology education, thus effecting wide-reaching transformative changes in the traditional pedagogical paradigm. A cohort of graduate engineering students (Fellows) will collaborate with engineering professors, education professionals, and high school STEM teachers to design, develop, and implement innovative and motivating educational modules based on the Fellows' research areas. The modules will be aligned with the NJ science curriculum requirements and will incorporate themes of engineering design, innovation and inventiveness within the STEM curriculum. Stevens Institute of Technology (SIT) faculty, education professionals and Lawrence Hall of Science staff will collaborate in the creation of a new course "Communicating Engineering", which all Fellows will experience. While completing their engineering studies, Fellows will also complete a 9 credit graduate certificate in education from SIT. NJAEE will enhance STEM learning for approximately 11,700 high school students, will provide considerable professional development opportunities to 130 participating K-12 teachers, and will immerse the next generation of engineering professors in innovative teaching methodologies. Through the project, a sustainable model for a graduate education certificate program "Teaching and Learning in STEM Disciplines" as a supplement to traditional doctoral student technical training in engineering will be developed, assessed, and disseminated nationwide. GRAD TEACHING FELLOWS IN K-12 DGE EHR Chassapis, Constantin Elisabeth McGrath Sven Esche Frank Fisher Rustam Stolkin Stevens Institute of Technology NJ Sonia Ortega Continuing grant 1799975 7179 SMET 9179 7179 0000099 Other Applications NEC 0116000 Human Subjects 0742475 March 15, 2008 The GK-12 Urban Educators Program at IUPUI. Graduate Teaching Fellows in K-12 Education (GK-12) Abstract Proposal #: 0742475 PI: Kathleen Marrs Institution: Indiana University-Purdue University Title: The GK-12 Urban Educators Program at IUPUI: Teaching and Learning Science through Research NSF-supported STEM disciplines: Biology, Chemistry, Physics, Math, Earth Sciences This project combines the research and teaching strengths of the IUPUI School of Science (SOS) and the Indiana University School of Medicine (IUSM) with requests by local teachers for inquiry-based STEM laboratory experiences for children in grades 6-12. The selected urban partner schools have core competences in medical or environmental education. The fellows will collaborate with a secondary science or math teacher in ongoing professional development to develop grade-appropriate research activities. Innovative aspects include development of layered research projects that build in complexity through several grade levels, with a theme of relevance to student?s lives. Expected outcomes include enhanced research, teaching, leadership and communication skills of the fellows. Benefits to science teachers include opportunities for professional development, collaboration with GK-12 fellows and university faculty, and opportunities to engage their students in scientific research. Goals for middle and high school students include exposure to mentors and role models, opportunities to experience research, and exposure to science and math as exciting and desirable career options. By designing a collaborative, diverse partnership between STEM graduate researchers, faculty and STEM teachers, this project allows us to integrate research-based activities into the teaching and learning of secondary science and math, broaden the involvement and participation of a diverse inner-city student body in research, and strengthen existing ties between IUPUI and the local community. GRAD TEACHING FELLOWS IN K-12 OFFICE OF MULTIDISCIPLINARY AC DGE EHR Marrs, Kathleen Lenore Tedesco Andrew Gavrin Simon Rhodes James Murphy Indiana University IN Sonia Ortega Continuing grant 1799013 7179 1253 SMET 9179 7179 0000099 Other Applications NEC 0116000 Human Subjects 0742477 May 1, 2008 CHAMPS: CHallenging Algorithmics and Mathematics in Problem Solving for Middle-School Students. The CHAMPS project is a collaboration among The University of Texas at Dallas (UTD), middle schools and school district administration. Its main objectives are: a) to train GK-12 Fellows in the art of effective communication and teaching while performing state-of-the-art research, and b) to develop in students an interest for computer science and information technology. In the long term, CHAMPS will play a part in alleviating the future shortage of skilled computing professionals in the US. CHAMPS exposes students to high-level algorithms and applications, which highlight the intellectual reward of computer science. In addition, students are motivated by the societal benefits of these applications (e.g., medical imaging). This is in contrast to the dullness of the typical first exposure of students to computing: learning the syntax of a programming language. CHAMPS provides students with an appreciation of the intellectual challenges faced in computer science, along with hands-on experiments, and an exposure to the latest research in the field and its societal benefits. By acquiring an interest for computing, mathematics, and problem solving, students become better prepared regardless of their future field of study. Middle-school teachers are exposed to research performed by UTD Fellows and faculty, empowering them to accurately depict the diverse array of career choices available to students in this area, and more importantly, to foster a desire in students to pursue computing in their future career. Fellows improve their communication skills under the supervision of university and middle-school faculty, and learn how to present advanced concepts to a wider audience. GRAD TEACHING FELLOWS IN K-12 DGE EHR Cobb, Jorge Simeon Ntafos Thomas Butts Gopal Gupta Titu Andreescu University of Texas at Dallas TX Sonia Ortega Continuing grant 1591132 7179 SMET 9179 7179 0000099 Other Applications NEC 0116000 Human Subjects 0742483 March 1, 2008 New GK-12: Biotechnology Integration Opportunities for Teacher Education and Content (BIOTEC). GRADUATE TEACHING FELLOWS IN K-12 EDUCATION ABSTRACT PROPOSAL #: 0742483 PRINCIPAL INVESTIGATOR: Catherine Ueckert INSTITUTION: Northern Arizona University TITLE: Biotechnology Integration Opportunities for Teacher Education and Content (BIOTEC) Biotechnology Integration Opportunities for Teacher Education and Content (BIOTEC) will enhance inquiry-based science teaching while expanding the interdisciplinary preparation of graduate students. Biotechnology powerfully integrates scientific knowledge with knowledge generated through scientific research, while providing a context to explore the reciprocal relationship between technology and science. The biotechnology theme will add relevance and interest in STEM concepts in K-12 classrooms (specifically grades 5, 7, & 9). Existing cyberinfrastructure will be used to reach teachers and students in remote Navajo reservation schools. Project goals are to: 1) establish, strengthen, and sustain partnerships between GK-12 teachers, STEM Fellows, the Translational Genomics Research Institute (TGen), local school districts, schools on the reservation, and NAU researchers; 2) develop and implement professional development opportunities for GK-12 teachers and Fellows; and 3) determine the effectiveness of partnering schools, teachers, students, and Fellows across rural and urban contexts. Teacher and Fellow teams will develop the content and skills to engage K-12 students in appropriate biotechnology laboratories. Classroom teachers will serve as teaching mentors for the Fellows. The Fellows will convey the purpose of scientific research and how it provides the foundation for improving our choices about personal and community health. These experiences will enhance the Fellows as researchers, collaborators, and future teachers. Students will experience scientific inquiry and become aware of careers in science, biotechnology, and technology support services. It is expected that all participants in BIOTEC will gain a better understanding of scientific research and how it affects our understanding of the world. GRAD TEACHING FELLOWS IN K-12 GRAD TEACHING FELLOW IN K-12ED DGE EHR Ueckert, Catherine Mary Watwood Julie Gess-Newsome Kenric Kesler Northern Arizona University AZ Sonia Ortega Continuing grant 1684367 7179 1731 SMET 9179 7179 0000099 Other Applications NEC 0116000 Human Subjects 0742503 May 15, 2008 PIMSE: A GK-12 Partnership Implementing Mathematics and Science Education (PIMSE): Assisting Middle School Use of Tutoring Technology in the Classroom. The goal of the Partnership Implementing Mathematics & Science Education (PIMSE) project is to promote the development of graduate students into Science, Technology, Engineering, and Mathematics (STEM) professionals whose knowledge and skills will support them in their professional and scientific careers. This project provides computer science graduate students -- GK-12 Fellows -- with teaching experience in science or math by being involved in developing and testing the ASSISTment System -- a web-based intelligent tutoring system (http://www.assistment.org/). As part of their Fellowship, GK-12 Fellows are paired with participating GK12 teachers the Worcester Public Schools (WPS) to develop new content for the ASSISTment System. This System innovatively uses the amount of tutoring a student needs to answer questions as an assessment of their understanding of mathematics and science. The students working with the Fellows will learn about implementing technology and how to conduct Learning Sciences experiments in classrooms. The cooperating teachers will increase their content knowledge, and this will contribute to their professional growth. Society will gain by having more scientists and academicians who have a deep understanding of the challenges and needs of public schools. Finally, the inquiry tutoring that the Fellows develop will be available to all middle schools students via the ASSISTment web-site. Special web-site based tools will be available for teachers on the best ways to use the data derived from the ASSISTment System and how to use it to improve their teaching. GRAD TEACHING FELLOWS IN K-12 DGE EHR Heffernan, Neil Elke Rundensteiner George Heineman Janice Gobert Worcester Polytechnic Institute MA Sonia Ortega Continuing grant 1241887 7179 SMET 9179 7179 0000099 Other Applications NEC 0116000 Human Subjects 0742504 June 1, 2008 New, GK-12 Sustainable Energy Systems. GRADUATE TEACHING FELLOWS IN K-12 EDUCATION ABSTRACT PROPOSAL #: 0742504 PRINCIPAL INVESTIGATOR: Beth A. Todd INSTITUTION: University of Alabama, Tuscaloosa TITLE: GK-12 Sustainable Energy Systems The two major goals of this multi-disciplinary project in engineering and mathematics are to 1)increase the professional caliber of our STEM (science, technology, engineering, and mathematics) graduate students and equip them with the skills and experiences to become future leaders in academia and industry; and 2)provide resources and support for the newly formed State of Alabama high school Engineering Academies and create materials that integrate engineering applications into existing high school and middle school science and math courses. The multi-disciplinary theme of the project, Sustainability in Energy Systems, includes transformative research on alternative and traditional energy systems, including renewable resources in consideration of their environmental impact. This project strongly emphasizes the integration of graduate research with K-12 education to collaboratively design and deliver K-12 STEM instruction. Graduate fellows will work on-site in the Sumter County schools. Sumter County ranks among the poorest counties in the state and nation by every measure of poverty, including school performance. The faculty and student body at all Sumter Co. public schools are over 95% African American. Fellows, working with K-12 teachers, will be challenged to connect with students from different socio-economic and cultural backgrounds in an appropriate way to enhance knowledge and engage, motivate and build confidence in the students regarding STEM careers. In addition, materials developed for Sumter County schools will be offered to other state schools using real-time and archived cyber infrastructure resources. GRAD TEACHING FELLOWS IN K-12 DGE EHR Todd, Beth Zhijian Wu Kenneth Midkiff Pauline Johnson University of Alabama Tuscaloosa AL Sonia Ortega Continuing grant 1783367 7179 SMET 9179 7179 0000099 Other Applications NEC 0742523 July 1, 2008 The Kansas Partnership for Graduate Fellows in K-12 Education. Graduate Teaching Fellows in K-12 Education (GK-12) Abstract Proposal: # 0742523 PI: Dennis Lane Institution: University of Kansas Center for Research, Inc. Title: The Kansas Partnership for Graduate Fellows in K-12 Classrooms The Kansas Partnership for Graduate Fellows in K-12 Education NSF supported STEM disciplines: Mathematics, Computational Biology, Ecology and Evolutionary Biology The project will engage graduate fellows with middle school science teachers from the Middle School Science Academy (MSSA) to enhance the professional development of the fellows and associated teachers through activities involving Scientific Inquiry, multi-disciplinary physical science, and life sciences focusing on evolution. The Kansas Partnership for Graduate Fellows will provide middle school instructional experiences in urban Kansas school districts for science, mathematics and engineering graduate students. The goal of the Kansas Partnership project is to assist graduate students to be better communicators of their science with K-12 teachers and students in particular and with the broader community of non-scientists in general. The specific anticipated outcomes of this project are to: provide highly qualified Ph.D. candidates in engineering and science with a unique opportunity for professional growth through the development of their teaching and learning skills; foster the incorporation of additional hands-on science experiences and cooperative learning strategies into middle school classrooms; establish a sustainable outreach partnership among the partner school districts that will provide a vehicle for interpreting the significance of science and engineering, and; contribute to improving the science achievement of at-risk middle school students in two of the largest urban school districts in Kansas. Intellectual Merit of the project addresses removal of barriers to student engagement in science and engineering through innovative content delivery using active learning strategies and science research activities based on National and State curriculum standards for grades 6-9. The institutionalization of the professional development courses, the interaction with the Uplink program and the continued commitment of the Centers to maintain their partnership with the districts will ensure the sustainability and broader impact of the program. EXP PROG TO STIM COMP RES GRAD TEACHING FELLOWS IN K-12 OFFICE OF MULTIDISCIPLINARY AC DGE EHR Lane, Dennis Bozenna Pasik-Duncan Joseph Heppert Steven Case University of Kansas Center for Research Inc KS Sonia Ortega Continuing grant 1138522 9150 7179 1253 SMET 9179 9150 7179 0000099 Other Applications NEC 0742540 March 15, 2008 Intra-state Partnerships for Improved, Sustainable K-12 STEM Instruction in Remote Schools. GRADUATE TEACHING FELLOWS IN K-12 EDUCATION ABSTRACT PROPOSAL #: 0742540 PRINCIPAL INVESTIGATOR: Dean Livelybrooks INSTITUTION: University of Oregon TITLE: Intra-state Partnerships for Improved, Sustainable K-12 STEM Instruction in Remote Schools The University of Oregon GK-12 project establishes state-of-the-art, inquiry-driven science curricula in rural eastern and central Oregon schools. The UO chemistry and physics PhD students chosen annually to be GK-12 Fellows will each be assigned to an elementary or middle school to serve as a ?scientist-in-residence,? hosted by their school community for three, two-week-long stays each year. They will co-teach science kits alongside classroom teachers with a goal of sustained use of kit curricula. This embedded professional development for teachers, with the GK-12 Fellows as content experts, will serve as a statewide model. GK-12 Fellows work with curricula experts at UO and teachers at their assigned schools to integrate language arts and math instruction within the science curricula. In addition, Fellows lead hands-on science kit curricula classroom activities and develop supporting curricula conceptually related to their research. The project will seed the development of regional infrastructure to restock the science kits and ensure cost-efficient use of materials via inter-classroom and inter-school sharing. Three benefits of this program stand out as uniquely important. First, it establishes articulated K-8 science curricula, allowing learning to be correlated from one grade to the next, resulting in students better prepared to study science in high school. Second, the program seeks to counter the trend of ?science instruction displacement? by Fellow-piloted integration of age-appropriate math and language arts instruction within inquiry-based science lessons. Third, the program seeks to test a ?remote model? whereby universities play significant roles in improving instruction at remote schools. GRAD TEACHING FELLOWS IN K-12 OFFICE OF MULTIDISCIPLINARY AC DGE EHR Livelybrooks, Dean David Johnson Catherine Page Raghuveer Parthasarathy University of Oregon Eugene OR Sonia Ortega Continuing grant 1800000 7179 1253 SMET 9179 7179 0000099 Other Applications NEC 0116000 Human Subjects 0742544 June 1, 2008 Graduate Teaching Fellows in Ethnically Diverse Classrooms: A Collaborative Model for Impacting Science Teaching and Learning in Boulder County, Colorado Public Schools. Graduate Teaching Fellows in K-12 (GK-12) Abstract Proposal: # 0742544 PI: Jeffrey Kidder Institution: University of Colorado-Boulder Title: Graduate Teaching Fellows in Ethnically Diverse Classrooms: A Collaborative Model for Impacting Science and Learning in Boulder County, Colorado Public Schools NSF Supported STEM Disciplines : Biology, Chemistry, Computer Science, Environmental Science, Geology, Mathematics, Physics The proposed project falls largely under the thematic heading of knowledge transfer and curriculum development and enrichment. The project will focus on effective delivery, integration, and extension of FOSS science kits targeted to elementary and middle school students. An ecology/computing science theme is integrated into the elementary FOSS modules; at the middle-school level, fellows will collaborate with classroom teachers to impact science teaching and learning in the classroom. Outside of the classroom fellows? engagement is through informal science clubs with a research project focus. It is expected that the fellows will serve two years in the project ? one year at the elementary level and one at middle school level, so that each teaching fellow will have experience at both levels. Intellectual merit of this project is in the value of a collaboration involving university science content specialists, inquiry-based science educators, and classroom teachers in changing the university and school culture for science education and for promoting increased student achievement. Anticipated outcomes of the proposed program include: enhanced teaching and communication skills of the fellows; development of students who are motivated and excited about science, mathematics, engineering and technology (SMET) with increased knowledge and understanding of SMET subjects; collaboration of teachers with graduate students in designing learning experiences for their students and incorporating new ideas, activities, and resources into their curricula; opportunities for teachers to learn hands-on, inquiry-based approaches to teaching; and the development of a model of school-college collaboration that has relevance and merit for national dissemination. . The broader impacts of the proposed project will be to provide a model of school-college collaboration that has merit for replication throughout the school district and in school districts across the nation. GRAD TEACHING FELLOWS IN K-12 DGE EHR Smith, Lesley William Bowman Shivakant Mishra Judy Skupa University of Colorado at Boulder CO Sonia Ortega Continuing grant 1726354 7179 SMET 9179 7179 0000099 Other Applications NEC 0742551 June 1, 2008 Graduate Teaching Opportunities. Graduate Teaching Fellows in K-12 Education (GK-12) Abstract Proposal: # 0742551 PI: Maarten Chrispeels Institution: University of California San Diego Title: Graduate Teaching Opportunity Program (GTO) NSF-supported STEM Disciplines: biology, neurosciences, biomedical, marine biology, oceanography, seismology, computational science, bioengineering . The proposal describes a collaborative project between University of California- San Diego, 2 major secondary school districts, 9 high schools, and the Emory University (Atlanta, GA) PRISM program (a previously funded GK-12 project) to develop graduate / teacher partnerships which will transfer new, inspirational activities derived from ongoing research lab activity into mainstream high school science classrooms and after-school Science & Technology Clubs. Designed to reinvigorate science teachers and stimulate underrepresented students to enter STEM careers, these activities will be developed annually at a Graduate Teaching Opportunity (GTO). The GTO model is based upon the highly visible pilot program (BioBridge) and will involve many of the same partners and hopes to clearly demonstrate the potential efficacy of an up-scaled model based upon the interaction of graduate students and teachers of science. The program seeks to catalyze a permanent alteration of the graduate student training culture at UCSD to include experience with, and understandings of, the K-12 educational process; increasing K-12 teacher knowledge of leading-edge science, interest in research, and the inquiry-based research process; inspiring student interest in STEM educations and careers; and, establishing sustainable communications and collaborations between university researchers and school/districts to increase the flow of exciting science discoveries directly into K-12 classrooms in accordance with curricula/standards dictates. The project merit lies in its goal to establish productive, ongoing inter-institutional communities of teaching practice through collaborations among university researchers, their graduate students, and high school science teachers. GTO establishes a sustainable science education model to dramatically increase numbers of students entering STEM career pathways. GRAD TEACHING FELLOWS IN K-12 DGE EHR Chrispeels, Maarten Loren Thompson Kim Barrett Dianna Carberry University of California-San Diego CA Sonia Ortega Continuing grant 1789579 7179 SMET 9179 7179 0000099 Other Applications NEC 0742554 June 1, 2008 New GK-12: Utilizing Local Resources and Educational Setting to Stimulate K-12 Learning. GRADUATE TEACHING FELLOWS IN K-12 EDUCATION ABSTRACT PROPOSAL #: 0742554 PRINCIPAL INVESTIGATOR: Karen Viskupic INSTITUTION: Boise State University TITLE: Utilizing local resources and educational settings to stimulate K-12 learning Boise State University?s Graduate GK-12 Fellows will partner with three local learning centers to develop and deliver educational activities in biology and the geosciences. GK-12 project will use local and regional science issues to stimulate learning in the K-12 community. K-12 classes that visit the learning centers will use some of the developed activities, while other activities will be used in traditional classroom settings through outreach. The project will help K-12 students to increase their understanding of science topics, and how those topics relate to their lives, through the use of local and regional themes. Together, the partner learning centers will serve a total of over 40,000 K-12 students each year, and the project has the potential to affect a large percentage of Idaho students. Expected outcomes of the project include: 1) Funding many graduate students? educations, which will allow them to pursue diverse research goals in science fields; 2) The infusion of research-based science and its importance into the consciousness of local students; 3) Training several graduate students in communicating science to non-technical audiences; 4) Enhancement of K-12 students? understanding of science concepts, which may lead to increased interest in pursuing careers in these fields; 5) Development of educational activities that can be used by teachers and classes not directly participating in the project; and 6) Development of a sustainable collaborative partnership between Boise State University and the K-12 community. GRAD TEACHING FELLOWS IN K-12 GK-12 DGE EHR Viskupic, Karen James Belthoff David Wilkins Boise State University ID Sonia Ortega Continuing grant 1237832 7179 5284 SMET 9179 7179 0000099 Other Applications NEC 0116000 Human Subjects 0742559 March 1, 2008 GK-12: Ocean and Coastal Interdisciplinary Science (OACIS) Program. GRADUATE TEACHING FELLOWS IN K-12 EDUCATION ABSTRACT PROPOSAL #: 0742559 PRINCIPAL INVESTIGATOR: Kenneth Sebens INSTITUTION: University of Washington TITLE: Ocean and Coastal Interdisciplinary Science (OACIS) Program This award provides funding for a new GK-12 program that will involve 8-10 Fellows and 16-20 high school teachers in two counties (one urban and one rural) each year for five years. The program will take an interdisciplinary approach to teach basic science (biology, chemistry, physics) and mathematics, while taking advantage of the Washington coastal environments and increasing ocean literacy. Graduate students will be recruited from four UW departments and a marine lab, including the Biology Department which has over 20 faculty conducting research in the marine environment; the College of Ocean and Fishery Science (COFS) which has over 200 such faculty in three departments; the University's Friday Harbor Laboratories (FHL), now its second century, hosts over 200 researchers per year, including graduate students and undergraduates. FHL offers easy access to marine habitats and organisms and is an excellent venue for teacher workshops, and for field trips from any of the area schools. The school systems selected are in Seattle (King County) and in the San Juan Islands (San Juan County), inner city to rural, with a substantial diversity of students. GRAD TEACHING FELLOWS IN K-12 GK-12 DGE EHR Sebens, Kenneth David Armstrong Daniel Grunbaum University of Washington WA Sonia Ortega Continuing grant 1156784 7179 5284 SMET 9179 7179 0000099 Other Applications NEC 0116000 Human Subjects 0742561 May 15, 2008 New, GK-12: Global Change in a Local Context: Partners in Discovery of the Columbia River Watershed. GRADUATE TEACHING FELLOWS IN K-12 EDUCATION ABSTRACT PROPOSAL #: 0742561 PRINCIPAL INVESTIGATOR: Gretchen Rollwagen-Bollens INSTITUTION: Washington State University TITLE: Global Change in a Local Context: Partners in Discovery of the Columbia River Watershed The Partners in Discovery GK-12 project brings Washington State University Vancouver (WSUV) science graduate students and faculty together with Clark County, Washington, science teachers in a collaborative partnership. The central theme of this GK-12 project is ?Global Change in a Local Context,? with the Columbia River Watershed as the unifying environmental feature around which students connect science concepts from their classrooms to their own ?backyard.? Clark County is located on the southwest border of Washington State, along a 100-mile stretch of the lower Columbia River. The Columbia River Watershed, extending from the high Cascade glaciers to the estuary and river mouth, encompasses the entire county and is the defining feature of this region ? environmentally, economically and culturally. Clark County, with nearly 400,000 residents, is the fastest-growing county in Washington, and is experiencing dramatic changes in population, housing construction, land use, etc., that are directly impacting the watershed. Thus the watershed and the Global/Local theme provide a compelling and relevant context within which to explore science disciplinary content (Earth, Life and Physical Sciences) through inquiry, and in particular how change in nature is manifested in a local system and how those changes affect students as individuals and communities. The Partners in Discovery GK-12 project is structured around year-long one-on-one partnerships between WSUV graduate student Fellows and grades 6th ? 9th science Teachers in four Clark County school districts. Fellows and Teachers will engage students in authentic scientific inquiry focused on the nature and impacts of change in the Columbia River Watershed. The Fellow-Teacher partnerships will utilize each district?s existing curriculum and revise or augment their science ?kits? by identifying questions and inquiry activities that link instructional modules to state and national science standards, and to the complementary expertise of WSUV research faculty and graduate students working in the Watershed. The program will support 6 to 10 Fellows-teacher partnerships per year for a total of five years. GRAD TEACHING FELLOWS IN K-12 GK-12 DGE EHR Rollwagen-Bollens, Gretchen Brian Tissot Stephen Bollens Tamara Nelson Bonnie Lock Washington State University WA Sonia Ortega Continuing grant 1475212 7179 5284 SMET 9179 7179 0000099 Other Applications NEC 0116000 Human Subjects 0744315 August 1, 2007 Graduate Research Fellowship Program. GRADUATE FELLOWSHIPS DGE EHR Roth, Don University of Wyoming WY Gisele T. Muller-Parker Fellowship 121500 7172 SMET 9179 0000099 Other Applications NEC 0745985 August 1, 2007 Graduate Research Fellowship Program. GRADUATE FELLOWSHIPS DGE EHR None, None University of New Orleans LA Gisele T. Muller-Parker Fellowship 162000 7172 SMET 9179 7172 0000099 Other Applications NEC 0749446 August 15, 2007 Graduate Research Fellowship Program. GRADUATE FELLOWSHIPS DGE EHR None, None George Washington University DC Gisele T. Muller-Parker Fellowship 154900 7172 SMET 9179 7172 0000099 Other Applications NEC 0749447 September 1, 2007 Graduate Research Fellowship Program. GRADUATE FELLOWSHIPS DGE EHR None, None University of Washington WA Gisele T. Muller-Parker Fellowship 3201500 7172 SMET 9179 7172 0000099 Other Applications NEC 0750271 September 15, 2007 Graduate Research Fellowship Program. GRADUATE FELLOWSHIPS DGE EHR None, None Carnegie-Mellon University PA Gisele T. Muller-Parker Fellowship 4065750 7172 SMET 9179 0000099 Other Applications NEC 0750272 September 15, 2007 Graduate Research Fellowship Program. GRADUATE FELLOWSHIPS DGE EHR None, None Rensselaer Polytechnic Institute NY Gisele T. Muller-Parker Fellowship 502750 7172 SMET 9179 7172 0000099 Other Applications NEC 0750616 September 15, 2007 Graduate Research Fellowship Program. GRADUATE FELLOWSHIPS DGE EHR Caramello, Charles University of Maryland College Park MD Gisele T. Muller-Parker Fellowship 324000 7172 SMET 9179 0000099 Other Applications NEC 0750732 September 15, 2007 Graduate Research Fellowship Program. GRADUATE FELLOWSHIPS DGE EHR None, None Texas A&M University Main Campus TX Gisele T. Muller-Parker Fellowship 655444 7172 SMET 9179 0000099 Other Applications NEC 0750733 September 15, 2007 Graduate Research Fellowship Program. GRADUATE FELLOWSHIPS DGE EHR Shafer, David North Carolina State University NC Gisele T. Muller-Parker Fellowship 757760 7172 SMET 9179 7172 0000099 Other Applications NEC 0750751 September 15, 2007 Graduate Research Fellowship Program. GRADUATE FELLOWSHIPS DGE EHR None, None University of Kentucky Research Foundation KY Gisele T. Muller-Parker Fellowship 162000 7172 SMET 9179 7172 0000099 Other Applications NEC 0750752 September 15, 2007 Graduate Research Fellowship Program. GRADUATE FELLOWSHIPS DGE EHR None, None Louisiana State University & Agricultural and Mechanical College LA Gisele T. Muller-Parker Fellowship 81000 7172 SMET 9179 0000099 Other Applications NEC 0750754 September 15, 2007 Graduate Research Fellowship Program. GRADUATE FELLOWSHIPS DGE EHR None, None Clarkson University NY Gisele T. Muller-Parker Fellowship 40500 7172 SMET 9179 0000099 Other Applications NEC 0750755 September 15, 2007 Graduate Research Fellowship Program. GRADUATE FELLOWSHIPS DGE EHR None, None Medical University of South Carolina SC Gisele T. Muller-Parker Fellowship 116812 7172 SMET 9179 0000099 Other Applications NEC 0750756 September 1, 2007 Graduate Research Fellowship Program. GRADUATE FELLOWSHIPS DGE EHR Pell, Eva Barbara Struble Pennsylvania State Univ University Park PA Gisele T. Muller-Parker Fellowship 1294450 7172 SMET 9179 7172 0000099 Other Applications NEC 0750758 September 15, 2007 Graduate Research Fellowship Program. GRADUATE FELLOWSHIPS DGE EHR None, None University of Utah UT Gisele T. Muller-Parker Fellowship 243000 7172 SMET 9179 0000099 Other Applications NEC 0750759 September 15, 2007 Graduate Research Fellowship Program. GRADUATE FELLOWSHIPS DGE EHR None, None Brigham Young University UT Gisele T. Muller-Parker Fellowship 81000 7172 SMET 9179 7172 0000099 Other Applications NEC 0750823 September 15, 2007 Graduate Research Fellowship Program. GRADUATE FELLOWSHIPS DGE EHR None, None Kansas State University KS Gisele T. Muller-Parker Fellowship 121500 7172 SMET 9179 7172 0000099 Other Applications NEC 0750965 August 15, 2007 Graduate Research Fellowship Program. null GRADUATE FELLOWSHIPS DGE EHR Hurd, Sandra Syracuse University NY Gisele T. Muller-Parker Fellowship 193000 7172 SMET 9179 0000099 Other Applications NEC 0750966 August 15, 2007 Graduate Research Fellowship Program. GRADUATE FELLOWSHIPS DGE EHR None, None University of Delaware DE Gisele T. Muller-Parker Fellowship 121500 7172 SMET 9179 0000099 Other Applications NEC 0751276 August 15, 2007 Graduate Research Fellowship Program. GRADUATE FELLOWSHIPS DGE EHR None, None Monterey Institute of International Studies CA Gisele T. Muller-Parker Fellowship 81000 7172 SMET 9179 0000099 Other Applications NEC 0751277 August 15, 2007 Graduate Research Fellowship Program. GRADUATE FELLOWSHIPS DGE EHR None, None University of Massachusetts Boston MA Gisele T. Muller-Parker Fellowship 81000 7172 SMET 9179 0000099 Other Applications NEC 0751278 August 15, 2007 Graduate Research Fellowship Program. GRADUATE FELLOWSHIPS DGE EHR None, None Clemson University SC Gisele T. Muller-Parker Fellowship 364500 7172 SMET 9179 0000099 Other Applications NEC 0751279 August 15, 2007 Graduate Research Fellowship Program. GRADUATE FELLOWSHIPS DGE EHR None, None Iowa State University IA Gisele T. Muller-Parker Fellowship 428616 7172 SMET 9179 7172 0000099 Other Applications NEC 0751280 August 15, 2007 Graduate Research Fellowship Program. GRADUATE FELLOWSHIPS DGE EHR None, None University of Wisconsin-Milwaukee WI Gisele T. Muller-Parker Fellowship 81000 7172 SMET 9179 0000099 Other Applications NEC 0751281 September 1, 2007 Graduate Research Fellowship Program. GRADUATE FELLOWSHIPS DGE EHR Hulbert, Justin Hulbert, Justin OR Gisele T. Muller-Parker Fellowship 41500 7172 SMET 9179 0000099 Other Applications NEC 0751562 September 1, 2007 Graduate Research Fellowship Program. GRADUATE FELLOWSHIPS DGE EHR None, None University of Nevada Las Vegas NV Gisele T. Muller-Parker Fellowship 162000 7172 SMET 9179 7172 0000099 Other Applications NEC 0753293 September 15, 2007 Graduate Research Fellowship Program. GRADUATE FELLOWSHIPS DGE EHR None, None University of Pittsburgh PA Gisele T. Muller-Parker Fellowship 536000 7172 SMET 9179 0000099 Other Applications NEC 0753294 September 15, 2007 Graduate Research Fellowship Program. GRADUATE FELLOWSHIPS DGE EHR None, None University of Rhode Island RI Gisele T. Muller-Parker Fellowship 121500 7172 SMET 9179 0000099 Other Applications NEC 0753455 September 15, 2007 GRADUATE RESEARCH FELLOWSHIP PROGRAM. GRADUATE FELLOWSHIPS DGE EHR None, None University of Connecticut CT Gisele T. Muller-Parker Fellowship 121500 7172 SMET 9179 0000099 Other Applications NEC 0753456 October 1, 2007 GRADUATE RESEARCH FELLOWSHIP PROGRAM. GRADUATE FELLOWSHIPS DGE EHR None, None Texas Tech University TX Gisele T. Muller-Parker Fellowship 40500 7172 SMET 9179 0000099 Other Applications NEC 0757737 October 1, 2007 Graduate Research Fellowship Program. GRADUATE FELLOWSHIPS DGE EHR None, None Boston College MA Gisele T. Muller-Parker Fellowship 81000 7172 SMET 9179 0000099 Other Applications NEC 0801430 September 1, 2008 IGERT:REsponding to RApid Environmental CHange (REACH): From genes to ecosystems, science to society. While shifting global climate and concomitant biological responses have always been part of Earth's history, the rapidity of current human-mediated environmental change is unprecedented. The most important of such changes include global warming, habitat loss and the introduction of species to novel geographic areas. Biologically, species may respond to rapidly changing environments through altered morphology, behavior or physiology. Humans uniquely adapt to environmental change by learning from the past, forecasting the future, and by using public policies to shape behavior. The goal of this Integrative Graduate Education and Research Traineeship (IGERT) renewal award is to develop a multidisciplinary understanding of the biological and social mechanisms needed to respond to rapid environmental change. The dynamism of environmental problems means that solutions must be on-going accomplishments, requiring continuing commitment to monitoring, management, and adaptation. Graduate students, trained through coursework, research collaborations, and internships, will become proficient in the fundamental scientific and social issues involved in responding to rapid environmental change. Students will also organize workshops that bring together citizens, agency representatives, policymakers, non-governmental organizations and industry. New collaborations with Howard University and California State University-Fullerton will expand efforts to broaden participation. Because environmental change is global in scope, students will have opportunities to develop international collaborations through internships and research activities. All of the activities of the past and proposed IGERT make direct contributions to solving society's most pressing environmental problems. IGERT is an NSF-wide program intended to meet the challenges of educating U.S. Ph.D. scientists and engineers with the interdisciplinary background, deep knowledge in a chosen discipline, and the technical, professional, and personal skills needed for the career demands of the future. The program is intended to catalyze a cultural change in graduate education by establishing innovative new models for graduate education and training in a fertile environment for collaborative research that transcends traditional disciplinary boundaries. IGERT FULL PROPOSALS DGE EHR Strauss, Sharon Kevin Rice Richard Grosberg James Griesemer Holly Doremus University of California-Davis CA Melur K. Ramasubramanian Continuing grant 1882341 1335 SMET 9179 1335 0000099 Other Applications NEC 0116000 Human Subjects 0801465 July 15, 2008 IGERT: Biological and Computational Foundations of Language Diversity. Human language is both universal within the species and highly variable across populations. This Integrative Graduate Education and Research Traineeship (IGERT) project will train young scientists and engineers to understand language diversity by combining the tools of behavioral, computational and biological research, drawing upon an extensive collaborative network that spans nine departments in five colleges at the University of Maryland. The project aims to promote sustainable change in the science of language by building infrastructure for interdisciplinary research on diverse languages through local and international collaborations and outreach efforts, by strengthening links between basic science and clinical and engineering applications, and by building awareness of the science of language through high school and undergraduate partnerships. The training plan provides coursework, research training, and an environment geared towards preparing students for interdisciplinary research and equipping them to build collaborative networks in their future careers. Preparation for interdisciplinary research will be provided by broad coursework, integrative pro-seminars and a post-candidacy lab rotation that will pair trainees with students from other disciplines. A central component of the project is the Winter Storm, an intensive two-week workshop that will provide foundational skills training, research planning, and professional development. The project will enhance the use of computational and neuroscientific techniques in studies of atypical language and second language learning, and will partner with an NSF-supported Science of Learning Center based at Gallaudet University that focuses on visual language. IGERT is an NSF-wide program intended to meet the challenges of educating U.S. Ph.D. scientists and engineers with the interdisciplinary background, deep knowledge in a chosen discipline, and the technical, professional, and personal skills needed for the career demands of the future. The program is intended to catalyze a cultural change in graduate education by establishing innovative new models for graduate education and training in a fertile environment for collaborative research that transcends traditional disciplinary boundaries. IGERT FULL PROPOSALS DGE EHR Phillips, Colin Amy Weinberg Amanda Woodward Jeffrey Lidz Michael Long University of Maryland College Park MD Melur K. Ramasubramanian Continuing grant 1199551 1335 SMET 9179 1335 0000099 Other Applications NEC 0116000 Human Subjects 0801470 August 1, 2008 IGERT: STAIR: Sustainable Technology through Advanced Interdisciplinary Research. Given the impending global energy/climate crisis, engineering practice must undergo a paradigm shift from a traditional design process that had little regard to energy and/or environmental costs to a new process that must address a broader set of parameters that include the ultimate sustainability of the design alternatives. This Integrative Graduate Education and Research Traineeship (IGERT) program will provide the resources for the University of Tennessee to become a national curriculum and research leader in sustainable energy technologies by developing the technological, scientific, and engineering expertise required. The training of scientists and engineers must now change in two important ways. First, engineers must now learn to work within the context of sustainable production processes. Second, engineers must now learn to work regularly on complex innovative production processes that require advanced interdisciplinary expertise and collaboration of materials, computational and biological sciences and engineering. This IGERT provides a highly integrated engineering curriculum and training program with a coherent sequence of steps toward the proficiency required to work effectively in the sustainable energy arena. The program fosters the development of technological, scientific, and engineering expertise required in exploring new, sustainable energy technologies. The diverse trainees will have expertise in either biomolecular engineering or materials science and engineering relevant to sustainable production of energy; breadth in both the biomolecular and materials disciplines; pervasive exposure to research performed within the context of sustainability; and a commitment to outreach through workshops at the American Museum of Science and Energy in Oak Ridge and Knoxville ASM Summer Materials Camp. IGERT is an NSF-wide program intended to meet the challenges of educating U.S. Ph.D. scientists and engineers with the interdisciplinary background, deep knowledge in a chosen discipline, and the technical, professional, and personal skills needed for the career demands of the future. The program is intended to catalyze a cultural change in graduate education by establishing innovative new models for graduate education and training in a fertile environment for collaborative research that transcends traditional disciplinary boundaries. IGERT FULL PROPOSALS DGE EHR Keffer, David Bamin Khomami Barry Bruce Paul Frymier Claudia Rawn University of Tennessee Knoxville TN Melur K. Ramasubramanian Continuing grant 1165817 1335 SMET 9179 9150 1335 0000099 Other Applications NEC 0116000 Human Subjects 0801471 August 1, 2008 IGERT: Modeling Complex Systems - The Scientific Basis of Coupling Multi-Physics Models at Different Scales. The need for accurate computational models for systems such as turbulent transport, mechanics of complex structures, and global climate change have far outpaced the growth of computing power, requiring the development of new approaches. This Integrative Graduate Education and Research Traineeship (IGERT) award will address this challenge through graduate research and training in a unified setting of science-based coupling of models across scales and disciplines. Specifically, the focus will be on tools used to describe phenomena that are not fully calculable in models using fundamental scientific principles. A large body of literature exists describing parameterized descriptions applied to specific physical processes. However, little knowledge is available on general cross-application guiding principles for science-based parameterization. The goal of this work is to develop science-based model coupling as a roadmap to guide the practice of computational modeling in science and engineering. The education plan will train a cadre of Ph.D. students who will lead the application of these techniques in industry, academia and national laboratories. Four education and training goals will be addressed: (1) Enable students to work in a multi-disciplinary setting; (2) Develop students to be leaders in science and engineering; (3) Establish and maintain a career-long network for students; (4) Expand the U.S. Ph.D. student base by targeting students at women?s colleges and universities with a large percentage of first-generation college students. Every member of society is affected by decisions or predictions based on computational simulations of critical processes, such as energy production, environmental protection, and infrastructural integrity. The research conducted through the proposed IGERT will address these important problems by providing new paradigms for computational modeling. IGERT is an NSF-wide program intended to meet the challenges of educating U.S. Ph.D. scientists and engineers with the interdisciplinary background, deep knowledge in a chosen discipline, and the technical, professional, and personal skills needed for the career demands of the future. The program is intended to catalyze a cultural change in graduate education by establishing innovative new models for graduate education and training in a fertile environment for collaborative research that transcends traditional disciplinary boundaries. IGERT FULL PROPOSALS DGE EHR Graham-Brady, Lori Robert Dalrymple Mark Robbins Charles Meneveau Thomas Haine Johns Hopkins University MD Melur K. Ramasubramanian Continuing grant 1800000 1335 SMET 9179 1335 0000099 Other Applications NEC 0116000 Human Subjects 0801490 August 1, 2008 IGERT: Polar Environmental Change. This Integrative Graduate Education and Research Training (IGERT) award supports the development of an interdisciplinary graduate program in polar sciences and engineering by merging expertise and facilities from Dartmouth College with the U.S. Army Cold Regions Research and Engineering Laboratory and institutions in Greenland. The purpose of this program is to train doctoral students to have an interdisciplinary view of polar systems and to understand the social and ethical implications of their research. Broader impacts include training and research focused on the components of polar systems that respond to and contribute to rapid environmental change, including the cryosphere (glacial ice, snow, and sea ice systems) and the biogeochemical linkages between plants, soils, and animals. The core curriculum includes an Introduction to Polar Systems and a second course on Sustainability Science, Policy and Ethics that will train students to frame research questions that will have relevance to Arctic residents and policy by using perspectives from western science and traditional ecological knowledge. Depending on their research interests, students will be trained during the Greenland Field Seminar in either terrestrial ecosystem or cryosphere dynamics, followed by instruction in the human dimensions of Arctic change in Nuuk, the site of the University of Greenland and the Inuit Circumpolar Council. IGERT students will receive continuing interdisciplinary training through a seminar series and other related events on polar science and policy organized with the Dickey Center Institute of Arctic Studies, a workshop on preparing grant proposals, an annual program evaluation and research symposium, cross-IGERT activities, and opportunities for specialized training at other institutions or field sites. A special effort will be made to engage with Native American students. IGERT is an NSF-wide program intended to meet the challenges of educating U.S. Ph.D. scientists and engineers with the interdisciplinary background, deep knowledge in a chosen discipline, and the technical, professional, and personal skills needed for the career demands of the future. The program is intended to catalyze a cultural change in graduate education by establishing innovative new models for graduate education and training in a fertile environment for collaborative research that transcends traditional disciplinary boundaries. IGERT FULL PROPOSALS DGE EHR Virginia, Ross Ian Baker Xiahong Feng Mary Albert Bruce Duthu Dartmouth College NH Melur K. Ramasubramanian Continuing grant 1087923 1335 SMET 9179 9150 1335 0000099 Other Applications NEC 0116000 Human Subjects 0801522 August 1, 2008 IGERT: C-CHANGE: Climate Change, Humans, and Nature in the Global Environment. This Integrative Graduate Education and Research Training (IGERT) award supports the development of an interdisciplinary climate change studies program at the University of Kansas, in collaboration with Haskell Indian Nations University. The Climate Change, Humans & Nature in the Global Environment award addresses one of the National Academy of Sciences? "grand challenges" of the 21st century: climate change and its impact on the planet?s ecological and social systems. The program will provide Ph.D. students in the social and natural sciences and engineering access to the advanced scientific infrastructure at the University of Kansas?s remote Sensing of Ice Sheets, Biodiversity Institute, and Institute for Policy & Social Research, and the Haskell Environmental Studies Research Center. Trainees will acquire the conceptual and technical toolkit, including remote sensing, modeling, and scaling across disciplines, needed to study the human and natural dimensions of climate change, strategies for mitigating its trajectory and effects, and the role of policy in shaping the drivers of and responses to climate change. Broader impacts include multidisciplinary research training, collaboration with students and faculty at Haskell and a network of tribal colleges to assess the impacts of climate change in indigenous communities; participation in a climate policy internship; establishing a graduate certificate in climate change studies; developing a portable curriculum for interdisciplinary integrative research and education; and for trainees, learning the collaborative skills, problem-centered interdisciplinary training, and understanding of science policy needed by future leaders in climate change science, engineering, and policy. IGERT is an NSF-wide program intended to meet the challenges of educating U.S. Ph.D. scientists and engineers with the interdisciplinary background, deep knowledge in a chosen discipline, and the technical, professional, and personal skills needed for the career demands of the future. The program is intended to catalyze a cultural change in graduate education by establishing innovative new models for graduate education and training in a fertile environment for collaborative research that transcends traditional disciplinary boundaries. IGERT FULL PROPOSALS DGE EHR Nagel, Joane Leonard Krishtalka David Braaten A. Townsend Peterson Daniel Wildcat University of Kansas Center for Research Inc KS Melur K. Ramasubramanian Continuing grant 1200000 1335 SMET 9179 9178 9150 1335 0000099 Other Applications NEC 0116000 Human Subjects 0801525 July 15, 2008 IGERT: Interdisciplinary Quantum Information Science and Engineering: a Graduate Research and Training Program. This Integrative Graduate Education and Research Training (IGERT) award supports the development of an interdisciplinary graduate program in quantum information science and engineering at the Massachusetts Institute of Technology (MIT). The field of quantum information lies at the intersection of science and engineering, addressing the behavior of computers and communication systems at the most microscopic scales, where quantum mechanics becomes important. It is a rapidly developing field, incorporating elements of physics, mathematics, computer science, chemistry, and engineering. The MIT program will develop a unified, multidisciplinary curriculum in quantum information that will include laboratory and teaching experiences, as well as summer internships with international consortium partners from academia, industry, and government. Student theses will emphasize the interplay between theory and experiment, and between science and engineering. Each year, the program will offer a week-long quantum information summer school for college seniors, to encourage women and underrepresented minorities to enter the field. Through cohort development activities, a required seminar on research ethics, and interactions with consortium partners, students will learn to become responsible and responsive members of the international scientific and engineering community. Society is increasingly demanding more and better information devices and systems, and continued United States leadership in these application areas depends on cultivating our best young minds in new ways. Breakthrough technologies ? for secure communications, precision measurements, and supercomputers ? will surely depend on quantum-mechanical behaviors. The MIT program will prepare students to meet these demands. By transcending traditional disciplinary boundaries and by creating innovative educational techniques, its graduates will bring much-needed quantum expertise to academia, to government, and to the industries that will develop and produce quantum technologies. IGERT is an NSF-wide program intended to meet the challenges of educating U.S. Ph.D. scientists and engineers with the interdisciplinary background, deep knowledge in a chosen discipline, and the technical, professional, and personal skills needed for the career demands of the future. The program is intended to catalyze a cultural change in graduate education by establishing innovative new models for graduate education and training in a fertile environment for collaborative research that transcends traditional disciplinary boundaries. IGERT FULL PROPOSALS DGE EHR Chuang, Isaac Jeffrey Shapiro Seth Lloyd Massachusetts Institute of Technology MA Melur K. Ramasubramanian Continuing grant 1200000 1335 SMET 9179 1335 0000099 Other Applications NEC 0116000 Human Subjects 0801530 July 15, 2008 IGERT: Optical techniques for actuation, sensing, and imaging of biological systems. Progress in the biological sciences and medicine relies increasingly on methods, approaches, and strategies derived from synergistic interactions with the physical sciences and engineering. One notable example of this is the use of optical methods for biosensing and bioimaging. Furthermore, the tremendous nanoscale device fabrication capabilities built up in microelectronics and photonics furnish unparalleled opportunities for leveraging highly integrated platforms for on-chip biological sensor systems. By their nature, these applications cross through multiple disciplines and require a team with diverse expertise in the fundamental light/tissue interaction, complex optical instrumentation and imaging tools, and relevant biological systems. In this Integrative Graduate Education and Research Training (IGERT) program a new generation of scientists and engineers will be trained through a set of five research thrusts that cross three fundamental core competency areas: optics, photonics, and sensor electronics; biomolecular detection and cellular-level analysis; and applications to medicine and public health. Each IGERT trainee will be empowered to work at the boundaries between the disciplines and will be uniquely capable of contributing to advancements in this important emerging field. With 19 faculty members representing academic departments across Columbia University's School of Engineering and Applied Science, School of Arts and Sciences, Mailman School of Public Health, College of Physicians and Surgeons, and Teachers College, and incorporating strong interaction with City College, Queens College, and The Cooper Union in New York City, the IGERT trainees will experience a truly diverse community sharing in the integrated educational and research activities and will be exposed to a wide spectrum of cutting-edge applications. An external advisory board including industrial and government labs will provide additional connections between the IGERT and outside partners. Educationally, this IGERT program fulfills a compelling need to train a diverse workforce of U. S. scientists and engineers trained in an area of large and growing competitive importance to the United States. The proposed enrichment program provides IGERT fellows with enhanced training through experience in industry and government laboratories, seminars on professional development, career guidance, entrepreneurship, and discussion of ethical issues. Significant resources are committed to ensuring recruitment and retention of fellows from underrepresented groups. IGERT is an NSF-wide program intended to meet the challenges of educating U.S. Ph.D. scientists and engineers with the interdisciplinary background, deep knowledge in a chosen discipline, and the technical, professional, and personal skills needed for the career demands of the future. The program is intended to catalyze a cultural change in graduate education by establishing innovative new models for graduate education and training in a fertile environment for collaborative research that transcends traditional disciplinary boundaries. IGERT FULL PROPOSALS DGE EHR Shepard, Kenneth Tony Heinz Rafael Yuste Jingyue Ju Andreas Hielscher Columbia University NY Melur K. Ramasubramanian Continuing grant 1200000 1335 SMET 9179 1335 0000099 Other Applications NEC 0116000 Human Subjects 0801540 July 15, 2008 IGERT: Scalable Computing and Leading Edge Innovative Technologies (SCALE-IT) for Biology. This Integrated Graduate Education and Research Training (IGERT) Program on Scalable Computing and Leading Edge Innovative Technologies (SCALE-IT) for Biology will educate future biologists in a new way of approaching biology?a seamless combination of computing expertise and research using emerging tools that can attack the most challenging problems in biology spanning sub-cellular to organismal scales. These activities will be coordinated by a team of biologists and computational scientists at the University of Tennessee and Oak Ridge National Laboratory. The goal is to endow future scientists with the expertise to work at the interface of computational and biological sciences, giving them the foundation to grasp important biological problems, understand the scope of the data needed to address them, shrewdly design comprehensive solutions, and implement them in a reasonable and efficient fashion. SCALE-IT trainees will conduct research in an environment that includes state-of-the-art instrumentation, high performance computing and worldwide distributed computing via the Tera-grid. New curricula will provide trainees with the background to work across computational and biological scales, including in-depth problem-based learning with hands-on experiences. Opportunities will be available for students to intern with major industries, institutes and other academic programs. Other broader impacts of the program include summer research experiences and curriculum development workshops for faculty and students from partner institutions. Collaborations with Delaware State University and Tennessee State University will provide pathways for underrepresented minorities to participate in this doctoral program. Training in effective communication of science will be fostered by establishing a Science Communication Center with colleagues in journalism. IGERT is an NSF-wide program intended to meet the challenges of educating U.S. Ph.D. scientists and engineers with the interdisciplinary background, deep knowledge in a chosen discipline, and the technical, professional, and personal skills needed for the career demands of the future. The program is intended to catalyze a cultural change in graduate education by establishing innovative new models for graduate education and training in a fertile environment for collaborative research that transcends traditional disciplinary boundaries. IGERT FULL PROPOSALS DGE EHR Peterson, Cynthia Jack Dongarra Michael Langston Elissa Chesler Jeremy Smith University of Tennessee Knoxville TN Melur K. Ramasubramanian Continuing grant 1182708 1335 SMET 9179 9150 1335 0000099 Other Applications NEC 0801544 September 15, 2008 IGERT: Spatial Ecology and Evolution: Quantitative Training in Biology, Statistics, and Mathematics. This Integrative Graduate Education and Research Traineeship (IGERT) award supports the interdisciplinary training of doctoral students in ecology and evolution, mathematics and statistics in order to address research questions that have an important spatial dimension. Most environmental issues are inherently spatial: for example, emerging pathogens and invasive species appear in one place and disperse to others; toxicants released from many point sources create a mosaic of exposure regimes; populations respond to environmental change by evolving and migrating. Understanding ecological systems in a spatial context provides deeper understanding and helps to predict and manage environmental change of all kinds, but it requires both new biological ideas and new quantitative tools. Thus in this award trainees will learn to cross the boundaries between biology, statistics, and mathematics, and to apply basic knowledge to environmental challenges. After learning common disciplinary concepts, trainees will participate in a novel year-long interdisciplinary workshop to tackle applied spatial problems in ecology and evolution defined by clients from government agencies and non-governmental organizations. The workshops will require students to learn new tools, apply theory to real-world challenges, and disseminate tools and knowledge (to other scientists, to stakeholders, and to non-scientists). A weekly ?spatial dynamics? colloquium will provide cohesion and breadth, and an annual symposium will provide further avenues for learning and communication. Students will be prepared to and given the opportunity to teach interdisciplinary topics in undergraduate and graduate courses throughout the university. The program will also broaden the training of other graduate students in this area, and break down institutional barriers that isolate scientists in their home disciplines. IGERT is an NSF-wide program intended to meet the challenges of educating U.S. Ph.D. scientists and engineers with the interdisciplinary background, deep knowledge in a chosen discipline, and the technical, professional, and personal skills needed for the career demands of the future. The program is intended to catalyze a cultural change in graduate education by establishing innovative new models for graduate education and training in a fertile environment for collaborative research that transcends traditional disciplinary boundaries. IGERT FULL PROPOSALS DGE EHR Bolker, Benjamin Craig Osenberg Mary Christman Maia Martcheva Emilio Bruna University of Florida FL Melur K. Ramasubramanian Continuing grant 1080873 1335 SMET 9179 1335 0000099 Other Applications NEC 0116000 Human Subjects 0801577 July 15, 2008 IGERT: Natural-Human Systems in the Urbanizing Tropics. The goal of this Integrative Graduate Education and Research Training (IGERT) program is to train Ph.D. students to apply an interdisciplinary and collaborative approach to environmental problems in urbanizing, tropical landscapes. Puerto Rico has a dynamic environmental history, suffering nearly complete deforestation, then enjoying forest recovery, and then experiencing urban sprawl as the economy modernized. This last shift produced environmental problems, overlaid by changes in climate and vulnerability to catastrophic storms. Set against these environmental problems are researchers from different disciplines at the University of Puerto Rico-Río Piedras (UPR-RP), all of whom study these problems, and who will improve communication among themselves and with researchers at other UPR campuses to achieve effective research and solutions. The IGERT program will bring these faculty and students together in an interdisciplinary and collaborative framework. Reflecting the strong interaction between natural and human systems, both research theme and training in the IGERT program will be based on an iterative model of human-environment interactions, addressing the question of how human activity alters ecosystems, and, in turn, how do altered ecosystem services change human activity in an urbanizing tropical environment. Dissertations will focus on these interactions and thus will have both natural and social science components. Students will be co-advised by faculty in natural and social sciences and other disciplines. A new, integrative core for the program is also aimed at the interactions between human and natural systems, and will include the development of six new courses. IGERT is an NSF-wide program intended to meet the challenges of educating U.S. Ph.D. scientists and engineers with the interdisciplinary background, deep knowledge in a chosen discipline, and the technical, professional, and personal skills needed for the career demands of the future. The program is intended to catalyze a cultural change in graduate education by establishing innovative new models for graduate education and training in a fertile environment for collaborative research that transcends traditional disciplinary boundaries. IGERT FULL PROPOSALS DGE EHR Rios, Rafael Nicholas Brokaw Jess Zimmerman Gabriel Moreno-Viqueira Maritza Barreto University of Puerto Rico-Rio Piedras PR Melur K. Ramasubramanian Continuing grant 1174565 1335 SMET 9179 9150 1335 0000099 Other Applications NEC 0116000 Human Subjects 0801620 September 1, 2008 IGERT: Integrated Science and Engineering of Stem Cells. This Integrative Graduate Education and Research Traineeship program (IGERT) renewal award establishes a training program focused on the science and engineering of stem cells. New cross-cutting thrusts for Ph.D. research, together with a new multidisciplinary graduate curriculum, will integrate stem cell biology with research in biomaterials, process engineering, and computational modeling. Trainees will participate in an IGERT Research Interchange Forum to develop their abilities to communicate across disparate disciplines. Professional development activities encompassing teaching, mentoring, and outreach will enable IGERT trainees to better realize the impact of their technological know-how. Each IGERT trainee will be guided by an advisory constellation of scholars drawn from over 30 faculty members from Engineering, Molecular Biosciences, Physical Sciences, Business, Public Policy, and Management. The IGERT program will leverage Rutgers' active "diversity infrastructure" to help broaden the participation of underrepresented minority students. In addition to providing research opportunities for visiting underrepresented undergraduates, the IGERT will offer two new initiatives: a teacher-student summer institute at Rutgers, and, a bridge-to-IGERT program. New outreach programs at the intersection of stem cell science and engineering with public policy and business include: (1) an initiative with the School of Management and Labor Relations to "bundle" IGERT research and curriculum into portable modules for scientific workforce training; (2) Rutgers Business School-mediated interactions with pharmaceutical management students and industry; (3) public policy workshops with policy makers, facilitated by the Eagleton Institute of Politics. IGERT trainees will acquire global perspectives through internships and workshops with leading stem cell researchers at over 15 sites in Europe and Asia. IGERT is an NSF-wide program intended to meet the challenges of educating U.S. Ph.D. scientists and engineers with the interdisciplinary background, deep knowledge in a chosen discipline, and the technical, professional, and personal skills needed for the career demands of the future. The program is intended to catalyze a cultural change in graduate education by establishing innovative new models for graduate education and training in a fertile environment for collaborative research that transcends traditional disciplinary boundaries. IGERT FULL PROPOSALS DGE EHR Moghe, Prabhas Karl Herrup Martin Yarmush Martin Grumet Kathryn Uhrich Rutgers University New Brunswick NJ Melur K. Ramasubramanian Continuing grant 1895499 1335 SMET 9179 1335 0000099 Other Applications NEC 0116000 Human Subjects 0801627 August 1, 2008 IGERT: ConvEne--Conversion of Energy Through Molecular Platforms. This Integrative Graduate Education and Research Training (IGERT) award supports a program at the University of California, Santa Barbara, entitled Conversion of Energy Through Molecular Platforms. In this program, an interdisciplinary approach to graduate education is aimed at providing a new generation of chemical scientists and engineers with the technical skills, environmental awareness, business expertise, and teamwork approaches that will be required to address fundamental and applied issues in the generation and conversion of energy in efficient and environmentally-sustainable ways. The program is founded on the recognition that graduate students of Materials Chemistry and Engineering are conventionally trained to prepare and employ specific classes of functional materials to address particular technological needs. For a problem as broad and as urgent as global energy needs, these traditional modes of training do not suffice. In our new interdisciplinary model of education, the focus is on the better husbanding of fossil fuel resources, and on the inexpensive and large-scale conversion of solar energy to electricity. Graduate students with diverse backgrounds, drawn from a broad pool from across the country, are directed to address issues in energy conversion without being confined to any single material or technology, while learning to appreciate the economic and environmental issues that impact the implementation of technology. A mark of the program is a solid foundation in the entrepreneurial and communication skills needed to influence fundamental research directions, industrial advances, and national priorities in a significant and lasting manner. IGERT is an NSF-wide program intended to meet the challenges of educating U.S. Ph.D. scientists and engineers with the interdisciplinary background, deep knowledge in a chosen discipline, and the technical, professional, and personal skills needed for the career demands of the future. The program is intended to catalyze a cultural change in graduate education by establishing innovative new models for graduate education and training in a fertile environment for collaborative research that transcends traditional disciplinary boundaries. IGERT FULL PROPOSALS DGE EHR Seshadri, Ram Fred Wudl Dorothy Pak Craig Hawker Susannah Scott University of California-Santa Barbara CA Melur K. Ramasubramanian Continuing grant 1249158 1335 SMET 9179 1335 0000099 Other Applications NEC 0801634 August 15, 2008 IGERT: Dynamics of behavioral shifts in human evolution: brains, bodies and ecology. This Integrative Graduate Education and Research Training (IGERT) award focuses on the evolution of the human brain, cognition, and related behavioral responses to environmental change. The program integrates cross-disciplinary research training in a unique mix of disciplines, namely archeology, biomechanics and engineering, cognitive science, comparative and experimental functional morphology, ecology, evolutionary and developmental biology, genetics, geochemistry, morphometrics, life history, molecular biology, neuroscience, and paleoclimatology. Innovative educational and training aspects include an emphasis on collaboration via group problem-based learning approaches, required laboratory rotations in two different disciplines, and seminars in ethics and professional conduct. The program combines George Washington University?s PhD program in Hominid Paleobiology with the Howard University PhD in Physiology and Biophysics, together with faculty from the Smithsonian Institution and Johns Hopkins University?s Center for Functional Anatomy and Evolution, The collaboration with Howard University (an HBCU) and existing and planned internship programs for undergraduates will increase the recruitment of underrepresented minorities. Outreach activities include a required internship in the public understanding of science, in conjunction with area institutions such as the National Geographic Society, USA Today, NPR, the National Academy of Sciences, American Anthropological Association, local schools and others. The program offers research-training opportunities at major international institutions in Europe (e.g., Max Planck Institut für evolutionäre Anthropologie (MPIEA); Swedish Museum of Natural History; Università degli Studi di Firenze?s Laboratori di Antropologia; University of Bordeaux), China and Africa. IGERT is an NSF-wide program intended to meet the challenges of educating U.S. Ph.D. scientists and engineers with the interdisciplinary background, deep knowledge in a chosen discipline, and the technical, professional, and personal skills needed for the career demands of the future. The program is intended to catalyze a cultural change in graduate education by establishing innovative new models for graduate education and training in a fertile environment for collaborative research that transcends traditional disciplinary boundaries. IGERT FULL PROPOSALS DGE EHR Wood, Bernard Alison Brooks Chet Sherwood Peter Lucas Werner Graf George Washington University DC Melur K. Ramasubramanian Continuing grant 1899480 1335 SMET 9179 1335 0000099 Other Applications NEC 0116000 Human Subjects 0801680 August 1, 2008 IGERT: Interdisciplinary Graduate Education in Computational Optical Sensing and Imaging. This Integrative Graduate Education and Research Traineeship (IGERT) program award supports an interdisciplinary graduate education program in Computational Optical Sensing and Imaging (COSI) at the University of Colorado at Boulder. The goal is to educate the future workforce in this fast-developing area and in its technological and societal implications. The program brings together graduate students with diverse backgrounds in mathematics, biology, physics, and electrical and computer engineering. The common scientific theme is integrated COSI systems. The design of COSI systems simultaneously incorporates optics, optoelectronics, signal processing, and advanced mathematical algorithms. The system performance is controlled by joint optimization of these elements, as opposed to an independent optimization of each separately. COSI's greatest potential is in realizing capabilities and performance that are otherwise impossible to obtain using classical methods. This fast-growing research area covers various imaging modalities, including optical tomography, synthetic aperture, metamaterials architectures, as well as wavefront coded imaging. High impact applications encompass ultra-violet lithography, nano-manufacturing inspection, super-resolution microscopy for biological sciences, environmental sensing, and imaging systems for consumer electronics. The COSI program promotes a diverse graduate student enrollment and retention with a flexible and interdisciplinary approach to science and engineering education that includes economical, social, and ethical components. The extensive ties with industry and national labs advance the transfer of university technologies to industrial applications. Graduates with a background in integrated optical sensing are expected to occupy key positions in industry, government, education, and research labs, thus helping develop new technologies for the economic well being of society. IGERT is an NSF-wide program intended to meet the challenges of educating U.S. Ph.D. scientists and engineers with the interdisciplinary background, deep knowledge in a chosen discipline, and the technical, professional, and personal skills needed for the career demands of the future. The program is intended to catalyze a cultural change in graduate education by establishing innovative new models for graduate education and training in a fertile environment for collaborative research that transcends traditional disciplinary boundaries. IGERT FULL PROPOSALS DGE EHR Piestun, Rafael Margaret Murnane Gregory Beylkin Andreas Hoenger University of Colorado at Boulder CO Melur K. Ramasubramanian Continuing grant 1250000 1335 SMET 9179 9178 1335 0000099 Other Applications NEC 0116000 Human Subjects 0801685 September 1, 2008 IGERT: Quantum Coherent Optical and Matter Systems. This Integrative Graduate Education and Research Traineeship (IGERT) project is directed at training graduate students in the science and technology surrounding quantum coherent optical and matter systems and related photonic structures and sources. Such studies intimately relate to the emerging field of quantum information processing including quantum encrypted communications. Objectives include training a different kind professional who is cross-trained, flexible, and better prepared for the evolving needs of information technology, with an eye toward increasing underrepresented and female students. The latter will be enhanced through vigorous recruiting and partnering with minority serving institutions. A central educational feature is that the participating students take courses in at least three of the four participating departments: Physics, Electrical Engineering, Chemistry, and Materials Science. Due to the advanced nature of the targeted research topics, much of the required theory and practice are not presently taught and thus the faculty advisors will create new courses that fill the gaps. A new laboratory course featuring modern fiber-optics-based instrumentation is a central feature of the program. The scientific questions posed have great potential for revolutionizing information technology based on the quantum coherence of light and matter fields. Graduate students trained under this program are expected to lead the next generation of information technology research and development, which will increasingly involve quantum coherence. The interaction with U. S. firms and National Laboratories will enhance the students? ability to compete in the global market place. IGERT is an NSF-wide program intended to meet the challenges of educating U.S. Ph.D. scientists and engineers with the interdisciplinary background, deep knowledge in a chosen discipline, and the technical, professional, and personal skills needed for the career demands of the future. The program is intended to catalyze a cultural change in graduate education by establishing innovative new models for graduate education and training in a fertile environment for collaborative research that transcends traditional disciplinary boundaries. IGERT FULL PROPOSALS DGE EHR Ketterson, John Prem Kumar R. P. H. Chang Tamar Seideman Northwestern University IL Melur K. Ramasubramanian Continuing grant 1200000 1335 SMET 9179 1335 0000099 Other Applications NEC 0116000 Human Subjects 0801692 July 1, 2008 IGERT: Intelligent Geosystems. This Integrative Graduate Education and Research (IGERT) award supports a Ph.D. training program at the Colorado School of Mines to pursue integrative research and education in Intelligent Geosystems. Graduate students will be trained to add real time, adaptive, sensing capabilities to the monitoring of natural or engineered earth structures, e.g., an earth dam, a ground water system, or a geoconstruction site (tunneling, urban excavation, highway); the sensor networks employed will allow a geosystem to sense its environment, diagnose its condition, and make decisions to improve the management, operation, or objective of the geosystem. The goals are to advance the development of the "intelligent" geosystems while educating and training a new generation of leaders who are able to operate effectively in this emerging interdisciplinary area. The proposed IGERT program will institute an interdisciplinary and holistic approach to trainees. Key components of this IGERT award include: (1) a multi-disciplinary collaborative research team framework to foster team development and interdisciplinary innovation in intelligent geosystem concepts; (2) a leadership and teamwork development program to train the next generation of geosystem leaders for industry, academia and government; (3) a PhD minor in social/environmental ethics & policy to broaden trainee understanding beyond the technical challenges to the social, environmental and political aspects of intelligent geosystems; (4) a self-paced cross-disciplinary technical course using modules in intelligent geosystems; and (5) an internship with a government laboratory or industry in intelligent geosystems. These five components of this IGERT program will produce diverse, highly skilled leaders with the strong social and environmental awareness required in multidisciplinary environments. IGERT is an NSF-wide program intended to meet the challenges of educating U.S. Ph.D. scientists and engineers with the interdisciplinary background, deep knowledge in a chosen discipline, and the technical, professional, and personal skills needed for the career demands of the future. The program is intended to catalyze a cultural change in graduate education by establishing innovative new models for graduate education and training in a fertile environment for collaborative research that transcends traditional disciplinary boundaries. IGERT FULL PROPOSALS DGE EHR Mooney, Michael Eileen Poeter Linda Figueroa Tracy Camp Ira Hale Colorado School of Mines CO Melur K. Ramasubramanian Continuing grant 1200000 1335 SMET 9179 1335 0000099 Other Applications NEC 0801700 August 1, 2008 IGERT: Emergent Functions of Neural Systems. This Integrative Graduate Education and Research Training (IGERT) grant supports the creation of a new interdisciplinary graduate training program in Emergent Functions of Neural Systems within the Center for Mind Brain and Computation at Stanford University. The effort to understand human mental abilities such as perception, decision making, learning and memory, and motor planning and action as emergent consequences of brain activity remains a major challenge of science, and meeting this challenge requires scientists who combine both quantitative and experimental research methods. Quantitative methods include computational modeling, applied mathematics, and statistics; experimental methods involve recording brain activity while the brain is engaged in mental activity. This program will train the next generation of scientists who will address this challenge by combining quantitative and experimental methods. Trainees may come from Computer Science, Electrical Engineering, Neuroscience, or Psychology at Stanford. Each trainee will formulate an individualized training plan that complements the home department doctoral program, and will pursue research combining quantitative and experimental methods. The program will develop new courses in quantitative and computational neuroscience, and will provide opportunities to bridge across disciplinary boundaries. This IGERT will strengthen the use of quantitative and computational methods that are crucial for breakthrough progress in research aimed at understanding how mental abilities arise from neural processes, and it will strengthen bridges between the disciplines of psychology and neuroscience and the disciplines of computer science, mathematics, and engineering. Trainees will go on to careers in which they will enhance expertise in quantitative and computational methods in the behavioral and neural sciences and pass their expertise on to others. The program will recruit women and underrepresented groups through a variety of outreach and networking activities to pursue careers combining quantitative and computational approaches to understand the relationship between mental and neural processes. IGERT is an NSF-wide program intended to meet the challenges of educating U.S. Ph.D. scientists and engineers with the interdisciplinary background, deep knowledge in a chosen discipline, and the technical, professional, and personal skills needed for the career demands of the future. The program is intended to catalyze a cultural change in graduate education by establishing innovative new models for graduate education and training in a fertile environment for collaborative research that transcends traditional disciplinary boundaries. IGERT FULL PROPOSALS DGE EHR McClelland, James Krishna Shenoy Stanford University CA Melur K. Ramasubramanian Continuing grant 1242894 1335 SMET 9179 1335 0000099 Other Applications NEC 0116000 Human Subjects 0801707 July 15, 2008 NSF IGERT Program in Multidisciplinary Approaches to Sustainable Bioenergy. Demand for fuel is increasing, while petroleum production levels are near their peak and there is a growing awareness of the problem of greenhouse gas generation. Alternative, renewable, and sustainable energy sources will be needed to meet future energy demands. Biofuels, produced from plant-based materials, are an attractive option. However, the biofuels industry must be developed in an integrated manner so that the goals of economic, environmental, and sociological sustainability are achieved. This will require a new generation of scientists and engineers who understand the entire spectrum of biorefining technology and also appreciate the ecological, economic, and social impacts of their technological decisions. Similarly, economists with exposure to the technological aspects of the biorefining industry will be better poised to develop accurate policies. Such interdisciplinary training does not currently exist. This Integrative Graduate Education and Research Training (IGERT) award supports the development of the Integrated Graduate Education in Biorefining and Biofuels program, which will prepare PhD graduates to have a comprehensive perspective on the biofuels industry. Four focus areas define this integrated and comprehensive training: crop sciences and plant biotechnology; biomass conversions; product engineering; and economic and environmental assessment. This program incorporates cross-disciplinary teamwork, coursework in multiple disciplines, and research projects that span focus areas. The program will work to increase the numbers underrepresented students receiving doctoral degrees in science, technology, and engineering, and will include a collaboration with Colorado State-Pueblo. Graduates of this IGERT program will be uniquely prepared to have high-impact careers and to contribute to the biofuels industry. IGERT is an NSF-wide program intended to meet the challenges of educating U.S. Ph.D. scientists and engineers with the interdisciplinary background, deep knowledge in a chosen discipline, and the technical, professional, and personal skills needed for the career demands of the future. The program is intended to catalyze a cultural change in graduate education by establishing innovative new models for graduate education and training in a fertile environment for collaborative research that transcends traditional disciplinary boundaries. IGERT FULL PROPOSALS DGE EHR Reardon, Kenneth Jan Leach Daniel Bush Keith Paustian Yuko Onozaka Colorado State University CO Melur K. Ramasubramanian Continuing grant 1186627 1335 SMET 1335 9179 0000099 Other Applications NEC 0116000 Human Subjects 0801720 August 1, 2008 IGERT: Marine Ecosystem Sustainability in the Arctic and Subarctic (MESAS). The Marine Ecosystem Sustainability in the Arctic and Subarctic (MESAS) Program at the University of Alaska Fairbanks is an Integrative Graduate Education and Research Traineeship program (IGERT) that will educate future leaders in ecosystem-based management and sustainable use of living marine resources. This interdisciplinary graduate program will use case studies, courses, and seminars to teach the fundamental principles and analytical tools of fisheries science, oceanography, ecology, economics, management, marine policy, and anthropology. Students will collaborate on research that transcends traditional disciplinary boundaries; they will learn to address the unique challenges of ecosystem-based management and to understand its implications for society. The program will challenge students to develop innovative approaches to pressing real-world problems. Students will gain career-developing experience through research, teaching, and internships. MESAS will actively recruit women and minorities, especially Alaska Native students, and provide graduate students with opportunities to mentor Alaska Native and rural Alaskan undergraduates. Ecosystem-based public management of marine resources, now being required under law and regulation, will have broad societal effects nationwide. Alaska is an ideal setting for training the experts needed to implement ecosystem-based management successfully in the modern world. Alaska?s living marine resources, especially its fisheries, are largely healthy but also include examples of species that have dangerously diminished or have gone extinct within recent history. Alaska?s fishery harvests range from small-scale subsistence and traditional fisheries to the largest and most technologically advanced sustainable fisheries in the world. MESAS graduates will be well-prepared to develop ecosystem-based solutions to critical research and stewardship problems arising from the sustained use of living marine resources, skills that will be critically needed in the coming years. IGERT is an NSF-wide program intended to meet the challenges of educating U.S. Ph.D. scientists and engineers with the interdisciplinary background, deep knowledge in a chosen discipline, and the technical, professional, and personal skills needed for the career demands of the future. The program is intended to catalyze a cultural change in graduate education by establishing innovative new models for graduate education and training in a fertile environment for collaborative research that transcends traditional disciplinary boundaries. IGERT FULL PROPOSALS DGE EHR Eckert, Ginny Keith Criddle Maribeth Murray Gordon Kruse University of Alaska Fairbanks Campus AK Melur K. Ramasubramanian Continuing grant 1199918 1335 SMET 9179 9150 1335 0000099 Other Applications NEC 0116000 Human Subjects 0802261 October 15, 2007 Graduate Research Fellowship Program. GRADUATE FELLOWSHIPS DGE EHR None, None Arizona State University AZ Gisele T. Muller-Parker Fellowship 2119535 7172 SMET 9179 7172 0000099 Other Applications NEC 0802267 November 1, 2007 Graduate Research Fellowship Program. GRADUATE FELLOWSHIPS DGE EHR None, None Michigan State University MI Gisele T. Muller-Parker Fellowship 1014500 7172 SMET 9179 0000099 Other Applications NEC 0802268 November 1, 2007 Graduate Research Fellowship Program. GRADUATE FELLOWSHIPS DGE EHR Francis, Sally Martin Fisk Mary Strickroth Oregon State University OR Gisele T. Muller-Parker Fellowship 1139000 7172 SMET 9179 7172 0000099 Other Applications NEC 0802270 November 1, 2007 Graduate Research Fellowship Program. GRADUATE FELLOWSHIPS DGE EHR None, None University of Florida FL Gisele T. Muller-Parker Fellowship 1311750 7172 SMET 9179 7172 0000099 Other Applications NEC 0802870 November 1, 2007 Graduate Research Fellowship Program. GRADUATE FELLOWSHIPS DGE EHR None, None The Scripps Research Institute CA Gisele T. Muller-Parker Fellowship 891000 7172 SMET 9179 7172 0000099 Other Applications NEC 0802871 November 1, 2007 Graduate Research Fellowship Program. GRADUATE FELLOWSHIPS DGE EHR None, None Dartmouth College NH Gisele T. Muller-Parker Fellowship 367000 7172 SMET 9179 0000099 Other Applications NEC 0806676 December 1, 2007 Graduate Research Fellowship Program. GRADUATE FELLOWSHIPS DGE EHR Pepall, Lynne Tufts University MA Gisele T. Muller-Parker Fellowship 674500 7172 SMET 9179 0000099 Other Applications NEC 0806677 December 1, 2007 Graduate Research Fellowship Program. GRADUATE FELLOWSHIPS DGE EHR None, None Washington State University WA Gisele T. Muller-Parker Fellowship 82000 7172 SMET 9179 0000099 Other Applications NEC 0808392 December 1, 2007 Graduate Research Fellowship Program. GRADUATE FELLOWSHIPS DGE EHR None, None University of California-Irvine CA Gisele T. Muller-Parker Fellowship 1520574 7172 SMET 9179 7172 0000099 Other Applications NEC 0809125 December 1, 2007 Graduate Research Fellowship Program. GRADUATE FELLOWSHIPS DGE EHR None, None University of California-Santa Cruz CA Gisele T. Muller-Parker Fellowship 1663500 7172 SMET 9179 0000099 Other Applications NEC 0809127 December 1, 2007 Graduate Research Fellowship Program. GRADUATE FELLOWSHIPS DGE EHR None, None University of Montana MT Gisele T. Muller-Parker Fellowship 471750 7172 SMET 9179 0000099 Other Applications NEC 0809128 December 1, 2007 Graduate Research Fellowship Program. GRADUATE FELLOWSHIPS DGE EHR None, None University of Virginia Main Campus VA Gisele T. Muller-Parker Fellowship 943583 7172 SMET 9179 7172 0000099 Other Applications NEC 0809317 May 15, 2008 GK12: Environmental Sciences and Molecular Biosciences in the Natural State. GRADUATE TEACHING FELLOWS IN K-12 EDUCATION ABSTRACT PROPOSAL #: 0809317 PRINCIPAL INVESTIGATOR: Alan Christian INSTITUTION: Arkansas State University TITLE: ?Land Use, Land Cover, and Biodiversity in the Mississippi Embayment? The Mississippi Embayment is one of the most modified ecosystems in North America, being converted from forested wetland ecosystems into highly productive row crop agriculture. The conversion has left a highly fragmented and modified ecosystem. Biodiversity, defined here as genetic, species, and ecosystem diversity, is highly influenced by spatial and temporal changes in land cover and land use and has led to extensive hypothesis generating research on atmospheric, soil, and water resources at ASU. A GK12 theme was developed based on Environmental Sciences Graduate Program faculty research addressing regional biodiversity across ecosystems and organisms. This project places 8 doctoral Fellows per year in 5 east Arkansas schools to teach 6th ? 8th grade students lessons based on the Fellow?s research. The four main goals of the project are: 1) Fellows will receive training in best practices pedagogical methods and will gain experience in teaching to a broad range of education and age levels. The Fellows will receive in-depth training in inquiry based education methods that can be applied across the K16 curriculum; 2) Teachers will receive professional development via workshops covering pedagogical methods, development and implementation of lesson plans and gain a deeper understanding of science content and inquiry based teaching and learning; 3) Students? will become more interested in STEM and STEM careers and receive an enriched STEM environment; 4) Partnerships between ASU and school districts will be strengthened. The intellectual merit and broader impacts of the proposal are: 1) Fellows also will receive training that will add greatly to their skill set increasing their success of future outreach and educational activities; 2) increase STEM interest, excitement, and career choice of K-12 students; 3) provide teachers exposure to the Fellows? methods and analyses exposing them to the latest techniques; and 4) linkages between higher education and school districts being strengthened and becoming more accessible, especially to underserved populations. EXP PROG TO STIM COMP RES GRAD TEACHING FELLOWS IN K-12 GRAD TEACHING FELLOW IN K-12ED DGE EHR Bouldin, Jennifer Anne Grippo James Kennon Cynthia Miller Arkansas State University Main Campus AR Sonia Ortega Continuing grant 893513 9150 7179 1731 SMET 9179 7179 0000099 Other Applications NEC 0809382 December 15, 2007 Graduate Research Fellowship Program. GRADUATE FELLOWSHIPS DGE EHR None, None Auburn University AL Gisele T. Muller-Parker Fellowship 73500 7172 SMET 9179 7172 0000099 Other Applications NEC 0813962 January 1, 2008 Graduate Research Fellowship Program. GRADUATE FELLOWSHIPS DGE EHR None, None Indiana University IN Gisele T. Muller-Parker Fellowship 854750 7172 SMET 9179 7172 0000099 Other Applications NEC 0813964 January 1, 2008 Graduate Research Fellowship Program. GRADUATE FELLOWSHIPS DGE EHR None, None New York University NY Gisele T. Muller-Parker Fellowship 1135448 7172 SMET 9179 7172 0000099 Other Applications NEC 0813965 January 1, 2008 Graduate Research Fellowship Program. GRADUATE FELLOWSHIPS DGE EHR None, None Rockefeller University NY Gisele T. Muller-Parker Fellowship 405000 7172 SMET 9179 0000099 Other Applications NEC 0813967 January 1, 2008 Graduate Research Fellowship Program. GRADUATE FELLOWSHIPS DGE EHR None, None University of California-Riverside CA Gisele T. Muller-Parker Fellowship 274688 7172 SMET 9179 7172 0000099 Other Applications NEC 0822211 February 1, 2008 Graduate Research Fellowship Program. GRADUATE FELLOWSHIPS DGE EHR None, None Colorado State University CO Gisele T. Muller-Parker Fellowship 445500 7172 SMET 9179 0000099 Other Applications NEC 0822215 February 1, 2008 Graduate Research Fellowship Program. GRADUATE FELLOWSHIPS DGE EHR None, None Ohio State University Research Foundation OH Gisele T. Muller-Parker Fellowship 652785 7172 SMET 9179 0000099 Other Applications NEC 0822217 February 1, 2008 Graduate Research Fellowship Program. GRADUATE FELLOWSHIPS DGE EHR Sterling, Gregory University of Notre Dame IN Gisele T. Muller-Parker Fellowship 121500 7172 SMET 9179 0000099 Other Applications NEC 0822219 February 1, 2008 Graduate Research Fellowship Program. GRADUATE FELLOWSHIPS DGE EHR None, None University of Pennsylvania PA Gisele T. Muller-Parker Fellowship 2352500 7172 SMET 9179 0000099 Other Applications NEC 0822220 February 1, 2008 Graduate Research Fellowship Program. GRADUATE FELLOWSHIPS DGE EHR None, None Virginia Polytechnic Institute and State University VA Gisele T. Muller-Parker Fellowship 1456291 7172 SMET 9179 7172 0000099 Other Applications NEC 0822443 February 1, 2008 Graduate Research Fellowship Program. GRADUATE FELLOWSHIPS DGE EHR None, None University of Hawaii HI Gisele T. Muller-Parker Fellowship 447500 7172 SMET 9179 7172 0000099 Other Applications NEC 0824162 February 15, 2008 Graduate Research Fellowship Program. GRADUATE FELLOWSHIPS DGE EHR None, None Northwestern University IL Gisele T. Muller-Parker Fellowship 2796644 7172 SMET 9179 0000099 Other Applications NEC 0829412 September 15, 2008 The Lifelong Learning Imperative (LLI) Workshop. In today's global knowledge-based economy, organizations and workers are coping with an ever-increasing pace of knowledge creation, particularly in the sciences and engineering. This exponential growth is gradually reducing the length of the "half-life" value of S&E degrees. In response to this challenging environment, both developed nations and the developing world are seeking to increase and sustain technical competencies and preparedness of their workforce. The U.S. makes substantial investments in higher education from the undergraduate through the postdoctoral level. But once in the workforce, opportunities available to scientists and engineers for learning experiences that would keep them at the leading edge of knowledge in their field diminish. Further, these opportunities may be falling over time due to a shortening of employment duration with a single employer with an attendant reduction in the willingness of many organizations to invest in continuing education of their employees. The consequence of this situation is to shift the burden of maintaining human capital to individual workers. While many studies from the National Academies, the Council on Competitiveness and other think-tanks have commented on the need for the U.S. to invest in lifelong learning opportunities for working professionals, an in-depth study on the topic has not been conducted since the National Academies report on continuing education was published in 1985. In the last 23 years, dramatic changes have occurred in the global economy. The purpose of this project is to begin a careful assessment of current practices in lifelong learning available to working professional scientists and engineers. In particular, it will explore for possible unmet needs in certain economic sectors or geographic regions. Our nation's technological pre-eminence has benefited from industry-university-government cooperation in determining needs for government-supported basic and applied research and investments in higher education, particularly the education of scientists and engineers. This project is exploring the extent of need and value for greater investments in lifelong learning. The Lifelong Learning Imperative (LLI) workshop is the first step. It will synthesize information gathered from in-depth interviews of thought leaders in lifelong learning from the corporate work, academia and government. This knowledge is fundamental to the development of a framework that enables our nation to sustain the intellectual capital and hence the competitiveness and of its science and engineering workforce. GRAD TEACHING FELLOWS IN K-12 DGE EHR Fortenberry, Norman National Academy of Sciences DC Carol F. Stoel Standard Grant 98287 7179 SMET 9179 7179 0000099 Other Applications NEC 0829517 March 15, 2008 Graduate Research Fellowship Program. GRADUATE FELLOWSHIPS DGE EHR None, None University of Oregon Eugene OR Gisele T. Muller-Parker Fellowship 593500 7172 SMET 9179 0000099 Other Applications NEC 0833366 May 1, 2008 Graduate Research Fellowship Program. GRADUATE FELLOWSHIPS DGE EHR None, None Purdue University IN Gisele T. Muller-Parker Fellowship 1843250 7172 SMET 9179 0000099 Other Applications NEC 0833371 May 1, 2008 Graduate Research Fellowship Program. GRADUATE FELLOWSHIPS DGE EHR None, None SUNY at Stony Brook NY Gisele T. Muller-Parker Fellowship 127478 7172 SMET 9179 7172 0000099 Other Applications NEC 0834992 September 1, 2008 IGERT Resource Center: IGERT.net. The IGERT resource center will provide a web-based infrastructure that will enable projects to share and learn from each other's experience and resources. It will build the capacity of the IGERT program by facilitating a learning organization where lessons learned, curricular enhancements, and emerging research are archived and made available to newly funded projects. The resource center will also enrich the ability of projects to collaborate by providing a suite of interactive online tools and online events. The resource center will further IGERT's goal of expanding and diversifying the STEM talent pool by enhancing individual project's recruitment and dissemination efforts. Further, the resource center will provide trainees with an expanded collegial network to other faculty, mentors, affiliated IGERT partner institutions and current and alumni IGERT trainees. Finally it will provide a centralized, searchable, content rich, online resource for IGERT industry partners, stakeholders, policy makers and the public at large to learn from innovative graduate education programs that bridge disciplinary and institutional boundaries. IGERT FULL PROPOSALS DGE EHR Falk, Joni Brian Drayton TERC Inc MA Melur K. Ramasubramanian Cooperative Agreement 1809023 1335 SMET 9179 1335 0000099 Other Applications NEC 0836693 August 1, 2008 Graduate Research Fellowship Program. GRADUATE FELLOWSHIPS DGE EHR Kamenski, Paul Kamenski, Paul J WI Gisele T. Muller-Parker Fellowship 82000 7172 SMET 9179 0000099 Other Applications NEC 0836694 August 1, 2008 GRADUATE RESEARCH FELLOWSHIP PROGRAM. GRADUATE FELLOWSHIPS DGE EHR PARKER, ALEX PARKER, ALEX H VA Gisele T. Muller-Parker Fellowship 81000 7172 SMET 9179 7172 0000099 Other Applications NEC 0838413 August 1, 2008 GRADUATE RESEARCH FELLOWSHIP PROGRAM. GRADUATE FELLOWSHIPS DGE EHR Bailey, Aimee Bailey, Aimee PA Gisele T. Muller-Parker Fellowship 82000 7172 SMET 9179 7172 0000099 Other Applications NEC 0838415 August 1, 2008 GRADUATE RESEARCH FELLOWSHIP PROGRAM. GRADUATE FELLOWSHIPS DGE EHR MUNDROFF, AMY MUNDROFF, AMY CT Gisele T. Muller-Parker Fellowship 81000 7172 SMET 9179 7172 0000099 Other Applications NEC 0840470 July 15, 2008 Graduate Research Fellowship. GRADUATE FELLOWSHIPS DGE EHR Driever, Chantelle Driever, Chantelle NY Gisele T. Muller-Parker Fellowship 82000 7172 SMET 9179 7172 0000099 Other Applications NEC 0840592 July 15, 2008 Graduate Research Fellowship Program. OTHER GLOBAL LEARNING & TRNING GRADUATE FELLOWSHIPS DGE EHR None, None Chang-Wai-Ling, Nolanne NM Gisele T. Muller-Parker Fellowship 60000 7731 7172 SMET OTHR 9179 5979 5946 0000 0000099 Other Applications NEC 0840593 July 15, 2008 Graduate Research Fellowship. GRADUATE FELLOWSHIPS DGE EHR Divakaruni, Ajit Divakaruni, Ajit AZ Gisele T. Muller-Parker Fellowship 81000 7172 SMET 9179 0000099 Other Applications NEC 0840594 July 15, 2008 Graduate Research Fellowship. GRADUATE FELLOWSHIPS DGE EHR Hill, James Hill, James MA Gisele T. Muller-Parker Fellowship 41500 7172 SMET 9179 0000099 Other Applications NEC 0840595 July 15, 2008 Graduate Research Fellowship. GRADUATE FELLOWSHIPS DGE EHR Howell, Caitlin Howell, Caitlin ME Gisele T. Muller-Parker Fellowship 82000 7172 SMET 9179 0000099 Other Applications NEC 0840596 July 15, 2008 Graduate Research Fellowship. GRADUATE FELLOWSHIPS DGE EHR Kung, Kevin Kung, Kevin CA Gisele T. Muller-Parker Fellowship 41500 7172 SMET 9179 0000099 Other Applications NEC 0840598 July 15, 2008 Graduate Research Fellowship. GRADUATE FELLOWSHIPS DGE EHR Rico, Julie Rico, Julie CA Gisele T. Muller-Parker Fellowship 82000 7172 SMET OTHR 9179 7172 5979 5946 0000 0000099 Other Applications NEC 0840603 July 15, 2008 Graduate Research Fellowship. GRADUATE FELLOWSHIPS DGE EHR Swartz, Peter Swartz, Peter MD Gisele T. Muller-Parker Fellowship 82000 7172 SMET 9179 7172 0000099 Other Applications NEC 0840804 April 1, 2009 New GK-12: Partnership between Educators and Researchers for Enhancing Classroom Teaching (PERFECT). For this new GK-12 project the Virginia Institute of Marine Science will partner with four secondary schools in the Chesapeake Bay region serving students from 15 school districts, from urban to suburban and rural areas. The partners include schools with traditional STEM curricula, as well as schools with a special focus on marine and environmental sciences. A high percentage of the students are from groups traditionally underrepresented in STEM disciplines. The project will allow graduate fellows and faculty to incorporate state-of-the-art science and technology into K-12 STEM education, and use Chesapeake Bay as a locally relevant example to inspire the graders. Each GK-12 graduate fellow will team with an in-service teacher throughout the year. This buddy team format allows the fellow and the teacher to mentor and learn from each other. Teachers will gain valuable hands-on research experience by participating in fellows? research projects. In return, teachers will guide fellows to develop appropriate teaching materials and conduct classroom teaching. Special courses and workshops will be offered to further enhance fellows? and teachers? content understanding and communication skills. Through this project graduate fellows will gain valuable pedagogical skills and teaching experiences that are not available in traditional graduate training. More importantly, they will cultivate a life-long interest to contribute to K-12 science education via formal and informal means. The project will also strengthen the partnership between researchers and educators in the Chesapeake Bay region, and produce new teaching materials that will benefit the broader K-12 science education communities. GRAD TEACHING FELLOWS IN K-12 GK-12 DGE EHR Tang, Kam Iris Anderson College of William & Mary Virginia Institute of Marine Science VA Sonia Ortega Continuing grant 542230 7179 5284 SMET 9179 7179 0000099 Other Applications NEC 0840889 April 1, 2009 New, GK-12 Program at the University of Houston: Innovations in Nanotechnology and Nanosciences using a Knowledge, Applications, Research, and Technology (KART) Approach. ?Innovations in Nanotechnology and Nanosciences? using a Knowledge, Applications, Research, and Technology (KART) Approach This grant will (i) provide engineering graduate students engaged in state-of-the-art nanotechnology related research to learn the articulation of complex scientific and engineering issues in a GK-12 classroom environment through direct immersive interaction with students and teachers (for example, via interactive modules based on science behind Harry Potter), (ii) provide GK-12 teachers with recent knowledge and innovative learning activities in nanotechnology that are subsequently shared with GK-12 students to enable a deep understanding of the fundamentals of physical sciences. Special features of the program include: (i) active hands-on learning activities using the KART approach for GK-12 students and teachers led by graduate fellows, (ii) summer research experiences for teachers through current NSF funded RET: ?Innovations in Nanotechnology?, and (iii) joint participation by teachers and graduate fellows in journal publications and conferences. Thus, the intellectual merit of the proposed program lies in its unique approach to inculcate, communication skills, alternate career paths, community citizenship, and visionary educator qualities among highly motivated and dedicated graduate fellows conducting research with internationally recognized faculty in nanotechnology and nanosciences. The broader impact of this program is that it will draw participants from a variety of schools across the Houston area with student bodies rich in diversity. Graduate fellows and teachers will disseminate the results of their teaching modules through appropriate conferences and journals. This grant is anticipated to significantly enhance the diversity and number of future research and development-oriented technological leaders thus helping to fill our nation?s need to establish and maintain a diverse, technological workforce. GRAD TEACHING FELLOWS IN K-12 DGE EHR Sharma, Pradeep Eugene Chiappetta Stuart Long Frank Claydon Hanadi Rifai University of Houston TX Sonia Ortega Continuing grant 1239135 7179 SMET 7179 121E 9179 0000099 Other Applications NEC 0841073 September 1, 2009 New GK12 GlobalWatershed: Integrating Rural and Global Perspectives with Research and Technological Advances. Abstract This award is funded under the American Recovery and Reinvestment Act of 2009 (Public Law 111-5), and meets the requirements established in Section 2 of the White House Memorandum entitled, Ensuring Responsible Spending of Recovery Act Funds, dated March 20, 2009. I also affirm, as the cognizant Program Officer, that the proposal does not support projects described in Section 1604 of Division A of the Recovery Act. In project GlobalWatershed, graduate Fellows will conduct research in watershed science topics, at a range of scales and cultural contexts, while working with middle/high school teachers to create lesson plans that transfer this knowledge to their students. The goals of GlobalWatershed are to (a) expand traditional STEM graduate student training to allow graduate students to acquire improved teaching and communication skills and to gain a greater appreciation of the scientific context of their research, and make this expanded training a permanent fixture at MTU and to enrich STEM learning and instruction in local K12 schools serving low-income and high Native American populations and a Sonora, Mexico K12 school system, specifically by translating state-of-the-art watershed research to the K12 level, and make this enrichment sustainable at these schools. Fellows will receive training in effective teaching techniques, learning styles, lesson planning, classroom management, ways of assessing science proficiency, inquiry-based approaches for teaching science, teaching concepts of scientific research, and indigenous perspectives and awareness and sensitivity to other ways of learning. Teachers will attend professional development workshops to learn about watershed science research and methodologies. Lesson plans and units will be developed by Fellows and teachers on a range of watershed topics, to be incorporated into secondary school curricula, including science, mathematics, and social studies. These materials will be aligned with appropriate Michigan and Sonora educational standards. OTHER GLOBAL LEARNING & TRNING GK-12 DGE EHR Mayer, Alex Nancy Auer Linda Nagel Shawn Oppliger Bradley Baltensperger Michigan Technological University MI Sonia Ortega Standard Grant 2499351 7731 5284 SMET 9179 7179 6890 5977 5922 0000099 Other Applications NEC 0841146 April 1, 2009 New GK12: Molecular Biology Initiative in Rural Southeast Georgia. Molecular Biology Initiative in Rural Southeast Georgia The goal of the Molecular Biology Initiative (MBI) program is to enhance the education of biology students pursuing advanced degrees (M.S.) by providing fellowships, long-term mentoring, on-going professional development activities, and rigorous molecular biology training. As part of their professional development, MBI fellows are partnered with biology or chemistry high school teachers; and the fellow-teacher teams work together to design hands-on, inquiry-based molecular biology activities for the classroom. A unique feature of the program is the ability of fellow-teacher teams to link their projects with on-going university research. The MBI program provides team support through workshops, seminars, intensive mentoring, and an annual symposium. The overall outreach program design considers inquiry-based learning educational research and the outcomes of a two-year pilot program conducted by the PI. The MBI program will have sustainable impacts at the university and high schools. The program will pilot a transformative graduate program model for professional development and close mentoring of fellows. This approach will contribute to the education of outstanding and diverse cohorts of graduate students with strong communication, pedagogy, leadership, time-management, and discipline-specific skills; and an intimate knowledge of issues facing K-12 science education. It will enhance university molecular biology research programs and improve the quality of science education in rural high schools via in-service teacher training and infrastructure improvements. Each year the MBI program will directly impact 11-14 graduate students (at least 30% from traditionally underrepresented groups) and over 1000 high school students from high-need schools (45% economically disadvantaged students, 37% minorities). GRAD TEACHING FELLOWS IN K-12 GRAD TEACHING FELLOW IN K-12ED DGE EHR Regassa, Laura Stephen Vives Bret Danilowicz Mary Bennett Georgia Southern University Research and Service Foundation, Inc GA Sonia Ortega Continuing grant 334833 7179 1731 SMET 9179 7179 0000099 Other Applications NEC 0841162 April 1, 2009 Collaborative: New GK12: Building Ocean Literacy in a Coastal Community through Science Education and Estuarine Monitoring. Savannah State University (SSU), the Skidaway Institute of Oceanography, and the Savannah Chatham Public School System (SCPSS) will engage graduate students, scientists, and K-12 teachers and students in a sustainable research-based education program to promote ocean literacy, science education, and research in coastal Georgia. The goal of the ?Building Ocean Literacy Program? is to expand ocean literacy and cultivate research skills in K-12 classrooms while developing graduate student skills in communicating science concepts to people beyond the research community. The program will pair marine science GK-12 fellows from a historically black university (SSU) with master science teachers and classes within the SCPSS. African-American students are over-represented in the SCPSS compared to the national average and the program will reach a wide and diverse audience. Fellows will engage classes in estuarine monitoring and in their graduate research activities to enhance research skills and ocean literacy in the school system. New graduate coursework will develop communication and teaching skills among GK-12 fellows, while teacher training opportunities will enhance teacher awareness of marine issues. Research activities of GK-12 fellows, teachers, and public school students, will focus on the local estuarine ecosystem and will directly support Georgia Performance Standards. Research and instructional components of this project will collectively 1) promote ocean literacy in K-12 classrooms, 2) enhance K-12 science instruction in Chatham County public schools, and 3) train the next generation of scientists to be competent, comfortable, and engaged in communicating science concepts to a wide array of audiences. GRAD TEACHING FELLOWS IN K-12 DGE EHR Verity, Peter Marc Frischer Skidaway Institute of Oceanography GA Sonia Ortega Continuing grant 87670 7179 SMET 9179 7179 0000099 Other Applications NEC 0841164 May 1, 2009 Creating Momentum through Communicating Mathematics. The Creating Momentum through Communicating Mathematics GK-12 project will enrich the mathematical experiences of graduate student Fellows from San Francisco State University, as well as teachers and students from four San Francisco public schools. A key goal is to strengthen Fellows' communication, teaching, outreach, and teamwork skills by immersing them in mathematics classrooms and the San Francisco Math Circle (an after-school program). A second key goal is to make mathematics, especially algebra, and its career connections more relevant and explicit for 6-12 grade teachers and students. The project will enhance the preparation of Fellows for Ph.D. programs, particularly among underrepresented minorities. The project contributes to meeting societal demand for mathematicians who can explain their work and its significance, not only to each other, but to the general public. By developing mathematics seminars focused on communicating research, the model provides innovative strategies for invigorating mathematics education in graduate school. Moreover, it serves middle and high schools needs for making algebra more accessible and relevant. Our project will integrate graduate research with math teaching at middle and high schools. It will strengthen the recruitment of underrepresented minorities into our M.A. program, as well as their preparation for and entry into Ph.D. programs. Our project will result in institutionalization of two new courses. By working with the California State Universities and with the Mathematical Sciences Research Institute, broad dissemination of the project's partnership model involving graduate students, teachers, mathematicians, and 6-12 grade students will be ensured. GRAD TEACHING FELLOWS IN K-12 OFFICE OF MULTIDISCIPLINARY AC DGE EHR Beck, Matthias San Francisco State University CA Sonia Ortega Continuing grant 583979 7179 1253 SMET 9179 7179 0000099 Other Applications NEC 0841199 May 1, 2009 New, GK-12 Project in Water Resources for Middle and High Schools in Rural Northern Idaho and Eastern Washington. The goal of the University of Idaho GK-12 program is to improve graduate Fellow communication, teaching, collaboration, and teamwork skills, while increasing inquiry-based science taught in rural middle and high schools in Idaho and Washington. Graduate Fellows will be from interdisciplinary degree programs: Waters of the West - Water Resources, Environmental Science, and Environmental Engineering. The STEM theme will be water resources and the environment as a context for learning physical, Earth, and life sciences. The theme and interdisciplinary approach will raise working knowledge of water resources, one of the most compelling and complex topics facing the world today. Fellows will use their research to convey scientific concepts to students, linking the science content to local water resource issues (e.g. aquifer depletion, floods and droughts, or the inter-relationship of salmon, hydropower dams, and Indian Tribes) that are relevant to the teachers, students, and community. The program will serve seven rural school districts, including the Lapwai (Nez Perce Tribe) district, which is 82% Native American; all schools are within river basins subjected to integrated analysis by the Waters of the West program. Five specific impacts are: (a) Fellows will effectively communicate scientific concepts in classroom and public contexts, (b) Fellows will successfully apply collaboration and teamwork skills in teaching and research (c) Fellows will demonstrate inquiry-based teaching skills, (c) STEM teachers will demonstrate increased content knowledge, mentoring skills, and confidence and competence in inquiry-based teaching, and (e) grade 7-12 students will demonstrate increased scientific knowledge, excitement, confidence and career awareness. EXP PROG TO STIM COMP RES DGE EHR Williams, Barbara Paul Allan Jerine Pegg University of Idaho ID Sonia Ortega Continuing grant 578510 9150 SMET 9179 9150 7179 0000099 Other Applications NEC 0841223 April 15, 2009 SUPER-M : School and University Partnership for Educational Renewal in Mathematics. ABSTRACT FOR THE NSF PROPOSAL GK-12: SUPER-M PI: MONIQUE CHYBA DEPARTMENT OF MATHEMATICS, UNIVERSITY OF HAWAII The School and University Partnership for Educational Renewal in Mathematics project (SUPER-M) will bring the knowledge and expertise of research mathematicians into K?12 classrooms, making an important contribution to improving school mathematics in Hawaii. The project will provide K?12 students with an enriching learning environment where mathematics is interesting and dynamic. The project will also contribute to the formation of a cadre of highly qualified teachers, bringing new mathematics expertise to schools throughout the State of Hawaii and helping to sustain the program. Over five years, 38 Fellows will be selected to partner with K?12 schools on Oahu, the Big Island and Maui. Fellows will take a semester long course on ?Issues in K?12 Mathematics Education,? learning about best practices in the design of professional development courses for teachers. Fellows will design and lead workshops for K?12 teachers arising from their areas of research. Upon completion of the course, Fellows will partner with a cooperating teacher, creating and leading mathematics activities for K?12 students. In this way, SUPER-M will provide K?12 students with a solid grounding in mathematics, increasing their opportunities to pursue careers in STEM disciplines. SUPER-M will serve under-represented populations by placing a special emphasis on recruiting Native Hawaiian and women Fellows. SUPER-M expects to profoundly impact the community at large through special events such as summer camps, public outreach events, and family math days. GRAD TEACHING FELLOWS IN K-12 DGE EHR Chyba, Monique David Ross Erik Guentner Michelle Manes Mirjana Jovovic University of Hawaii HI Sonia Ortega Continuing grant 491258 7179 SMET 9179 9150 7179 0000099 Other Applications NEC 0841233 May 1, 2009 Think Globally, Learn Locally (TGLL): Neighborhood Ecology in a Global Perspective. PROJECT ABSTRACT FOR UTAH GK-12 GRANT The Think Globally, Learn Locally: Neighborhood Ecology in a Global Perspective (TGLL) program is a collaboration involving graduate students and faculty from the Departments of Biology, Geology & Geophysics, Atmospheric Sciences (formally Meteorology) and the Utah Museum of Natural History, together with teachers and students from elementary schools in the Salt Lake City School District. TGLL will train 9 Graduate Fellows per year to develop and lead Inquiry-Based Activities (IBAs) for fourth, fifth and sixth grade students. These activities will focus on five major environmental issues: (1) habitat alteration, (2) pollution and disturbance, (3) invasive species, (4) climate change, and (5) disease. Students will learn the science behind these issues, their practical implications, and how individual lifestyle choices scale up to affect the relevant processes on a global scale. TGLL Fellows will serve as scientific role models and mentors to young students at a critical stage of their intellectual and emotional development, and will show them how to become citizen scientists with the outlook and preparation needed to engage productively with complex, emerging environmental issues. The TGLL program will make science accessible to a wide audience by targeting schools and neighborhoods with high minority populations and actively recruit TGLL Fellows from underrepresented groups. The IBAs developed in the TGLL program will be integrated with the Science Core Curriculum of the State of Utah for fourth, fifth and sixth grades. By working with TGLL Fellows K-12 teachers will gain confidence in scientific teaching, and become active members of a research and teaching network. GRAD TEACHING FELLOWS IN K-12 GRAD TEACHING FELLOW IN K-12ED DGE EHR Feener, Donald James Ehleringer Eric Rickart Jon Seger M. Denise Dearing University of Utah UT Sonia Ortega Continuing grant 532672 7179 1731 SMET 9179 7179 0000099 Other Applications NEC 0841234 May 1, 2009 "NEW: GK-12" Graduate Students and Teacher Engaging in Mathematical Sciences (G-Teams). GK-12 Graduate Students and Teachers Engaging in Mathematical Sciences The G-TEAMS Program (Graduate Students and Teachers Engaging in Mathematical Sciences) provides an innovative and dynamic opportunity for graduate students and teachers to collaborate on the development of novel, rigorous, and relevant material for K-12 mathematics courses. The program, run by the Institute for Mathematics and Education and the Department of Mathematics at the University of Arizona, builds on a long-standing relationship between these two units and schools in the Tucson area. Fellows are recruited from the graduate programs in Mathematics and the interdisciplinary programs in Applied Mathematics and in Statistics at the University of Arizona. They work with high school teachers on the development of new courses, such as probability and statistics and mathematical modeling, on ways to promote algebraic thinking in K-8 grades, and on strategies to facilitate transitions between elementary, middle, and high school. The program is interdisciplinary and involves innovative approaches, such as video conferencing between classrooms and the Applied Mathematics Laboratory, or the use of computer simulations and applets. G-TEAMS lessons and learning objects are made available to the community by means of a web portal. The program promotes STEM disciplines to underrepresented K-12 student populations and fosters a synergetic relationship among fellows, teachers, and K-12 students. Fellows learn to communicate mathematical ideas to diverse audiences, implement a range of teaching techniques, and increase their understanding of K-12 educational issues. Teachers become familiar with cutting-edge research and broaden their understanding of mathematics. Students learn to appreciate the wide variety of possibilities offered by STEM disciplines. GRAD TEACHING FELLOWS IN K-12 OFFICE OF MULTIDISCIPLINARY AC DGE EHR Lega, Joceline William McCallum Virginia Horak University of Arizona AZ Sonia Ortega Continuing grant 590960 7179 1253 SMET 9179 7179 0000099 Other Applications NEC 0841259 April 1, 2009 New, GK-12: A Multi-Disciplinary Research and Teaching Program in Biomedical Engineering for Discovery and Understanding of Cell Communication. New, GK-12: A Multi-Disciplinary Research and Teaching Program in Biomedical Engineering for Discovery and Understanding of Cell Communication This inventive program is designed to train a new generation of scientists in biomedical science and engineering who are inter- and multi-disciplinary in their training, better equipped for multilevel communication across ages (GK-12) and fields (engineering, biology, and chemistry), and finally prepared to take leadership roles for scientific inquiry and progress into the 21st century. The research component consists of activities in silicon sensor design, modeling, and understanding how molecules move and the functions of multi-cellular tissues and organ systems in response to external chemical and physical stimuli through intercellular communication. The research is critical for continued understanding and advances in some of the fundamental questions facing biology and medicine, and ultimately our society for better quality of life. The educational component consists of activities to advance biomedical engineering and to provide innovative changes to graduate education by developing a new generation of scientists with transferrable skills in global culture and diversity, leadership, civic and public engagement, innovation, ethics, and communication. The graduate fellows and doctoral advisors collaborate with K-12 teachers to make new STEM content using engineering approaches accessible to K-12 STEM education. The participation of industry partners provides practical experiences for graduate fellows, teachers, and K-12 students in the program. GRAD TEACHING FELLOWS IN K-12 DGE EHR Chen, Thomas Stuart Tobet Michael De Miranda Colorado State University CO Sonia Ortega Continuing grant 1054079 7179 SMET 7179 121E 9179 0000099 Other Applications NEC 0841291 May 1, 2009 New, GK-12 -Collaborative Curriculum Development: Interdisciplinary Middle and High School Education in Biomedical Engineering through Graduate Student/Teacher Interaction. GK-12, Collaborative Curriculum Development: Interdisciplinary Middle and High School Education in Biomedical Engineering through Graduate Fellow/Teacher Interaction PI: Michael L. Shuler Co-PIs: Shivaun Archer and Chris B. Schaffer Department of Biomedical Engineering Cornell University, Ithaca, NY Abstract: This GK-12 program capitalizes on the strength of Cornell University?s biomedical engineering graduate fellows in interdisciplinary research as well as the education experience of local science teachers to create and implement new interdisciplinary curricular materials for middle and high-school science classes. The principle aim of this program is to help graduate fellows make the critical transition from student to scientist by asking them to identify the conceptual underpinnings of their field in order to develop outreach materials related to their research. Graduate fellows then teach these underlying concepts to teachers and students, thereby helping the fellows to develop the science communication skills that are essential for their future as interdisciplinary researchers and citizen/scientists. At the core of the program is the ?collaborative curriculum development? project: Graduate fellows will work with a teacher and faculty advisor during a six-week summer program on the development of innovative, inquiry-driven science education activities related to the fellow?s research, which will then be implemented in underserved rural and urban schools during the following year. In addition to graduate fellows becoming more conceptually-oriented scientific thinkers with better science communication skills, the participating teachers will improve their science knowledge and receive help implementing best-practice science teaching methods, while students will receive enhanced science education. In particular, the inquiry-driven activities will let students experience science not as an abstract collection of facts from separate fields, but as a process for discovery that integrates knowledge across disciplines, thereby increasing student understanding of and interest in science. GRAD TEACHING FELLOWS IN K-12 DGE EHR Shuler, Michael Shivaun Archer Chris Schaffer Cornell University NY Sonia Ortega Continuing grant 582000 7179 SMET 9179 7179 121E 0000099 Other Applications NEC 0841295 March 15, 2009 GK-12 Fellows: Linking Urban Water Quality with Science Education in the Chesapeake Watershed and the Coastal Region of Belize.. Title: GK-12 Fellows: Linking Urban Water Quality with Science Education in the Chesapeake Watershed. Institution: Christopher Newport University PI: Dr. Gary Whiting, Department of Biology, Chemistry and Environmental Science Public Abstract This GK-12 project goals are to: a) broaden the contextual framework of graduate fellows? research; b) enhance the fellows ability to effectively communicate how science functions; c) bring excitement of doing science into high school student experience, and d) have high school students apply their findings directly to benefit the environment and society. An inquiry-based teaching approach will be used by fellows to guide 9th grade teachers and students in developing field sampling and spatial analysis skills to address critical ecological issues impacting the local Chesapeake Bay. High school students will design and build field gear, sample local ponds and lakes, geospatially analyze (GIS) their results across the city?s landscape (Web-linked), and take their results into the neighborhoods surrounding these watersheds to encourage the businesses and residents to be aware of their actions on water-quality and make recommendations for improvement. The GK-12 project is a partnership between Christopher Newport University, the five high schools of Newport News Public Schools (NNPS), the Engineering Department for the City of Newport News, and HR STORM, a committee of the Hampton Roads Planning District Commission. This project will set the stage for increased recruitment of minorities into science fields with the recruitment of Fellows from historically black colleges and universities and the prevalence (over 65%) of minority students in the participating high schools. The project activities, tools and partnerships will be a model for other universities and communities to address local and regional environmental problems while educating their students and residents. GRAD TEACHING FELLOWS IN K-12 GK-12 DGE EHR Whiting, Gary Roberto Flores Geoffrey Klein Michael Meyer Lisa Webb Christopher Newport University VA Sonia Ortega Continuing grant 519693 7179 5284 SMET 9179 7179 0000099 Other Applications NEC 0841297 April 1, 2009 Promoting Ocean Literacy Through CAMEOS: Coastal, Atmospheric, and Marine Environmental Observing Studies. Promoting Ocean Literacy Through CAMEOS: Coastal, Atmospheric, and Marine Environmental Observing Studies Abstract The Bodega Marine Laboratory (BML) CAMEOS program connects graduate student research and K-12 science curricula to ocean literacy principles, marine laboratory resources, and environmental technology. BML?s atmospheric, earth, ocean, and computer scientists partner with science education experts to give graduate students life-long skills in inquiry-based teaching, science content, environmental observing technology, and cyber-infrastructure. Graduate fellows then use their own investigations and training to develop motivational research projects that provide field experiences and access to start-of-the-art sensor networks for middle and high school students. Use of new environmental observing systems and cyber-infrastructure transforms STEM teaching at all academic levels by offering exploration and data-gathering tools for field studies, collaboration, and real and ?virtual? research experiences in classrooms and laboratories. K-12 teachers and students are presented with science role models and opportunities to practice all tasks performed by professional scientists, from creating research questions and collecting data to sharing results at scientific conferences. Ocean processes are at the heart of global climate predictions and failing fisheries, but are poorly understood by the general public. Broad ocean literacy is needed to build ocean stewardship, strengthen science literacy, and create a new generation of ocean leaders. CAMEOS builds on national ocean and science literacy initiatives, and broadens participation of under-represented graduate and K-12 students in inquiry-based STEM education. Program participants and users of CAMEOS curricula and resources gain a greater understanding of the importance of ocean processes, technological tools, and research to their daily lives, science education, resource management, and environmental stewardship. GRAD TEACHING FELLOWS IN K-12 GK-12 DGE EHR Williams, Susan Claudia Luke Victor Chow Michael Gertz University of California-Davis CA Sonia Ortega Continuing grant 549160 7179 5284 SMET 9179 7179 0000099 Other Applications NEC 0841298 May 1, 2009 The energy -water resources interface: A model for complex systems analysis in rural Wyoming middle schools. Abstract Energy and water are major constraints to global prosperity and directly pertinent to global climate change. Their interface is of particular relevance to Wyoming as the leading US state in the exportation of energy but having major water limitations. As a model for illustrating principles of complexity and uncertainty in science, the energy-water interface presents a relevant framework to enhance STEM learning outcomes. In addition, like many rural, frontier states, Wyoming faces distinct challenges with respect to STEM awareness, education, and career opportunities. And a significant proportion of the state population can be categorized as at-risk relative to socio-economic status and educational achievement. These challenges will be addressed through a partnership between schools, the University, and the private sector using a diverse portfolio of activities designed to increase learning outcomes of doctoral fellows, 7-10 grade students and teachers, to inform career choice through motivating STEM experiences, and to institutionalize GK12 goals in the graduate education infrastructure of UW. Specific deliverables from this project include: inquiry based curricular units, summer research experiences, diverse workshops, multiple training events, sustained cyberinfrastructure interactions, and global research opportunities. This program will promote the competitive success of the future STEM workforce by providing training in leadership, communication and project management skills for graduate fellows, by enhancing the educational pipeline through motivational awareness units, through sustained professional development of teachers, and by development of new interdisciplinary graduate programs focused on GK12 objectives. EDUCATION AND WORKFORCE GRAD TEACHING FELLOWS IN K-12 DGE EHR Roth, Don Robert Mayes Katta Reddy Fred Ogden University of Wyoming WY Sonia Ortega Continuing grant 593553 7361 7179 SMET 9179 9150 7179 0000099 Other Applications NEC 0841338 May 15, 2009 From Hectares to Nanometers: GK-12 Multidisciplinary Explorations of Functional Nanoscience and Tropical Ecosystems. From Hectares to Nanometers: GK-12 Multidisciplinary Explorations of Tropical Ecosystems and Functional Nanoscience This GK-12 project builds a strategic interdisciplinary partnership between the University of Puerto Rico?s Institute of Tropical Ecosystem Studies and Institute for Functional Nanomaterials, which together provide doctoral research projects to over eighty PhD students in chemistry, biology, chemical physics, and environmental science. It will strengthen 7th-9th teachers and students? scientific knowledge through multidisciplinary explorations of tropical ecosystems and functional nanoscience, while improving graduate students? abilities to communicate and teach science. Through this GK 12 project: 24 graduate students will be better prepared to be leaders and to communicate and collaborate effectively with colleagues and peer reviewers as well as with teachers, students, and the general public; 48 science teachers in eight 7th-9th level schools will broaden their science content knowledge and have a better understanding of nano and environmental sciences; 165 additional teachers will participate in the Summer Institute gaining science content knowledge and acquire educational materials development skills; 3,000 7th?9th students will experience the excitement of scientific research and improved understanding of science. This GK-12 project will increase and diversify the national pool of competent scientists, enhance teachers? content knowledge in two multidisciplinary science fields, provide 7th 9th students understanding of the core concepts and ideas in nano and environmental sciences, and develop modern educational materials. The GK-12 educational materials and other products will be incorporated into the Pre Service Teacher Science Methodology Course, impacting future teachers and their students, and they will be available online for teachers and students around the world. EXP PROG TO STIM COMP RES GRAD TEACHING FELLOW IN K-12ED DGE EHR Morell, Gerardo Manuel Gomez Ana-Rita Mayol Elvia Melendez-Ackerman Lizzette Velazquez University of Puerto Rico PR Sonia Ortega Continuing grant 509859 9150 1731 SMET 9179 9150 7179 0000099 Other Applications NEC 0841361 May 1, 2009 The Interactions of Biology, Chemistry and Physics at the Land-Ocean Interface: A Systemic PARTnership Aimed at Connecting University and School (SPARTACUS). Abstract, GK-12 0841361 (U. of New England, Zeeman) Technical Description. A Systemic PARTnership Aimed at Connecting University and School (SPARTACUS) project forms linkages among university researchers and their graduate students with the K-12 community. Focusing on the hydrologic cycle in a coastal watershed it conveys the importance of interdisciplinary efforts in scientific and social issues, to K-12 students and teachers through the work of Graduate Fellows and their advisors. Interrelationships of physics, chemistry, biology, mathematics, and geology are examined in a local watershed using the Saco River Coastal Observing System (SaRCOS). It investigates how precipitation drives river discharge, which in turn, governs the coastal current, which influences coastal weather. While scientifically important, these phenomena are also tangible to students at all levels. Broader Impacts. The project engages K-12 students and teachers in authentic inquiry-based learning in STEM-related disciplines. This unique project brings together school districts? needs, scientific research, and place-based inquiry education. Graduate Fellows gain an understanding of the educational process, develop communication skills and team building, and appreciate the importance of K-12 outreach as a professional commitment. Place-based inquiry projects are used to engage students in active learning. Schools benefit from professional development of teachers, and enrichment of the learning environment, while society gains greater scientific and technical literacy. The schools encompass rural to urban settings, including the two largest and most ethnically diverse districts in Maine. Replication of the model is highly viable since it is grounded in local environs and research, effectively connecting the community, school and university. EXP PROG TO STIM COMP RES DGE EHR Zeeman, Stephan Charles Tilburg Susan Hillman University of New England ME Sonia Ortega Continuing grant 584184 9150 SMET 9179 9150 7179 0000099 Other Applications NEC 0841370 April 1, 2009 TRIAD: Reforming Graduate Education by Integrating Teaching, Research, and Industry Applications to Deepen Scientific Understanding. Title of Project: TRIAD: Reforming Graduate Education by Integrating Teaching, Research, and Industry Applications to Deepen Scientific Understanding Institutions: Middle Tennessee State University (MTSU); Tennessee State University (TSU) Co-PIs: Anthony Farone, Ph.D., Mary Farone, Ph.D., E. Lewis Myles, Ph.D., Kim Sadler, Ed.D. The TRIAD program will make a three-fold connection between graduate fellows (GF), partner teachers (PT) and their high school biology students, and biotechnology/biomedical industry partners (IP) in middle Tennessee. The theme is ?Applications of Cellular and Molecular Biology Research.? TRIAD will allow GFs to (1) improve communication skills through teaching and presentations while sharing their research with PTs, students, other GFs, and IPs; (2) connect their research to applied technologies/products through a classroom biology unit; and (3) interact with industry scientists. Each summer, GF-PT pairs will spend time in the research laboratory of the GF and in the IP?s facility. Following this experience, the GF-PT pair will develop a teaching unit on a research area of interest to the GF-IP. GFs will also mentor high school biology students in research projects. Fellows will help students develop hypotheses, conduct experiments, analyze data, draw conclusions, and submit a presentation to the Tennessee Junior Academy of Science. Intellectual merit of TRIAD includes research to determine if industry interactions and research mentoring experiences create better prepared graduate student scientists, and if engaging PTs and their students in inquiry-based research with GFs will increase standardized test scores in biology and/or encourage more students to pursue STEM careers. The TRIAD program three-fold interactions will have broad impacts through industry connections and a K-12 experience with STEM graduate education; engaging high school biology students from high-need schools in inquiry-based research; and with industry partnerships extending long-term, sustainable programs impacting the science education continuum (K-20+). GRAD TEACHING FELLOWS IN K-12 GRAD TEACHING FELLOW IN K-12ED DGE EHR Farone, Anthony Elbert Myles Kim Sadler Frederick Vanosdall Mary Farone Middle Tennessee State University TN Sonia Ortega Continuing grant 558370 7179 1731 SMET 9179 9150 7179 0000099 Other Applications NEC 0841372 April 1, 2009 Collaborative: New GK12: Building Ocean Literacy in a Coastal Community through Science Education and Estuarine Monitoring. Savannah State University (SSU), the Skidaway Institute of Oceanography, and the Savannah Chatham Public School System (SCPSS) will engage graduate students, scientists, and K-12 teachers and students in a sustainable research-based education program to promote ocean literacy, science education, and research in coastal Georgia. The goal of the ?Building Ocean Literacy Program? is to expand ocean literacy and cultivate research skills in K-12 classrooms while developing graduate student skills in communicating science concepts to people beyond the research community. The program will pair marine science GK-12 fellows from a historically black university (SSU) with master science teachers and classes within the SCPSS. African-American students are over-represented in the SCPSS compared to the national average and the program will reach a wide and diverse audience. Fellows will engage classes in estuarine monitoring and in their graduate research activities to enhance research skills and ocean literacy in the school system. New graduate coursework will develop communication and teaching skills among GK-12 fellows, while teacher training opportunities will enhance teacher awareness of marine issues. Research activities of GK-12 fellows, teachers, and public school students, will focus on the local estuarine ecosystem and will directly support Georgia Performance Standards. Research and instructional components of this project will collectively 1) promote ocean literacy in K-12 classrooms, 2) enhance K-12 science instruction in Chatham County public schools, and 3) train the next generation of scientists to be competent, comfortable, and engaged in communicating science concepts to a wide array of audiences. GRAD TEACHING FELLOWS IN K-12 GK-12 DGE EHR Pride, Carol Mary Curran Horace Magwood Savannah State University GA Sonia Ortega Continuing grant 424795 7179 5284 SMET 9179 7179 0000099 Other Applications NEC 0841374 May 15, 2009 New, GK-12: Sustainability Science for Sustainable Schools. Abstract: Sustainability Science for Sustainable Schools This project teams faculty and graduate-student researchers from Arizona State University?s School of Sustainability with high-school teachers, students, and administrators to address the challenge of becoming a ?sustainable school.? Fellows, guided by faculty members, will help teachers and students use scientific methods and tools to collect data on sustainability indicators on food, energy, water, waste, landscaping, and quality of life at their schools. Students will collect, analyze, and graphically represent scientific data and then communicate their findings and solutions at community forums and science fairs. ?Sustainable Schools? will influence the curriculum and practices of three large school districts in Greater Phoenix. School districts, teachers, and students across many city boundaries will gain access to original research in a new and exploding field of inquiry of sustainability science. In turn, the K-12 community will greatly assist graduate students in the world?s first School of Sustainability. The project will: 1) enhance graduate training and career trajectories; 2) sharpen collaboration, problem-solving, and interdisciplinary skills in real-world contexts; 3) empower Fellows to be better teachers by training them in curriculum and science-based instruction; 4) help school districts integrate sustainability research into curriculum and operations; 5) improve teachers? ability to integrate sustainability concepts into their teaching; 6) expand teachers? ability to develop interdisciplinary curriculum; 7) increase awareness of high-school students about global and local sustainability challenges and encourage them to pursue careers in science, engineering, math, and technology. GRAD TEACHING FELLOWS IN K-12 DGE EHR Redman, Charles Matthew Fraser Susan Ledlow Monica Elser Harvey Bryan Arizona State University AZ Sonia Ortega Continuing grant 591016 7179 SMET 9179 7179 0000099 Other Applications NEC 0841377 May 1, 2009 Scientists as Teachers; Teachers as Scientists. Scientists as Teachers ? Teachers as Scientists This project addresses two significant issues; the need to improve graduate students education and training for careers either in or outside the laboratory, and for the educational and research communities to collaborate at all levels of the educational spectrum to improve K12 science achievement. The goals of the project include: Improved communication, collaboration, team building and leadership (graduate fellows); improved outreach and collaborations (STEM faculty); increased professional development and research laboratory skills (high school teachers); increased science achievement and interest in STEM careers (high school students); improved graduate education (Temple University). Key elements of this project are: (1) a required science ethics course for all Fellows; (2) a professional development program that STEM faculty and teaching and learning experts will pilot with the intent to incorporate into a college-wide permanent addition to the graduate programs; (3) the GK Fellows in-school component, and (4) GK Fellows /teacher summer institute which will combine pedagogy, content, and laboratory research. The broader impact of the project includes the immediate affect all participants by improving STEM graduate education at Temple University and increasing collaborative relationships between a large urban university and the complex urban school district of Philadelphia. On-line and in-person dissemination of the outcomes will support the wider impact of the project. Changes in the graduate science programs will have lasting effects on the participants and future Temple University students throughout their careers and students at other universities implementing elements of our project. GRAD TEACHING FELLOWS IN K-12 OFFICE OF MULTIDISCIPLINARY AC DGE EHR Amini, Shohreh Nina Hillman Eric Borguet Judith Stull Temple University PA Sonia Ortega Continuing grant 509811 7179 1253 SMET 9179 7179 0000099 Other Applications NEC 0841392 April 15, 2009 New, GK-12: Vibes and Waves in Action: A Cross-Disciplinary Collaborative Network for GK-12 Education. New, GK-12 Vibes and Waves in Action: A Cross-Disciplinary Network for GK-12 Education This project connects researchers from the Colleges of Engineering, Education and Arts & Sciences at the University of Massachusetts Lowell to high-school teachers and students in school districts of Lowell and Lawrence, MA. The project theme, Vibes and Waves in Action, is focused on the science, technology, engineering and mathematics (STEM) of sound and electromagnetic vibrations and waves and their interaction with the environment. It anchors the research topics of GK-12 fellows and provides a context for relating core high school Physics and Mathematics curriculum to the research. The project goals are to: (i) connect graduate fellows in interdisciplinary research programs through activities that elicit common learning experiences while delivering science education in urban high schools; (ii) provide leadership training that emphasize mentorship, social impacts and diversity education; (iii) engage visionary teachers to help develop synergy between targeted high school curriculum content, Massachusetts state curriculum frameworks, and the fellows? research projects; and (iv) provide high school students experience in use of high technology equipment and cyber enabled platforms. An industry mentor network will be developed as a resource to the graduate fellows and the high school community. Cyber-infrastructure will be utilized to maintain a dynamic online presence, afford virtual collaboration, and to connect University compute servers, databases and lab instruments to high school classrooms for web based experiments. The program activities will be integrated into Creating Waves: a graduate course available for training all graduate students in STEM programs. This project will enhance STEM teaching and learning in school districts with high level of underrepresented students in STEM disciplines and create sustainable programs linking local school districts, colleges and regional industry together to improve the scientific and technical literacy of Massachusetts?s workforce. GRAD TEACHING FELLOWS IN K-12 DGE EHR Chandra, Kavitha Charles Thompson Fred Martin Judith Boccia Xuejun Lu University of Massachusetts Lowell MA Sonia Ortega Continuing grant 485166 7179 SMET 9179 7179 121E 0000099 Other Applications NEC 0841400 April 15, 2009 New, GK-12: Mathematically Aligned Vertical Strands Connecting Mathematics Research, Pedagogy and Outreach for GK-12 Fellows and Teachers (MAVS Project). The MAVS project creates a seamless transition in mathematics that spans the school curriculum and bridges to research-level mathematics. At the heart of the MAVS project are cohesive vertical teams of graduate students, K-12 teachers, and mathematicians. Each year eight fellows will be teamed with eight teachers at a predominantly minority high school and its feeder schools. They will collaborate to develop and deliver lessons that reflect a robust understanding of the vertical alignment of the mathematics curriculum and connections to research mathematics. The MAVS project develops innovative program components, such as research and teaching seminars, mentoring triads, and teaching quads. The mentoring triads consist of a fellow, his/her research advisor, and a MAVS faculty mentor. The teaching quads consist of two MAVS fellows with a mentor junior high and a mentor high school teacher. The project will establish a model for extending vertical articulation in the mathematics curriculum to research-level mathematics that will be disseminated at local, statewide, and national levels. Graduate fellows will gain crucial leadership and communication skills for the 21st Century workplace. K-12 students will benefit from model lessons developed and K-12 teachers will benefit from an enhanced understanding of mathematics content and of the importance of the mathematics they teach and how it is situated in the curriculum. The project focus promotes an innovative model for addressing the acute needs of underserved student populations to improve mathematics education for this group from junior high to the graduate level. GRAD TEACHING FELLOWS IN K-12 DGE EHR Cordero, Minerva Tuncay Aktosun Jianping Zhu James Epperson Theresa Jorgensen University of Texas at Arlington TX Sonia Ortega Continuing grant 571441 7179 SMET 9179 7179 0000099 Other Applications NEC 0841407 April 1, 2009 Scripps Classroom Connection: Developing a School District/Research Institution Partnership in Earth System Science Education. Scripps Classroom Connection: Developing a School District/Research Institution Partnership In Earth System Science Education The Scripps Classroom Connection (SCC) aims to systemically and simultaneously improve communication skills of Earth Science (ES) graduate students and K-12 ES education at the San Diego Unified School District (SDUSD). These goals are relevant because earth science literacy (ESL) is fundamental to the success of our society, which must practice much more effective stewardship of our very fragile planet. Society needs to understand how planet Earth works as an integrated chemical, physical and biological system to develop appropriate strategies for sustainable use of earth resources, disposal of waste products, effective mitigation of the impact of climate change, and natural disasters. Yet ES is amongst the most neglected STEM education disciplines. The SCC is based on a close collaboration between Scripps Institution of Oceanography, a world-class research institute in Earth and ocean science, and the SDUSD, the 8th largest urban school district in the US, with the guidance of professionals from the UCSD education science department. Key efforts and outcomes of our project will include: (1) Development of an enduring, pedagogically robust curriculum in ES at the SDUSD through a collaboration between scientists, teacher-educators, teachers and graduate students; (2) Training of a new breed of graduate students that is equally comfortable communicating their science to their specialist peers and to lay audiences, (3) Effectively raising ESL in SDUSD schools laying a foundation for a public that becomes an effective steward of Planet Earth. GRAD TEACHING FELLOWS IN K-12 GK-12 DGE EHR Staudigel, Hubertus Lisa Tauxe Anthony D. Haymet Cheryl Peach University of California-San Diego Scripps Inst of Oceanography CA Sonia Ortega Continuing grant 595887 7179 5284 SMET 9179 7179 0000099 Other Applications NEC 0841414 April 15, 2009 Evidence-based inquiry into the distant, remote, or past (EIDRoP): linking evidence to inference in the Kansas science classroom. GK-12 project abstract Project title: "Evidence-based inquiry into the distant, remote, or past (EIDRoP): linking evidence to inference in the Kansas science classroom" Investigators: Carolyn J. Ferguson, Timothy Bolton, Srinivas Kambhampati, Iris Moreno Totten and N. Sanjay Rebello (Kansas State University) Much public misunderstanding of science involves misconceptions regarding the types of evidence accepted within scientific disciplines as well as the manner in which scientists move from evidence to inference. Understanding how available data can provide information about objects or events that cannot be directly experienced or manipulated is particularly challenging to students. Through "Evidence-based inquiry into the distant, remote, or past (EIDRoP)", Kansas State University (KSU) graduate fellows in the biological sciences, geosciences and physics will work with mentor teachers at Junction City High School (USD 475) to develop and teach both discipline-specific and interdisciplinary lessons responsive to state standards in science as inquiry and the nature of science. Professional development activities include a Summer Institute, a fellows class and an annual Capstone Meeting. Program goals are to: enhance young scientists' abilities as effective communicators and as educational collaborators; improve science education for grade 9-12 students through the infusion of contemporary science research, an integrated emphasis on nature of science, interdisciplinary teaching modules and provision of scientist role models; enhance the knowledge of grade 9-12 teachers through teacher training, interaction with KSU students and faculty, and curriculum enrichment; strengthen USD 475's partnerships with STEM departments at KSU; and expand collaborative partnerships within KSU and between KSU and K-12 education. EIDRoP will have extensive broader impacts in terms of enhancing education (of fellows, students, teachers and faculty), and will drive a cultural change in science education with respect to interactions between University science departments and K-12 education. GRAD TEACHING FELLOWS IN K-12 OFFICE OF MULTIDISCIPLINARY AC DGE EHR Ferguson, Carolyn Srinivas Kambhampati Timothy Bolton N. Sanjay Rebello Iris Moreno Totten Kansas State University KS Sonia Ortega Continuing grant 538637 7179 1253 SMET 9179 9150 7179 0000099 Other Applications NEC 0841423 May 1, 2009 New, GK-12: Integrating Computer Science into Traditional Studies. Computer science is rapidly becoming crucial to most disciplines that emphasize science, technology and mathematics, but this fact has not been communicated clearly to the public, including the next generation of scientists, engineers and innovators. In particular, students and teachers in primary and secondary schools are largely unaware of the ubiquity of computing and the revolution that it has had on different areas of science. This has led to a current shortage of computer professionals as well as science and engineering students who understand the need to apply computing to their fields of study. This proposal incorporates computing into existing high school and middle school courses (such as biology, physics, civics), in-school technical electives, summer programs, and research projects for high school students. Fellows will work in close collaboration with public school teachers and local school districts to develop standard-based curriculum appropriate for each individual school. This proposal is unique in that it will not introduce any new courses or programs, nor will it focus on existing computer science courses/programs. Instead, it will bring new content to established audiences. The proposed work will enhance the communication and teaching skills of the fellows and change the school culture for computing education. It will also change the university culture for graduate education by emphasizing the ability to explicate and motivate the work of the Fellows. Lastly, it is expected this program will lead to improved communication of computing applications to the public and an eventual increase in the number of computer professionals. GRAD TEACHING FELLOWS IN K-12 DGE EHR Goldberg, Debra Clayton Lewis Dirk Grunwald University of Colorado at Boulder CO Sonia Ortega Continuing grant 584508 7179 SMET 9179 7179 0000099 Other Applications NEC 0844840 August 15, 2008 Graduate Research Fellowship Program. GRADUATE FELLOWSHIPS DGE EHR Roark, Ryan Roark, Ryan VA Gisele T. Muller-Parker Fellowship 50000 7172 SMET 9179 7172 0000099 Other Applications NEC 0844844 August 15, 2008 Graduate Research Fellowship Program. GRADUATE FELLOWSHIPS DGE EHR Van Calcar, Jenny Van Calcar, Jenny VA Gisele T. Muller-Parker Fellowship 41500 7172 SMET 9179 0000099 Other Applications NEC 0844846 August 15, 2008 Graduate Research Fellowship Program. GRADUATE FELLOWSHIPS DGE EHR Peletz, Rachel Peletz, Rachel VA Gisele T. Muller-Parker Fellowship 82000 7172 SMET 9179 7172 0000099 Other Applications NEC 0852410 September 1, 2008 Graduate Research Fellowship Program. GRADUATE FELLOWSHIPS PROJECTS DGE EHR Lawrenz, Frances University of Minnesota-Twin Cities MN Gisele T. Muller-Parker Fellowship 1910686 7172 1978 SMET 9179 7172 0000099 Other Applications NEC 0854938 October 1, 2008 Graduate Research Fellowship Program. GRADUATE FELLOWSHIPS DGE EHR Phillips, Katherine Phillips, Katherine NC Gisele T. Muller-Parker Fellowship 41500 7172 SMET 9179 7172 0000099 Other Applications NEC 0900781 September 1, 2009 IGERT: Integrative Training in Health-Assistive Smart Environments. This Integrative Graduate Education and Research Traineeship (IGERT) project at Washington State University supports the development of a multi-disciplinary doctoral training program focused on designing and studying health-assistive smart environments. This IGERT will provide integrated training in the complementary disciplines of computer science, electrical engineering, mechanical engineering, psychology, sociology, and health care to prepare scientists who can design smart environment techniques and use them to study aging and the development of health interventions. The faculty of the program will develop collaborative and sustaining interdisciplinary research opportunities in this area, provide new interdisciplinary classes that combine theoretical and practical learning experiences, and build leadership and cooperation skills through team problem-solving. Students will obtain real-world experience through internships and will understand user needs by living in on-campus smart environments. This IGERT program will partner with on-campus Research Experiences for Undergraduates programs, enhancing participation by students from underrepresented groups. IGERT participants will conduct research to determine whether technology can automatically monitor and analyze human health and behavior, whether it can simulate human behavior and activities, whether it can enhance human physical and cognitive abilities, and whether these technologies can be accepted by society. This program is intended to make a contribution to a generation of a workforce that is trained in multiple, complementary disciplines and that will open the door to new avenues of health and science research. IGERT is an NSF-wide program intended to meet the challenges of educating U.S. Ph.D. scientists and engineers with the interdisciplinary background, deep knowledge in a chosen discipline, and the technical, professional, and personal skills needed for the career demands of the future. The program is intended to catalyze a cultural change in graduate education by establishing innovative new models for graduate education and training in a fertile environment for collaborative research that transcends traditional disciplinary boundaries. IGERT FULL PROPOSALS DGE EHR Cook, Diane Sankar Jayaram Behrooz Shirazi Lawrence Holder Maureen Schmitter-Edgecombe Washington State University WA Melur K. Ramasubramanian Continuing grant 599957 1335 SMET 9179 1335 0000099 Other Applications NEC 0116000 Human Subjects 0900860 November 1, 2008 Graduate Research Fellowship Program. GRADUATE FELLOWSHIPS DGE EHR None, None University of North Carolina at Charlotte NC Gisele T. Muller-Parker Fellowship 40500 7172 SMET 9179 0000099 Other Applications NEC 0900861 November 1, 2008 Graduate Research Fellowship Program. GRADUATE FELLOWSHIPS DGE EHR French, Jeffrey University of Nebraska at Omaha NE Gisele T. Muller-Parker Fellowship 40500 7172 SMET 9179 0000099 Other Applications NEC 0900991 November 1, 2008 Graduate Research Fellowship Program. GRADUATE FELLOWSHIPS DGE EHR Eckberg, William Howard University DC Gisele T. Muller-Parker Fellowship 81000 7172 SMET 9179 7172 0000099 Other Applications NEC 0903371 July 1, 2009 IGERT: Food Systems and Poverty Reduction. This award is funded under the American Recovery and Reinvestment Act of 2009 (Public Law 111-5). This Integrative Graduate Education and Research Traineeship (IGERT) award supports the development of a multidisciplinary graduate training program of education and research in food systems as they relate to poverty reduction. Most people suffering chronic extreme poverty live in rural areas in developing countries and rely heavily on food systems - the human-managed biophysical systems that regulate the production, distribution and consumption of food - as producers, consumers and/or workers. Food systems improvements have stimulated long-term improvements in human well-being yet these improvements elude people currently suffering extreme poverty. This program provides graduate students with the conceptual and methodological tools necessary for understanding the structure and dynamics of complex systems that perpetuate extreme rural poverty. This rich understanding of the larger context into which their own disciplinary studies fit enhances students' ability to assess the implications, potential and impact of discipline-specific scientific discoveries. A distinguishing feature of this program is that students work in interdisciplinary research teams at shared research sites in East Africa, organized around intellectually challenging, ecologically complex and socioeconomically important problems that drive extreme poverty and require broadly informed science and policies to address. The resulting training will build a diverse cadre of skilled natural and social scientists able to integrate information from diverse sub-systems to conduct scientifically sound, systems-based research to help spur the development of food system interventions and strategies that can reduce extreme poverty worldwide. IGERT is an NSF-wide program intended to meet the challenges of educating U.S. Ph.D. scientists and engineers with the interdisciplinary background, deep knowledge in a chosen discipline, and the technical, professional, and personal skills needed for the career demands of the future. The program is intended to catalyze a cultural change in graduate education by establishing innovative new models for graduate education and training in a fertile environment for collaborative research that transcends traditional disciplinary boundaries. OTHER GLOBAL LEARNING & TRNING IGERT FULL PROPOSALS DGE EHR Barrett, Christopher Alison Power Alice Pell Per Pinstrup-Andersen Rebecca Nelson Cornell University - State NY Melur K. Ramasubramanian Standard Grant 3187165 7731 1335 SMET 9179 6890 5991 5978 5928 1335 0000099 Other Applications NEC 0903443 November 1, 2008 Graduate Research Fellowship Program. GRADUATE FELLOWSHIPS DGE EHR Barbari, Timothy Georgetown University DC Gisele T. Muller-Parker Fellowship 93527 7172 SMET 9179 7172 0000099 Other Applications NEC 0903444 November 1, 2008 Graduate Research Fellowship Program. GRADUATE FELLOWSHIPS DGE EHR none, none University of New Mexico NM Gisele T. Muller-Parker Fellowship 258855 7172 SMET 9179 0000099 Other Applications NEC 0903469 August 15, 2009 IGERT--Resilience and Adaptive Governance in Stressed Watersheds. This Integrative Graduate Education and Research Traineeship (IGERT) project is a multidisciplinary graduate training program in resilience and adaptive governance in stressed watersheds at the University of Nebraska - Lincoln. Resolving complex water issues requires the best and clearest scientific information from interdisciplinary and integrative science. This program will train the next generation of natural resource scientists, managers, and policymakers by increasing scientific understanding of how resilience - the ability to withstand multiple stresses without losing critical structure and function - is generated in complex systems of people and nature. It will provide cross-disciplinary academic and experiential training for a diverse group of doctoral graduate students in natural, social and computational sciences, and provide opportunities for minority students. Broader impacts include training in the complex interactions of ecological and societal systems affecting water management and in the use of sophisticated mathematical and computational tools for decision support. IGERT doctoral students will receive academic training in resilience and adaptive management and will participate in externships and workshops that expose them to real-world applications that transfer knowledge in a way that is useful to policymakers. Local, state and federal agencies will help shape curricula in natural science, policy and law by developing student research externships. Students will benefit from an international experience comparing compromised watersheds in the Great Plains of the United States to similarly challenged watersheds in Europe. This program will assist in fundamentally changing academic culture by coalescing students and faculty from natural science, social science, computational science and law around a common goal: the responsible management of over-appropriated watersheds. IGERT is an NSF-wide program intended to meet the challenges of educating U.S. Ph.D. scientists and engineers with the interdisciplinary background, deep knowledge in a chosen discipline, and the technical, professional, and personal skills needed for the career demands of the future. The program is intended to catalyze a cultural change in graduate education by establishing innovative new models for graduate education and training in a fertile environment for collaborative research that transcends traditional disciplinary boundaries. IGERT FULL PROPOSALS DGE EHR Allen, Craig Sherilyn Fritz Alan Tomkins Ashok Samal Andrew Tyre University of Nebraska-Lincoln NE Melur K. Ramasubramanian Continuing grant 519982 1335 SMET 9179 9150 5979 5955 1335 0000099 Other Applications NEC 0903479 September 1, 2009 IGERT: Evaluating Resilience of Ecological and Social Systems in Changing Landscapes: A Doctoral Research and Education Program in Idaho and Costa Rica. This Integrative Graduate Education and Research Traineeship (IGERT) award supports an interdisciplinary, international graduate research and education program on resilience of ecological and social systems in fragmented landscapes that are subject to human-induced and natural change. The program is being implemented jointly by the University of Idaho and the Tropical Agricultural Research and Higher Education Center (CATIE), in Costa Rica. The aim of the program is to offer doctoral students the skills necessary to work in interdisciplinary teams that address research questions relevant to the social, political, economic, biological, and physical factors that influence change in ecological and social systems, and to manage the ecological and social challenges arising from such change. Students in the program work in interdisciplinary teams in six geographic regions in Idaho and Costa Rica characterized by human-induced landscape change. These regions illustrate conditions worldwide. The program builds upon the expertise of numerous educators and researchers in diverse disciplines at the University of Idaho and CATIE. It offers a unique graduate experience that includes faculty mentors and course work at two institutions, interdisciplinary student teams that address similar research questions in temperate and tropical ecosystems, jointly-authored publications, and professional development activities including international research experience, annual meetings, interaction with stakeholders, and interdisciplinary training workshops. The program will advance theory and develop new methods and tools for interdisciplinary education, and broaden participation from underrepresented groups. It will also produce future professionals with expertise to address scientific problems concerning landscape change, and the cross-cultural experience required to enhance their global perspective. IGERT is an NSF-wide program intended to meet the challenges of educating U.S. Ph.D. scientists and engineers with the interdisciplinary background, deep knowledge in a chosen discipline, and the technical, professional, and personal skills needed for the career demands of the future. The program is intended to catalyze a cultural change in graduate education by establishing innovative new models for graduate education and training in a fertile environment for collaborative research that transcends traditional disciplinary boundaries. IGERT FULL PROPOSALS DGE EHR Bosque-Perez, Nilsa Lisette Waits Sanford Eigenbrode Jo Ellen Force J.D. Wulfhorst University of Idaho ID Melur K. Ramasubramanian Continuing grant 1246910 1335 SMET 9179 9150 5977 5904 1335 0000099 Other Applications NEC 0116000 Human Subjects 0903495 August 15, 2009 IGERT: The Dynamics of Brain-Body-Environment Systems in Behavior and Cognition. This Integrative Graduate Education and Research Traineeship (IGERT) award supports a training program on the dynamics of brain-body-environment interaction in behavior and cognition at Indiana University. The purpose of the training program is to create a new kind of scientist with expertise in both the experimental and theoretical tools necessary to analyze intelligence as an emergent property of a complex dynamic system. The training program includes new courses, a professional development seminar, a colloquium series that provides opportunities for extended interactions between students and top researchers, research internships, and opportunities for international collaboration. The program also includes a detailed assessment plan and a summer program for undergraduates from underrepresented groups run in partnership with Indiana University Northwest, approximately 80% of whose students come from minority, first-generation college, female or low socioeconomic categories. Broader impacts of this program include recruiting new students from underrepresented groups into cognitive science and providing graduate students with the opportunity to participate in cutting-edge multidisciplinary research. All materials produced by this program will be made freely available on the web. More generally, this program will foster new kinds of discourse between the various disciplines that make up cognitive science. Finally, by placing cognition within its proper embodied and situated context, the proposed training program may impact how society fosters and measures cognitive ability. IGERT is an NSF-wide program intended to meet the challenges of educating U.S. Ph.D. scientists and engineers with the interdisciplinary background, deep knowledge in a chosen discipline, and the technical, professional, and personal skills needed for the career demands of the future. The program is intended to catalyze a cultural change in graduate education by establishing innovative new models for graduate education and training in a fertile environment for collaborative research that transcends traditional disciplinary boundaries. IGERT FULL PROPOSALS DGE EHR Beer, Randall Linda Smith Robert Goldstone Olaf Sporns Indiana University IN Melur K. Ramasubramanian Continuing grant 598154 1335 SMET 9179 5979 5950 5946 5936 5921 1335 0000099 Other Applications NEC 0116000 Human Subjects 0903510 September 1, 2009 IGERT: Multidisciplinary, Team-Based Training in Watershed Science and Policy. The U.S. faces increasing water management challenges in the 21st century. Traditional single-discipline graduate education fails to meet the needs of complex water and watershed-management issues in the 21st century. The goal of the Integrative Graduate Educational and Research Traineeship (IGERT) program at Southern Illinois University Carbondale in watershed science and policy is to recruit, mentor, and train a diverse group of outstanding Ph.D. students to become the scientists, managers, and leaders who will tackle tomorrow?s interconnected scientific, environmental, social, economic, and technical challenges at watershed and river basin scales. The central approach will be to train each year?s IGERT class as a collaborative, interdisciplinary cadre. Each cadre will collaborate to construct a comprehensive assessment and management plan for one river basin. Features of the proposed IGERT program include: (1) team-based collaboration; (2) a from-the-ground-up emphasis on multidisciplinary watershed issues and solutions; (3) integration of underrepresented groups as students, mentors, and trainees; (4) model-based data synthesis and policy; (5) practical experience via extended internships and mentored teaching experiences; (6) exposure to transboundary rivers and international watershed-management issues; and (7) graduates with training in national and international best practice in integrated watershed science and management. The program?s primary goal is to cultivate a new generation of watershed science and management graduates trained in solving complex, real-world problems. In so doing, a new model for graduate education centered on team-based collaboration across traditional disciplinary boundaries will be developed. IGERT is an NSF-wide program intended to meet the challenges of educating U.S. Ph.D. scientists and engineers with the interdisciplinary background, deep knowledge in a chosen discipline, and the technical, professional, and personal skills needed for the career demands of the future. The program is intended to catalyze a cultural change in graduate education by establishing innovative new models for graduate education and training in a fertile environment for collaborative research that transcends traditional disciplinary boundaries. IGERT FULL PROPOSALS DGE EHR Pinter, Nicholas Christopher Lant Lizette Chevalier Matt Whiles Mae Davenport Southern Illinois University at Carbondale IL Melur K. Ramasubramanian Continuing grant 599999 1335 SMET 9179 5998 5979 5977 5917 5916 5913 5912 1335 0000099 Other Applications NEC 0116000 Human Subjects 0903551 August 1, 2009 IGERT - Global Change, Marine Ecosystems, and Society. This award is funded under the American Recovery and Reinvestment Act of 2009 (Public Law 111-5). This Integrative Graduate Education and Research Traineeship (IGERT) award supports graduate training in global change, marine ecosystems, and society. The project will combine the extensive climate research at Scripps Institution of Oceanography with the economic, legal, business, policy and historical perspectives of other University of California San Diego departments, the management-based research of National Oceanic and Atmospheric Administration's Southwest Fisheries Science Center, and the non-profit Environmental Law Institute. By linking the physical science of global change to the analysis of economic behavior and social consequences, this project will empower students to develop strategies for decision-making and communication to address global challenges. Major research themes are: global change effects of greenhouse gas drivers from the scientific, economic, legal and political perspectives; ecosystem impacts of changes in temperature, sea level, runoff, and ocean acidification; societal impacts of population dislocations, human health, sustainability of fisheries, transnational legal issues and impacts on tourism; and impact on public perception, communications strategies and public policy. These themes will be united by interdisciplinary "process studies" in which research teams bring expertise to problems at the interface between climate science and the societal extent of global change. Process studies are focused in geographic areas where research collaborations exist and where major themes coalesce. The educational model includes an intensive interdisciplinary summer course; a new course to guide students to form interdisciplinary teams as part of their thesis research; coaching in negotiation, ethics, and management responsibilities; internships where students apply their knowledge in non-academic settings; and a career seminar that exposes students to alternative professions. This approach to graduate education facilitates integration of global change research that is focused on biological, social, economic, and political issues, marine resource management and conservation. The program is further dedicated to the expansion of diversity and increasing opportunities for post-graduate employment in an ever more complex society. IGERT is an NSF-wide program intended to meet the challenges of educating U.S. Ph.D. scientists and engineers with the interdisciplinary background, deep knowledge in a chosen discipline, and the technical, professional, and personal skills needed for the career demands of the future. The program is intended to catalyze a cultural change in graduate education by establishing innovative new models for graduate education and training in a fertile environment for collaborative research that transcends traditional disciplinary boundaries. OTHER GLOBAL LEARNING & TRNING IGERT FULL PROPOSALS DGE EHR Norris, Richard Lisa Levin Naomi Oreskes Joel Watson Lisa Ballance University of California-San Diego Scripps Inst of Oceanography CA Melur K. Ramasubramanian Standard Grant 3191896 7731 1335 SMET 9179 6890 5977 5974 5928 5926 5922 1335 0000099 Other Applications NEC 0903560 July 1, 2009 IGERT: Environmental Aquatic Resource Sensing: Basic Science, Business Education and Outreach. This award is funded under the American Recovery and Reinvestment Act of 2009 (Public Law 111-5). This Integrative Graduate Education and Research Training (IGERT) project represents an interdisciplinary, dual-institution (Kent State and Miami University) program focused on environmental aquatic resource sensing. The purpose of the program is to train doctoral students in environmental sensing, focused on freshwater resources, accentuated with business experiences, in order to develop professionals equipped for diverse careers. Because freshwater resources are critical for global function and human survival there is a critical need to understand their vulnerability. Threats to aquatic systems are diverse; understanding and meeting these challenges requires new tactics and technologies. In response, there is increasing use of automated sensors to collect environmental data creating a new need for training of environmental scientists. Training doctoral students in materials science, aquatic science, environmental sensors and business is thus the primary goal of this project. The curriculum emphasizes concentrated courses coupled with hands-on experiences to accomplish the main educational goals: environmental research education based on hypothesis testing and exposure of students to sensor development and business principles. To foster community development, cohorts will participate in multi-disciplinary workgroups. The training provided by this project will prepare graduate students for a variety of future careers relevant to freshwater resources. Results of the research will be disseminated to stimulate K-16 and public interest in environmental science. Development of a diverse research community will be facilitated via a combination of recruitment and ongoing program connections. IGERT is an NSF-wide program intended to meet the challenges of educating U.S. Ph.D. scientists and engineers with the interdisciplinary background, deep knowledge in a chosen discipline, and the technical, professional, and personal skills needed for the career demands of the future. The program is intended to catalyze a cultural change in graduate education by establishing innovative new models for graduate education and training in a fertile environment for collaborative research that transcends traditional disciplinary boundaries. IGERT FULL PROPOSALS DGE EHR Leff, Laura Craig Williamson Gilbert Pacey Christopher Woolverton Darren Bade Kent State University OH Melur K. Ramasubramanian Standard Grant 2756719 1335 SMET 9179 6890 1335 0000099 Other Applications NEC 0903566 November 15, 2008 Graduate Research Fellowship Program. GRADUATE FELLOWSHIPS DGE EHR McKenna, Patrick McKenna, Patrick MD Gisele T. Muller-Parker Fellowship 21000 7172 SMET 9179 0903597 August 1, 2009 IGERT: Solving Urbanization Challenges by Design - A New PhD Program Between Architecture and Engineering. This Integrative Graduate Education and Research Traineeship (IGERT) award supports the development of a new Ph.D. program at Columbia University that will combine architecture and engineering perspectives to address the growing challenges of urbanization. The program will provide doctoral students with the multidisciplinary design and planning skills needed to conduct research to meet new urban requirements for: (1) adaptability - designing buildings and power, transport, water and sanitation infrastructure with sufficient flexibility to be repurposed as urban needs evolve, and as the immediate environment surrounding various urban structures changes; (2) ecology - designing to address the environmental performance of buildings, urban landscapes, land uses and infrastructure; and (3) resilience - designing buildings and infrastructure anticipating the impact of climate changes on sea level, and the possibility of man-made and natural disasters. The most important intellectual contribution of this IGERT will be the examination of the interdependent requirements of planning, and designing holistically for adaptability, ecology and resilience. Collaborative architectural and engineering studios will be used as a pedagogical tool for integrating engineering and architectural research approaches at the doctoral level. The involvement of urban stakeholders in the studio research will help ensure that the research is relevant and applicable in practice. Collaborations with universities in urban environments located within Europe, Africa and Asia will provide a global perspective to the program. Significant efforts will be made to ensure broad participation of women and under-represented minorities in the program. The IGERT will graduate a cohort of diverse doctoral students who can help shape the policies, priorities, and investments needed for contemporary urbanization. IGERT is an NSF-wide program intended to meet the challenges of educating U.S. Ph.D. scientists and engineers with the interdisciplinary background, deep knowledge in a chosen discipline, and the technical, professional, and personal skills needed for the career demands of the future. The program is intended to catalyze a cultural change in graduate education by establishing innovative new models for graduate education and training in a fertile environment for collaborative research that transcends traditional disciplinary boundaries. IGERT FULL PROPOSALS DGE EHR Culligan, Patricia Robert Beauregard George Deodatis Plunz Richard John Taylor Columbia University NY Melur K. Ramasubramanian Continuing grant 567875 1335 SMET 9179 1335 0000099 Other Applications NEC 0116000 Human Subjects 0903622 August 1, 2009 IGERT: Neuroengineering-A Unified Educational Program for Systems Engineering and Neuroscience. This Integrative Education and Research Traineeship (IGERT) project will educate a diverse cadre of neuroscientists and engineers at the University of Illinois with an advanced understanding of both neuroscience and engineering, enabling them to engage in both sophisticated collaboration and independent research across the traditional gap between these domains. Many of the most important and exciting scientific and technological challenges for the future are centered on neuroscience, the study of the brain. Many recent (and most future) advances in understanding the brain depend on engineering new technologies for sensing, imaging, and analyzing the brain and their innovative use by neuroscientists. Similarly, some of the greatest and most important technological challenges, such as creating neural prostheses for the disabled, require engineers with a profound understanding of neuroscience. IGERT students will thus carry out innovative interdisciplinary research on neuroscience areas of great scientific and engineering importance, such as speech and audition, brain and imaging, and neural implants that may lead to revolutionary advances in understanding the brain and in new technologies such as neural prostheses for the disabled. IGERT trainees will also receive training in leadership, communication skills, and the responsible conduct of research as well as preparation for academic or industrial careers. IGERT is an NSF-wide program intended to meet the challenges of educating U.S. Ph.D. scientists and engineers with the interdisciplinary background, deep knowledge in a chosen discipline, and the technical, professional, and personal skills needed for the career demands of the future. The program is intended to catalyze a cultural change in graduate education by establishing innovative new models for graduate education and training in a fertile environment for collaborative research that transcends traditional disciplinary boundaries. IGERT FULL PROPOSALS DGE EHR Jones, Douglas Robert Wickesberg Monica Fabiani Todd Coleman University of Illinois at Urbana-Champaign IL Melur K. Ramasubramanian Continuing grant 592413 1335 SMET 9179 1335 0000099 Other Applications NEC 0903629 August 1, 2009 IGERT: Open Data: Graduate Training for Data Sharing and Reuse in E-Science. This Integrative Graduate Education and Research Traineeship (IGERT) award supports a new graduate training program in open data sharing and data reuse in e-science at the University of Michigan. The purpose of this program is to generate new policies, practices, and technologies for data sharing that will accelerate the pace of scientific discovery and the transfer of scientific knowledge into useful products and technologies. It will build on computer science and information science research that identifies basic principles for acquiring, managing, sharing, and archiving data and for developing new tools and technologies to put these principles into practice in bioinformatics and materials research. The program will train a cohort of doctoral students in a new way of thinking about open data. These students will be capable of contributing high quality data to repositories and effectively leveraging large volumes of data in scientific research. Students from Michigan's doctoral programs in Bioinformatics, Materials Science, Chemical Engineering, Electrical Engineering and Computer Science, and Information will be selected as IGERT trainees. The trainees will participate in a new graduate course in data curation, a multi-disciplinary public seminar series with expert speakers, and short workshops. Program faculty will also develop a supplemental summer program for undergraduates to attract diverse students and strengthen the program's impact in other scientific fields. IGERT is an NSF-wide program intended to meet the challenges of educating U.S. Ph.D. scientists and engineers with the interdisciplinary background, deep knowledge in a chosen discipline, and the technical, professional, and personal skills needed for the career demands of the future. The program is intended to catalyze a cultural change in graduate education by establishing innovative new models for graduate education and training in a fertile environment for collaborative research that transcends traditional disciplinary boundaries. IGERT FULL PROPOSALS DGE EHR Hedstrom, Margaret Joanna Millunchick H. Jagadish Margit Burmeister University of Michigan Ann Arbor MI Melur K. Ramasubramanian Continuing grant 461583 1335 SMET 9179 1335 0000099 Other Applications NEC 0116000 Human Subjects 0903637 September 1, 2009 IGERT: Integrative Training in Motor Control and Movement. This Integrative Graduate Education and Research Traineeship (IGERT) project builds links broadly across Chicago's scientific community to develop an integrative training program for U.S. doctoral students in motor control and movement. To develop an integrative understanding of movement, it is necessary to address both the biology and the engineering of the systems involved and how they work together. Students from graduate programs at the University of Chicago and Northwestern University will obtain the biological and engineering backgrounds required to develop the integrative approach needed to take the field in new directions. Educational tools include a boot camp, a three-quarter common core curriculum, a discussion series, required laboratory rotations, and workshops and seminars at the Field Museum. The program will involve outreach to local Chicago-area schools, with training for students and faculty in the development and conduct of effective outreach. Mentoring of undergraduate students by IGERT graduate trainees will be done in close collaboration with local universities that primarily serve underrepresented minorities in the Chicago area. A trans-institutional website will highlight opportunities and results related to this program's IGERT goals and provide resources for teachers and students. IGERT is an NSF-wide program intended to meet the challenges of educating U.S. Ph.D. scientists and engineers with the interdisciplinary background, deep knowledge in a chosen discipline, and the technical, professional, and personal skills needed for the career demands of the future. The program is intended to catalyze a cultural change in graduate education by establishing innovative new models for graduate education and training in a fertile environment for collaborative research that transcends traditional disciplinary boundaries. IGERT FULL PROPOSALS DGE EHR Hale, Melina Neil Shubin Callum Ross Nicholas Hatsopoulos Malcolm MacIver University of Chicago IL Melur K. Ramasubramanian Continuing grant 600000 1335 SMET 9179 1335 0000099 Other Applications NEC 0116000 Human Subjects 0903653 September 1, 2009 IGERT: A Graduate Traineeship in Materials for a Sustainable Future. The development of the materials necessary for a sustainable future is an area of profound global and scientific importance. This Integrative Graduate Education and Research Traineeship program (IGERT) combines an interdisciplinary research experience with a formal education program designed to apply basic scientific knowledge to real problems in sustainable materials drawn from industrial interactions. Cornell faculty and student participants are united from 7 diverse departments of science and engineering and the Johnson School of Management and will have the opportunity to augment their research efforts with international collaborators. Intellectual merit includes the development of materials from renewable resources, including plant products, exploration of new, high performance materials for energy storage and conversion and the discovery of new methods for the synthesis and processing of materials with reduced environmental impact. Educational efforts feature a module-based course that will introduce students to the principles of sustainable design and the formidable energy challenges facing our society. Students will also gain familiarity with business thinking, industrial practices and business opportunities and challenges related to sustainability. The broader impacts of this IGERT program include partnerships with two Historically Black Colleges/Universities and an undergraduate summer research program will address the issue of underrepresented groups in the materials field. The IGERT program will also develop a freely available web-based archive of the seminar series on Materials for a Sustainable Future. IGERT is an NSF-wide program intended to meet the challenges of educating U.S. Ph.D. scientists and engineers with the interdisciplinary background, deep knowledge in a chosen discipline, and the technical, professional, and personal skills needed for the career demands of the future. The program is intended to catalyze a cultural change in graduate education by establishing innovative new models for graduate education and training in a fertile environment for collaborative research that transcends traditional disciplinary boundaries. IGERT FULL PROPOSALS DGE EHR Chirik, Paul Paul McEuen George Malliaras Yong Joo Margaret Frey Cornell University NY Holly Given Continuing grant 600000 1335 SMET 9179 5979 5952 5948 5942 5936 1335 0000099 Other Applications NEC 0903659 August 15, 2009 IGERT: Usable Privacy and Security. This Integrative Graduate Education and Research Traineeship (IGERT) project supports the development of an interdisciplinary graduate program at Carnegie Mellon University to train researchers in the field of usable privacy and security. The program will provide courses in security, privacy, human-computer interaction, artificial intelligence, economics, and psychology to complement the students' primary fields of study. There is growing recognition that privacy and security failures are often the results of cognitive and behavioral biases and human errors. Many of these failures can be attributed to poorly designed user interfaces or secure systems that have not been built around the needs and skills of their human operators; in other words, systems that have not made privacy and security usable. This IGERT will train cross-disciplinary researchers and develop methodologies, principles, and approaches that can be applied to diverse systems and applications. With social and economic activities becoming increasingly reliant on cyber infrastructure and with 60% of security breaches attributable to human failure, this IGERT addresses one of the most fundamental challenges faced by society today: designing usable secure systems. It does so by: (1) producing research advances that will provide for usable privacy and security in both current and future pervasive computing environments; (2) training a new generation of researchers to engage in interdisciplinary research on usable privacy and security and apply such research to real-world problems; (3) recruiting and training students underrepresented in traditional computer security and information assurance graduate programs. IGERT is an NSF-wide program intended to meet the challenges of educating U.S. Ph.D. scientists and engineers with the interdisciplinary background, deep knowledge in a chosen discipline, and the technical, professional, and personal skills needed for the career demands of the future. The program is intended to catalyze a cultural change in graduate education by establishing innovative new models for graduate education and training in a fertile environment for collaborative research that transcends traditional disciplinary boundaries. IGERT FULL PROPOSALS DGE EHR Cranor, Lorrie Norman Sadeh Julie Downs Ljudevit Bauer Jason Hong Carnegie-Mellon University PA Melur K. Ramasubramanian Continuing grant 527108 1335 SMET 9179 1335 0000099 Other Applications NEC 0116000 Human Subjects 0903661 August 15, 2009 IGERT: Nanotechnology for Clean Energy. This Integrative Graduate Education and Traineeship (IGERT) project at Rutgers University and partner Princeton University will establish an interdisciplinary graduate education, research, and training program focused upon scientific, technical, and policy issues related to sustainable and affordable clean energy technologies, emphasizing innovations in nanotechnology. This IGERT project will develop and implement a new interdisciplinary curriculum, Nanotechnology for Clean Energy, featuring novel courses in fundamental (nanoscale) materials science, physics, chemistry, and electrical engineering with specific applications to energy technology development. Graduate trainees will apply this innovative training in a dynamic educational exchange program with select African institutions, promoting development of their global awareness and understanding of challenges involved in scientific and economic development in the developing world. The three objectives of the African international component of this project are: (i) provide IGERT trainees with realistic perspectives of the challenges of energy generation and storage for communities located far from the grid; (ii) foster face-to-face and cyber-enabled exchanges; and (iii), encourage U.S. students, particularly those from underrepresented populations, to enter science and engineering fields to work on critical, real-world problems of relevance to developing countries. Talented undergraduates from underrepresented groups will be aggressively recruited from minority-serving institutions, including students participating in the Research in Science and Engineering Program and the Bridge to the Doctorate Program at Rutgers, designed to prepare students for the rigors of an interdisciplinary Ph.D. program. This IGERT project will help promote development of a diverse, globally aware, and scientifically capable workforce trained in nanotechnology and international development issues, and will also involve students in close interactions with national laboratories and industry partners to translate scientific results into usable and commercially-viable technologies to address real-world energy needs. IGERT is an NSF-wide program intended to meet the challenges of educating U.S. Ph.D. scientists and engineers with the interdisciplinary background, deep knowledge in a chosen discipline, and the technical, professional, and personal skills needed for the career demands of the future. The program is intended to catalyze a cultural change in graduate education by establishing innovative new models for graduate education and training in a fertile environment for collaborative research that transcends traditional disciplinary boundaries. IGERT FULL PROPOSALS DGE EHR Chhowalla, Manish Eric Garfunkel Winston Soboyejo Annabella Selloni Kimberly Cook-Chennault Rutgers University New Brunswick NJ Melur K. Ramasubramanian Continuing grant 594850 1335 SMET 9179 7391 7338 5976 1335 0000099 Other Applications NEC 0116000 Human Subjects 0903667 August 1, 2009 IGERT: Video Bioinformatics. The Video Bioinformatics Integrative Graduate Education and Research Traineeship (IGERT) brings together expertise from engineering, information technology and life sciences to open new doors by enabling the study of continuous and dynamic biological processes in living systems that are captured live by video in real-life experiments. Traditionally, living systems have been studied as static images; scientists must infer the processes that produce growth, disease, healing, and death. The scientific community does not yet have a systematic way of examining moving biological images and understanding their dynamics. This IGERT addresses the need by bringing experts from widely divergent backgrounds and by integrating multiple imaging modalities with computational techniques for video data mining, knowledge discovery and visualization. Each student will participate in an intensive summer workshop before the first year of graduate study. A new interdisciplinary curriculum will train the next generation of engineers and scientists to solve old and new biological and computational problems. Information technology students will learn about the unique needs of studying living systems, and develop methods to enhance the study of these systems. Students in the life sciences will learn how to develop and apply effective computing techniques to dynamic biological problems. Interdisciplinary project-oriented team-taught courses and group projects are important educational elements. The program provides continuous mentoring, teaching and leadership opportunities, internship in industry or government, weekly seminars, yearly retreats, and workshops on ethics and communication skills. The program will aggressively recruit students from groups underrepresented in science and engineering. The research impacts a large number of fields where one must analyze massive video datasets and need highly efficient and effective ways to retrieve information. IGERT is an NSF-wide program intended to meet the challenges of educating U.S. Ph.D. scientists and engineers with the interdisciplinary background, deep knowledge in a chosen discipline, and the technical, professional, and personal skills needed for the career demands of the future. The program is intended to catalyze a cultural change in graduate education by establishing innovative new models for graduate education and training in a fertile environment for collaborative research that transcends traditional disciplinary boundaries. IGERT FULL PROPOSALS DGE EHR Bhanu, Bir Prudence Talbot Victor G. Rodgers Vassilis Tsotras Zhenbiao Yang University of California-Riverside CA Melur K. Ramasubramanian Continuing grant 600000 1335 SMET 9179 1335 0000099 Other Applications NEC 0116000 Human Subjects 0903668 August 15, 2009 IGERT - An Integrated Program on Development and Inequality in the Global South. This Integrative Graduate Education and Research Traineeship (IGERT) project supports interdisciplinary training for doctoral students in anthropology, economics, political science, and sociology at Brown University to study development and inequality in the global south. Scholars and policymakers have become increasingly concerned about the causes and consequences of economic, social, and political inequality. While a large amount of research has been devoted to the topic in the United States and Europe, much less progress has been made in developing countries - where the problems are much more severe. To help deal with this issue, the IGERT project combines advanced measurement and analytical techniques with grounded understanding of local contexts in the developing world within a framework that integrates faculty, graduate students, and international collaborators. On campus, training will include interdisciplinary course requirements, participation in research community activities, and active faculty mentoring. Students will also spend two summers in a developing country, the first as apprentices in an ongoing faculty project, and the second as independent researchers collecting data for their dissertations. Broader impacts will be of several types. First, an innovative training program will be developed. Second, new data will be collected and new analytical approaches designed for understanding and mitigating inequality in the developing world; the findings will be widely disseminated both to academics and policy-makers. Third, the scholarly community will be strengthened. In the United States, underrepresented groups will be incorporated into the project; in the developing world, ties with collaborating institutions will be institutionalized and the capacity of their younger researchers will be increased. IGERT is an NSF-wide program intended to meet the challenges of educating U.S. Ph.D. scientists and engineers with the interdisciplinary background, deep knowledge in a chosen discipline, and the technical, professional, and personal skills needed for the career demands of the future. The program is intended to catalyze a cultural change in graduate education by establishing innovative new models for graduate education and training in a fertile environment for collaborative research that transcends traditional disciplinary boundaries. IGERT FULL PROPOSALS DGE EHR Stallings, Barbara Andrew Foster Daniel Smith Patrick Heller Richard Snyder Brown University RI Melur K. Ramasubramanian Continuing grant 534355 1335 SMET 9200 9179 9150 6124 5976 5913 1335 1066 0000099 Other Applications NEC 0116000 Human Subjects 0903670 September 1, 2009 IGERT: The Solar Economy (SEIGERT). The Solar Economy Integrative Graduate Education and Research Traineeship (IGERT) project supports the development of a multidisciplinary, multi-institutional graduate training program of education and research in a sustainable solar economy at the Purdue University in collaboration with University of Delaware, University of Texas at El Paso, Sandia National Laboratory, the National Renewable Energy Laboratory, Fraunhofer Institute for Solar Energy Systems, Helmholtz Centre Berlin for Materials and Energy, Monash University and several industrial partners. We use the term "solar economy" to refer to a future state of affairs where nearly all the energy needed for electricity, transportation, heat, chemicals and food is based on sustainable supply of sunlight. To enable such a future state, this IGERT is primarily rooted in finding interdisciplinary technical solutions to the most important challenges of sun-to-electricity and sun-to-fuel within the context of harmonious coexistence with other uses of solar energy. In order to identify breakthrough technical solutions and gain a thorough insight into the complexity of a solar economy, a large number of interdisciplinary solutions will be generated and rapidly assessed for their system-wide impact. The IGERT establishes a new vision and program for integrating education and training that will reveal the complexity of this system to individuals from the diverse backgrounds necessary to address the future key energy challenges. The transition away from fossil fuels to a new solar economy necessitates major changes to the U.S. infrastructure and redefines the skill set required by our workforce. The IGERT program will address this need by developing lectures, course modules, training modules, and simulation tools that will define a new paradigm for interdisciplinary education and training in renewable energy. IGERT is an NSF-wide program intended to meet the challenges of educating U.S. Ph.D. scientists and engineers with the interdisciplinary background, deep knowledge in a chosen discipline, and the technical, professional, and personal skills needed for the career demands of the future. The program is intended to catalyze a cultural change in graduate education by establishing innovative new models for graduate education and training in a fertile environment for collaborative research that transcends traditional disciplinary boundaries. IGERT FULL PROPOSALS DGE EHR Agrawal, Rakesh Wallace Tyner Robert Birkmire Hugh Hillhouse Brenda Capobianco Purdue University IN Melur K. Ramasubramanian Continuing grant 600000 1335 SMET 9179 1335 0000099 Other Applications NEC 0903675 September 1, 2009 IGERT: Solutions for Renewable and Sustainable Fuels in the 21st Century. This Integrative Graduate Education and Research Traineeship (IGERT) project supports the development at Rutgers University of a multidisciplinary, multi-institutional graduate training program in the area of renewable and sustainable fuel solutions. Together with partner institutions Virginia Union University, Delaware State University and the University of Puerto Rico, this program emphasizes broad training that will produce a new generation of leaders and professionals who can design and implement sustainable solutions for renewable fuels worldwide. Graduate trainees will all be exposed to fundamentals in biotechnology, chemistry, ecology, engineering and energy policy through course work as well as internships and training opportunities in industry, government and academia. The program will emphasize global awareness in energy research and the broad political and economic implications of fuel solutions for 6.6 billion people today and future generations. Participating faculty from Rutgers will present research at large minority-serving institutions, historically black colleges and universities, and women's colleges in the United States in order to attract students from these institutions to the IGERT project. Coordinating through the Rutgers Energy Institute and Biotechnology Center for Agriculture and the Environment, participants from 14 research Institutes and Centers at Rutgers University will partner with institutions in Brazil, China and South Africa to further expose IGERT trainees to complexities of the fuel problem worldwide. As such, it is expected that many of the graduates from this IGERT program will become leaders and experts to shape our country's future energy economy and policy, thereby benefiting the Nation's energy security and approach to the related complex issue of climate change. IGERT is an NSF-wide program intended to meet the challenges of educating U.S. Ph.D. scientists and engineers with the interdisciplinary background, deep knowledge in a chosen discipline, and the technical, professional, and personal skills needed for the career demands of the future. The program is intended to catalyze a cultural change in graduate education by establishing innovative new models for graduate education and training in a fertile environment for collaborative research that transcends traditional disciplinary boundaries. IGERT FULL PROPOSALS DGE EHR Lam, Eric Alan Goldman Paul Falkowski Frank Felder Todd Michael Rutgers University New Brunswick NJ Melur K. Ramasubramanian Continuing grant 1249075 1335 SMET 9200 9179 5977 5913 1335 1066 0000099 Other Applications NEC 0903685 September 1, 2009 IGERT: Nanostructured Solar Cells: Materials, Processes and Devices. This Integrative Graduate Education and Research Traineeship (IGERT) project develops a novel, collaborative multidisciplinary program involving The University of South Dakota, South Dakota State University, The South Dakota School of Mines and Technology, and the National Center for Photovoltaics at the National Renewable Energy Laboratory (NREL). Participating students will work toward the development of the next generation of solar energy devices, based on a broad background of academic training in chemistry, materials engineering, and electrical engineering. Student research opportunities include extended research rotations among the collaborating institutions and internships at NREL and in the solar energy industry. The goal of this program is to prepare students for leadership roles in education, research and development, and science-policy formulation. Reflecting this goal, the curriculum will include formal training in research ethics, public communication, and educational outreach. The South Dakota IGERT will produce a technical workforce in the critically important area of renewable energy and develop science leaders who are broadly trained within a culture of solving large-scale problems through an interdisciplinary, collaborative approach. This IGERT will recruit and retain students in groups underrepresented in science and engineering through interactions with a site for Research Experiences for Undergraduates, interactions with the Northern Plains Undergraduate Research Center, and though a partnership with Sinte Gleska University. IGERT is an NSF-wide program intended to meet the challenges of educating U.S. Ph.D. scientists and engineers with the interdisciplinary background, deep knowledge in a chosen discipline, and the technical, professional, and personal skills needed for the career demands of the future. The program is intended to catalyze a cultural change in graduate education by establishing innovative new models for graduate education and training in a fertile environment for collaborative research that transcends traditional disciplinary boundaries. IGERT FULL PROPOSALS DGE EHR Berry, Mary David Galipeau Jon Kellar Paul May Ranjit Koodali University of South Dakota Main Campus SD Melur K. Ramasubramanian Continuing grant 599150 1335 SMET 9179 9150 1335 0000099 Other Applications NEC 0903701 August 15, 2009 IGERT: From Crops to Commuting: Integrating the Social, Technological, and Agricultural Aspects of Renewable and Sustainable Biorefining (I-STAR). Biofuels and biobased products can improve environmental quality, rural economies, and national security only through the cross-disciplinary efforts of scientists and engineers with an appreciation for the complexity of the societal, technological, and scientific issues involved. This Integrative Graduate Education and Research Traineeship (IGERT) project will prepare a diverse group of new Ph.D.s to have a comprehensive perspective on the biorefining industry. IGERT graduate student trainees will form interdisciplinary core teams encompassing the technological, agricultural, and socioeconomic issues of an aspect of biorefining. Dissertation projects will be conducted with overlapping faculty supervisory committee membership, regular joint meetings, and dissertation chapter(s) and publications addressing the collaborative, integrated research issues and results. New learning opportunities are provided in the classroom, seminars, workshops, certificate programs, and field experiences. This learning will be mutually deepened for trainees and undergraduates through research mentorship opportunities. International education opportunities will be available with partners in Europe and Brazil. This project will result in new technologies and practices that will improve the sustainability of the conversion of biomass to fuels and chemicals. As a result of this program, decisions regarding biorefining will be guided not only by technological and/or agricultural feasibility but also by the holistic impact on society. Graduates of this IGERT program will be uniquely prepared to have high-impact careers and to contribute to the biorefining industry through their personal appreciation of the diverse aspects of biorefining. IGERT trainees will have harvested biomass in the field hands-on, discussed and advanced technical and engineering issues, and pondered the impact of their actions on humanity and the environment. IGERT is an NSF-wide program intended to meet the challenges of educating U.S. Ph.D. scientists and engineers with the interdisciplinary background, deep knowledge in a chosen discipline, and the technical, professional, and personal skills needed for the career demands of the future. The program is intended to catalyze a cultural change in graduate education by establishing innovative new models for graduate education and training in a fertile environment for collaborative research that transcends traditional disciplinary boundaries. IGERT FULL PROPOSALS DGE EHR Rezac, Mary Peter Pfromm Jeffrey Peterson Kyle Mankin Kansas State University KS Melur K. Ramasubramanian Continuing grant 588886 1335 SMET 9179 9150 5979 5955 5947 5918 5913 1335 0000099 Other Applications NEC 0116000 Human Subjects 0903711 August 15, 2009 IGERT: Biological and Bio-inspired Motion Systems Operating in Complex Environments. This Integrative Graduate Education and Research Traineeship (IGERT) program will train biology and engineering students to learn from natural design - a process termed biological inspiration. In particular, trainees will discover principles that underlie how organisms move in complex environments, and learn to use those principles as inspiration to design human-engineered systems. Four focus areas for research opportunities include the mechanics of systems that locomote, their control mechanisms, the structure and function of their materials, and their evolution. A three-stage training program integrates with the research focus and is facilitated by a new Berkeley center - CiBER - the Center for interdisciplinary Biological-inspiration in Education and Research. Stage 1offers a customized core curriculum to develop a common scientific language, and to discover opportunities to contribute to and benefit from bio- and bio-inspired motion systems. Trainees will participate in a new research-based teaching laboratory where teams of biology and engineering students work together to make original biomechanical discoveries. This experience transitions them into Stage 2 where they begin research rotations and international experiences at leading European institutes guided by a "Bionics" network. In Stage 3, students learn the application of discovery through entrepreneurship courses and internships. Developing direct pipelines to a diverse group of undergraduates will encourage participation of women and underrepresented groups. Trainees in this IGERT will advance the field of motion science with research leading to novel inventions that may never have been considered by engineers such as gecko-inspired hairy adhesives, artificial muscles, new prostheses, and search-and-rescue robots. By sharing these advances with the public, non-scientists will see more clearly why we must preserve the diversity of species and their environments - before their secrets are lost forever. IGERT is an NSF-wide program intended to meet the challenges of educating U.S. Ph.D. scientists and engineers with the interdisciplinary background, deep knowledge in a chosen discipline, and the technical, professional, and personal skills needed for the career demands of the future. The program is intended to catalyze a cultural change in graduate education by establishing innovative new models for graduate education and training in a fertile environment for collaborative research that transcends traditional disciplinary boundaries. IGERT FULL PROPOSALS DGE EHR Full, Robert Robert Dudley Mimi A. Koehl Ronald Fearing University of California-Berkeley CA Melur K. Ramasubramanian Continuing grant 596288 1335 SMET 9179 5979 5950 5936 1335 0000099 Other Applications NEC 0903714 July 1, 2009 IGERT: Nitrogen Systems: Policy-oriented Integrated Research & Education (NSPIRE). This award is funded under the American Recovery and Reinvestment Act of 2009 (Public Law 111-5). Managing reactive nitrogen is one of the great scientific and social challenges of the 21st century. Translating technical understanding to public policy may be even more challenging. The goal of this Integrative Graduate Education and Research Traineeship (IGERT) award is to produce graduates who have rigorous training in nitrogen cycling and an integrated view of nitrogen science to promote effective communication with public policy makers. The curriculum consists of an integrated nitrogen cycle course; an interdisciplinary nitrogen methods workshop; a systems dynamics modeling course; a new and unique public policy studio course; a four month internship with a policy formulating organization; and individual integrated dissertation research. The studio course will immerse students in major policy issues by applying system models to policy evaluation while interacting directly with policy stakeholders. The internship will serve as a capstone experience and allow application of interdisciplinary training to real world situations. This program will integrate research and teaching through research on student learning, the methods workshop in which students will participate in ongoing research projects, and the development and application of systems models for policy applications. Underrepresented groups will be aggressively recruited to diversify graduate training programs within sciences and engineering. As these students and their mentors develop the ability to integrate their research within a broader policy context, society as a whole will benefit as public policy decisions begin to reflect the best available scientific understanding of the integrated nitrogen cycle. IGERT is an NSF-wide program intended to meet the challenges of educating U.S. Ph.D. scientists and engineers with the interdisciplinary background, deep knowledge in a chosen discipline, and the technical, professional, and personal skills needed for the career demands of the future. The program is intended to catalyze a cultural change in graduate education by establishing innovative new models for graduate education and training in a fertile environment for collaborative research that transcends traditional disciplinary boundaries. IGERT FULL PROPOSALS DGE EHR Lamb, Brian William Budd Raymond Evans Kristin Johnson Jennifer Adam Washington State University WA Melur K. Ramasubramanian Standard Grant 3030702 1335 SMET 9179 6890 1335 0000099 Other Applications NEC 0903715 August 1, 2009 IGERT: Nanobiosensors, Nanomaterials, and Microfluidics. The development of ultra-sensitive biological and chemical sensors is one of the grand scientific, engineering, and educational challenges of the 21st century. Under the broad heading of NanoBioSensors (NBS), this Integrative Graduate Education and Traineeship (IGERT) program will address these challenges through an innovative integration of materials for the recognition of target pathogens using sensor platforms that exploit breakthroughs in nanomaterials, miniaturization, sample collection and preparation strategies, and signal detection. It will focus on the development of advanced systems for the rapid, ultra-sensitive detection of pathogens responsible for disease as well as those central to food safety and security and the environment. This program will be strongly embedded in the new, statewide USTAR (Utah Science, Technology, and Research) initiative focused on advancing research and development in NBS, nanomaterials, and biodiagnostic devices. The next generation of research leaders in these areas will require high levels of training in several traditional science and engineering disciplines. This IGERT is designed to lessen longstanding boundaries separating these fields, and establish or expand collaborative ventures in ultra-high sensitivity detection, molecular recognition, surface characterization, interfacial reactivity, micro- and nano-fabrication, and microfluidics. These experiences will be augmented by internships as well as instruction in ethics, creativity, communication, teamwork, and entrepreneurship, all of which play an increasingly vital role in the rapidly evolving scientific and business environments. A diverse group of trainees will be aggressively recruited and actively mentored. IGERT is an NSF-wide program intended to meet the challenges of educating U.S. Ph.D. scientists and engineers with the interdisciplinary background, deep knowledge in a chosen discipline, and the technical, professional, and personal skills needed for the career demands of the future. The program is intended to catalyze a cultural change in graduate education by establishing innovative new models for graduate education and training in a fertile environment for collaborative research that transcends traditional disciplinary boundaries. IGERT FULL PROPOSALS DGE EHR Porter, Marc Henry White Agnes Ostafin Bruce Gale Theresa Martinez University of Utah UT Melur K. Ramasubramanian Continuing grant 600000 1335 SMET 9179 1335 0000099 Other Applications NEC 0903720 July 1, 2009 IGERT: Clean Energy for Green Industry at UCLA. This award is funded under the American Recovery and Reinvestment Act of 2009(Public Law 111-5). This Integrative Graduate Education and Research Traineeship (IGERT) award supports a program at the University of California, Los Angeles on the topic of clean energy for green industry. An interdisciplinary approach to graduate education is designed to train U.S. Ph.D. scientists and engineers for leadership roles in the clean energy sector. The technical thrusts merge three scientific areas of energy harvesting, storage and conservation with policy and business to address complex clean energy issues and identify areas for transformational research. Through this foundational structure, this IGERT addresses the urgent societal challenge of meeting increasing energy needs without further negatively affecting the environment. The development of such solutions is only feasible through university-industry-local government partnerships with highly-skilled, broadly-educated, globally-minded leadership. Such partnerships have high potential for economic development in urban areas primed for growth in this sector, with a well-trained workforce, a supportive government and visionary industrial foundations. Close interaction with industry is fostered through industrial innovation partners, intellectual property development and rapid technology transfer for job creation. Emphasis is placed on economic expansion through clean energy research, new business, highly trained workforce development, equity and inclusion. Program strategies include cross-disciplinary, integrated research and education training, modular clean energy curriculum for both on-campus and on-line dissemination, diversity and inclusion. The overarching theme of energy harvesting, storage, conservation and policy is echoed in integrated research, education and service components. IGERT is an NSF-wide program intended to meet the challenges of educating U.S. Ph.D. scientists and engineers with the interdisciplinary background, deep knowledge in a chosen discipline, and the technical, professional, and personal skills needed for the career demands of the future. The program is intended to catalyze a cultural change in graduate education by establishing innovative new models for graduate education and training in a fertile environment for collaborative research that transcends traditional disciplinary boundaries. IGERT FULL PROPOSALS DGE EHR Huffaker, Diana Kang Wang Yang Yang Laurent Pilon Magali Delmas University of California-Los Angeles CA Melur K. Ramasubramanian Standard Grant 2995563 1335 SMET 9179 6890 1335 0000099 Other Applications NEC 0903734 November 15, 2008 Graduate Research Fellowship Program. GRADUATE FELLOWSHIPS DGE EHR None, None University of Georgia GA Gisele T. Muller-Parker Fellowship 322522 7172 SMET 9179 7172 0000099 Other Applications NEC 0907738 December 1, 2008 Graduate Research Fellowship Program. GRADUATE FELLOWSHIPS DGE EHR None, None Wake Forest University NC Gisele T. Muller-Parker Fellowship 40500 7172 SMET 9179 0000099 Other Applications NEC 0907992 December 1, 2008 Graduate Research Fellowship Program. GRADUATE FELLOWSHIPS DGE EHR None, None University of Nevada Reno NV Gisele T. Muller-Parker Fellowship 40500 7172 SMET 9179 0000099 Other Applications NEC 0907994 December 1, 2008 Graduate Research Fellowship Program. GRADUATE FELLOWSHIPS DGE EHR None, None University of Illinois at Chicago IL Gisele T. Muller-Parker Fellowship 92579 7172 SMET 9179 0000099 Other Applications NEC 0907995 December 1, 2008 Graduate Research Fellowship Program. GRADUATE FELLOWSHIPS DGE EHR None, None University of Massachusetts Amherst MA Gisele T. Muller-Parker Fellowship 811000 7172 SMET 9179 7172 0000099 Other Applications NEC 0907996 December 1, 2008 Graduate Research Fellowship Program. GRADUATE FELLOWSHIPS DGE EHR None, None University of Kansas Center for Research Inc KS Gisele T. Muller-Parker Fellowship 121500 7172 SMET 9179 0000099 Other Applications NEC 0909667 December 1, 2008 Graduate Research Fellowship Program. GRADUATE FELLOWSHIPS DGE EHR None, None Vanderbilt University TN Gisele T. Muller-Parker Fellowship 40500 7172 SMET 9179 0000099 Other Applications NEC 0913620 January 1, 2009 Graduate Research Fellowship Program. GRADUATE FELLOWSHIPS DGE EHR None, None University of New Hampshire NH Gisele T. Muller-Parker Fellowship 121500 7172 SMET 9179 7172 0000099 Other Applications NEC 0913621 January 1, 2009 Graduate Research Fellowship Program. GRADUATE FELLOWSHIPS DGE EHR None, None University of San Francisco CA Gisele T. Muller-Parker Fellowship 40500 7172 SMET 9179 0000099 Other Applications NEC 0914548 January 1, 2009 Graduate Research Fellowship Program. GRADUATE FELLOWSHIPS DGE EHR None, None Cold Spring Harbor Laboratory NY Gisele T. Muller-Parker Fellowship 40500 7172 SMET 9179 0000099 Other Applications NEC 0918027 January 15, 2009 Graduate Research Fellowship Program. GRADUATE FELLOWSHIPS DGE EHR None, None Southern Illinois University at Carbondale IL Gisele T. Muller-Parker Fellowship 81000 7172 SMET 9179 0000099 Other Applications NEC 0924341 February 15, 2009 Graduate Research Fellowship Program. GRADUATE FELLOWSHIPS DGE EHR None, None Southern Methodist University TX Gisele T. Muller-Parker Fellowship 40500 7172 SMET 9179 0000099 Other Applications NEC 0925179 February 15, 2009 Graduate Research Fellowship Program. GRADUATE FELLOWSHIPS DGE EHR none, none University of Vermont & State Agricultural College VT Gisele T. Muller-Parker Fellowship 40500 7172 SMET 9179 0000099 Other Applications NEC 0925180 February 15, 2009 Graduate Research Fellowship Program. GRADUATE FELLOWSHIPS DGE EHR none, none Oregon Health and Science University OR Gisele T. Muller-Parker Fellowship 40500 7172 SMET 9179 0000099 Other Applications NEC 0929297 March 1, 2009 The Graduate Research Fellowship Program. GRADUATE FELLOWSHIPS DGE EHR none, none University of South Carolina at Columbia SC Gisele T. Muller-Parker Fellowship 162000 7172 SMET 9179 7172 0000099 Other Applications NEC 0929298 March 1, 2009 The Graduate Research Fellowship Program. GRADUATE FELLOWSHIPS DGE EHR Reed, Sandra University of Tennessee Knoxville TN Gisele T. Muller-Parker Fellowship 258575 7172 SMET 9179 0000099 Other Applications NEC 0932795 September 15, 2009 Ethics Education for Professional Science Master's Programs. This project is creating ethics education materials in the growing area of Professional Science Masters (PSM) education programs. Its goal is to enhance student awareness of important ethical issues and develop critical thinking skills of future science professionals working in three PSM fields: computational, biological, and environmental sciences. The model for developing materials is designed to be adaptable by any of the PSM programs within the 23-campus California State University (CSU) system and can also be used by PSM programs nationally. After evaluation, these materials will be integrated into course materials. Project teams are preparing learning materials that reflect the ethical dilemmas and challenges often faced by PSM professionals in the workplace, using a problem-based learning approach and case exploration. Mentoring in an internship setting is providing guidance for curricular integration. The project also has a comprehensive evaluation component. Broader impacts derive from the fact that the California State University (CSU) System has launched fifteen PSM programs throughout California and is in the process of creating 15 more. Nationally, there are more than 120 Professional Science Masters (PSM) programs in 60 universities as of January, 2009. PSM programs combine science with employer-relevant graduate education in business, management, communications, and law. This project extends ethics education models beyond graduate academic education to graduate professional education. As PSM graduates take professional positions, understanding of ethics and integrity in scientific research outside of the academy will grow. Ethics education materials developed here will be placed in established on-line educational repositories: the National STEM Digital Library (NSDL) and the international MERLOT higher education repository. IGERT FULL PROPOSALS DGE EHR Nebeker, Camille Dena Plemmons San Diego State University Foundation CA Carol F. Stoel Standard Grant 300000 1335 SMET 9179 1335 0000099 Other Applications NEC 0116000 Human Subjects 0934459 April 15, 2009 Graduate Research Fellowship Program. GRADUATE FELLOWSHIPS DGE EHR Meyers, Andrew Helen Awsumb University of Memphis TN Gisele T. Muller-Parker Fellowship 159898 7172 SMET 9179 7179 7172 0000099 Other Applications NEC 0935947 April 15, 2009 Graduate Research Fellowship Program. GRADUATE FELLOWSHIPS DGE EHR none, none University of Rochester NY Gisele T. Muller-Parker Fellowship 162000 7172 SMET 9179 0000099 Other Applications NEC 0937272 May 15, 2009 Graduate Research Fellowship. GRADUATE FELLOWSHIPS DGE EHR Weber, Katherine Weber, Katherine P none Gisele T. Muller-Parker Fellowship 40500 7172 SMET 9179 7172 0000099 Other Applications NEC 0937361 May 15, 2009 Graduate Research Fellowship. GRADUATE FELLOWSHIPS DGE EHR Crockett, Molly CA Gisele T. Muller-Parker Fellowship 40500 7172 SMET 9179 7172 0000099 Other Applications NEC 0937362 May 15, 2009 Graduate Research Fellowship Program. GRADUATE FELLOWSHIPS DGE EHR None, None University of Southern California CA Gisele T. Muller-Parker Fellowship 588250 7172 SMET 9179 7172 0000099 Other Applications NEC 0937373 May 15, 2009 Graduate Research Fellowship Program. GRADUATE FELLOWSHIPS DGE EHR None, None Rutgers University New Brunswick NJ Gisele T. Muller-Parker Fellowship 209000 7172 SMET 9179 7172 0000099 Other Applications NEC 0937508 May 15, 2009 Gradudate Research Fellowship. GRADUATE FELLOWSHIPS DGE EHR Walton, Felicia VA Gisele T. Muller-Parker Fellowship 40500 7172 SMET 9179 7172 0000099 Other Applications NEC 0937619 May 15, 2009 Graduate Research Fellowship Program. GRADUATE FELLOWSHIPS DGE EHR Boyd, Jennifer L VA Gisele T. Muller-Parker Fellowship 40500 7172 SMET 9179 7172 0000099 Other Applications NEC 0937650 May 15, 2009 Graduate Research Fellowship Program. GRADUATE FELLOWSHIPS DGE EHR Chalker, Justin none Gisele T. Muller-Parker Fellowship 40500 7172 SMET 9179 0000099 Other Applications NEC 0938242 May 15, 2009 Graduate Research Fellowship Program. GRADUATE FELLOWSHIPS DGE EHR Quider, Anna M VA Gisele T. Muller-Parker Fellowship 40500 7172 SMET 9179 7172 0000099 Other Applications NEC 0938243 May 15, 2009 Graduate Research Fellowship. GRADUATE FELLOWSHIPS DGE EHR Turner, Kathryn G none Gisele T. Muller-Parker Fellowship 40500 7172 SMET 9179 7172 0000099 Other Applications NEC 0938784 May 15, 2009 Graduate Research Fellowship Program. GRADUATE FELLOWSHIPS DGE EHR Robustelli, Paul J none Gisele T. Muller-Parker Fellowship 40500 7172 SMET 9179 7172 0000099 Other Applications NEC 0939251 May 15, 2009 Graduate Research Fellowship Program. GRAD TEACHING FELLOWS IN K-12 DGE EHR Yudovina, Elena VA Gisele T. Muller-Parker Fellowship 40500 7179 SMET 9179 7172 0000099 Other Applications NEC 0939264 June 1, 2009 Graduate Research Fellowship Program. GRADUATE FELLOWSHIPS DGE EHR Beninger, Anna Beninger, Anna CA Gisele T. Muller-Parker Fellowship 40500 7172 SMET 9179 0000099 Other Applications NEC 0940051 June 1, 2009 Graduate Research Fellowship Program. GRADUATE FELLOWSHIPS DGE EHR Ulissi, Zachary W MD Gisele T. Muller-Parker Fellowship 40500 7172 SMET 9179 7172 0000099 Other Applications NEC 0940115 June 1, 2009 Graduate Research Fellowship Program. GRADUATE FELLOWSHIPS DGE EHR Helgeson, Jennifer Helgeson, Jennifer F MD Gisele T. Muller-Parker Fellowship 30000 7172 SMET 9179 0000099 Other Applications NEC 0940117 June 1, 2009 Graduate Research Fellowship Program. GRADUATE FELLOWSHIPS DGE EHR Gustafson, Hannah Gustafson, Hannah OH Gisele T. Muller-Parker Fellowship 40500 7172 SMET 9179 0000099 Other Applications NEC 0940118 June 1, 2009 Graduate Research Fellowship Program. GRADUATE FELLOWSHIPS DGE EHR Kogan, Aleksandr Kogan, Aleksandr NJ Gisele T. Muller-Parker Fellowship 40500 7172 SMET 9179 0000099 Other Applications NEC 0940712 June 1, 2009 Graduate Research Fellowship. GRADUATE FELLOWSHIPS DGE EHR None, None University of Southern Mississippi MS Gisele T. Muller-Parker Fellowship 81000 7172 SMET 9179 7172 0000099 Other Applications NEC 0940715 June 1, 2009 Graduate Research Felowship Program. GRADUATE FELLOWSHIPS DGE EHR None, None College of William and Mary VA Gisele T. Muller-Parker Fellowship 35910 7172 SMET 9179 7172 0000099 Other Applications NEC 0940902 June 1, 2009 Graduate Research Fellowship Program. GRADUATE FELLOWSHIPS DGE EHR None, None William Marsh Rice University TX Gisele T. Muller-Parker Fellowship 762293 7172 SMET 9179 7172 0000099 Other Applications NEC 0940903 June 15, 2009 Graduate Research Fellowship Program. GRADUATE FELLOWSHIPS DGE EHR None, None Emory University GA Gisele T. Muller-Parker Fellowship 445700 7172 SMET 9179 7172 0000099 Other Applications NEC 0941100 June 1, 2009 Graduate Reserach Fellowship Program. GRADUATE FELLOWSHIPS DGE EHR Swafford, Austin Swafford, Austin TX Gisele T. Muller-Parker Fellowship 30000 7172 SMET 9179 7172 0000099 Other Applications NEC 0943941 June 15, 2009 Graduate Research Fellowship Program. GRADUATE FELLOWSHIPS DGE EHR none, none University of Missouri-Columbia MO Gisele T. Muller-Parker Fellowship 162000 7172 SMET 9179 7172 0000099 Other Applications NEC 0946228 August 1, 2009 Graduate reserach Fellowship Program. GRADUATE FELLOWSHIPS DGE EHR Coppin, Peter Coppin, Peter VA Gisele T. Muller-Parker Fellowship 40500 7172 SMET 9179 7172 0000099 Other Applications NEC 0946229 July 15, 2009 Graduate Research Fellowship Program. GRADUATE FELLOWSHIPS DGE EHR Diaz-Merced, Wanda L PR Gisele T. Muller-Parker Fellowship 40500 7172 SMET 9179 0000099 Other Applications NEC 0946744 August 1, 2009 Graduate Research Fellowship Program. GRADUATE FELLOWSHIPS DGE EHR none, none College of Charleston SC Gisele T. Muller-Parker Fellowship 40500 7172 SMET 9179 7172 0000099 Other Applications NEC 0946745 August 1, 2009 Graduate Research Fellowship Program. GRADUATE FELLOWSHIPS DGE EHR None, None University of Alabama in Huntsville AL Gisele T. Muller-Parker Fellowship 40500 7172 SMET 9179 7172 0000099 Other Applications NEC 0946746 July 1, 2009 Graduate Research Fellowship Program. GRADUATE FELLOWSHIPS DGE EHR none, none Northeastern University MA Gisele T. Muller-Parker Fellowship 81000 7172 SMET 9179 7172 0000099 Other Applications NEC 0946747 July 1, 2009 Graduate Research Fellowship Program. GRADUATE FELLOWSHIPS DGE EHR none, none New Mexico Institute of Mining and Technology NM Gisele T. Muller-Parker Fellowship 24433 7172 SMET 9179 7172 0000099 Other Applications NEC 0946748 July 1, 2009 Graduate Research Fellowship Program. GRADUATE FELLOWSHIPS DGE EHR none, none Clark University MA Gisele T. Muller-Parker Fellowship 81000 7172 SMET 9179 7172 0000099 Other Applications NEC 0946797 August 1, 2009 Graduate Research Fellowship Program. PHYSICS EDUC & INTERDISCIP RES WORKFORCE IN THE MATHEMAT SCI HUMAN RESOURCES GRADUATE FELLOWSHIPS PROJECTS DMR SHORT TERM SUPPORT DGE EHR Szeri, Andrew University of California-Berkeley CA Gisele T. Muller-Parker Fellowship 5004250 9134 7335 7226 7172 1978 1712 SMET 9179 7172 6890 0000099 Other Applications NEC 0946798 August 1, 2009 Graduate Research Fellowship Program. PHYSICS EDUC & INTERDISCIP RES WORKFORCE IN THE MATHEMAT SCI HUMAN RESOURCES GRADUATE FELLOWSHIPS PROJECTS DMR SHORT TERM SUPPORT DGE EHR none, none Massachusetts Institute of Technology MA Gisele T. Muller-Parker Fellowship 5000000 9134 7335 7226 7172 1978 1712 SMET 9179 7172 6890 0000099 Other Applications NEC 0946799 August 1, 2009 Graduate Research Fellowship Program. PHYSICS EDUC & INTERDISCIP RES WORKFORCE IN THE MATHEMAT SCI GRADUATE FELLOWSHIPS DGE EHR none, none Harvard University MA Gisele T. Muller-Parker Fellowship 3000000 9134 7335 7172 1798 SMET 9179 7172 6890 0000099 Other Applications NEC 0946800 August 1, 2009 Graduate Research Fellowship Program. WORKFORCE IN THE MATHEMAT SCI HUMAN RESOURCES GRADUATE FELLOWSHIPS PROJECTS DGE EHR none, none Stanford University CA Gisele T. Muller-Parker Fellowship 3000000 7335 7226 7172 1978 SMET 9179 6890 0000099 Other Applications NEC 0946801 August 1, 2009 Graduate Reserach Fellowship Program. WORKFORCE IN THE MATHEMAT SCI HUMAN RESOURCES GRADUATE FELLOWSHIPS DMR SHORT TERM SUPPORT DGE EHR none, none Cornell University NY Gisele T. Muller-Parker Fellowship 2500000 7335 7226 7172 1798 1712 SMET 9179 7172 6890 0000099 Other Applications NEC 0946802 August 1, 2009 Graduate Research Fellowship Program. GRADUATE FELLOWSHIPS PROJECTS DGE EHR Barrett, Kim University of California-San Diego CA Gisele T. Muller-Parker Fellowship 2000000 7172 1978 SMET 9179 7361 6890 0000099 Other Applications NEC 0946803 August 1, 2009 Graduate Reserach Fellowship program. PHYSICS EDUC & INTERDISCIP RES GRADUATE FELLOWSHIPS DGE EHR none, none University of Colorado at Boulder CO Gisele T. Muller-Parker Fellowship 2000000 9134 7172 1798 SMET 9179 7361 7172 6890 0000099 Other Applications NEC 0946804 August 1, 2009 Graduate Research Fellowship Program. HUMAN RESOURCES GRADUATE FELLOWSHIPS DGE EHR none, none University of Washington WA Gisele T. Muller-Parker Fellowship 2000000 7226 7172 SMET 9179 7172 6890 0000099 Other Applications NEC 0946805 August 1, 2009 Graduate Research Fellowship program. WORKFORCE IN THE MATHEMAT SCI GRADUATE FELLOWSHIPS PROJECTS DGE EHR none, none University of Chicago IL Gisele T. Muller-Parker Fellowship 2000000 7335 7172 1978 SMET 9179 7172 6890 0000099 Other Applications NEC 0946806 August 1, 2009 Graduate Research Program. HUMAN RESOURCES DGE EHR none, none University of Wisconsin-Madison WI Gisele T. Muller-Parker Fellowship 1000000 7226 SMET 9179 7172 6890 0000099 Other Applications NEC 0946808 August 1, 2009 Graduate Research Fellowship Program. PHYSICS EDUC & INTERDISCIP RES WORKFORCE IN THE MATHEMAT SCI DGE EHR none, none Princeton University NJ Gisele T. Muller-Parker Fellowship 1000000 9134 7335 SMET 9179 6890 0000099 Other Applications NEC 0946809 July 15, 2009 Graduate Research Fellowship Program. GRADUATE FELLOWSHIPS DGE EHR none, none GA Tech Research Corporation - GA Institute of Technology GA Gisele T. Muller-Parker Fellowship 1000000 7172 SMET 9179 6890 0000099 Other Applications NEC 0946810 August 1, 2009 Graduate Research Fellowship. GRADUATE FELLOWSHIPS PROJECTS DGE EHR none, none Northwestern University IL Gisele T. Muller-Parker Fellowship 1000000 7172 1978 SMET 9179 6890 0000099 Other Applications NEC 0946812 August 1, 2009 Graduate Research Fellowship Program. GRADUATE FELLOWSHIPS DGE EHR None, None Purdue University IN Gisele T. Muller-Parker Fellowship 1000000 7172 SMET 9179 7361 6890 0000099 Other Applications NEC 0946813 August 1, 2009 Graduate Research Fellowship Program. HUMAN RESOURCES GRADUATE FELLOWSHIPS DGE EHR none, none University of California-Santa Barbara CA Gisele T. Muller-Parker Fellowship 1000000 7226 7172 SMET 9179 7172 6890 0000099 Other Applications NEC 0946815 August 1, 2009 Graduate Research Fellowship Program. GRADUATE FELLOWSHIPS PROJECTS DGE EHR none, none University of Michigan Ann Arbor MI Gisele T. Muller-Parker Fellowship 1000000 7172 1978 SMET 9179 7172 6890 0000099 Other Applications NEC 0946816 August 1, 2009 Graduate Research Fellowship Program. WORKFORCE IN THE MATHEMAT SCI GRADUATE FELLOWSHIPS DGE EHR none, none University of California-Los Angeles CA Gisele T. Muller-Parker Fellowship 1000000 7335 7172 SMET 9179 7172 6890 0000099 Other Applications NEC 0946817 July 15, 2009 Graduate Research Fellowship Program. GRADUATE FELLOWSHIPS PROJECTS DGE EHR none, none University of Illinois at Urbana-Champaign IL Gisele T. Muller-Parker Fellowship 1228750 7172 1978 SMET 9179 7172 6890 0000099 Other Applications NEC 0946818 August 1, 2009 Graduate Research Fellowship Program. WORKFORCE IN THE MATHEMAT SCI GRADUATE FELLOWSHIPS DGE EHR none, none North Carolina State University NC Gisele T. Muller-Parker Fellowship 1000000 7335 7172 SMET 9179 6890 0000099 Other Applications NEC 0946819 August 1, 2009 Graduate Research Fellowship Program. HUMAN RESOURCES GRADUATE FELLOWSHIPS DGE EHR none, none Pennsylvania State Univ University Park PA Gisele T. Muller-Parker Fellowship 934750 7226 7172 SMET 9179 7361 6890 0000099 Other Applications NEC 0946820 August 1, 2009 Graduate Research Fellowship Program. GRADUATE FELLOWSHIPS DGE EHR none, none University of Arizona AZ Gisele T. Muller-Parker Fellowship 1000000 7172 SMET 9179 6890 0000099 Other Applications NEC 0946821 August 1, 2009 Graduate Research Fellowship Program. OTHER GLOBAL LEARNING & TRNING HUMAN RESOURCES DGE EHR none, none University of North Carolina at Chapel Hill NC Gisele T. Muller-Parker Fellowship 1000000 7731 7226 SMET 9200 9179 7172 6890 5978 5977 5927 5926 0000099 Other Applications NEC 0946822 August 1, 2009 Graduate Research Fellowship Program. GRADUATE FELLOWSHIPS PROJECTS DGE EHR none, none Vanderbilt University TN Gisele T. Muller-Parker Fellowship 1000000 7172 1978 SMET 9179 7172 6890 0000099 Other Applications NEC 0946824 July 15, 2009 Graduate Research Fellowship Program. GRADUATE FELLOWSHIPS DGE EHR none, none University of Texas at Austin TX Gisele T. Muller-Parker Fellowship 1000000 7172 SMET 9179 7172 6890 0000099 Other Applications NEC 0946825 August 1, 2009 Graduate Research Fellowship Program. GRADUATE FELLOWSHIPS DGE EHR none, none Carnegie-Mellon University PA Gisele T. Muller-Parker Fellowship 1000000 7172 SMET 9179 6890 0000099 Other Applications NEC 0946826 August 1, 2009 Graduate Research Fellowship Program. GRADUATE FELLOWSHIPS PROJECTS DGE EHR none, none Columbia University NY Gisele T. Muller-Parker Fellowship 1000000 7172 1978 SMET 9179 6890 0000099 Other Applications NEC 0946827 August 1, 2009 Graduate Research Fellowship Program. GRADUATE FELLOWSHIPS DGE EHR none, none Yale University CT Gisele T. Muller-Parker Fellowship 1000000 7172 SMET 9179 7172 6890 0000099 Other Applications NEC 0946828 July 15, 2009 Graduate Research Fellowship Program. HUMAN RESOURCES GRADUATE FELLOWSHIPS DGE EHR none, none University of Virginia Main Campus VA Gisele T. Muller-Parker Fellowship 500000 7226 7172 SMET 9179 7172 6890 0000099 Other Applications NEC 0946829 August 1, 2009 Graduate Research Fellowship Program. OTHER GLOBAL LEARNING & TRNING DGE EHR none, none University of Oklahoma Norman Campus OK Gisele T. Muller-Parker Fellowship 182250 7731 SMET 9200 9179 7172 6890 5978 5977 5927 5926 0000099 Other Applications NEC 0946928 August 1, 2009 Graduate Research Fellowship Program. HUMAN RESOURCES GRADUATE FELLOWSHIPS DGE EHR none, none Oregon State University OR Gisele T. Muller-Parker Fellowship 1000000 7226 7172 SMET 9179 6890 0000099 Other Applications NEC 0948368 July 15, 2009 Graduate Research Fellowship Program. GRADUATE FELLOWSHIPS DGE EHR none, none Florida Institute of Technology FL Gisele T. Muller-Parker Fellowship 40500 7172 SMET 9179 0000099 Other Applications NEC 0948369 July 15, 2009 Graduate Research Fellowship Program. GRADUATE FELLOWSHIPS DGE EHR none, none San Francisco State University CA Gisele T. Muller-Parker Fellowship 40500 7172 SMET 9179 0000099 Other Applications NEC 0948370 July 15, 2009 Graduate Research Fellowship Program. GRADUATE FELLOWSHIPS DGE EHR None, None Case Western Reserve University OH Gisele T. Muller-Parker Fellowship 77144 7172 SMET 9179 0000099 Other Applications NEC 0948371 July 15, 2009 Graduate Research Fellowship Program. GRADUATE FELLOWSHIPS DGE EHR none, none Western Washington University WA Gisele T. Muller-Parker Fellowship 40500 7172 SMET 9179 0000099 Other Applications NEC 0949279 July 15, 2009 Graduate Reserach Fellowship Program. GRADUATE FELLOWSHIPS DGE EHR Miller, Heather Miller, Heather FL Gisele T. Muller-Parker Fellowship 1000 7172 SMET 9179 7172 0000099 Other Applications NEC 0950047 July 15, 2009 Graduate Research Fellowship Program. GRADUATE FELLOWSHIPS DGE EHR None, None University of Alabama at Birmingham AL Gisele T. Muller-Parker Fellowship 81000 7172 SMET 9179 7172 0000099 Other Applications NEC 0950693 July 15, 2009 Graduate Research Fellowship. GRADUATE FELLOWSHIPS DGE EHR None, None University of North Dakota Main Campus ND Gisele T. Muller-Parker Fellowship 40500 7172 SMET 9179 7172 0000099 Other Applications NEC 0950695 July 15, 2009 Graduate Research Fellowship Program. GRADUATE FELLOWSHIPS DGE EHR None, None University of North Carolina at Wilmington NC Gisele T. Muller-Parker Fellowship 40500 7172 SMET 9179 7172 0000099 Other Applications NEC 0951782 August 1, 2009 Graduate Research Fellowship Program. GRADUATE FELLOWSHIPS DGE EHR None, None University of Miami FL Gisele T. Muller-Parker Fellowship 38791 7172 SMET 9179 7172 0000099 Other Applications NEC 0951783 August 1, 2009 Graduate Reserach Fellowship Program. GRADUATE FELLOWSHIPS DGE EHR none, none Case Western Reserve University OH Gisele T. Muller-Parker Fellowship 77144 7172 SMET 9179 7172 0000099 Other Applications NEC 0952089 August 1, 2009 Graduate Research Fellowship Program. GRADUATE FELLOWSHIPS DGE EHR none, none American Museum Natural History NY Gisele T. Muller-Parker Fellowship 40500 7172 SMET 9179 7172 0000099 Other Applications NEC 0952090 August 1, 2009 Graduate Research Fellowship Program. GRADUATE FELLOWSHIPS DGE EHR Marcus, Nancy Florida State University FL Gisele T. Muller-Parker Fellowship 81000 7172 SMET 9179 7172 0000099 Other Applications NEC 0956794 August 15, 2009 Graduate Research Fellowship Program. GRADUATE FELLOWSHIPS DGE EHR None, None Duke University NC Gisele T. Muller-Parker Fellowship 486000 7172 SMET 9179 7172 6890 0000099 Other Applications NEC 0957325 August 15, 2009 Graduate Research Fellowship Program. ENG DIVERSITY ACTIVITIES GRADUATE FELLOWSHIPS BIOCHEMICAL & BIOMASS ENG DGE EHR None, None University of Arkansas AR Gisele T. Muller-Parker Fellowship 40500 7680 7172 1402 SMET 9179 7172 0000099 Other Applications NEC 0960840 September 1, 2009 Graduate Research Fellowship Program. GRADUATE FELLOWSHIPS DGE EHR Sedransk, Kyra Sedransk, Kyra none Gisele T. Muller-Parker Fellowship 40500 7172 SMET 9179 7172 0000099 Other Applications NEC 0960946 September 1, 2009 Graduate Research Fellowship Program. null GRADUATE FELLOWSHIPS DGE EHR Gooding, Rebecca Gooding, Rebecca A WA Gisele T. Muller-Parker Fellowship 40500 7172 SMET 9179 0000099 Other Applications NEC 0964799 September 15, 2009 Graduate Research Fellowship Program. null GRADUATE FELLOWSHIPS DGE EHR Wilf, Nabil Wilf, Nabil GA Gisele T. Muller-Parker Fellowship 1000 7172 SMET 7172 9179 0000099 Other Applications NEC 9902591 March 1, 2000 NSF NATO POSTDOCTORAL FELLOWSHIPS. NATO DONATIONS FOR FELLOWSHIPS DGE EHR Kahn, Katherine Fellowships VA Sonia Ortega Fellowship 37900 8252 OTHR 0000 0105000 Manpower & Training 9911061 August 1, 2000 Graduate Research Fellowship Program. GRADUATE FELLOWSHIPS DGE EHR Hand, Eric Hand, Eric K VA Earnestine Psalmonds Fellowship 26500 7172 SMET 9179 9979496 January 1, 2000 NSF Graduate Teaching Fellows in K-12 Education. The major goals of this GK-12 project, Partnership for Research in Inquiry-based MSE Education (PRIME), are to enhance learning among middle school students, teachers, and GK-12 Fellows in math, science, and engineering (MSE); enhance the diversity of the MSE workforce; and develop a cadre of scientists and engineers who will enter the workforce ready, willing, and able to continuously improve the quality of K-12 education in the next century. PRIME is a partnership among five Seattle-area school districts; three NSF Local Systemic Initiatives; and fifteen academic departments in mathematics, science, and engineering, faculty in the College of Education and four diversity programs at the University of Washington in Seattle. PRIME's conceptual focus is inquiry-based MSE education in middle school settings with diverse student and teacher populations. Of 22,585 middle school students potentially affected by PRIME, nearly one-fifth (19%) are African American, Native American, or Hispanic. A summer learning sciences institute prepares PRIME Fellows to engage in partnerships with middle school teachers and students in MSE. This institute focuses on middle school learning and teaching, assessment practices, classroom instruction, and diversity. The institute prepares the Fellows to engage in sustained partnerships with classroom teachers. Fellows provide their disciplinary expertise to enhance classroom learning opportunities while also developing an increased understanding of pedagogy and diversity. The partnerships focus their efforts on the adaptation and localization of exemplary curricular materials. PRIME studies these sustained partnerships and disseminates the products of their efforts through annual regional showcases for teachers. TEACHER PREPARATION PROGRAM GRAD TEACHING FELLOWS IN K-12 EAST ASIA AND PACIFIC PROGRAM ENGINEERING RESEARCH CENTERS ENGINEERING EDUCATION DGE EHR Denton, Denice Patricia MacGowan Judi Backman Philip Bell Reed Stevens University of Washington WA Sonia Ortega Continuing grant 1563460 7348 7179 5978 1480 1340 SMET OTHR 9179 9178 9177 7179 0000 0000099 Other Applications NEC 9979516 February 1, 2000 GK-12 Cornell Environmental Sciences Research Partnerships. Through this three-year Cornell Environmental Sciences Research Partnerships program (CERP), 27 graduate and 15 undergraduate GK-12 fellows are guiding middle and high school students in conducting scientific research. Fellows are working intensively in 10 core schools in the vicinity of Ithaca, NY, and are conducting teacher workshops and shorter research projects with students in 15 satellite schools in NYC and rural, upstate NY. They are drawing on curricula and models for high school student and teacher research developed through eight, previously funded NSF programs at Cornell. High school students are developing the ability to conduct original research, participating in classroom and Internet-mediated research communities, and enhancing their understanding of the nature of science and environmental sciences content. Teachers are enhancing their ability to guide student researchers and developing partnerships with universities and community organizations. GK-12 fellows are developing leadership, mentoring, and teaching skills, the ability to work in multidisciplinary teams, and partnerships that aid them in their research and future job search. Their work with students is also helping them formulate ideas and collect data for their thesis research. An important outcome of CERP is new models for high school student research, which are being disseminated nationwide. GRAD TEACHING FELLOWS IN K-12 DGE EHR Krasny, Marianne Nancy Trautmann Cornell University - State NY Terry S. Woodin Continuing grant 1381529 7179 SMET 9179 9178 7179 0000099 Other Applications NEC 9979537 January 1, 2000 University of Illinois at Chicago Graduate Fellows in K-12 Education. The University of Illinois at Chicago (UIC) Graduate Fellows in K-12 Education program encompasses four different components built on existing innovative science and math instruction and teacher development programs at UIC. Thus, the program features the addition of Fellows to existing or emerging teacher development initiatives. Each cohort of Fellows is trained as they, K-12 teachers, and University faculty work together during summer workshops and academic year seminars and meetings. In the classroom, UIC GK-12 Fellows support teachers by a process of (a) documenting an understanding of the schools, classrooms, students, and teachers, (b) assisting teachers in developing and implementing activities in classrooms, and (c) assessing their impact. The four components are a high school Chemistry Van project that currently offers equipment but little teacher support beyond of a summer in-service program; a K-8 mathematics curriculum with laboratory options that can be further developed to utilize computer analysis of data; state-of-the-art virtual reality platforms in support of conceptual learning in elementary science; and a whole school development project built on a partnership between UIC and an urban high school. Themes of learning processes, materials development, and technology are all present. Program benefits include increased student conceptual learning, enhanced curricula for classroom use, and increased ability for teachers to teach science and mathematics using a broad base of activities. Evaluation focuses on portfolio development by each Fellow and a separate evaluator of the teacher-Fellow, student-Fellow interactions during the interventions and then the resulting changes in teacher-student interactions. TEACHER PREPARATION PROGRAM GRAD TEACHING FELLOWS IN K-12 DGE EHR Wink, Donald Wade Freeman Thomas Moher Philip Wagreich Maria Varelas University of Illinois at Chicago IL Sonia Ortega Continuing grant 1317220 7348 7179 SMET 9178 9177 7179 0000099 Other Applications NEC 9979550 January 1, 2000 GK-12, Detroit Science and Mathematics Education Fellowship Program. The project is a partnership between the Detroit Public School System, six departments in the College of Science (Physics, Biology, Geology, Mathematics, Chemistry, and Computer Science), and the College of Education on the Wayne State University campus. Teams of graduate and advanced-undergraduate students from the mathematics and science departments are working with pre-service students and teachers to enhance the classroom efforts of teachers in the Detroit Public Schools, with emphasis on the middle grades. Formal preparation of the fellows for their K-12 classroom experience is being accomplished through workshops planned and implemented by the two colleges using the input of master teachers from the middle schools with current classroom experience. In addition, the participating teachers are reviewing fundamentals and learning about current research in the fellows' fields through formal workshops designed to support joint classroom-activity planning by the fellows and teachers involved. The project supports the science and mathematics standards adopted by the Detroit Public School System and enhances materials currently in use in the schools. GRAD TEACHING FELLOWS IN K-12 DGE EHR Freeman, D. Carl Regina Zibuck John Norman Maria Ferreira Wayne State University MI Terry S. Woodin Continuing grant 1357159 7179 SMET 9179 9178 7179 0000099 Other Applications NEC 9979554 August 15, 2000 GK-12: The North Mississippi GK-12 Project. The North Mississippi GK-12 Project is providing fourteen Fellows from eight SMET related disciplines to two local school districts, where they are serving on interdisciplinary teams as resources for the local teachers. This goals of this GK-12 Project include: 1) communicating SMET content, applications, and career paths to students and teachers in the Oxford and Lafayette County school districts; 2) providing the location and/or development of a growing supply of high quality SMET instructional activities, laboratory exercises, software, and demonstrations to expand and enhance the educational practices in use by K-12 teachers and students; and 3) increasing the ability of the teachers and Fellows to effectively utilize technology as a means to enhance the education of the students. The school districts are benefiting from the variety of newly developed materials, the increased ability to effectively utilize technology in the educational process, and the meaningful interaction between teachers, students, and the Fellows. Benefits to the Fellows include a better understanding of pedagogical best-practices, and an increased understanding of the various student needs. Benefits to The University of Mississippi include the recruitment of excellent Fellows, better relationships with the local schools, and improved communications between SMET related departments. ALLIANCES-MINORITY PARTICIPAT. TEACHER PREPARATION PROGRAM GRAD TEACHING FELLOWS IN K-12 EAST ASIA AND PACIFIC PROGRAM DGE EHR O'Haver, John Maurice Eftink Clifford Ochs David Rock University of Mississippi MS Sonia Ortega Continuing grant 1508089 9133 7348 7179 5978 SMET OTHR 9178 9177 7179 0000 0000099 Other Applications NEC 9979566 January 1, 2000 Puerto Rico Graduate Teaching Fellows in K-12 Education. The University of Puerto Rico (Rio Piedras campus and Mayaguez campus) in collaboration with Puerto Rico's Department of Education (PRDE) provides 45 K-12 Fellows as professional development resources for K-12 science and mathematics teachers in a constructivist and interdisciplinary approach to key concepts in alignment with national standards. This project is aligned with Puerto Rico's statewide systemic initiative. This project recruits, trains, and engages K-12 Fellows as professional development resources in the promotion of conceptual understanding of content knowledge for science and mathematics teachers in Puerto Rico. The K-12 Fellows serve in several capacities: 1) as professional development resources in the scaling-up effort of the PRSSI reform-Phase II, as part of the team of university faculty and lead teachers reaching 400 additional schools (25% of the Island's 1,538 schools in the public system) to be inducted into the standards-based reform during 2000-2002; 2) as follow-up to teachers from among the 200 PR-SSI schools that initiated the whole school based strategy during Phase II in 1998, which are currently completing the professional development program and require assistance in the effective implementation of the standards based curriculum; 3) as support to cooperating and mentor teachers in the preparation of future and novice teachers participating in the Puerto Rico Collaborative for Excellence in Teacher Preparation (PR-CETP) who are carrying out their practicum and induction experience in PR-SSI schools; 4) as co-teachers with K-12 teachers and serving as role models of future scientists, mathematicians and engineers for K-12 students. The K-12 Fellows are prepared for this activity by means of a year-long program consisting of: (1) four-day retreat (summer), (2) two workshops during the year, (3) monthly meetings and (4) Field Experiences. Performance assessment parallels the SSI and CETP programs that are in place. The main purpose of the research-based evaluation is to translate data from multiple sources into meaningful information that is used to drive the systemic reform in Puerto Rico. GRAD TEACHING FELLOWS IN K-12 MINORITY GRADUATE EDUC ACTIVIT DGE EHR Arce, Josefina Maria Aponte Hector Alvarez University of Puerto Rico PR Terry S. Woodin Continuing grant 1345430 7179 1515 SMET 9179 9178 7179 0000099 Other Applications NEC 9979578 January 1, 2000 Alliance for Enhancement of Science Education and Technology. This GK-12 project is a collaborative effort by Vanderbilt University, Meharry Medical College, and the Davidson County Metropolitan School District to enhance 7-12th grade science and technology education through the use of teaching fellows as resource persons for teachers. Teacher-mentors who are recognized as expert teachers by their peers and supervisors are participants in this program. Twelve graduate and two advanced undergraduate teaching fellows from Vanderbilt and Meharry are participating in the project each year. Faculty members from graduate programs in chemistry, physics, biological sciences (eight departments), chemical engineering, biomedical engineering, and environmental engineering are serving as mentors. The teaching fellows are assisting the teachers in the implementation of an integrated 7-12th grade science curriculum, as well as helping teachers to match the local core curriculum with national and state science standards. The main objectives for 7-12th grade students are to increase inquiry-based activities, enhance science literacy, develop positive attitudes about science, provide individual attention for students through tutoring and mentoring, and provide role models for students. The objectives for teachers are to increase science content knowledge and the use of computer technology, and enhance communication links between teachers and the learning community. Goals for teaching fellows include learning how to transform their science knowledge into an appropriate form for understanding by students and teachers (and the general public), and developing an appreciation for the professionalism of teachers. TEACHER PREPARATION PROGRAM GRAD TEACHING FELLOWS IN K-12 OFFICE OF MULTIDISCIPLINARY AC DGE EHR Shepherd, Virginia Melvin Joesten Maria Lima Vanderbilt University TN Terry S. Woodin Continuing grant 1465676 7348 7179 1253 SMET 9179 9178 9177 7179 0000099 Other Applications NEC 9979591 January 1, 2000 Science Fellows Supporting Teachers in the Classroom. This NSF GK-12 Fellow Project involves a collaboration of 17 grade 4-6 teachers, 17 NSF graduate and undergraduate content and technology resource fellows, and Ohio State University (OSU) science, engineering, pharmacy and math professors. The collaboration is adapting and implementing scientific and math investigations in grade 4-6 classrooms of the 64,000 student urban school district in Columbus, OH. The inquiry investigations support the curriculum of the schools and the inquiry strategies in the National Standards, the Ohio Model Competency-Based Science Program, and the Benchmarks in Science Literacy. The project involves several key components: a) Four-person teacher-fellow teams each adapt 12 hours of inquiry investigations for use in special parts of the local curriculum. b) Before their use with students, other teachers and fellows participate as students in using the investigations during weekly 3-hour teacher-fellow classes. The teachers and fellows provide feedback that is used to modify the investigations. c) After revision, all of the teachers assisted by fellows use the inquiry investigations in their grade 4-6 classrooms. Each year, the focus is on one particular grade level, with follow-up visits to classes involved during previous years. In addition, the teacher-fellow teams produce kits that can be used by teachers in classes throughout Ohio. The dissemination of these kits is facilitated through summer workshops led by fellow-teacher teams for other Columbus grade 4-6 teachers and for OSU Extension Agents who offer workshops for teachers throughout Ohio. TEACHER PREPARATION PROGRAM GRAD TEACHING FELLOWS IN K-12 OFFICE OF MULTIDISCIPLINARY AC DGE EHR Olesik, Susan Garry McKenzie Lane Wallace Audeen Fentiman Ohio State University Research Foundation OH Sonia Ortega Continuing grant 1253271 7348 7179 1253 SMET 9179 9178 7179 0000099 Other Applications NEC 9979593 January 1, 2000 GK-12 Engineering Fellows: A K-12 Resource for Integrating Engineering, Math and Science. This program, a project of the College of Engineering with collaborative support from the Department of Education at Tufts University and the Nashoba Regional School District, is infusing the K-10 curriculum with engineering approaches and activities that are aligned with the new Massachusetts Science and Technology/Engineering Standards by placing engineering and computer science students (fellows) in the classrooms. Using their backgrounds, and equipped with a set of hands-on engineering-based project ideas and pedagogy know-how, the fellows are working with teacher liaisons to introduce engineering principles into the K-10 grades. The material being introduced conforms with the recently developed Massachusetts Standards for Science and Technology/Engineering and National Standards of Technology and Science. This material is being collected and created by an experienced team of Tufts faculty, K-12 professionals and graduate students. This is the first systemic and formal attempt to introduce engineering throughout the K-10 student experiences, with special emphasis on middle school. As a by-product, it is expected that this program will lead to new and productive collaborations between engineers and mathematical scientists, educators, and education researchers, and create a model program for engineering education in K-12 environments. TEACHER PREPARATION PROGRAM GRAD TEACHING FELLOWS IN K-12 CISE RESEARCH INFRASTRUCTURE ENGINEERING EDUCATION DGE EHR Rogers, Chris Ioannis Miaoulis Diane Souvaine Christine Cunningham Linda Beardsley Tufts University MA Terry S. Woodin Continuing grant 915919 7348 7179 2885 1340 SMET 9179 9178 9177 7179 0000099 Other Applications NEC 9979634 May 1, 2000 GK-12 Formal Proposal. Rice University and two University of Houston campuses are joining the Houston Independent School District to create an innovative program that teams master and novice middle school teachers with SMET undergraduate and graduate students, designated as GK-12 Fellows. Seven four-member teams are working together over a fifteen month fellowship period in an exchange of content knowledge and pedagogy. The program includes the following major features: * Fellows are introduced to K-12 education by participating in teacher enhancement programs at the participating universities. After spending an entire academic year working with their teacher team-mates, GK-12 Fellows serve as instructors in these same teacher enhancement programs during the last three months of their fellowship. * Teams design a two-semester project that involves the middle school students of the participating teachers. Projects focus on one of three themes: curriculum development, learning processes, or integration of instructional technology into the K-12 science and mathematics curriculum. * In addition to their time on K-12 campuses, Fellows participate in a weekly seminar on precollege science and mathematics educational reform. * Fellows serve as role models for middle school students as they provide instructional assistance to their teacher teammates. Our universities have a long history of working closely with the local school district to meet identified needs. This program strengthens and expands the already established relationships among the participating institutions, provides K-12 teachers with an exceptional professional development opportunity and their students with enriched instruction in science and mathematics, at the same time preparing graduate and undergraduate students to support K-12 education in their future careers. GRAD TEACHING FELLOWS IN K-12 DGE EHR Matthews, Kathleen Frederick Rudolph Richard Tapia William Marsh Rice University TX Sonia Ortega Continuing grant 1398362 7179 SMET 9178 7179 0000099 Other Applications NEC 9987548 August 1, 2000 IGERT Full Proposal: Materials Lifetime Science and Engineering. 9987548 Peter Liaw - University of Tennessee at Knoxville IGERT: Materials Lifetime Science and Engineering This Integrative Graduate Education and Research Training [IGERT] award supports the establishment of a multidisciplinary, multi-institutional, graduate training program of education and research in materials lifetime science and engineering. The participating institutions are the University of Tennessee and its team members: Lehigh University; Rutgers University; Oak Ridge National Laboratory; Engineering Technology Center of Analysis & Technology, Inc.; Boeing Company; General Electric Company; Haynes International, Inc.; and the Institute of Nuclear Energy Research, Taiwan. The program is a joint effort of 30 scientists and engineers, with faculty participants drawn from nine Departments: Materials Science and Engineering; Mechanical and Aerospace Engineering, and Engineering Science; Mechanical Engineering and Mechanics; Chemistry; Civil and Environmental Engineering; Industrial Engineering; Biochemistry, Cellular, and Molecular Biology; Statistics; and Education. The program consists of four integrated components: [1] major research efforts with emphases on environmental/mechanical synergistic interactions; [2] a new Ph.D. curriculum; [3] industrial and national-laboratory internships, and a university student-exchange program; and [4] advanced, computer-based education/research technologies. The goal is to provide Ph.D. graduates who can assume leadership roles in the solutions of complex technological problems involving materials lifetime science and engineering. Solutions of these problems will result in accurate lifetime predictions and significant lifetime extensions of aging structural materials, and the development of new materials with improved lifetimes. IGERT is an NSF-wide program intended to meet the challenges of educating Ph.D. scientists and engineers with the multidisciplinary backgrounds and the technical, professional, and personal skills needed for the career demands of the future. The program is intended to catalyze a cultural change in graduate education by establishing new, innovative models for graduate education and training in a fertile environment for collaborative research that transcends traditional disciplinary boundaries. In the third year of the program, awards are being made to nineteen institutions for programs that collectively span all areas of science and engineering supported by NSF. The intellectual foci of this specific award reside in the Directorates for Engineering, Mathematical and Physical Sciences, and Education and Human Resources. EAST ASIA AND PACIFIC PROGRAM HUMAN RESOURCES DEVELOPMENT IGERT FULL PROPOSALS OFFICE OF MULTIDISCIPLINARY AC DGE EHR Liaw, Peter Raymond Buchanan University of Tennessee Knoxville TN Melur K. Ramasubramanian Continuing grant 3135062 5978 1360 1335 1253 SMET 9179 5921 5251 1335 0000099 Other Applications NEC 9987555 August 1, 2000 Integrative Graduate Training in Bioinformatics and Functional Genomics--IGERT Full Proposal. 9987555 Barbara Sherry - North Carolina State University IGERT: Integrative Graduate Training in Bioinformatics and Functional Genomics This Integrative Graduate Education and Research Training (IGERT) award supports the establishment of a multidisciplinary graduate training program of education and research in bioinformatics and functional genomics. The program builds on four strategic initiatives: (1) A new Genomic Sciences graduate program, beginning fall 1999; (2) Genome Research Laboratory, Forest Biotechnology Laboratory, Bioinformatics Research Center and Veterinary Medicine research tower, being completed 1999 through 2004; (3) Longstanding collaborations among researchers in statistics, animal sciences, plant genetics and forestry; and (4) Alliances with industrial partners in neighboring Research Triangle Park and on the University's Centennial Campus. As part of the new curriculum, 34 IGERT trainees will take a 15-credit common core of courses, followed by specialized offerings in functional genomics or bioinformatics. The academic program emphasizes NC State University's unique strengths in agriculture, forestry, statistics and veterinary medicine. Trainees also will have industry internships, a joint journal club and a seminar series. Currently no national genomics center focuses on agriculture, biostatistics, veterinary medicine and forestry. NC State University is one of a very few institutions that can bring high caliber intellectual resources to bear in these areas. The program is designed to create a community of university and private investigators working together at the frontiers of genomic sciences research. New medicines, agricultural products, micro-scale technologies and methods of statistical modeling and analysis are among the expected results. IGERT is an NSF-wide program intended to meet the challenges of educating Ph.D. scientists and engineers with the multidisciplinary backgrounds and the technical, professional, and personal skills needed for the career demands of the future. The program is intended to catalyze a cultural change in graduate education by establishing new, innovative models for graduate education and training in a fertile environment for collaborative research that transcends traditional disciplinary boundaries. In the third year of the program, awards are being made to nineteen institutions for programs that collectively span all areas of science and engineering supported by NSF. The intellectual foci of this specific award reside in the Directorates for Biological Sciences, Computer and Information Science and Engineering, Mathematical and Physical Sciences, and Education and Human Resources. WESTERN EUROPE PROGRAM EXPERIMENTAL SYSTEMS/CADRE IGERT FULL PROPOSALS PLANT GENOME RESEARCH PROJECT OFFICE OF MULTIDISCIPLINARY AC DGE EHR Sherry, Barbara Ronald Sederoff Bruce Weir Margaret King North Carolina State University NC Melur K. Ramasubramanian Continuing grant 2726861 5980 4725 1335 1329 1253 SMET 9179 5946 5918 1335 0000099 Other Applications NEC 9987576 August 1, 2000 IGERT Full Proposal. 9987576 Marie Thursby - Purdue University IGERT: Innovation Realization Laboratory: Integrating Science and Engineering with Economics and Management This Integrative Graduate education and Research Training (IGERT) award supports the establishment of a multidisciplinary graduate training program of education and research on the realization of innovation. The innovation Realization Lab (IRL) is designed to: (1) graduate Ph.D.s in science and engineering who are technically proficient and understand economic and management principles critical to industrial research and development; (2) produce science and engineering thesis research of scientific merit and market relevance, and (3) train management graduate students in research and development project management. Faculty from six graduate programs (Plant Biology, Agricultural and Biological Engineering, Computer Science, Electrical and Computer Engineering, Management and Mechanical Engineering) will develop this unique approach to graduate education. Thirty NSF-funded Ph.D. students and their major professors will be teamed with faculty and 30 Purdue University-funded Master of Science students from the School of Management to engage in collaborative technical and market research concerning potential market applications of the Ph.D. students' research. Complementary classes, workshops, and industry internships will introduce students to intellectual property, business, regulatory, and ethical issues that are critical to the industrial application of fundamental research in science and engineering. The IRL experience will provide learning by doing in commercialization and behavioral aspects of project management -- preparing Ph.D. for varied entrepreneurial or intrapreneurial careers as leaders in the realization of innovation. IGERT is an NSF-wide program intended to meet the challenges of education Ph.D. scientists and engineers with the multidisciplinary backgrounds and the technical, professional, and personal skills needed for the career demands of the future. The program is intended to catalyze a cultural change in graduate education by establishing new, innovative models for graduate education and training in a fertile environment for collaborative research that transcends traditional disciplinary boundaries. In the third year of the program, awards are being made to nineteen institutions for programs that collectively span all areas of science and engineering supported by NSF. The intellectual foci of this specific award reside in the Directorates for Engineering; Biological Sciences; Computer and Information Science and Engineering; and Education and Human Resources. EXPERIMENTAL SYSTEMS/CADRE HUMAN RESOURCES DEVELOPMENT IGERT FULL PROPOSALS DGE EHR Martin, Stephen Louis Sherman Warren Stevenson William Woodson Purdue University IN Melur K. Ramasubramanian Continuing grant 2721434 4725 1360 1335 SMET 9179 9178 1335 0000099 Other Applications NEC 9987577 August 1, 2000 IGERT: Dynamics of Complex Systems in Science and Engineering. 9987577 Stephen Davis - Northwestern University IGERT: Dynamics of Complex Systems in Science and Engineering This Integrative Graduate Education and Research Training (IGERT) award supports the establishment of a multidisciplinary graduate training program of education and research on the dynamics of complex systems. Nonlinear science has increasing impact on many disciplines in the natural sciences, engineering, and medicine, and requires training that bridges traditional departmental and school boundaries. This graduate training program emphasizes the unity of fundamental concepts underlying a broad range of scientific research areas: nonlinear optics, computational neuroscience, pattern formation, chaos, ergodic theory; and applications to engineering and materials science problems: interface motion, combustion, and mixing. The goal is to prepare the students for today's rapidly evolving professional environment. Students will be equipped with the tools and intuition needed to tackle complex nonlinear problems arising in various guises and technical fields. Cross-disciplinary research and communication skills will be developed through an intensive year-long course, in which small graduate-student teams will investigate a topic guided by two faculty members with complementary perspectives. This early research experience will be followed by a thesis on a different topic; in the case of IGERT fellows the thesis project will be co-advised and cross-disciplinary. Internships will provide additional training experience. Cross-departmental research seminars and student-run seminars, regional workshops, yearly retreats, and an active visitor program will foster a highly cooperative, diverse, cross-disciplinary training environment. IGERT is an NSF-wide program intended to meet the challenges of educating Ph.D. scientists and engineers with the multidisciplinary backgrounds and the technical, professional, and personal skills needed for the career demands of the future. The program is intended to catalyze a cultural change in graduate education by establishing new, innovative models for graduate education and training in a fertile environment for collaborative research that transcends traditional disciplinary boundaries. In the third year of the program, awards are being made to nineteen institutions for programs that collectively span all areas of science and engineering supported by NSF. The intellectual foci of this specific award reside in the Directorates for Mathematical and Physical Sciences; Engineering; Computer and Information Science and Engineering; and Education and Human Resources. EXPERIMENTAL SYSTEMS/CADRE HUMAN RESOURCES DEVELOPMENT IGERT FULL PROPOSALS OFFICE OF MULTIDISCIPLINARY AC DGE EHR Davis, Stephen Mary Silber Hermann Riecke Sara Solla Paul Umbanhowar Northwestern University IL Melur K. Ramasubramanian Continuing grant 2936836 4725 1360 1335 1253 SMET 9179 1335 0000099 Other Applications NEC 9987586 August 1, 2000 IGERT Full Proposal: Integrative Graduate Education and Research Training in Advanced Networking. 9987586 Scott Midkiff - Virginia Polytechnic Institute and State University IGERT: Integrative Graduate Education and Research Training in Advanced Networking This Integrative Graduate Education and Research Training (IGERT) award supports the establishment of a multidisciplinary, multi-campus, graduate training program of education and research on advanced networking. In this program, students from computer engineering, electrical engineering, computer science, industrial and systems engineering, and business will work with technology developers and advanced users from industry and government on multidisciplinary research targeted at the vision of the future Internet as the common, ubiquitous and global communications infrastructure. The program will integrate research on broadband wireless access, mobile access to Internet resources and applications, Internet appliances, quality of service, heterogeneous network security, and management of large-scale networks. The educational program develops students' ability to conduct research, integrate technical, business, regulatory, and global issues, work effectively in distributed, culturally diverse, multidisciplinary teams, communicate effectively, and conduct themselves in an ethical and professional manner. The program leverages existing university investments to create this state-of-the-art distributed graduate education and research training program at two sites. Virginia Tech's Alexandria Research Institute provides access to industrial and government partners and a foundation in multidisciplinary and international programs. The main campus in Blacksburg provides access to the university's traditional research strengths and advanced networking infrastructure. Steady-state enrollment is to be at least 19 students, with an average of five to six U.S. Ph.D. graduates per year. IGERT is an NSF-wide program intended to meet the challenges of educating Ph.D. scientists and engineers with the multidisciplinary backgrounds and the technical, professional, and personal skills needed for the career demands of the future. The program is intended to catalyze a cultural change in graduate education by establishing new, innovative models for graduate education and training in a fertile environment for collaborative research that transcends traditional disciplinary boundaries. In the third year of the program, awards are being made to nineteen institutions for programs that collectively span all areas of science and engineering supported by NSF. The intellectual foci of this specific award reside in the Directorates for Computer and Information Science and Engineering; Engineering; Social, Behavioral, and Economic Sciences; and Education and Human Resources. EXPERIMENTAL SYSTEMS/CADRE HUMAN RESOURCES DEVELOPMENT IGERT FULL PROPOSALS DGE EHR Midkiff, Scott Marc Abrams C. Patrick Koelling George Morgan Virginia Polytechnic Institute and State University VA Melur K. Ramasubramanian Continuing grant 2817933 4725 1360 1335 SMET 9179 917 1335 0000099 Other Applications NEC 9987588 August 1, 2000 IGERT Full Proposal: Innovative Cross-Disciplinary Training in Neuroscience and Computation. 9987588 David S. Touretzky - Carnegie Mellon University IGERT: Cross-Disciplinary Training in the Neural Basis of Cognition This Integrative Graduate Education and Research Training (IGERT) award supports the establishment of a new multidisciplinary, multi-institution, graduate training program of education and research within the Center for the Neural Basis of Cognition at Carnegie Mellon University and the University of Pittsburgh. The CNBC offers interdisciplinary training to students in a variety of fields who seek to understand how cognitive processes arise from neural mechanisms. Participating departments at Carnegie Mellon are Computer Science, Psychology, Robotics, and Statistics. At the University of Pittsburgh they are Mathematics, Neurobiology, Neuroscience, and Psychology. The IGERT training program is a new kind of cross-over training experience in which students develop professional competence in an area outside their home discipline. For example, a computer science student whose research involves computer modeling of the hippocampus could work in a neurophysiology lab, learning to do parallel multiunit recording from the hippocampus of behaving rats. A psychology student doing functional brain imaging could receive cross-over training in statistical analysis techniques for functional imaging data. During their first year in the IGERT program, students will acquire necessary background knowledge through a combination of coursework, directed reading, and observation in the lab. In the second year students will work half-time in their host lab to complete a small research project of their own. IGERT is an NSF-wide program intended to meet the challenges of educating Ph.D. scientists and engineers with the multidisciplinary backgrounds and the technical, professional, and personal skills needed for the career demands of the future. The program is intended to catalyze a cultural change in graduate education by establishing new, innovative models for graduate education and training in a fertile environment for collaborative research that transcends traditional disciplinary boundaries. In the third year of the program, awards are being made to nineteen institutions for programs that collectively span all areas of science and engineering supported by NSF. The intellectual foci of this specific award reside in the Directorates for Biological Sciences; Computer and Information Science and Engineering; Social, Behavioral, and Economic Sciences; Mathematical and Physical Sciences; and Education and Human Resources. EXPERIMENTAL SYSTEMS/CADRE IGERT FULL PROPOSALS OFFICE OF MULTIDISCIPLINARY AC DGE EHR Touretzky, David Walter Schneider Carnegie-Mellon University PA Carol Van Hartesveldt Continuing grant 2029438 4725 1335 1253 SMET 9179 1335 0000099 Other Applications NEC 9987589 August 1, 2000 Pennsylvania State Consortium for Education in Many-Body Applications. 9987589 James Anderson - Pennsylvania State University IGERT: Consortium for Education in Many-Body Applications This Integrative Graduate Education and Research Training (IGERT) award supports the establishment of a multidisciplinary graduate training program of education and research in many-body applications. For many traditional problems in science and technology, the fundamental interactions are well understood. The challenges are in the complexities that arise when there are more than a few electrons or atoms or particles involved. Included among these many-body problems are predictions of the electronic structure of molecules, molecular dynamics, the interactions of molecules with solvents, protein folding, catalytic reactions at surfaces, ferroic materials, the flow of fluids in porous media and the coupling of gas dynamics with chemical reaction. The solution to these and related problems lies in the effective use of high performance and massively parallel computers by scientists and engineers developed through a cross-disciplinary graduate training program in many-body problems. The Consortium for Education in Many-Body Applications (CEMBA) IGERT program is a joint effort of nine faculty from the Departments of Aerospace Engineering, Chemical Engineering, Chemistry, Computer Science and Engineering, Materials Science and Engineering, Mathematics, and Physics. CEMBA incorporates new courses, research projects, summer internships, seminars and tutorials to train students for leadership roles in advanced computational methods for many-body systems. The program will give students extensive experience in many-body approaches and their implementation on high-performance computers. CEMBA is designed to train a new generation of scientists and engineers with breadth and interdisciplinarity, with the technical skills and the experience to lead in the solution of these many-body problems. IGERT is an NSF-wide program intended to meet the challenges of educating Ph.D. scientists and engineers with the multidisciplinary backgrounds and the technical, professional, and personal skills needed for the career demands of the future. The program is intended to catalyze a cultural change in graduate education by establishing new, innovative models for graduate education and training in a fertile environment for collaborative research that transcends traditional disciplinary boundaries. In the third year of the program, awards are being made to nineteen institutions for programs that collectively span all areas of science and engineering supported by NSF. The intellectual foci of this specific award reside in the Directorates for Mathematical and Physical Sciences; Engineering; Computer and Information Science and Engineering; and Education and Human Resources. EXPERIMENTAL SYSTEMS/CADRE HUMAN RESOURCES DEVELOPMENT IGERT FULL PROPOSALS OFFICE OF MULTIDISCIPLINARY AC DGE EHR Anderson, James Kristen Fichthorn Jayanth Banavar Lyle Long Paul Plassmann Pennsylvania State Univ University Park PA Melur K. Ramasubramanian Continuing grant 2912433 4725 1360 1335 1253 SMET 9179 1335 0000099 Other Applications NEC 9987590 August 1, 2000 IGERT Full Proposal: Integrative Human Evolutionary Biology. 9987590 Bernard Wood - George Washington University IGERT: Integrative Human Evolutionary Biology This Integrative Graduate Education and Research Training (IGERT) award supports the establishment of a multidisciplinary, multi-institutional, graduate training program of education and research on human evolutionary biology. The Human Evolutionary Biology Doctoral Program (HEBDP) is a graduate program linking anthropology with molecular and organismal biology, chemistry, engineering and geology that promotes interdisciplinary research emphasizing experimental and comparative methods for studying human evolutionary history. HEBDP is a collaboration between George Washington University, Howard University, the University of Maryland, the Smithsonian Institution, and other Washington DC area researchers. The evidence for our species' evolutionary history is well studied and of unquestionable social and scientific importance. Yet, despite a wealth of fossil, archaeological, molecular, paleoecological and comparative data, issues as basic as hominid phylogeny, the evolution of bipedal locomotion, diet, language and cognition, and the effects of environmental change on human evolution, and vice versa, remain poorly understood. These gaps in our knowledge partly occur because few students are trained in the new range of analytical, experimental and conceptual skills needed to test evolutionary hypotheses. HEBDP will combine coursework with innovative problem-based learning seminars, internships and research to train students in new methods for studying our species' fossil, archaeological and genetic records. Because human evolutionary research has broad social and medical implications, HEBDP includes training in skills required for the effective public dissemination of science. IGERT is an NSF-wide program intended to meet the challenges of educating Ph.D. scientists and engineers with the multidisciplinary backgrounds and the technical, professional, and personal skills needed for the career demands of the future. The program is intended to catalyze a cultural change in graduate education by establishing new, innovative models for graduate education and training in a fertile environment for collaborative research that transcends traditional disciplinary boundaries. In the third year of the program, awards are being made to nineteen institutions for programs that collectively span all areas of science and engineering supported by NSF. The intellectual foci of this specific award reside in the Directorates for Social, Behavioral, and Economic Sciences; Biological Sciences; Mathematical and Physical Sciences; Engineering; Geosciences; and Education and Human Resources. HUMAN RESOURCES DEVELOPMENT IGERT FULL PROPOSALS OFFICE OF MULTIDISCIPLINARY AC DGE EHR Wood, Bernard Alison Brooks Brian Richmond Sarah Tishkoff George Washington University DC Holly Given Continuing grant 2889059 1360 1335 1253 SMET 9179 1335 0000099 Other Applications NEC 9987598 August 1, 2000 IGERT Full Proposal: Interdisciplinary Traineeship in High Performance Computing Applications. 9987598 William Hase - Wayne State University IGERT: Interdisciplinary Traineeship in High Performance Computing Applications This Integrative Graduate Education and Research Training (IGERT) award supports the establishment of a multidisciplinary graduate training program of education and research in high performance computing. This project will integrate ongoing interdisciplinary research efforts in our new Institute for Scientific Computing into a cooperative traineeship program. The program will build upon existing high-performance computing related projects, many with industrial collaboration, to develop a concerted thrust in the area of scientific computing, a growing research strength at Wayne State University. Active programs in computer intensive, data intensive, and real-time computing will form the core research that will be the hallmark of a new interdisciplinary Masters/Ph.D. curriculum. The curriculum will consist of an integrated series of hands-on (lecture and laboratory) courses and seminars on scientific computing developed by university and industrial participants. Graduate thesis training will be based on teaming where students work individually on different components of a major interdisciplinary project. Programs using high performance computing in the following strategically important areas are envisioned: (i) Medicine, Genetics, and Biochemistry, (ii) Chemistry, Physics, and Materials Science, and (iii) Automotive and Aerospace Systems. This research-educational initiative has the active support of industry, particularly Ford, IBM, SGI, SUN, and CFD Research, who will provide substantial resources as a match to initiate this program and who will participate in lectures, research training, and oversight/assessment of the project. Wayne State University will commit more than $2,320,000 in resources to support this program. To ensure the success of this training program and to be competitive with the many opportunities in scientific computing, Wayne State University is supplementing the graduate stipends to give a total stipend of $23,266/year. With this stipend and the strength of the training program, we will be able to recruit outstanding students. IGERT is an NSF-wide program intended to meet the challenges of educating Ph.D. scientists and engineers with the multidisciplinary backgrounds and the technical, professional, and personal skills needed for the career demands of the future. The program is intended to catalyze a cultural change in graduate education by establishing new, innovative models for graduate education and training in a fertile environment for collaborative research that transcends traditional disciplinary boundaries. In the third year of the program, awards are being made to nineteen institutions for programs that collectively span all areas of science and engineering supported by NSF. The intellectual foci of this specific award reside in the Directorates for Computer and Information Science and Engineering, Mathematical and Physical Sciences, Engineering, Biological Sciences, and Education and Human Resources. EXPERIMENTAL SYSTEMS/CADRE HUMAN RESOURCES DEVELOPMENT IGERT FULL PROPOSALS OFFICE OF MULTIDISCIPLINARY AC DGE EHR Schlegel, H. Bernhard Evelyn Goldfield Vipin Chaudhary Guy Edjlali Wayne State University MI Melur K. Ramasubramanian Continuing grant 2949618 4725 1360 1335 1253 SMET 9179 1335 0000099 Other Applications NEC 9987603 August 1, 2000 IGERT: Teaching Craft for Macromolecular Creativity. 9987603 Paul Russo - Louisiana State University IGERT: Teaching Craft for Macromolecular Creativity This Integrative Graduate Education and Research Training (IGERT) award supports the establishment of a multidisciplinary graduate training program of education and research on the synthesis, characterization, processing and theory of macromolecules. Students in eight departments will participate in this IGERT experiment. After research-driven formal training in the above topical areas, the students will join an interdisciplinary team including other students, faculty and off-campus participants. The research mix includes engineering plus curiosity-driven and applied science. An Apprentice-Artisan-Craftsperson ladder is adapted from the trade arts to develop skills, creativity, ethics, responsibility and philosophy. Students will arrive early for a summer of research discovery and ethics training. Based on demonstrated merit, they will be elected to apprenticeships. Apprentices will work side by side with professors and off-campus "research master craftspersons" for 2 to 6 weeks-long enough to demonstrate first-hand the responsible and ethical conduct of research, but short enough that the student can still flourish independently. Upon completion of a written report and advancement to Ph.D. candidacy, Apprentices become Artisans. Among other privileges and responsibilities, Artisans may write minigrants in support of original ideas. After a successful data defense, Artisans will be declared Craftspersons and become eligible for up to six months of "finishing school" at another university, government or industrial site. Excellent opportunities have been pre-arranged, but Craftspersons might design their own based on preliminary data from their independent minigrants. The core curriculum will be revised to serve a more interdisciplinary clientele. Team-taught, integrated lab/lectures will pay special attention to practical skills, including those required for equipment building, programming and troubleshooting. Training in the ethical conduct of science and technology, plus business issues, will be provided in two courses available to graduate and undergraduate students across campus. Students must perform a community service project and participate in a new, interdepartmental seminar. A strong reward structure will maintain student and faculty interest in this demanding experiment. The member departments and off-campus participants will share their different strengths in gender, cultural and racial diversity. More than 30 students will participate overall. Successful aspects of the experiment will spread throughout the campus, guided by a new sociometrics project to assess its effectiveness. IGERT is an NSF-wide program intended to meet the challenges of educating Ph.D. scientists and engineers with the multidisciplinary backgrounds and the technical, professional, and personal skills needed for the career demands of the future. The program is intended to catalyze a cultural change in graduate education by establishing new, innovative models for graduate education and training in a fertile environment for collaborative research that transcends traditional disciplinary boundaries. In the third year of the program, awards are being made to nineteen institutions for programs that collectively span all areas of science and engineering supported by NSF. The intellectual foci of this specific award reside in the Directorates for Mathematical and Physical Sciences, Engineering, and Education and Human Resources. AMERICAS PROGRAM HUMAN RESOURCES DEVELOPMENT IGERT FULL PROPOSALS OFFICE OF MULTIDISCIPLINARY AC DGE EHR Russo, Paul Terry Bricker Maciej Radosz Louisiana State University & Agricultural and Mechanical College LA Holly Given Continuing grant 3253466 5977 1360 1335 1253 SMET 9179 5913 1335 0000099 Other Applications NEC 9987607 August 1, 2000 IGERT Full Proposal: Carbon, Climate, and Society. 9987607 James White - University of Colorado at Boulder. IGERT: Graduate Training Program in Carbon, Climate and Society This Integrative Graduate Education and Research Training (IGERT) award supports the establishment of a multidisciplinary graduate training program of education and research on the carbon cycle and climate change. We will construct and test a highly interdisciplinary educational structure designed to better train graduate students interested in human interactions with the environment. As humans have been far more adept at causing environmental change than at understanding the impacts of those changes, we in the education arena need to quickly adapt and change how we train students, particularly graduate students, in how to effectively address and solve environmental problems. Our current disciplinary-based graduate educational structure does not effectively meet that need. Students are not learning how to cross disciplinary boundaries, particularly across the social and natural sciences, and how to work effectively in teams. Neither are they taught how to effectively communicate with the press and the public in order to make their research findings more broadly known and accepted. Thus, our proposed program merges students from natural sciences, social sciences and journalism into cohorts that will focus on carbon and climate issues. We combine formal coursework with research internships and a team based approach to problem solving in an attempt to explore new mechanisms of graduate education in environmental issues. IGERT is an NSF-wide program intended to meet the challenges of educating Ph.D. scientists and engineers with the multidisciplinary backgrounds and the technical, professional, and personal skills needed for the career demands of the future. The program is intended to catalyze a cultural change in graduate education by establishing new, innovative models for graduate education and training in a fertile environment for collaborative research that transcends traditional disciplinary boundaries. In the third year of the program, awards are being made to nineteen institutions for programs that collectively span all areas of science and engineering supported by NSF. The intellectual foci of this specific award reside in the Directorates for Geosciences; Biological Sciences; Social, Behavioral, and Economic Sciences; Education and Human Resources; and the Office of Polar Programs. EAPSI AFRICA, NEAR EAST, & SO ASIA IGERT FULL PROPOSALS DGE EHR White, James Alan Townsend University of Colorado at Boulder CO Melur K. Ramasubramanian Continuing grant 3142250 7316 5976 1335 SMET 9179 5980 5977 5976 5946 5928 5926 5914 1335 1066 0000099 Other Applications NEC 9987612 August 1, 2000 IGERT Formal Proposal: Integrative Graduate Education and Research Training in Urban Ecology. 9987612 Stuart Fisher - Arizona State University IGERT: Integrative Graduate Education and Research Training in Urban Ecology This Integrative Graduate Education and Research Training (IGERT) award supports the establishment of a multidisciplinary graduate training program of education and research in urban ecology. Urban ecology is a relatively new endeavor, thus fellows will have unparalleled opportunity to define the field with a diverse group of faculty members, students, and postdocs. Cities are not only important ecosystems to humans but are excellent laboratories for ecological research. The Central Arizona - Phoenix Long-Term Ecological Research project, one of only two urban sites in the NSF's LTER network, provides an established research infrastructure for frontier, multidisciplinary research and graduate training. Training will be built on a collaborative model emphasizing cooperation and teamwork. Fellows may earn degrees in six core departments in the life, earth, and social sciences and will participate in team research, courses, and seminars that emphasize integration among disciplines. Dissertations will be integrative and multidisciplinary and will include a substantial collaborative component beyond the student's home discipline. Collectively, these activities will afford skills that should be broadly applicable to careers in public and private sectors and in academia. The main objective of the program is to educate a new kind of scientist who is broader, more flexible, more collaborative, and more adept at linking science and social issues than heretofore. IGERT is an NSF-wide program intended to meet the challenges of educating Ph.D. scientists and engineers with the multidisciplinary backgrounds and the technical, professional, and personal skills needed for the career demands of the future. The program is intended to catalyze a cultural change in graduate education by establishing new, innovative models for graduate education and training in a fertile environment for collaborative research that transcends traditional disciplinary boundaries. In the third year of the program, awards are being made to nineteen institutions for programs that collectively span all areas of science and engineering supported by NSF. The intellectual foci of this specific award reside in the Directorates for Biological Sciences, Geosciences, and Education and Human Resources. WESTERN EUROPE PROGRAM EAST ASIA AND PACIFIC PROGRAM IGERT FULL PROPOSALS DGE EHR Fisher, Stuart William Graf Charles Redman Nancy Grimm Arizona State University AZ Melur K. Ramasubramanian Continuing grant 3079693 5980 5978 1335 SMET 9179 5937 5918 5912 5251 1335 0000099 Other Applications NEC 9987614 August 1, 2000 IGERT Full Proposal: Computational Neurobiology Graduate Program. 9987614 Terry Sejnowski - University of California, San Diego IGERT: Graduate Training Program in Computational Neurobiology This Integrative Graduate Education and Research Training (IGERT) award supports the establishment of a multidisciplinary graduate training program of education and research in computational neurobiology. The goal is to train a new generation of scientists and engineers with a broad range of scientific and technical skills who are equally at home measuring large-scale brain activity, analyzing the data with advanced computational techniques, and developing new models for brain development and function. This integrative training program is centered in the Department of Biology at UCSD and the Salk Institute, but includes faculty members from physics, chemistry, psychology, cognitive science, electrical engineering, computer science, and mathematics, as well as from biology and neuroscience. The training program will give all students hands-on experience in a wide range of advanced experimental and computational techniques through collaborative research between laboratories, industrial internships, and the opportunity to pursue research abroad. The faculty will participate in outreach programs to encourage and prepare underrepresented minorities for a career in computational neurobiology. Research areas in the training program include: (1) synaptic growth and plasticity; (2) neural dynamics; (3) neural population coding; (4) visual perception and memory; (5) stochastic learning algorithms; and (6) functional brain imaging. IGERT is an NSF-wide program intended to meet the challenges of educating Ph.D. scientists and engineers with the multidisciplinary backgrounds and the technical, professional, and personal skills needed for the career demands of the future. The program is intended to catalyze a cultural change in graduate education by establishing new, innovative models for graduate education and training in a fertile environment for collaborative research that transcends traditional disciplinary boundaries. In the third year of the program, awards are being made to nineteen institutions for programs that collectively span all areas of science and engineering supported by NSF. The intellectual foci of this specific award reside in the Directorates for Biological Sciences; Computer and Information Science and Engineering; Social, Behavioral, and Economic Sciences; Mathematical and Physical Sciences; Engineering; and Education and Human Resources. EAPSI EXPERIMENTAL SYSTEMS/CADRE HUMAN RESOURCES DEVELOPMENT IGERT FULL PROPOSALS OFFICE OF MULTIDISCIPLINARY AC DGE EHR Sejnowski, Terrence Henry Abarbanel William Kristan David Kleinfeld University of California-San Diego CA Carol Van Hartesveldt Continuing grant 2951954 7316 4725 1360 1335 1253 SMET 9179 5980 5936 1335 0000099 Other Applications NEC 9987616 August 1, 2000 Interdisciplinary Graduate Education and Research Training in Meso-, Micro- and Nano- (MMN) Scale Thermalfluid Systems Engineering and Science. 9987616 Roemer - University of Utah IGERT: Extremely Small Scale Thermal-Fluid Systems This Integrative Graduate Education and Research Training (IGERT) award supports the establishment of a multidisciplinary graduate training program of education and research on extremely small scale thermal-fluid systems. The applications of extremely small scale thermal- and fluid-systems are expanding exponentially, including: silicon microfabrication technology based turbines; microscale heat exchangers for cooling high-power electronics, and micro- and nano- scale chemical and biological analyses systems. The objective of this program is to create the first integrated, multidisciplinary educational program in extremely small scale thermal-fluid systems. The program emphasis will be on (1) the fundamental engineering physics and chemistry that are important at these small scales; (2) fabrication technologies; (3) design for manufacturing; and (4) testing and analysis of complete systems. An interdisciplinary faculty will provide a comprehensive education and research training program, including six new, specialized courses and integrated research experiences. These classes will involve a diverse set of topics such as scaling issues, micromachining, interfacial phenomena, and thin-film energy transport. Between 50 and 60 Ph.D. students will be enrolled in this program over its five-year life. These students will participate in formal classroom and laboratory training, industrial and government laboratory internships, a monthly interdisciplinary seminar, and international educational experiences. The concentration on thermal-fluid systems is a unique feature that will provide critical training in an important discipline within the broader micro- and nano-systems technology field. IGERT is an NSF-wide program intended to meet the challenges of educating Ph.D. scientists and engineers with the multidisciplinary backgrounds and the technical, professional, and personal skills needed for the career demands of the future. The program is intended to catalyze a cultural change in graduate education by establishing new, innovative models for graduate education and training in a fertile environment for collaborative research that transcends traditional disciplinary boundaries. In the third year of the program, awards are being made to nineteen institutions for programs that collectively span all areas of science and engineering supported by NSF. The intellectual foci of this specific award reside in the Directorates for Engineering; Mathematical and Physical Sciences; and Education and Human Resources. HUMAN RESOURCES DEVELOPMENT IGERT FULL PROPOSALS OFFICE OF MULTIDISCIPLINARY AC DGE EHR Ameel, Timothy JoAnn Lighty Stephen Jacobsen University of Utah UT Melur K. Ramasubramanian Continuing grant 3205540 1360 1335 1253 SMET 9179 1335 0000099 Other Applications NEC 9987618 August 1, 2000 Advanced Optical Materials. 9987618 David Pine - University of California at Santa Barbara IGERT: Advanced Optical Materials This Integrative Graduate Education and Research Training (IGERT) award supports the establishment of a multidisciplinary graduate training program of education and research on advanced optical materials. The program will train students in emerging areas of optical materials technology and engineering, bridging new materials development with device fabrication and testing. This effort will benefit from and augment existing strengths at UCSB in science and engineering education, which derive particularly from the highly collaborative inter-disciplinary research environment and internationally leading efforts in advanced optical materials. Graduate research training will focus on two areas of great scientific interest and commercial promise: (1) photonic optical circuits; and (2) nitride-based semiconductors. The IGERT program involves faculty and students from five departments and will be structured to promote interactions among multidisciplinary teams; the UCSB research groups involved have a strong and prolific track record for working together. A major plank of the program is a strong outreach effort to encourage women and under-represented minority students to pursue careers in science and engineering, with emphasis on their recruitment, mentoring, and training in advanced optical materials technologies. An important component for all IGERT students will be scientific exchange and cooperation with industrial and national laboratory partners, as well as the fostering of entrepreneurial perspectives and initiatives for high-technology small-business creation. IGERT is an NSF-wide program intended to meet the challenges of educating Ph.D. scientists and engineers with the multidisciplinary backgrounds and the technical, professional, and personal skills needed for the career demands of the future. The program is intended to catalyze a cultural change in graduate education by establishing new, innovative models for graduate education and training in a fertile environment for collaborative research that transcends traditional disciplinary boundaries. In the third year of the program, awards are being made to nineteen institutions for programs that collectively span all areas of science and engineering supported by NSF. The intellectual foci of this specific award reside in the Directorates for Engineering, Mathematical and Physical Sciences, and Education and Human Resources. HUMAN RESOURCES DEVELOPMENT IGERT FULL PROPOSALS OFFICE OF MULTIDISCIPLINARY AC DGE EHR Spaldin, Nicola University of California-Santa Barbara CA Carol Van Hartesveldt Continuing grant 2904835 1360 1335 1253 SMET 9179 1335 0000099 Other Applications NEC 9987619 August 1, 2000 IGERT: Musculoskeletal and Neural Adaptations in Form and Function. 9987619 Ji-Ping He - Arizona State University IGERT: Neural and Musculoskeletal Adaptation in Forms and Function This Integrative Graduate Education and Research Training (IGERT) award supports the establishment of a multidisciplinary graduate training program of education and research on neural and musculoskeletal adaptation in form and function. This theme is examined with integrated approaches from bioengineering, neurophysiology, physical anthropology, exercise sciences, computer and system sciences. The goal of the program is to introduce students with diverse biological and engineering backgrounds to the challenges of deciphering complex phenomena in integrative and computational neuroscience, motor diorders and rehabilitation. The program will foster interdisciplinary education and training in research efforts toward meeting these challenges. Graduate training will expand upon two related areas in which participating faculty have developed research and teaching collaborations: (1) mechanisms underlying neural control of movements, emphasizing hand function and locomotion, and (2) evolutionary morphology of the human hand and bipedality. Three interdisciplinary courses built around core research laboratories (Biomechanics/Anatomy, Neurophysiology/Neuroengineering, and Computation/Visualization) will anchor the program. Research training will be enhanced by access to medical imaging resources and by basic and applied research projects in collaboration with leading medical institutions, biomedical enterprises and evolutionary research resources at the Institute of Human Origins. The program addresses the multidisciplinary needs of graduate education, creates a rich environment for generation of innovative ideas for leading edge research in neuroengineering, evolutionary morphology, motor control, stereo modeling and visualization. IGERT is an NSF-wide program intended to meet the challenges of educating Ph.D. scientists and engineers with the multidisciplinary backgrounds and the technical, professional, and personal skills needed for the career demands of the future. The program is intended to catalyze a cultural change in graduate education by establishing new, innovative models for graduate education and training in a fertile environment for collaborative research that transcends traditional disciplinary boundaries. In the third year of the program, awards are being made to nineteen institutions for programs that collectively span all areas of science and engineering supported by NSF. The intellectual foci of this specific award reside in the Directorates for Engineering; Biological Sciences; Social, Behavioral, and Economic Sciences; Computer and Information Science and Engineering; and Education and Human Resources. EAST ASIA AND PACIFIC PROGRAM EXPERIMENTAL SYSTEMS/CADRE HUMAN RESOURCES DEVELOPMENT IGERT FULL PROPOSALS DGE EHR He, Jiping George Stelmach Thomas Hamm Mary Marzke Arizona State University AZ Melur K. Ramasubramanian Continuing grant 3183931 5978 4725 1360 1335 SMET 9179 9178 5921 5251 1335 0000099 Other Applications NEC 9987620 August 1, 2000 IGERT Program in Nanotechnology. 9987620 Viola Vogel - University of Washington IGERT: Nanotechnology This Integrative Graduate Education and Research Training (IGERT) award supports the establishment of a multidisciplinary graduate training program of education and research in nanotechnology. This field draws from revolutionizing advances in science and enabling technology to build extremely small structures and devices. Nano-scale structures are several billionth of a meter long, about a thousand times smaller than the human hair. Expertise to build these structures is growing rapidly, and capitalizes from fundamental advances in physics, electronics, chemistry, material sciences, biology, biotechnology and medicine. This interdisciplinary approach to nanotechnology requires close cooperation among fields of science and technology that are traditionally separated. The new graduate education program in Nanotechnology at the University of Washington will thus educate a new generation of scientists and engineers who will cross those disciplinary boundaries. Graduate students will enroll in one of the seven participating departments and become involved with the Center for Nanotechnology through additional course work, research experiences, hands-on training on modern nano-analytical tools, seminars, symposia, and social interactions. Additional options include an industrial internship program, and various certificate programs. The student will graduate with a Ph.D from a home department and Nanotechnology, for example in Physics and Nanotechnology. IGERT is an NSF-wide program intended to meet the challenges of educating Ph.D. scientists and engineers with the multidisciplinary backgrounds and the technical, professional, and personal skills needed for the career demands of the future. The program is intended to catalyze a cultural change in graduate education by establishing new, innovative models for graduate education and training in a fertile environment for collaborative research that transcends traditional disciplinary boundaries. In the third year of the program, awards are being made to nineteen institutions for programs that collectively span all areas of science and engineering supported by NSF. The intellectual foci of this specific award reside in the Directorates for Engineering, Mathematical and Physical Sciences, and Education and Human Resources. HUMAN RESOURCES DEVELOPMENT IGERT FULL PROPOSALS OFFICE OF MULTIDISCIPLINARY AC DGE EHR Olmstead, Marjorie Eric Stuve Charles Campbell Fumio Ohuchi University of Washington WA Melur K. Ramasubramanian Continuing grant 3014160 1360 1335 1253 SMET 9179 1335 0000099 Other Applications NEC 9987623 August 1, 2000 Integrated Graduate Program in the Physical Biosciences: From Molecular Machines to Neural Imaging. 9987623 Daniel Rokhsar - University of California at Berkeley IGERT: Physical Biosciences: From Molecular Machines to Neural Imaging This Integrative Graduate Education and Research Training (IGERT) award supports the establishment of a multidisciplinary graduate training program of education and research on the development and application of physical and computational methods for the study of biological problems at the molecular, cellular, and systems levels. The program is a joint effort of 31 faculty and research scientists drawn from seven Departments at the University of California at Berkeley and three Divisions at the neighboring Lawrence Berkeley National Laboratory. It will transcend traditional academic boundaries to produce the next generation of physical bioscientists, equally conversant with physical and biological methods and problems. Research thrust areas include biomolecular structure, dynamics, and design, and cellular signaling networks and systems neuroscience, with an emphasis on the development and application of novel molecular microscopy and detection devices and theoretical and computational modeling approaches. Students enrolled in any of nine existing Ph.D. programs will participate in personalized training, including new courses on single-molecule methods, bioinformatics, molecular biophysics, and hand-on laboratory courses in physical bioscience. Research and career placement seminars, retreats, summer internships and intensive courses, and a dual mentoring program will provide a rich environment for multidisciplinary training. IGERT is an NSF-wide program intended to meet the challenges of educating Ph.D. scientists and engineers with the multidisciplinary backgrounds and the technical, professional, and personal skills needed for the career demands of the future. The program is intended to catalyze a cultural change in graduate education by establishing new, innovative models for graduate education and training in a fertile environment for collaborative research that transcends traditional disciplinary boundaries. In the third year of the program, awards are being made to nineteen institutions for programs that collectively span all areas of science and engineering supported by NSF. The intellectual foci of this specific award reside in the Directorates for Biological Sciences, Mathematical and Physical Sciences, Engineering, and Education and Human Resources. IGERT FULL PROPOSALS OFFICE OF MULTIDISCIPLINARY AC DGE EHR Isacoff, Ehud Carlos Bustamante University of California-Berkeley CA Carol Van Hartesveldt Continuing grant 2700000 1335 1253 SMET 9179 9987641 July 1, 2000 IGERT Full Proposal: Integrated Bioinformatics Training at UCLA. 9987641 Fred Fox - University of California at Los Angeles IGERT: Training Program in Bioinformatics This Integrative Graduate Education and Research Training (IGERT) award supports the establishment of a multidisciplinary graduate training program of education and research in bioinformatics. As part of a major new bioinformatics initiative at UCLA, the IGERT bioinformatics program will provide rigorous training for Ph.D. candidates in thirteen participating departments, supporting them with tools for creating robust new bioinformatics applications. It also will engage undergraduates from UCLA and feeder institutions in summer research internships and support accelerated bioinformatics training that can bypass the baccalaureate and proceed directly from undergraduate admittance to an advanced degree. IGERT trainees will satisfy all major subject area requirements of their Ph.D.-granting departments and also the core components of the newly established, certificate-granting interdepartmental program in bioinformatics. This core consists of courses in genomics and bioinformatics, statistical methods in computational biology, and a weekly seminar in which students and faculty discuss specific examples of how biological problems map to are solved by approaches from multiple disciplines. The interdepartmental program also requires a subject area minor in molecular life science for trainees in computer science, mathematics and statistics; trainees in life sciences must satisfy a minor in mathematics-statistics or computer science. IGERT trainees will work in matrix environments that force regular, collaborative contacts; these are provided by the Keck Foundation-supported Bioinformatics User Centers adjacent to the UCLA-DOE Macromolecular Structure Laboratories and the Human Genetics core DNA sequencing and microarray facilities. The User Centers can be made available to visitors who wish to apply powerful, integrated bioinformatics approaches in their research. The UCLA-IGERT bioinformatics program will develop a proactive industry liaison that contributes to programmatic vision, helps test the preparedness of trainees in private sector challenges and provides networking support. The IGERT program will also collaborate with the UCLA-based, NSF-sponsored national Institute for Pure and Applied Mathematics in seminars and conferences that help define the evolution of bioinformatics as a fundamental discipline. IGERT is an NSF-wide program intended to meet the challenges of educating Ph.D. scientists and engineers with the multidisciplinary backgrounds and the technical, professional, and personal skills needed for the career demands of the future. The program is intended to catalyze a cultural change in graduate education by establishing new, innovative models for graduate education and training in a fertile environment for collaborative research that transcends traditional disciplinary boundaries. In the third year of the program, awards are being made to nineteen institutions for programs that collectively span all areas of science and engineering supported by NSF. The intellectual foci of this specific award reside in the Directorates for Biological Sciences, Computer and Information Science and Engineering, Mathematical and Physical Sciences, and Education and Human Resources. EXPERIMENTAL SYSTEMS/CADRE IGERT FULL PROPOSALS PLANT GENOME RESEARCH PROJECT OFFICE OF MULTIDISCIPLINARY AC DGE EHR Fox, C. Fred Kenneth Lange University of California-Los Angeles CA Melur K. Ramasubramanian Continuing grant 3013984 4725 1335 1329 1253 SMET 9179 9178 1335 0000099 Other Applications NEC