| NSF Org: |
DUE Division Of Undergraduate Education |
| Recipient: |
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| Initial Amendment Date: | April 17, 2009 |
| Latest Amendment Date: | April 17, 2009 |
| Award Number: | 0837225 |
| Award Instrument: | Standard Grant |
| Program Manager: |
Myles Boylan
DUE Division Of Undergraduate Education EDU Directorate for STEM Education |
| Start Date: | May 1, 2009 |
| End Date: | April 30, 2012 (Estimated) |
| Total Intended Award Amount: | $67,268.00 |
| Total Awarded Amount to Date: | $67,268.00 |
| Funds Obligated to Date: |
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| History of Investigator: |
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| Recipient Sponsored Research Office: |
926 DALNEY ST NW ATLANTA GA US 30318-6395 (404)894-4819 |
| Sponsor Congressional District: |
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| Primary Place of Performance: |
225 NORTH AVE NW ATLANTA GA US 30332-0002 |
| 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 1 (Exploratory) |
| 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
Engineering - Other (59)
The project, a collaboration between Georgia Institute of Technology and Purdue University, is developing and evaluating vertically-integrated projects (VIP) that support multidisciplinary teams of undergraduates working on design projects embedded in the research efforts pursued by faculty members and their graduate students. The project is expanding the existing Purdue effort and initiating a new program at Georgia Institute of Technology. The design of the VIP program utilizes large, vertically-integrated teams and long-term, for-credit, design experiences similar to those developed in the EPICS program. The investigators are creating multi-site collaborative VIP efforts and developing and sharing course modules to enable students joining VIP teams to come up to speed quickly on the technologies fundamental to their design projects. The evaluation effort, led by an independent expert, is using student and faculty surveys and interviews along with social network analysis to monitor the project's progress. Instructional materials and evaluation results are being disseminated through a discipline specific website (i. e., the ConneXions site), through conference presentation, and through journal publications. Broader impacts include the dissemination of the project's materials and results, particularly the social network data on student and faculty experiences and collaboration patterns, along with a special focus on the project's impact on women and underrepresented minorities in the evaluation study.
PUBLICATIONS PRODUCED AS A RESULT OF THIS RESEARCH
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