| NSF Org: |
DUE Division Of Undergraduate Education |
| Recipient: |
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| Initial Amendment Date: | August 17, 2009 |
| Latest Amendment Date: | August 17, 2009 |
| Award Number: | 0919248 |
| Award Instrument: | Standard Grant |
| Program Manager: |
Russell L. Pimmel
DUE Division Of Undergraduate Education EDU Directorate for STEM Education |
| Start Date: | September 1, 2009 |
| End Date: | August 31, 2011 (Estimated) |
| Total Intended Award Amount: | $149,973.00 |
| Total Awarded Amount to Date: | $149,973.00 |
| Funds Obligated to Date: |
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| History of Investigator: |
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| Recipient Sponsored Research Office: |
240 FRENCH ADMINISTRATION BLDG PULLMAN WA US 99164-0001 (509)335-9661 |
| Sponsor Congressional District: |
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| Primary Place of Performance: |
240 FRENCH ADMINISTRATION BLDG PULLMAN WA US 99164-0001 |
| Primary Place of
Performance Congressional District: |
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| Unique Entity Identifier (UEI): |
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| Parent UEI: |
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| NSF Program(s): |
S-STEM-Schlr Sci Tech Eng&Math, CCLI-Type 2 (Expansion) |
| Primary Program Source: |
1300CYXXDB H-1B FUND, EDU, NSF |
| Program Reference Code(s): |
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| Program Element Code(s): |
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| Award Agency Code: | 4900 |
| Fund Agency Code: | 4900 |
| Assistance Listing Number(s): | 47.076 |
ABSTRACT
The project is creating instructional materials designed to help students achieve the professional growth needed in team-based design projects and professional practice and to empower faculty for effective assessment-driven development of the students' ability and attitudes in teamwork and professional development. The project builds on a prior NSF funded project and involves a diverse set of institutions. Curriculum materials are being designed to connect with students' previous experience and knowledge, develop knowledge with underlying structure or organization, construct understanding in the context of an engineering design, and refine understanding through focused feedback. Instructional activities engage learners in content and the professional community, using steps such as: motivation/purpose, posing inquiry questions, individual exploration, group processing, application of learning, and reflection. Instructor guides are being developed to coach educators on how and when to use instructional materials and assessments for best results in their design classes. Evaluation efforts include qualitative and quantitative measures (surveys, focused interviews, and student essays) to monitor progress on each project outcome. Broader impacts include the dissemination of the project's instructional material.
PUBLICATIONS PRODUCED AS A RESULT OF THIS RESEARCH
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