Due News... A Publication of the National Science Foundation... National Science Foundation... Fall, 1995

14 Pages·1995·4 MB·English

by  National Science Foundation

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% DUE NEWS
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A Publication of the National Science Foundation
NNAgO> o re)< Fall, 1995
Unp nr’
Please Post. Available on STIS
The Division of Undergraduate Education (DUE) is one of six component offices within the Directorate for
Education and Human Resources (EHR) of the National Science Foundation. Whether preparing students for
graduate study, providing advanced training or producing luerate citizen-leaders, undergraduate education is the
critical link between the Nation's schools and our increasingly technology-based economy, workforce and \ ociety.
FEATURE: MAJOR INITIATIVES IN
UNDERGRADUATE EDUCATION The second announcement, in August, was for a new
NSF pilot program for institution-wide reform in
* Public Review of the Status of the Nation’s
undergraduate education. As a special initiative of
Undergraduate Education see page 6
DUE's Course and Curriculum Development (CCD)
* Support for Institution-Wide Reform of
program, its goal is to assist institutions that have
Undergraduate Education see page 7
begun to revitalize their programs and extend these
reforms to better influence the entire institution. By
A Message From the DUE Director publicly recognizing the significant achievements of
these visionary, comprehensive plans, NSF hopes its
Nation-wide, exciting things are happening in
awards will catalyze modifications in both the
undergraduate education. Despite budgetary con-
institutional culture and infrastructure which are
straints, many institutions are continuing to adapt
essential to successiul systemic reform. In the first
extant courses and curricula or design new ones based
year, NSF expects to make 10 to 15 awards across a
on ever-changing needs and opportunities. In the
spectrum of institution types. Eligible proposals must
broadest and most enduring sense, many of these
be led by the president of the institution, and must
activities emphasize aspects of "integration of research
attend to all of the students that the institution serves
and education" for the betterment of all students. DUE
(details on page 7).
continues to encourage and support many such efforts
that are gaining momentum across all disciplines and Other significant DUE events over the past year have
throughout two- and four-year institutions. included the first full-scale awards for the Chemistry
Initiative and the Mathematics Across the Disciplines
In recent weeks, DUE has contributed to two major
Initiative. Major new awards were also made in the
announcements from Dr. Luther S. Williams, NSF’s
NSF Collaboratives for Excellence in Teacher
Assistant Director for Euucation and Human
Preparation (CETP) and Advanced Technological
Resources, which we hope will contribute further to
Education (ATE) programs. The Instrumentation and
this momentum. The first announcement, in June, was
Laboratory Improvement (ILI), Undergraduate Faculty
for a major NSF review of the progress, condition, and
Enhancement (UFE) and Course and Curriculum
needs of undergraduate education - the first initiative
Development (CCD) programs continue to provide
of its kind in 10 years. Details of the current effort are
support for strong, focused projects throughout all
described in this issue of DUE News (see page 6).
scientific disciplines.
Everyone is invited to provide input to help NSF and
DUE effectively direct its programming towards For 1995, DUE is emphasizing the concept of
ensuring the future health of U.S. undergraduate transitions. Whether from high school to college, two-
education. A preliminary report is anticipated by early to four-year academic programs, undergraduate to
Winter, 1995, which will contain recommendations not graduate school, or campus to the workplace, we hope
only for NSF’s participation, but also for legislative DUE can continue to facilitate and strengthen these
bodies, administrators, faculty, institutions and others essential partnerships and vital transitions. As always,
concerned with the status of undergraduate education. I invite your appraisal of our direction and progress.
Robert F. Watson, DUE Division Director
Also in tis Issue:
l] Teaching Differential Equations In No Ordinary Way ~p.5 (Drexel University’s EBE program ~ p. 5
CO The CUNY-Queensboroug,. Program ~p. 8 () Revitalizing Chemistry at U. Wisconsin-Madison ~ p. 9
(1) Gumbo and Lagniappe with LaCEPT~ p. 10
WhoWho' ast D UE A Note From the Editor
This is the third edition of DUE News and it follows
Division Director
the pattern of previous editions by disseminating
Robert F. Watson
Chemistry program information to those interested in
Susan Hixson undergraduate education. The first edition, published
Herbert H. Richtol, Rensselaer Polytechnic Institute
in the Fall of 1993, covered the role and mandates of
Nina P. Roscher, American University
DUE. The second edition (Fall, 1994) emphasized
Frank A. Settle, Virginia Military Institute (Emeritus)
Computer Sciences partnerships, both between institutions and between
Anita J. LaSalle, American University NSF and the undergraduate community. Back copies
Michael C. Mulder, University of Southwest Louisiana
of these editions are available on STIS and through
Engineering
Ashok Agrawal, St. Louis Community College, DUE'’s Information Center, at [phone].
Florissant Valley
This issue focuses on how educators throughout the
Daniel B. Hodge, Ohio State University
John Rudzki, Oak Ridge Associated Universities country are re-engineering undergraduate courses -
Janet C. Rutledge, Northwestern University how the courses are taught and what is being taught.
Chalmers F. Sechrist, University of Illinois Now moving beyond discussion or illustration of the
at Urbana-Champaign
pervasiveness of technology - specifically the use of
Geosciences
Duncan E. McBride personal computers in the classroom - investigators
David W. Mogk, Montana State University are constructing virtual courses and entire uni-
Interdisciplinary
versities at work stations and on the World Wide
Herbert H. Richtol, Rensselaer Polytechnic Institute
Web, where a wealth of information is now available
Myra O. Smith, Colgate University
Life Sciences for access and sharing by students and faculty alike.
Bettye Lawrence, City Colleges of Chicago
Featured in this edition of DUE News are the
Herbert Levitan
Saundra H. Oyewole, Trinity College Enhanced Educational Experience Experiment at
Myra O. Smith, Colgate University Drexel University; the superbly integrated teaching
Terry S. Woodin
environment of Queensborough Community College,
Mathematics
the City University of New York and the vibrant
James H. Lightbourne
Elizabeth J. Teles Campus Renewal Projects in Louisiana. Look for the
Lee L. Zia, University of New Hampshire new DUE Program Announcement and Guidelines,
Physics/Astronomy
that will be distributed in late Fall. Information
J. D. Garcia, University of Arizona
regarding this and other DUE publications can be
Duncan E. McBride
Social and Behavioral Sciences accessed by calling the DUE Information Center at
Myles G. Boylan 703-306-1666.
Myra O. Smith, Colgate University
Science and Humanities John Rudzki
Herbert Levitan
<jrudzki@nsf gov>
David W. Mogk, Montana State University
Permanent staff are listed by name only; others are on leave
from the institutions noted in italics. E-mail addresses are the
first initial and the first seven letters of the last name, for NSF Reviews the State of the Nation’s Undergraduate Education
example: <csechris@ngsovf> . Exceptions are: James by M.. Boylan and P. Yankwich 6
Lightbourne <jhlightb@ngsofv> and Myra O. Smith New Undergraduate Science Education Awards Aim Reform
<mosmith@nsf gov> Institution-Wide by R. F. Watson 7
Making the Right Connections: Mathematics Throughout the
DUE News
Curriculum by J. Lightbourne 4
DUE News is published annually by the National Science Teacher Collaboratives Expanded by T. Woodin a
Foundation’s (NSF) Division of Undergraduate Education, 4201 Bioscience Education Enhances Drexel’s Enhanced Educational
Wilson Bivd., Arlington, VA 22230. Tel.: [phone]. Experience for Engineers by W. E. Magee, P. Martin and B. Sagik 5
TDD: [phone]. Ordinary Differential Equations Taught in No Ordinary Way
Staff for this issue by R. M. Ringen 5
DUE Sponsored CUN Y-Queensborough Project Sails On
Executive Editor: John Rudzki
by B. E. Mohr 8
Assistant Editors: Ashok Agrawal
Establishing New Traditions: Revitalizing the Chemistry Curriculum
Tina Straley
by J. W. Moore .
Editorial Assistants: Anita Broadus
Even Teachers Like Gumbo. Sometimes They Also Get ‘Lagniappe’
Kelly DuBose
by K. Davidson 10
Susan Leupold
James Powlik Readers’ Survey Rear cover
DUE News Page 2 Fall, 1995
NSF IS MOVING TO THE INTERNET
DUE PROGRAMS AT A GLANCE To expedite communication with its customers and to
reduce mailing costs, NSF is moving to the Internet as
Advanced Technological Education (ATE). Funds
a primary means of communications.
improvements in advanced technological education at
The DUE home page is accessible at
undergraduate and secondary school levels
<http://www.ehr.nsf.gov/EHR/DUE/start.htm>
Closing Date: June 25, 1996 (preliminary proposals
(case sensitive)
FY 96); February |, 1996 (formal proposals FY 95);
December 10, 1996 (formal proposals FY 96)
Tel: [phone] F ux [phone]
GETTING NSF OR DUE
Collaboratives for Excellence in Teacher INFORMATION AND PUBLICATIONS
Preparation (CETP). Funds major systemic app-
roaches to undergraduate science and mathematics The National Science Foundation has electronic or
education for future teachers. printed copies of NSF directories and abstracts of
Closing Date: April 1, 1996 (pre-proposals); awards since 1989 as well as several other NSF
September 15, 1996 (formal proposals) publications. These materials can be accessed in
several ways, as indicated below:
Tel: [phone] Fax: [phone]
Electronic Mail
Course and Curriculum Development (CCD).
To receive NSF documents electronically, send your
Funds the design and development of new courses,
request to the Internet address: stisserve(a nsf gov
curricula, materials, software and technologies, with
For DUE documents, send requests to
an emphasis on introductory and lower-division
undergrad @nsf gov
courses.
Closing Date: June 10, 1996 File Transfer Program
FTP to stis.nsfgov Enter anonymous for the user
Tel: [phone] Fax: [phone]
name and your e-mail address for the password.
Instrumentation and Laboratory Improvement Retrieve the appropriate file (i.e., filename. ext)
(ILI). Focuses on instrumentation-based instruc-
tional projects. Internet Gopher
Closing Date: November 14, 1995 (for both NSF's Science and Technology Information System
is available with Gopher client software on port 70 of
Instrumentation Projects (ILI-IP) and Leadership in
Laboratory Development Projects (ILI-LD)). stis.nsf. gov
Tel: [phone] Fax: [phone] Non-Internet Access via Modem
Dial 703-306-0212, choose 1200, 2400, or 9600
Science and Humanities (CCD-S&H): Integrating
baud, use settings: 7, E-1 and login as public.
Undergraduate Education. Funds development of
courses and curricula that integrate the study of On-Line Sites
science and of the humanities. Formal proposals are Telnet to stis.nsf gov Login as public and follow the
submitted to the National Endowment for the instructions on the screen.
Humanities (NEH), not NSF. Editorial note: As this
Print Publications
issue goes to press, NEF will no longer be accepting
Request NSF printed material by phone (703-306-
proposals to this program due to budgetary
1130), fax [phone]), TTD (703-306-0090) or
considerations.
send an e-mail to pubs@nsfgov Request DUE
Undergraduate Faculty Enhancement (UFE). printed material by phone [phone]) or fax
UFE supports workshops and short courses to renew (703-306-0445). Please include the publication
and update teaching faculty, including a special number, nunber of copies and complete mailing
emphasis on two-year / four-year college partner- address with your request.
ships.
NSF Home Page on the World Wide Web
Closing Date: June 10, 1996
If you have a web browser, the NSF user rc source
Tel: [phone] Fax. [phone] locator is Attp.//www.nsf gov/
DUE News Page 3 Fall, 1995
One hundred and ninety-one planning grant proposals were
Making the Right Connections:
received in June, 1994. Fifteen awards of about $50,000
Mathematics Throughout the each were made to a diverse set of institutions, with most of
Curriculum the projects involving a coalition of institutions. Sixteen
proposals were subsequently received in response to the
The “Mathematical Sciences and Their Applications February, 1995, solicitation for full project proposals, each
Throughout the Curriculum” initiative began in FY 1994 and requesting up to $1 million per year for up to five years.
is part of the NSF strategy to stimulate comprehensive Three awards have been made to consortium projects led by
approaches to improve undergraduate education. The Dartmouth College, Rensselaer Polytechnic Institute and the
initiative, which calls for institutional-wide changes to University of Pennsylvania.
increase student learning in, and ability to use, mathematics
The next set of full project and planning grant proposals -
is managed by DUE through the Course and Curriculum
received in June, 1995 - is currently under review. The
Development (CCD) program in cooperation with the
initial awards will be extremely important in developing
Division of Mathematical Sciences. Projects require a high
materials and serving as national models for institutional
level of institutional commitment and strong collaboration
change. Compre ensive, large-scale projects were solicited
among faculty, departments, and disciplines. Projects are
in FY 1995 and F’” 1996. For the upcoming June, 1996 (FY
also expected to build on the collective progress that has been
1997) deadline, proposals which address the goals of this
made to revitalize undergraduate education.
initiative On a more modest scale are encouraged. Projects
lhe initiative represents the next logical step from course and that support the mandate of particular DUE initiatives (for
curriculum reform to comprehensive, — institution-wide example, those focused on the use of instrumentation or on
change. Broad-based efforts are especially needed to reach faculty enhancement) should be submitted to the appropriate
two of the initiative’s fundamental goals: DUE program. For further details, see the DUE Program
Announcement and Guideiines to be distributed in late fall.
e To increase student appreciation of and ability to use the
James Lightbourne
mathematical sciences throughout the disciplines or in
<jhlightb @nsf gov>
everyday life; and
e To benefit all students, not just those majoring in science,
mathematics and engineering.
Teacher Collaboratives Expanded
Ten institutions which service the Los Angeles area have
come together to form the Los Angeles Collaborative for
Schools in four iarge cities will soon begin to welcome
Teacher Education (LACTE): three California State
teachers who have had unique preparation to teach rigorous
Universities - Fuilerton, Dominguez Hills and Los Angeles;
and exciting science and mathematics classes. \s part of its
two private universities - Loyola Marymount and Occidental;
efforts to systemically improve the mathematics, technology
and five community colleges closely allied to these
and science education of prospective elementary and
universities - El Camino, Los Angeles, Fullerton, Santa
secondary teachers, the National Science Foundation (SF)
Monica and Glendale. The collaborative will recruit heavily
has awarded a total of $20 million in grants to NSF
from these diverse communities and will establish policies
Collaboratives for Excellence in Teacher Preparation (CETP)
which ease the burden of transfer between participants.
projects in New York City, El Paso, Los Angeles, and
Phoenix. Each project will receive a total of $5 million
A distinctly urban project, the New York City Science and
dollars over a period of five years. Mathematics Collaborative includes New York University
and five of the City University of New York campuses:
The Arizona Collaborative for Excellence in the Preparation
Brooklyn College, City College, Hunter College, Lehman
of Teachers (ACEPT) includes Arizona State University,
College and the College of Staten Island. A series of
Maricopa Community College District, and Navajo
mathematics and science courses will be revised and taught
Community College. One component of this project targets
in a maviner reflective of the way students are urged to teach
returning students, aides, retired military personnel and
their future classes. In addition to these projects, 53 projects
engineers who plan a second career as a teacher
with a teacher preparation focus have been newly awarded
funds this year through other DUE programs. This is an 83%
The University of Texas, El Paso leads the El Paso
increase over the number of projects awarded in FY 1994.
Partnership for Excellence in Teacher Preparation, a
collaborative which includes E] Paso Community College Terry Woodin
and the three major public schoo! districts in E] Paso County. <twoodin@nsf gov>
All teacher trainees will receive special training for working
in urban schools and communities, with a particular focus on NEED HELP OR INFORMATION?
working with parents and community members. Call the DUE Information Center: [phone]
a rere — eee
DUE News Page 4 Fall, 1995
Bioscience Education Enhances Enhanced Bioscience courses include two 50-minute
lecture-discussion meetings, one two-hour biology
Drexel’s Enhanced Educational
recitation-laboratory and a three-hour laboratory per week.
Experience for Engineers
The program continues over five quarters of the freshman
and sophomore years. A series of laboratory modules are
In 1988, the entire Drexel University campus began to
the heart of the new program with everything else relating
rethink undergraduate education with the beginning of an
to the laboratory experiences. Recitations and laboratories
extensive integration of science, mathematics and
are conducted in a dedicated laboratory equipped with
humanities, together with new introductory engineering
networked computer stations.
laboratory courses for the engineering curriculum.
We expect that students completing both years of EBE will
The Enhanced Bioscience Education (EBE) program
be better equipped to continue in advanced course work, in
started in 1993 with a four-year grant from DUE’s program
cooperative work experiences, and with on-campus
on Course and Curriculum Development. The project
research projects. They are expected to become "active
involves major changes in the way life sciences are taught
learners," have a better concept of what it means to
to undergraduate majors in biological or environmental
investigate a scientific problem and to "think like a
sciences and to students interested in becoming biology
scientist." Already we have seen poise and self-confidence
teachers. The curriculum features:
in our sophomores going out for their first co-ops that are
e Hands-on, active learning, beginning in the first term far beyond what we have previously observed.
° Integrative design of the curriculum across disciplines For further information, contact the senior author.
° Students working in collaborative groups
Wayne E. Magee, Presley Martin and Bernard Sagik
° Extensive laboratory integration of computers and Drexel University, Philadelphia, PA
technology, and a dedicated laboratory for EBE students
< mageewe([email protected] edu >
e Interaction between students and faculty and effective Phone: [phone]
student support services.
Ordinary Differential Equations contacts. The workshop was made possible by the
NSF/DUE-funded consortium for Ordinary Differential
Taught In No Ordinary Way
Equations Experiments (C*ODE*E).
When Mark Farris, associate professor of mathematics at Farris’ experience is indicative of how C*ODE*E has
Midwestern State University in Wichita Falls, Texas, saw influenced the teaching of ODE’s in colleges and
computers becoming a fixture in the mathematics universities. The consortium was created in 1992 with a
department, it was clear that teaching his “differential
three-year grant of $221,000 awarded by DUE to Harvey
equations course had to change.” What kind of projects
Mudd College. The Principal Investigators are
could his students perform at their computers? What kind mathematics professors Robert Borrelli and Courtney
of learning could he expect now that students could see
Coleman. The consortium seeks to enhance the computer-
graphic images of the solutions to differential equations?
aided instruction of ODEs and to develop ODE computer
What kind of role would Farris now perform as a teacher? experiments that can be run on any platform.
Instead of lecturing, Farris gives students examples of
The consortium is increasing the scope of its activities
equations and their solutions, and then has his students
through yet another NSF grant, “A Computer-Based
solve similar problems. Rather than listen to him as he
Introductory Differential Equations Course.” Altogether,
supplies them with extensive background information, members will develop 20 self-contained modules for
Farris’ students now hunt down the knowledge relevant to
incorporation in an intensive, multimedia CD-ROM run on
the tasks at hand by thumbing through the index of their a PC. These ODE experiments will be designed for their
textbooks. “A lot of things I thought I had to tell students |
importance in the introductory ODE course, their visual
now find I don’t need to say,” says Farris. impact, and their suitability for animation. After the
modules have been edited and incorporated into an ODE
For Farris, inspiration to change his course around, as well
solver software package (developed by Intellipro, Inc.),
as a software package that enabled such transformation,
came from a workshop on ordinary differential equations they will be field tested at the consortium schools. For
(ODE) he attended at Washington State University. further information, contact the author.
Drawing from institutions in several states, the workshop Randy M. Ringen
gave faculty an opportunity to get together to discuss <[email protected]>
teaching techniques, swap computer experiments and make Harvey Mudd College
Phone: [phone]
DUE News Page 5 Fall, 1995
Feature Article
National Science Foundation Reviews the State of the
Nation’s Undergraduate Education
By Myles Boylan and Peter Yankwich
The NSF’s Directorate of Education and Human e teachers who are solidly grounded in both science and
pedagogy, and scientists and engineers who are well-
Resources (EHR) is undertaking a general review of
prepared for their occupations, and
the present state and future needs of undergraduate
¢ young people with diverse backgrounds successfully
education in the United States in the areas of science,
involved in SME&T in numbers that reflect their
mathematics, engineering and technology (SME&T).
representation in the population
Over the next year, the review will be conferring
Consistent with its chartered responsibility to "initiate
widely with students, educators, and employers with
and support science education programs at all
the intent of producing a set of recommendations for
levels...." NSF seeks to ascertain the extent of
accelerating the improvement of undergraduate
effective innovation in undergraduate education in
education. There will also be a national dialogue on
SME&T, and to determine what measures should be
this subject, which actually began with “From
taken to bring about large-scale improvements. The
Analysis to Action”, the NRC/NSF Convocation on
specific areas of inquiry listed below provide
Undergraduate Education held in April, 1995, in guidelines to how NSF can most effectively utilize
Washington, D.C. The current review will be
and promote the recent investments made in the
coordinated with this dialogue, drawing from it as
improvement of undergraduate education:
well as from other individuals, organizations and
What are the specific innovations, as well as the evidence that
interested groups across the country
their adoption represents a superior practice of education”
The Foundation is mounting this review of under- Demonstration of this will include curricula of all types, faculty
maintenance and development, pedagogy, instructional tech-
graduate education at a crucial time. National efforts
nology, instrumentation and facilities, research opportunities
to improve pre-collegiate education in SME&T
and connections of the program to the workforce
(including those of NSF) have been extensive,
What are the unresolved requirements of those who are already
involving innovative efforts to create local
receiving SME&T instruction?
improvement as well as larger systemic changes. At
What infrastructure needs must be supported for institutions to
the undergraduate level, support of such efforts is
implement the best instructional practice?
more recent and has emphasized single-site
improvement projects. The necessity for - and NSF plans to address these questions in three distinct
possibility of - larger-scale changes in undergraduate phases: Phase I will involve a systematic review of
education will be the primary intent oft he review. opinion from a broad spectrum of individuals and
organizations regarded as the benefactors of
While the Foundation recognizes that it raises this
programs providing undergraduate education. Phase
challenge at a time when the Nation's colleges and
Il will present a summary of these preliminary
universities are facing unprecedented financial and
findings for comment and elaboration to a large
curricular constraints, it is expected that the review
number of persons experienced in undergraduate
will reveal ways of increasing the overall
education. Regional hearings will be held, and there
effectiveness of these institutions. The provision of
will be discussions with faculty and administrators
superior educational services requires a_ robust
attending key professional society meetings. In
infrastructure whose components include the faculty,
Phase Ill, NSF _ will seek to encourage
curriculum, and capabilities for premier scholarship.
implementation of those practices which will achieve
The goals of improved! undergraduate education in improved science and engineering literacy; a
SME&T are: technically more capable workforce; better-prepared
teachers, scientists, and engineers; and greater
e citizens who are empowered to be full participants in a
participation in SME&T careers by women and
scientific and technological society;
minorities.
e a technically well-prepared workforce that can both
participate and excel in a high performance workplace For further information contact DUE at [phone]
employing advanced technologies,
or <undergrad@nsf gov> or fill out the survey on page |2
DUE News Page 6 Fall, 1995
Feature Article
New Undergraduate Science Education Awards Aim Reform
Institution-Wide
By Robert F. Watson, DUE Division Director
The National Science Foundation (NSF) expects to development of instructional modes that optimize the
make 10 to 15 awards of up to $200,000 each, to two- learning of mathematics, science, engineering and
and four-year colleges and universities that have technology by all students; the design of programs that
demonstrated success in transcend disciplinary boun-
revitalizing undergraduate [— daries; and the improvement of
education on a relatively student-teacher interactions.
modest scale and now wish ‘
44 % This. emphasis° on recogniz* ing
to infuse the _ entire <
and promoting _ institutional
institution with — similar 9
= reform of undergraduate edu-
O
gains. According to Dr.
Onoda
cation is an extension of the
Luther S. Williams, NSF’s
Course and Curriculum
Assistant Director for TheI nstitution-Wide Reform Initiative: Development program, which
Education and Human
e 10 to 15 awards of up to $200,000 each. seeks to prepare an increasingly
Resources, NSF seeks to
e Submitted by the institution President (or diverse undergraduate student
foster enhanced _ student
equivalent Academic Officer). body io navigate in the
leaning through _ these
e Open to two- and four-year institutions; prior information-, science- and
grants and provide en-
funding or development not required technology-based society of the
hanced preparation for the
e Deadline for Letters of Intent to Submit: future. This inherent student
professional challenges
| a : November 3, 1995. diversity and the broader
which exist in an
seamen ) e Closing Date for Proposals: December4 , mission of undergraduate
increasingly interdependent ; —_ ’
Acie enahan 1995 instruction in science, mathe-
. . “i e For details: Call DUE at [phone] matics, engineering, and
Proposals must be sub- or E-mail: <undergrad@ngsofv> technology education require
mitted by the institution's pedagogical approaches that are
president. sensitive to variations in cultural
and academic backgrounds, and to different learning
“Students from a variety of backgrounds, preparing for
styles.
diverse careers, increasingly depend on undergraduate
institutions to prepare them to function effectively in a Closing date for submissions will be December 4,
society that is increasingly based on science and 1995. A brief letter of intent to submit proposals
technology. All will require proficiency in science and should be provided by November 3, 1995. Requests
matheriatics in order to be competent professionals, for information should be addressed to the Division of
knowledgeable consumers and responsible citizens,” Undergraduate Education, Room 835, National
Williams said. Science Foundation, 4201 Wilson Boulevard,
Arlington, VA 22239, or call the Information Center
“By publicly recognizing and rewarding visionary
at [phone]; e-mail: <undergrad@nsf gov>
plans based on significant previous achievements, NSF
hopes to stimulate modernization of the academic
culture and infrastructure, and aim for a reexamination
WE’D LIKE TO HEAR FROM YOU!
of institutional priorities and resource allocations,
Your opinions are valuable to us. DUE program
which are essential for the comprehensive reform of
goals, direction and initiatives are all designed to
undergraduate education,” Williams added.
assist our readership, and are in turn determined by
As DUE Dirirector, I anticipate that we will endorse your input. Please take the time to fill out the
activities that build on those small-scale innovations readership survey on Page 12 and return it to us.
which have been the basis for fundamental change Your input would be most appreciated
within a focused area. We wish to encourage the
|
DUE News Page 7 Fall, 1995
[Project Update: ATE, CCD, ILI Programs |
P!/ Feature Article
DUE Sponsored CUNY Queensborough Project Sails On
By Bernard E. Mohr
Queensborough Community College
The City University of New York
The Electrical and Computer Engineering Tech- system also allows the instructor to control one or
nology Department at Queensborough Community multiple station videos for group discussion
College/City University of New York, is creating a
Central to a dynamic courseware design is the
21st Century classroom. In the last three years, the
identification of broad-based, technology specific,
college has received DUE funding for projects from
interdisciplinary skills and concepts. Examples of
CCD, ILI, and ATE grant programs as each project
these include: applications of converging
builds upon strategies, activities and experiences of
technologies; instrumentation; data acquisition and
prior projects.
analysis; interpretation of graphical information;
Engineering Technology Instruction for the understanding technical documentation; and report
21st Century writing (communication skills).
This project has been lauded by NSF because of its
A modular approach allows using and reusing
potential to alter teaching and learning styles and to
instructional materials across a number of courses.
be replicated in science, mathematics, engineering,
Placing the courseware on a local area network
and technology curricula. Its activities are creating a
allows the instructor to spontaneously call-up
comprehensive instructional support system based
relevant presentations or allows students to retrieve
upon advanced technologies - networking, multi-
review material from any location on the network.
media, applications software, courseware, and data
acquisition systems - to dramatically alter the lab- Future Directions
oratory environments and activities of two pilot Future directions at Queensborough Community
courses, Electronics | and Microcomputers. College (QCC) include enhancing instructional
capability in the 2lst century through the power of
A keystroke makes available faculty authored
telecommunications. Students and faculty will be
interactive courseware, on-line laboratory experi-
able to participate in distance learning by accessing
ments, applications software, technical references,
courseware and network resources via dial-in
and interactive data acquisition technology. Through
modem, ISDN connections, a World Wide Web
project activities such as: on-line laboratory manuals;
server, and the QCC BBS. The ground work for this
interactive multimedia presentations; data acquisition
effort is a pilot project sponsored by NYNEX
modules; video and laser disk production; and
QUEENS and INTEL. Home bound students will be
installation and configuration of LAN resources,
able to attend classes through ISDN connections in
students now have access to resources helping them
conjunction with INTEL’s ProShare software and
learn the fundamentals of engineering technology
hardware. Another distance-learning effort under
and enhance their problem solving abilities.
development is that of Minicom Corporation and
Connectivity Laboratory Strengthens QCC to extend the interactiveness of distance
Engineering Technology teaching through enhancements to the Classnet video
The NSF-ILI Network/Multimedia Laboratory distribution system.
project provides a model platform to test instructional
The projects and activities described here have
delivery strategies utilizing courseware and networks.
evolved in response to critical instructional issues in
Instruction takes place in a classroom comprised of
science, mathematics, engineering and technology.
16 student stations and one instructor station out(itted
A logical extension of these projects is one based on
with Pentium multimedia computers containing
telecommunications to accommodate the conver-
sound cards. CD players, and removable hard drives
gence of technology, and to provide greater
networked via iOLase-T cabling. The stations are
instructional access and dissemination of project
also connected via a video distribution system which
outcomes.
is totally independent of the local area network. The
DUE News Page 8 Fall, 1595
[Award Update: Chemistry Initiative }
PI Feature Article
Establishing New Traditions: Revitalizing the Chemistry Curriculum
By John W. Moore
University of Wisconsin - Madison
It is time to change the mainstream chemistry will have data to support claims as to their
curriculum and the pedagogy that supports it. Both effectiveness
have remained nearly the same for several decades.
Our efforts are firmly grounded in developments
but recently a plethora of small experiments has been
already carried out «ct the University of Wisconsin-
done to show that change is needed and can be
Madison as well as experiments done by other
extremely effective. The goal of our systemic reform
member, of our consortium. Much of this
effort is to sift and winnow those experiments,
preliminwry work ‘owards curriculum reform has
consolidating the best of what has been discovered
been supp-rtzu by NSF, primarily the Division of
into a new curriculum that will be adaptable to all
Undergraduate Education (DUE), and it has been a
types of institutions and that will establish the
major force in molding the New Traditions Project
traditions of the future.
into what it has become.
Our program for change involves five main areas,
each spearheaded by a team whose members have
already broken new ground.
e Student-Focused Active Learning, in’ which
students actively participate in the learning process
and faculty provide a supportive, cooperative, and
more authentic learning environment, infuses all
aspects of our project
e Guided-Inquiry/Open-Ended Laboratories at al!
levels of the curriculum involve students in the
process of discovery, allow them to develop their
own approaches to problems, and serve to introduce
concepts (as well as reinforcing or verifying them)
e Interdisciplinary Course Clusters, which are As an example oft he influence NSF support has had
teams of chemistry faculty with those from two or on our systemic program, consider the grants to
three other disciplines in learning communities that Arthur Ellis for development of solid-state materials.
span specific sections of several courses, helping
A team of solid-state chemists from all over the
Students to make connections and integrate
country developed, tested and published materials
knowledge and skills across disciplines
(Teaching General Chemistry: A Materials Science
¢ <A Topic-Oriented Approach collects and creates a Companion, ACS Books, 1993). Kits (such as the
two-year package of materials that maintains rigor ICE Solid-State Model Kit, Institute for Chemical
but structures content around real-world topics
Education, 1993) were developed and published in
involving the latest developments in science in a
collaboration with UW-Madison faculty. The New
way that includes all essential chemical concepts
Traditions curriculum incorporates much of this prior
and is flexible with regard to level of presentation
work, further adapting it to support the kinds of
¢ Information Technology. Computer tools apply institutions that make up our consortium. To see
molecular modeling, symbolic mathematics what we have accomplished to date, look on the
programs, multimedia, the Internet, the Worid Wide
World Wide Web at
Web, and similar electronic marvels to the tasks of
helping students learn and the dissemination of <http://www_ chem.wisc.edu>
much of what we develop.
where the New Traditions Project is prominently
We view curriculum development as an experimental listed. See you there!
process and have built into our new traditions a
<JW Moore@macc. wisc.edu>
healthy dose of carefu! evaluation. Innovations that
University of Wisconsin-Madison
survive this process will be broadly disseminated and
Phone: [phone]
DUE News Page 9 Fall, 1995
Project Update: NSF Collaboratives for
Excellence in Teacher Preparation
PI Feature Article
Even Teachers Like Gumbo. Sometimes They Also Get ‘Lagniappe’
The Louisiana Collaborative for Excellence in Teacher Preparation (LaCEPT)
By Kerry Davidson
Board of Regents, State of Louisiana
Gumbo is a delectable Louisiana dish that features a Involvement of the Regents in a primary advocacy
few main staples, leftovers, and whatever can be role represents a_ significant shift in internal
found at home or borrowed from friends. LaCEPT's strategies for LaCEPT. Leadership by the state's
gumbo has been its Campus Renewal Projects coordinating board for public higher education
(CRPs) which are funded by the National Science notwithstanding, the “best practices” will be
Foundation (NSF) and the Board of Regents (BoR). sufficiently flexible to embrace and extend the rich
diversity of campus-based reforms already
Guided by evolving national standards in
underway. Gumbo will still be served for dinner.
mathematics and science and tailored to local
campus needs, CRPs are selected following an Integrating LaCEPT with other standards-based
independent statewide review. In addition to plan- reform initiatives adds spice to the reform effort in
ned programs, there have also been serendipitous Louisiana. The same faculty are often leaders in
results from statewide and campus perspectives. both the Louisiana Systemic Initiatives Program
LaCEPT's fertile environment for reform con- (LaSIP) and LaCEPT, and LaCEPT has profited by
tinually transforms the expected into the surprising, providing special internships for mathematicians
yielding that “something extra” Louisianians call and scientists in LaSIP professional development
lagniappe. activities. New Orleans’ USI Program is an active
participant in the LaCEPT-funded Greater New
Statewide, 14 campuses have implemented CRPs in
Orleans Collaborative and the EPSCoR Coordinator
one or both of the Collaborative's first two years.
is a member of the LaCEPT Science Task Force.
The interplay among representatives from these
Efforts are underway to coordinate LaCEPT with
campuses (who serve on the LaCEPT Steering
the pre-service initiatives of Goals 2000. If the
Committee) has led to innovative approaches -
prospective Tri-State Lower Mississippi Delta RSI
ijagniappe - in the way LaCEPT is now blending the
is funded, LaCEP7 will collaborate in strengthening
pathways to reform.
pre-service activities for targeted counties in
Two conclusions have prompted shifts in strategy: Louisiana. Representatives of the Tri-State RSI will
First, the reform effort will not achieve its potential be invited to participate in LaCEPT's annual
unless administrators, faculty and policymakers at conference, which focuses on reforming under-
all levels understand more clearly the magnitude of graduate education in mathematics and the sciences.
the cultural transformation required within the
Teaching Scholars, able students in mathematics
academy. Second, the necessary experimental stage
and science who are supported through special
should adopt approaches based upon what emerge
funds provided by NSF and BoR, are preparing to
as commonly accepted "best practices."
become teacher-leaders as they matriculate on
To implement this shift, during 1996 the LaCEPT campuses nourished by CRPs.
Steering Committee will recommend - and the
Louisiana chefs have gained national and
Board of Regents will consider - principles, models,
international fame for their culinary skills; now
approaches, and insights which are embraced by the
LaCEPT invites gourmet learners everywhere to
rubric “best practices." LaCEPT is conducting a
learn more about its operations through a Netscape
Statewide survey to identify faculty whose
Home Page:
instructional approaches include a high degree of
classroom interactivity, appropriate uses of http://regents.state.la.us/serweb/laceptho.htm
technology, and relevance of classroom learning to
In the land of gumbo and lagniappe, LaCEPT will
real-world experiences and needs. Results of this
retain its cultural identity while availing itself of the
survey, along with national models, will inform
Opportunities in cyberspace.
recommendations to be presented to the Regents.
DUE News Page 10 Fall, 1995