Quality Education for Minorities (QEM) Network
Proposal Development Workshop for the National Science Foundation (NSF)’s
Historically Black Colleges and Universities Undergraduate Program (HBCU-UP):
Broadening Participation Research in STEM Education (BPR) Strand
 

Hilton Baltimore BWI Airport • 1739 West Nursery Road • Linthicum Heights, MD

October 9-10, 2015

E-RESOURCE LIST

I. PROPOSAL PREPARATION MATERIALS

Historically Black Colleges and Universities Undergraduate Program (HBCU-UP) Solicitation
     http://www.nsf.gov/pubs/2015/nsf15552/nsf15552.pdf
      – What Has Been Funded (Abstracts of Recent HBCU-UP BPR-related Awards) - view here

A Guide for Proposal Writing NSF 04-016
      http://www.nsf.gov/pubs/2004/nsf04016/nsf04016.pdf

    FastLane Electronic Proposal Submission
          http://www.nsf.gov/eng/iip/sbir/documents/Phase_I_Proposal_Preparation_Booklet.pdf

    Proposal and Award Policies and Procedures Guide Part I and II (NSF 15-1)
          http://www.nsf.gov/pubs/policydocs/pappguide/nsf15001/nsf15_1.pdf

    Proposal Forms Kit (NSF 00-3)
          http://www.nsf.gov/pubs/2000/nsf003/kit/intro.htm

    The 2010 User-Friendly Handbook for Project Evaluation (2010 Revision to NSF 02-057)
          http://www.evalu-ate.org/wp-content/uploads/formidable/Doc_2010_NSFHandbook.pdf

II. BROADENING PARTICIPATION

     Aud, Susan, Mary Ann Fox, and Angelina KewalRamani. 2010. Status and Trends in the Education of Racial and
          Ethnic Minorities. Washington, DC: U.S. Department of Education’s National Center for Education Statistics.
          http://nces.ed.gov/pubs2010/2010015/

     Bass, Scott, Janet Rutledge, Elizabeth Douglass, and Wendy Carter. 2007. The University
          as Mentor: Lessons Learned from UMBC Inclusiveness Initiatives. Washington, DC: University of Maryland
          Baltimore County and the Council of Graduate Schools.
          http://www.cgsnet.org/cgs-occasional-paper-series/university-maryland-baltimore-county

     Committee on Underrepresented Groups and the Expansion of the Science and Engineering
          Workforce Pipeline. 2011. Executive Summary: Expanding Underrepresented Minority Participation:
          America’s Science and Technology Talent at the Crossroads. Washington, DC: National Academies Press.
          http://www.nap.edu/catalog.php?record_id=12984.

     Cullinane, Jenna, and Lacey Leegwater. 2009. Diversifying the STEM Pipeline: The Model
          Replication Institutions Program. Washington, DC: Institute for Higher Education Policy.
          http://www.ihep.org/Publications/publications-detail.cfm?id=132.

III. BEYOND THE LECTURE: ALTERNATIVE TEACHING

A. Trends in Teaching

     Barseghian, Tina. 2011. “Three Trends that Define the Future of Teaching and Learning.”
          The KQED, Inc. website.  
          http://blogs.kqed.org/mindshift/2011/02/three-trends-that-define-the-future-of-teaching-and-learning/.

     Lambert, Craig. March/April 2012. Twilight of the Lecture. Harvard Magazine, 23-27.
          http://harvardmagazine.com/2012/03/twilight-of-the-lecture.

B. Active and Problem-based Learning

     Armbruster, Peter, Maya Patel, and Erika Johnson. 2009. Active Learning and Student-centered Pedagogy
          Improve Student Attitudes and Performance in Introductory Biology. CBE Life Sciences Education, 8(3), 203-213.
          http://www.ncbi.nlm.nih.gov/pmc/articles/PMC2736024/?tool=pubmed.

     Lom, Barbara. 2012. Classroom Activities: Simple Strategies to Incorporate Student-centered
          Activities within Undergraduate Science Lectures. The Journal of Undergraduate Neuroscience Education, 11(1), A64-A71.
          http://www.ncbi.nlm.nih.gov/pubmed/23494568.

C. Flipped/Inverted Classrooms

     Educause. 2012. Seven (7) Things You Should Know About Flipped Classrooms. Washington, DC: Educause.
          https://net.educause.edu/ir/library/pdf/eli7081.pdf

     Marcey, David and Michael Brint. n.d. Transforming an Undergraduate Introductory Biology Course through
         Cinematic Lectures and Inverted Classes (CLIC): A Preliminary Assessment of the CLIC Model of the Flipped Classroom.
         The National Association of Biology Teachers website.
         https://www.nabt.org/websites/institution/File/docs/Four%20Year%20Section/2012%20Proceedings/Marcey%20&%20Brint.pdf

III. FACULTY DEVELOPMENT RESOURCES

A.  Assessment and Education Research*

     Institute of Education Sciences (IES), U.S. Department of Education and the National Science Foundation (NSF). 2013.
         Common Guidelines for Education Research and Development.
         http://ies.ed.gov/pdf/CommonGuidelines.pdf

     Della-Piana, C. K. Assessment and education research in undergraduate science, technology, engineering, and mathematics
         (STEM) education. In Invention and impact: Building excellence in undergraduate science, technology, 
         engineering and mathematics (STEM) education, (pp. 17-18). Washington, DC: American Association for the
         Advancement of Science.
         http://www.unc.edu/opt-ed/eval/bp_res_eval/della-piana.pdf

     Heron, P. R., Shaffer, L. P. S., and McDermott, L. Research as a guide to improving student learning:
         An example from Introductory Physics. In Invention and impact: Building excellence in undergraduate science,
         technology, engineering and mathematics (STEM) education, (pp. 33-38). Washington, DC: American Association
         for the Advancement of Science. 
         http://www.unc.edu/opt-ed/eval/bp_res_eval/heron_et_al.pdf

     Maki, W. S. Evaluating outcomes. In Invention and impact: Building excellence in undergraduate science, technology,
         engineering and mathematics (STEM) education, (pp. 27-32). Washington, DC: American Association for the
         Advancement of Science.
         http://www.unc.edu/opt-ed/eval/bp_res_eval/maki.pdf

     Richardson, J. Concept Inventories: Tools for Uncovering STEM Students’ Misconceptions. In Invention and impact:
         Building excellence in undergraduate science, technology, engineering and mathematics (STEM) education, (pp. 19-25).
         Washington, DC: American Association for the Advancement of Science.
         http://www.unc.edu/opt-ed/eval/bp_res_eval/richardson.pdf

B.   Evaluation

     Coalition for Evidence-based Policy.  2005. Reporting the results of your study:  A user-friendly
         guide for evaluators of educational programs and practices. Rockville, MD: What Works Clearinghouse.
         http://coalition4evidence.org/wp-content/uploads/2012/12/IES_Guide_to_Reporting_Study_Results.pdf

     Ely, D. and Michael Huberman.  User-friendly handbook for project dissemination: Science, mathematics,
         engineering, and technology education. Washington, DC: National Science Foundation.
         http://files.eric.ed.gov/fulltext/ED370810.pdf                 

     Frechtling, J. et al. 2010. The 2010 user-friendly handbook for project evaluation. Arlington, VA: National Science Foundation.
          http://www.evalu-ate.org/wp-content/uploads/formidable/Doc_2010_NSFHandbook.pdf

     Gajda, R. and Jennifer Jewiss. Thinking about how to evaluate your program? These strategies will get you started.
          Practical Assessment, Research & Evaluation, 9(8).
          http://PAREonline.net/getvn.asp?v=9&n=8.

     Sharp, L. 1997. Evaluation design for the hypothetical project. In Joy Frechtling and Laure Sharp
          (Eds.), User-friendly handbook for mixed method evaluations. Arlington, VA: National Science Foundation.
          http://www.nsf.gov/pubs/1997/nsf97153/chap_6.htm.

     Sharp, L. and Joy Frechtling.  Overview of the design process for mixed-method evaluation.
          In Joy Frechtling and Laure Sharp (Eds.), User-friendly handbook for mixed method evaluations. Arlington, VA:
          National Science Foundation.
          http://www.nsf.gov/pubs/1997/nsf97153/chap_5.htm.

     W.K. Kellogg Foundation. 2004. W.K. Kellogg evaluation handbook. Battle Creek, MI: W.K. Kellogg Foundation. 
          http://cyc.brandeis.edu/pdfs/reports/EvaluationHandbook.pdf

C.   Project Management

     National Science Foundation.  “How to Manage Your Award.”
          http://www.nsf.gov/awards/managing/.

     Siefert, D. and Hawk, B. S. 2003. Sinclair Community College. Managing for Success: The Insider’s Guide to
         NSF Project Management.
         http://www.maa.org/sites/default/files/pdf/programs/grantwriting/ProjMgtGuide.pdf.

     Ohio State University, Office of the Chief Information Officer. “Project Management Framework.”
         https://ocio.osu.edu/projects/project-management  (Accessed September 28, 2015.)

     Rothschild, D. “Increased efficiency through effective time management.”
         http://www.siordata.com/publications/Rothschild.pdf  (Accessed September 28, 2015.)

     Washington University in Saint Louis, Office of the Vice Chancellor for Research. 2007. “Research Roles and
         Responsibilities: Principal Investigator.”
         http://research.wustl.edu/Resources/Roles/Pages/PI.aspx.

D.  Successful Pedagogies*

     Beichner, R. J., and Saul, J. M. Introduction to the SCALE-UP (Student-Centered Activities for
         Large Enrollment Undergraduate Programs) project. In Invention and impact: Building
         excellence in undergraduate science, technology, engineering and mathematics (STEM) education,
        (pp. 61-66). Washington, DC: American Association for the Advancement of Science.
         http://www.ncsu.edu/per/Articles/Varenna_SCALEUP_Paper.pdf 

     Ellis, G. W., and Andam, B. B. Designing the engineering classroom for women. In Invention and impact:
        Building excellence in undergraduate science, technology, engineering and mathematics (STEM) education,
        (pp. 79-84). Washington, DC: American Association for the Advancement of Science.
         http://www.unc.edu/opt-ed/eval/bp_stem_ed/ellis_andam.pdf

     Kaplan, D.  Some mathematics for citizens: Gaining quantitative literacy through public policydebate.
         In Invention and impact: Building excellence in undergraduate science, technology,
         engineering and mathematics (STEM) education, (pp. 73-77). Washington, DC:
         American Association for the Advancement of Science.
         www.unc.edu/opt-ed/eval/bp_stem_ed/kaplan.pdf

     Patterson, E. T.  Just-in-time teaching: Technology transforming learning: A status report. In Invention and impact:
        Building excellence in undergraduate science, technology, engineering and mathematics (STEM) education, (pp. 49-54). 
        Washington, DC: American Association for the Advancement of Science. 
         http://itari.in/categories/justintimelearning/Just-In-TimeTeaching-Research.pdf

     Ulseth, R. From nothing to something. In Invention and impact: Building excellence in
         undergraduate science, technology, engineering and mathematics (STEM) education, (pp. 85-87).
         Washington, DC: American Association for the Advancement of Science. 
          http://www.unc.edu/opt-ed/eval/bp_stem_ed/ulseth.pdf

     Varma-Nelson, P., Cracolice, M. S., and Gosser, D. K. Peer-led team learning: A student-faculty partnership for
          transforming the learning environment. In Invention and impact: Building excellence in undergraduate
          science, technology, engineering and mathematics (STEM) education, (pp. 43-48). Washington, DC:
          American Association for the Advancement of Science.
          http://cpltl.iupui.edu/media/178fcbfc-adad-4da7-b19a-1b61c32b8d01/-1748818361/cPLTLContent/2013/PLTL%20Literature%20PDFs/Varma-Nelson%20et%20al_2004.pdf

     Waterman, M. A., and Stanley, E. D.  Investigative case-based learning; Teaching scientifically while connecting
          science to society. In Invention and impact: Building excellence in undergraduate science, technology,
          engineering and mathematics (STEM) education, (pp. 55-60). Washington, DC: American Association for the
          Advancement of Science.
          http://www.unc.edu/opt-ed/eval/bp_stem_ed/waterman_stanley.pdf

E. Visualization in Science Education*

     Blanchard, P.  Easy animations. In Invention and impact: Building excellence in undergraduate science, technology,
          engineering and mathematics (STEM) education, (pp. 147-149). Washington, DC: American Association for
          the Advancement of Science. 
          http://math.bu.edu/people/paul/nsf_ccli_presentation_2004.html

     Frankel, F. Translating science into pictures: A powerful learning tool. In   Invention and impact:
          Building excellence in undergraduate science, technology, engineering and mathematics (STEM)
          education, (pp. 155-158). Washington, DC: American Association for the Advancement of Science.
          http://www.felicefrankel.com/wp-content/uploads/2012/01/10-Vis_Ed_Frankel.pdf

     Legates, R.  Using spatial data visualization to motivate undergraduate social science students..
          In Invention and impact: Building excellence in undergraduate science, technology, engineering and mathematics
          (STEM) education, (pp. 129-134). Washington, DC: American Association for the Advancement of Science.
          http://www.researchgate.net/publication/241484379_Using_Spatial_Data_Visualization_to_Motivate_Undergraduate_Social_Science_Students

 

*  AAAS’ Invention and Impact 2004 Conference Proceedings highlight innovations in undergraduate STEM education for the diverse student population. It contains information on learning environments, course content, curricula, and educational practices that improve learning and achievement of all undergraduate students. The proceedings can be accessed at http://www.aaas.org/page/what-publications-does-aaas-offer.