P116B000387 
Indiana University - Bloomington (IN)

Title:  "Automated Grading of Electronic Portfolio Documents"

Addresses the increased use of electronic portfolios to assess student work, especially with the growth of distance learning courses.  The program will create national norms for common documents found in electronic portfolios, which will be graded by automated software. Four types of documents from various disciplines will be included in the norming process: reports of empirical research, technical reports, historical narratives, and works of fiction. Eight institutions are participating in process. Students preparing portfolio documents can check their work in a formative manner with the electronic grading software to improve their efforts prior to submission. Aggregated assessment of student writing will allow institutions to examine writing development at the institution.

Contact: Mark Shermis, Indiana University, Indianapolis, IN, 317-278-2288, mshermis@iupui.edu

P116B0000409
Johns Hopkins University (MD)

Title:  "Accomplish More with Less: An Innovative Approach to the Development of Curriculum-Based Courseware"

Develops a series of integrated templates that will be used to develop curriculum-based, interactive, multimedia courseware materials for all areas of language learning: grammar, listening, speaking, reading, writing, and culture.  This project includes the development of a software package that acts as a Learning Management System with a system that will allow instructors to track and assess student learning activities. The project promises to contribute to the enhancement of language teaching and learning in the United States via powerful yet user-friendly technology. 

Contact: Xueying Wang, Johns Hopkins University, 410-516-7224, xwang@jhu.edu

P116B001780  
Kennesaw State University  (GA)

Title:  "A Versatile, Technology-Intensive Earth Math: Classroom Applications for Algebra Through Calculus"

Disseminates new Web-based modules, covering Earth Math topics from algebra through calculus, to five primary adopting sites including three Native American-serving community colleges, and later to multiple teacher education sites in Georgia, Texas and New Mexico.  Earth Math is a set of highly successful and widely disseminated applied mathematics curricular materials, formerly available only through textbooks.  The innovative feature of Earth Math, previously developed through FIPSE and NSF funding, is the use of environmental data to illustrate and reinforce topics of traditional introductory mathematics courses.  This project modernizes the materials and presents them to new populations of students. 

Contact: Nancy Zumoff, Kennesaw Sate University, Kennesaw, GA 30144, 770-423-6286, nzumoff@kennsaw.edu; Christopher Schaufele Dinollege, Shiprock, NM, 505-368-3559, c.schaufele@art.net

P116B001537 
Knoxville College (TN)

Title:  "Integrating Academics and Work in a Small Black College: The Knoxville College Model"

Refines efforts of Knoxville College and its corporate and community collaborators to enhance student development through integrating teaching and learning in academic work environments.  The ultimate aim of the project is to develop a work-college model to be disseminated to HBCUs and other liberal arts institutions whose survival may depend on how well they embrace strategies that combine academic curricula with needs of the workplace.

Contact:  Ronald Bailey, Knoxville College, Knoxville, TN, 865-524-6512, rbailey@knoxvillecollege.edu

P116B000384   
Laurasian Institution  (IL)

Title:  "Creating a U.S. Consortium for the UMAP Program"

Proposes to develop and implement a consortium of U.S. colleges and universities that participate in and play a leading role in the UMAP (University Mobility In Asia and the Pacific) Program, an international student exchange modeled on the European Union's ERASMUS Program.  The Laurasian Institution will develop a self-sustaining consortium for membership in UMAP and create large scale opportunities for American undergraduates to study in Asian Universities.  Project activities will focus on consortium building and representing the US at the UMAP development meetings.

Contact: Jane Spalding, Laurasian Institution, Takoma Park, MD, 301-587-6328, jspalding@laurasian.org

P116B001570 
League for Innovation in the Community College  (CA)

Title:  "LeagueTLC: A Technology-Based Learning Community for Innovation"

Disseminates innovation programs focused on improving learning, leadership, student services, technology use, and workforce development in two-year colleges across the country for replication at adapting community colleges.  This project includes an online database of successful innovative programs, a Web-based exchange of ideas with mentoring support, a refereed online journal, online training resources and an online conference.  Responding to pressures being placed on community colleges to improve their programs and practices, this project provides a cost-effective model for accessing innovative educational improvement models for replication.

Contact: Stella Perez, League for Innovation in the Community College, Mission Viejo, CA, 949-367-2284, perez@league.org; Ed Leach, League for Innovation in the Community College, Mission Viejo, CA, 949-367-2284, leach@league.org

P116B001179  
Los Angeles City College  (CA)

Title:  "Los Angeles as Classroom: Developing an Innovative Interdisciplinary 'Los Angeles Studies' Program"

Further develops a program of " Los Angeles Studies " that improves retention by using the city as a classroom to sharpen students' academic and problem solving skills for success in higher education, the workplace, and society.

Contact: Galust Mardirussian, Los Angeles City College, Los Angeles, CA, 323-953-4037, mardirg@email.lacc.cc.ca.us

P116B001275 
Manatee Community College  (FL)

Title:  "Adding Value – By Infusing Work Skills into the Core Curriculum"

Develops competency-based modules in general education courses which match career related skills to the core curriculum.  Liberal arts faculty will adapt the Work Keys concept, a published assessment tool that matches specific work skills with students' application in job-related problems.  Faculty and business leaders will participate in shadowing each other on-the-job and in the classroom and then collaborate to create a series of modules in general education courses that reflect student competencies and application of workplace skills in courses such as biology, college algebra and history.  Student competencies will be assessed and documented in college transcripts.  

Contact: Angela Rapkin, Manatee Community College, Venice, FL, 941-408-151-, rapkina@sc.mcc.cc.fl.us

P116B001527     
Marist College (NY)

Title:  "A Technology-Supported Mentoring Project in Foreign Language and Culture Instruction"

Develops a school-college collaborative in the area of foreign language and culture instruction, in which Marist students and faculty serve as mentors to students and teachers at a depressed inner-city high school.

Contact:  Claire Keith, Marist College, Poughkeepsie, NY, 845-575-3000x2267, claire.keith@marist.edu

P116B001050 
Massachusetts Bay Community College  (MA)

Title:  "Increasing Student Success through Learning Communities"

Plans an approach to learning communities for community college freshmen.  The targeted freshmen have developmental course requirements and identify as undeclared or liberal arts majors.  Students' schedules will be blocked to allow them to travel as a cohort through a developmental writing course, a credit course, and a research-based course focused on strengthening academic and career interest.  The model is designed to build community among students, faculty and staff and provide a program for student retention and completion.

Contact: Catherine Lee, Massachusetts Bay Community College, Wellesley, MA, 781-239-2631, leecathe@mbcc.mass.edu

P116B001023 
Medical College of Pennsylvania-Hahnemann University   (PA)

Title:  "Literacy and Education for People Living with HIV/AIDS"

Many patients and caregivers of patients affected by HIV/AIDS, especially those with low literacy, are unable to comprehend the complicated medical regimens necessary for improving life span and quality of life. This translates into poor adherence to medical regimens and a poor understanding of how to negotiate the complicated network for accessing and staying in care.  With poor adherence, resistant viruses emerge which do not respond to currently available regimens, resulting in loss of quality and length of life.  Focus groups with low literacy patients have indicated an interest in learning more about HIV.   Can an educational intervention be developed for low literacy individuals affected by HIV that would improve their knowledge and skills about maintaining adherence to antiretroviral medications and negotiating the health care system?  This question is the focus of a planning grant that will research the need, levels of intervention, mode of delivery, and design of educational materials for low literacy audiences with HIV, and propose the development of an effective curriculum and course of action.

Contact: Jill Foster, St. Christopher's Hospital for Children, Philadelphia, PA, 215-427-5284, foster@drexel.edu; Helaine Bader, HD Websorks, Inc., Philadelphia, PA, 215-922-6427; Ana Nunez, MCP Hahnemann University, Philadelphia, PA, 215-991-8459, nunez@drexel.edu

P116B001432 
Miami-Dade Community College (FL)

Title:  "Institute in Ethics in Nursing and Allied Health"

Creates a new consortium of institutions, each experimenting with integrating ethics across the curriculum.  The group will meet periodically to exchange expertise, evaluate impact, and plan further dissemination of the concept, and of teaching materials and faculty development strategies.  One goal of the collaboration is the institution of a new organization to promote the integration of ethics within existing academic, vocational and professional curricula.  The collaborators, Miami-Dade Community College, Plattsburgh, SUNY, and Utah Valley State College, are three different types of institutions, in three widely separated regions of the country. In addition to collaborating, each will make a distinctive contribution to the effort:  Miami-Dade Community College will emphasize ethics in the health sciences, and will initiate and manage a new website for the consortium.

Contact: Frances Aronovitz, Miami-Dade Community College, Miami, FL, 305-237-4039, faronovi@mdcc.edu

P116B000617
Michigan State University  (MI)

Title:  "The Two Faces of Diversity:  Enhancing Teacher's Knowledge of Pedagogical and Student Diversity Through the Use of Hypermedia"

Concludes a five year effort to develop a Reading Classroom Explorer (RCE), an online learning tool that helps preservice teachers gain access to multiple classrooms with diverse student populations as well as to teachers with diverse pedagogical approaches to literacy instruction.  The system has been prototyped by MSU and field tested by two other institutions.  MSU now intends to recruit a larger pool of institutions to complete field tests and dissemination.

Contact:  P. David Pearson, Michigan State University, East Lansing, MI, 517-432-0132, ppearson@msu.edu; Laura Roehler, Michigan State University, 517-432-8089, laurar@msu.edu

P116B000704 
Mount Wachusett Community College (MA)

Title:  "The First Step: Preteacher Education Program"

Plans to create a community college preteacher program in the areas of science, math, technology and special needs.  The program includes grouping students in learning communities as they participate in courses meeting general education requirements, that have been modified to include teacher education application.  In addition, students participate in shadowing and apprenticeship experiences, seminars and courses in education.

Contact:  Charles Weitze, Mount Wachusett Community College, Gardner, MA, 978-632-6600x207, c_weitze@mwcc.mass.edu

P116B000405
National Foreign Language Center  (DC)

Title:  "LangNet Education Innovation Project:  Beta-test Demonstration, National Implementation System"

Tests the functionality and viability of LANGNET, a national Web portal to a database that, once complete, will serve the full diversity of language learners and teachers throughout the country, enabling them to search and find specific language resources targeted to their individual needs.  LANGNET will be tested on two diverse and representative campuses—Northern Virginia Community College and the University of Maryland College Park.  Resources available through LANGNET have been juried by professional teaching associations responsible for the various languages.  The unique field-based program is intended to provide anytime, anywhere access to students enrolled in any institution, regardless of financial strength or faculty expertise.

Contact: Catherine Ingold, National Foreign Language Center at the University of Maryland, Washington, DC, 202-637-8881 x25, cwingold@nflc.org

P116B000174 
National Technical Institute for the Deaf  (NY)

Title:  "A Web-Based Problem Solving Resource for Deaf College Students"

Creates an interactive Web site that will provide instruction and guided mentoring practice in math word problems to improve general problem-solving skills, analytical reasoning, and self-monitoring of solutions for deaf college students, especially freshman and sophomores.  Faculty will use the website to provide deaf students additional learning activities for problem solving through guided practice.  Although the program targets deaf college students, the program can be applied to K-12 teachers working with deaf students. The project will provide the opportunity for collecting data for the first national database on deaf students' problem-solving skills.   The Web site also has broader benefit to hearing students with weak problem-solving skills, such as ESL students and students with learning disabilities. 

Contact: Ronald Kelly, Rochester Institute of Technology, Rochester, NY, 716-475-6802, rrkncp@rit.edu

P116B000132  
National Technical Institute for the Deaf  (NY)

Title:  "American Sign Language Video Dictionary and Inflection Guide"

Creates, for the first time, an interactive video dictionary of American Sign Language (ASL) that supplies the inflectional information and demonstrations necessary for real ASL acquisition in ASL and interpreting programs.  The lack of curricula materials that demonstrate the deep grammatical differences between ASL (a visual spatial language) and English (an auditory oral language) has resulted in a vocabulary-memorization approach to ASL with videotaped supplements in some programs.  The inflectional aspects of ASL are often left to advanced courses with tutors, rather than introduced naturally to beginning students.  A new CD-ROM will improve learning resources for hearing students learning ASL in postsecondary settings, and for deaf students improving their English literacy skills.  A dissemination plan covers the ASL teaching-learning market at all levels and includes a commitment from two leading publishers to produce, market, and distribute the CD-ROM. 

Contact: Geoffrey Poor, Rochester Institute of Technology, Rochester, NY, 716-475-6282, gspncm@rit.edu

P116B000659 
North Carolina State University (NC)

Title:  "SCALE-UP Dissemination and Replication"

Disseminates SCALE-UP, "Student-Centered Activities for Large Enrollment Undergraduate Programs," a reform that has been shown to improve conceptual learning, problem-solving and communication skills in large--as well as smaller--introductory physics classes.  The program will be implemented at five new sites, and the same methodology will be adapted to introductory chemistry at two sites.  In these innovative classes, lectures, recitations and laboratories are replaced by a single integrated workshop style experience in which students solve problems and carry out experiments and other investigational exercises in small groups.  The new sites represent a wide spectrum of postsecondary institutions, including a community college, MIT, and state universities in Florida, the Carolinas and New Hampshire.

Contact: Robert Beichner, North Carolina State University, Raleigh, NC, 919-515-7226, beichner@ncsu.edu

P116B000788 
North Carolina State University  (NC)

Title:  "Expanded Assessment of Inquiry-Guided Instruction as a Foundation for Undergraduate Education"

One-year grant to further develop the evaluation of an inquiry-guided instruction program in the major disciplines.  The project builds on a 3-year pilot  in general education.

Contact: David Green, North Carolina State University, Raleigh, NC, 919-515-3037, james_anderson@ncsu.edu

P116B000314 
Northeastern University  (MA)

Title:  "ELMO Curricular Reform Project"

Infuses science and technology content into non-science courses by developing 16 embedded learning modules (ELMOs) for art/architecture, music, journalism, and political science courses. The one-credit ELMOs will be attached each year to one required course in each of the four majors taught by science faculty.  The project will also selectively develop adaptations for use in elementary and secondary education and create variants for different learning styles. This infusion promises to reduce fragmentation and reinforce the applied science and technology knowledge of non-science undergraduates. 

Contact: Arun Baansil, Northeastern University, Boston, MA, 617-373-2923, bansil@neu.edu

P116B000734
North Dakota State University  (ND)

Title:  "Training Future Scientists with a Virtual Cell"

Extends work on the "Virtual Cell," a 3-D computer representation of a cell, by building three new modules, and assessing their effectiveness on improving student problem-solving through pilot tests at four institutions. Faculty will participate in the development of instructor and student manuals to support adaptation of this interactive software by other biology instructors.

Contact: Alan White, North Dakota State University, Fargo, ND, 701-231-8833, alan_white@ndsu.nodak.edu

P116B001709 
Northern Arizona University  (AZ)

Title:  "The Forgotten Population: Postsecondary Hospitality Training for Arizona Prisoners"

Simultaneously addresses two problems, the labor shortages in the hospitality industry and the lack of vocational training for Arizona prison inmates, by establishing an electronic distance-based "prison-to-work" educational model.  Qualified short-term, non-violent prisoners will enroll in special courses via controlled Internet access, and practice their skills under supervision in each prison's catering facilities.  Studies in other states confirm that vocational training reduces recidivism.  This project is unique in its use of distance education combined with local practical experience, and in its partnership of higher education, business and state correctional agencies.  Additional features of the program are vocational counseling, "life skills" training, and job placement services for inmates.

Contact: Cheryl Cothran, Northern Arizona University, Flagstaff, AZ, 520-523-2132, Cheryl.Cothran@nau.edu

P116B000159 
Oglala Lakota College (SD)

Title:  "Woksape Kiyela Tuwe Ke Eyas (Wisdom Near to All)"  

Uses distance learning technologies to deliver courses in Lakota language, culture, leadership and management. Students on the Pine Ridge Reservation, at learning centers across the State of South Dakota, students attending one of the five tribal colleges that make up the Oyate Consortium, as well as other Oglala tribal members living off reservations across the country will participate.  The project responds to the need to overcome a shortage of teachers trained to teach Lakota language and culture, and it also seeks to preserve that language and culture among tribal members.  Distance delivery using a combination of Internet, Picturetel, and other technologies will enable the widely dispersed student population to remain in their home communities.  Project activities will focus on curriculum planning, policy development,  faculty training and course development.

Contact: Dowell Caselli-Smith, Oglala Lakota College, Kyle, SD, 605-455-2321, dsmith@olc.edu

P116B001297 
Otis College of Art and Design (CA)

Title:  "Culture Walking and the Multi-cultural Classroom"

Creatively combines the arts with adjunct faculty development and multicultural diversity in the classroom, by linking "culture walks" to promote cross-cultural understanding with faculty mentoring and convocations to enhance core teaching skills.  "Cultural walks" are daylong, immersion experiences at Asian, Hispanic, African American, and contemporary cultural sites.  Captured on video, cultural walks will provide adjunct faculty a compelling and short-term way to become immersed in various cultures to bring cultural insights into the multicultural classroom  through the educational goals of courses, student learning objectives, student assignments, and student evaluations.   Mentoring triads will involve new and experienced adjunct faculty and community mentors a well as a biennial convocation. The project promotes an appreciation for values that embrace diversity, flexibility, risk-taking, integrity, and innovation, within the context of arts-making.  The model has broad applicability to the 34 other colleges of arts and design, community colleges that especially have a greater diversity among students than adjunct faculty, and college and university departments of fine and performing arts.

Contact: David Bremer, Otis College of Art Design, Los Angles, CA, 310, 665-6861, dbremer@otisart.edu

P116B000065
Plattsburgh State University of New York (NY)

Title:  "Faculty and Curriculum Development in Ethics"

Creates a new consortium of institutions, each experimenting with integrating ethics across the curriculum.  The group will meet periodically to exchange expertise, evaluate impact, and plan further dissemination of the concept, and of teaching materials and faculty development strategies.  One goal of the collaboration is the institution of a new organization to promote the integration of ethics within existing academic, vocational and professional curricula.  The collaborators, Miami-Dade Community College, Plattsburgh, SUNY, and Utah Valley State College, are three different types of institutions, in three widely separated regions of the country. In addition to collaborating, each will make a distinctive contribution to the effort: Plattsburgh, SUNY will be responsible for evaluation of the collaborative effort, focusing on the impact of ethics study on student behavior, as well as assessing the success of the consortium and the resulting dissemination activities.

Contact: E. Thomas Moran, Plattsburgh State University of New York, Plattsburgh, NY, 518-564-3018, tom.moran@plattsburgh.edu

P116B000521 
Polytechnic University  (NY)

Title:  "The Knowledge Workers Educational Alliance"

Brings together six liberal arts private colleges and a public technical university to create a five-year program for students to earn a bachelor's degree plus a master's degree in  fields that will be more responsive to workforce needs --  information technology and the management of technology – and that will result in a more well-rounded workforce. Project partners will create a virtual campus that will provide online instruction to students who are matriculating at the seven partnering institutions.  Faculty teams will design bridge courses to allow liberal arts students to transition to technical graduate courses.  Faculty also will participate in training to teach bridge and new information technology courses. The project has the potential to serve as a model for private colleges integrating regional employment needs with curricular changes spawned by technology and student interest.

Contact: Noel Kritchner, Polytechnic University, Brooklyn, NY, 718-260-3524, nkrift@duke.poly.edu

P116B001423  
Pontifical Catholic University of Puerto Rico  (PR)

Title:  "A Constructivist and Competency Oriented Model: Paradigm Shift for Post-Secondary Curriculum Revision"

Based on a constructivist and competency-based conceptual framework, this project aims to transform the current curriculum, instruction, and assessment practice throughout the university.  This comprehensive change will be faculty-led and will involve assessment at the classroom, program, and institutional levels.

Contact: Lourdes Maldonado, Pontifical Catholic University of Puerto Rico, Ponce, PR, 787-841-2000 x1623, lmmaldonado@pucpr.edu

P116B000882 
Portland State University  (OR)

Title:  "Civic Capacity Initiative: Integrating Liberal Arts and Professional/Career Education"

Develops a Civic Capacity Initiative, integrating liberal arts with graduate professional and career preparation through six separate curricular reform projects and integration of community research.

Contact: Dougls Morgan, Portland State University, Portland, OR, 503-725-8216, morgandf@pdx.edu

P116B000772 
Queens College, CUNY  (NY)

Title:  "Exploring Quantitative Relationships: A New Approach to Mathematical Literacy"

Develops a course in quantitative reasoning to cure many aspects of mathematical "quantaphobia" for students who have difficulty in learning mathematics and learning to apply mathematical concepts. The course will use Excel spreadsheet to explore mathematical concepts and principles ranging from variables and functions to linear optimization problems.  Students will learn how to "read" and understand statements involving quantitative relationships, to formulate quantitative relationships, and to solve mathematical problems.

Contact: Jerry Waxman, Queens College, Flushing, NY, 718-997-3507, waxman@aleph.cs.qc.edu

P116B000234
Riverside Community College  (CA)

Title:  "New Adjunct Faculty Development Course"

Develops a Web-based faculty development course targeted to meet the needs of part-time faculty.  Through a consortium effort of nine community colleges, the course will mirror the classroom experience and provide pedagogical and technical advice, followed by face-to-face workshops.  Addresses the need for improving the quality of first time faculty teaching.

Contact: Kristina Kauffman, Riverside Community College, Riverside, CA, 909-222-8257, kristina@rccd.cc.ca.us

P116B001536
Rockland Community College (NY)

Title:  "Preparing Adults for Careers in Teaching: The Rockland Community College Connection"

Plans to create an accelerated community college preteacher program for returning adult students.  This program addresses the national need for new teachers by recruiting adults in career transition into teaching careers.

Contact:  Debra Tietze, Rockland Community College, Suffern, NY,845-574-4562, dtietze@sunyrockland.edu; Terri-Kaye Needle, Rockland Community College, 845-574-4383, tneedle@sunyrockland.edu

P116B001934 
Rogue Community College  (OR)

Title:  "The Write Stuff and the Right Time"

Develops an on-line interactive writing assistance program for community college students.  This online writing lab (OWL) will provide multi-institutional online tutoring within discipline specific writing sites focused on community college career program needs in areas such as automotive technology, construction technology, and electronics.  This project addresses the need for access to developmental writing assistance for community college distance learning students in career and technical programs and tests the implementation of the program across two institutions, creating a model for dissemination.

Contact: Julie Joki, Rogue Community College, Grants Pass, OR, 541-956-7054, jjoki@rogue.cc.or.usP116B001536

P116B001273 
Salem College  (NC)

Title:  "Salem College: Designing the Global Stamp"

Conducts a one-year project to plan a program to infuse global issues into the curriculum and campus community.  The plan will develop and conduct a pilot test of three new interdisciplinary, multicultural courses for first-year students, along with bridge experiences that include a capstone multicultural symposium. 

Contact: Gary Ljungquist, Salem College, 336-721-2759, lungqui@salem.edu

P116B001869 
San Francisco State University (CA)

Title:  "Increasing Access and Opportunity: A New Approach to General Chemistry"

Develops two innovative courses to replace the traditional lower-division general chemistry curriculum for all science majors.  The courses will replace standard verification-style laboratory exercises with collaborative, discovery, and guided-inquiry exercises.  The courses will emphasize essential chemistry concepts applied across scientific disciplines, foster critical thinking and problem solving, and postpone the need for intensive knowledge of algebra until students have the time to acquire competence in it.  Two existing organic chemistry courses will also be modified to reflect these changes.  The primary purpose of the project is to promote an understanding of concepts as well as an interest in pursuing chemistry and science as a career.

Contact: Raymond Trautman, San Francisco State University, San Francisco, CA, 415-338-2379, trautman@sfsu.edu

P116B000115 
Santa Barbara City College (CA)

Title:  "Developing and Disseminating Tools and Strategies for Effective Online Instruction"

Enhances, tests, evaluates and disseminates the tools and teaching/learning strategies incorporated into a courseware production software package (Gyrus) developed at SBCC. Gyrus will be used in the design of online course materials and to train faculty in the design and delivery of online instruction at California community colleges.

Contact: Mark Ferrer, Santa Barbara City College, Santa Barbara, CA, 805-965-0581 x2660, ferer@sbcc.net

P116B001138 
Shoreline Community College (WA)

Title:  "Empowering 'New' Americans: Fostering Degree Completion Through Community Based Curricula"

Designs and implements an access, retention and completion project for new immigrants and first-generation college students who wish to enter the professional workforce, including multiple entry and exit points and a curriculum informed by ethnographic studies in the community.

Contact: Betty Schmiyz, Shoreline Community College, Seattle, WA, 206-546-6964, bschmitz@ctc.edu

P116B001370 
Southern Illinois University at Edwardsville (IL)

Title:  "The Eastside Learning Institute: A School-College Partnership for Urban Education"

Joins East St. Louis Senior High School in a school-college partnership emphasizing theme-based academics.  The project aims to better prepare at-risk youth for success in college by creating academies or "schools within a school."  An urban planning academy will focus on designing a scale-model community for the East St. Louis waterfront, requiring students to master advanced mathematics, scientific reasoning, and presentation skills in the language arts.  An academy on sports and human potential will require students to master physiology, statistics, and presentation skills.  Selected teachers and parents will receive special training in curriculum development and co-develop the academies with the help of university personnel.

Contact: William Gallagher, Southern Illinois University, Edwardsville, IL, 618-650-3442, wgallag@siue.edu

P116B001168 
Southwest Texas State University (TX)

Title: "M.Y. Math Project –Making Your Mathematics: Knowing When and How to Use It"

Reforms developmental mathematics, which has been overlooked by the recent major mathematics reform efforts.  The project includes faculty development for graduate assistants and adjunct faculty members who teach these courses.  The project fosters fundamental and problem solving skills by helping developmental students learn when and how to create algorithms and how to use them.  On-the-job training for instructors will provide an instructional framework that requires them to develop and incorporate non-traditional instructional techniques.  Eight partner campuses will participate in a dissemination phase.

Contact: Selina Vasquez,Southwest Texas State Universiy, San Marcos, TX, 512-245-8019, sv10@swt.edu

P116B000164 
State University of New York, State College of Optometry  (NY)

Title:  "Integration of Basic and Clinical Concepts in a Professional Training Curriculum Model"

Develops a new curriculum model to promote the integration of basic science and clinical concepts in professional training in optometry. Basic science and clinical faculty from three institutions will formulate entry level clinical competencies and learning objectives for primary conditions that include glaucoma, amblyopia, myopia and diabetes. The learning objectives will form the basis for "threads" that will be woven into the fabric of the four-year curriculum. Evaluation of student learning will be tied to performance on items from the national licensing examination that test integration of basic and clinical concepts and test basic science knowledge.

Contact: Steven Schwartz, New York, NY, 212-780-5059, sschwartz@sunyopt.edu

P116B001721 
Texas A&M University  (TX)

Title:  "Global Veterinary Leadership—A Strategy to Harmonize Veterinary Education in the  Americas"

Plans the engagement of industry and government stakeholders in using the Global Veterinary Leadership Program. The objective of this one-year project is to secure commitments from a network of corporate and government sponsors to support the reciprocal exchange of Chilean students and faculty through externship opportunities. The plan creates a clearinghouse for sponsored students that would lead to the creation of six to ten fellowships each year.

Contact: G.Gale Wagner, Texas A&M University, College station, TX, 979-845-4275, gwagner@cvm.tamu.edu

P116B000943 
Texas Southern University  (TX)

Title:  "Second Mile: A Sophomore Success Project"

Aims to improve retention by involving 200 sophomore students in a series of leadership and academic projects which include tutoring, mentoring, workshop training, and networking.  Leadership components of the project will borrow from Stephen Covey's Principle-Centered Leadership, placing emphasis on the need to build student self-esteem and self-efficacy.  Courseware modules, designed to address needs of student populations served by the project, will be disseminated through a series of conferences and the Web.

Contact: Cherry Gooden, Texas Southern University, Houston, TX, 713-313-1922, gooden_cr@tsu.edu

P116B001452
Tuskegee University (AL)

Title:  "Undergraduate Preparatory Program in Biomedical Engineering at Tuskegee University (UPBEAT)"

Institutionalizes an existing partnership between an HBCU and a predominantly white university.  The project will develop and formalize a pipeline program in biomedical engineering. The project will allow greater numbers of African American students from Tuskegee University to pursue graduate degrees in biomedical engineering from the University of Michigan.  Self-assessment workshops, summer research, and internships would be part of a 3+ 2 year dual degree program in engineering and biomedical engineering.  The program also will be expanded to other engineering majors at the University of Michigan. An annual 4-6 month faculty exchange program, designed to complement the pipeline program, also is part of the project.

Contact: S. Keith Hargrove, Tuskegee Universiy, 334-727-8734, skharg@tusk.edu; Debbie Taylor, University of Michigan, Ann Arbor, MI, 734-647-7014, dpoet@umich.edu