1. No category

COVER SHEET FOR PROPOSAL TO THE NATIONAL SCIENCE FOUNDATION
PROGRAM ANNOUNCEMENT/SOLICITATION NO./CLOSING DATE/if not in response to a program announcement/solicitation enter NSF 04-23
NSF 04-035
FOR NSF USE ONLY
NSF PROPOSAL NUMBER
05/20/05
FOR CONSIDERATION BY NSF ORGANIZATION UNIT(S)
0532090
(Indicate the most specific unit known, i.e. program, division, etc.)
OISE - INTERNATIONAL PLAN & WORKSHOPS
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062866731
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AGENCY?
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A RENEWAL
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521578172
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Independent Colleges Office
1730 Rhode Island Avenue, NW
Washington, DC. 200363101
Independent Colleges Office
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4002528000
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MINORITY BUSINESS
IF THIS IS A PRELIMINARY PROPOSAL
WOMAN-OWNED BUSINESS THEN CHECK HERE
Further Cementing of Collaborations between Project Kaleidoscope and
the People’s Republic of China
REQUESTED AMOUNT
50,000
$
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24
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05/01/05
months
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Exemption Subsection
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INTERNATIONAL COOPERATIVE ACTIVITIES: COUNTRY/COUNTRIES INVOLVED
HISTORIC PLACES (GPG II.C.2.j)
(GPG II.C.2.j)
CH
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VERTEBRATE ANIMALS (GPG II.D.5) IACUC App. Date
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PI/PD POSTAL ADDRESS
1730 Rhode Island Ave., NW-Ste.803
Office of the Director
PI/PD FAX NUMBER
Washington, DC 20036
United States
202-331-1283
NAMES (TYPED)
or IRB App. Date
High Degree
Yr of Degree
Telephone Number
B.M.
1957
202-232-1300
Electronic Mail Address
PI/PD NAME
Jeanne L Narum
[email protected]
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CO-PI/PD
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Page 1 of 2
Electronic Signature
A PROPOSAL FOR AN AWARD TO NATIONAL SCIENCE FOUNDATION
from
PROJECT KALEIDOSCOPE
Project Kaleidoscope (PKAL) respectfully submits this request to the National Science Foundation for a
grant of $50,000 to support continued planning for PKAL’s collaborations with academic institutions in
the People’s Republic of China. The purpose of these efforts is to cement and effect collaborations
between the Project Kaleidoscope (PKAL) community and colleagues in China with a common interest in
identifying the proper use of pedagogies and technologies to build effective learning environments for
undergraduate students in the 21st century.
BACKGROUND. Building on the past four years of success in building strong collaborations with
China, this grant will fund two major activities directly related to planning a multi-year collaboration. In
late June 2005, at the invitation of the Ministry of Education of the People’s Republic of China, a PKAL
delegation will travel to Wuhan, Hubei Province, for a planning trip to work with and learn from
colleagues at Wuhan University, Huazhong University of Science and Technology, and the China
University of Geosciences.
In early November 2005, a larger PKAL delegation will plan and participate in a major bilateral seminar
on Learning, Teaching and Research in the Undergraduate STEM (science, technology, engineering and
mathematics) Environment, to be held in either Wuhan or Beijing, China. This delegation will include
members of the PKAL-China Advisory Group, the PKAL-China task force, and others to be identified.
INTELLECTUAL MERIT. Even given the ‘connecting’ capacity of information technologies, there is
nothing like face-to-face interactions between intellectual communities to open avenues of
communication that lead to effective collaborations. Those responsible for curriculum and institutional
development must come to understand the relationship between science and culture– how different
civilizations shape and are shaped by the ways of knowing that are at the heart of doing science– and this
is facilitated most directly by going abroad and having international visitors to U.S. campuses.
BROADER IMPACT. This emerging collaboration will impact students in two ways. First, as
international issues are infused more intentionally into the undergraduate STEM learning environment,
more U.S. students will gain skills and understandings that enable them, upon graduation, to be
contributing citizens of a global community increasingly dominated by science and technology. Second,
as greater numbers of U. S. STEM faculty have opportunity to increase their knowledge and experience in
S&T issues from a global perspective, they will be able to attract students to and sustain their interest in
the study of STEM fields by exposing them to international opportunities for careers in science upon
graduation, and by giving them the international perspective and cultural understandings that will make
them attractive candidates for S&T positions in this country.
I. REQUEST
Project Kaleidoscope (PKAL) respectfully submits this request to the National Science Foundation for a
grant of $50,000 to support continued planning for PKAL’s emerging collaborations with academic
institutions in the People’s Republic of China. This grant will fund two major activities directly related to
planning a multi-year collaboration:
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A PKAL delegation will travel to Wuhan, Hubei Province, in late June 2005 for a two-week
planning trip to work with and learn from colleagues at three universities:
<
Wuhan University
<
Huazhong University of Science and Technology
<
China University of Geosciences.
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A larger PKAL delegation will plan and participate in a major bilateral seminar on Learning,
Teaching and Research in the Undergraduate STEM (science, technology, engineering and
mathematics) Environment in early November 2005, to be held in either Wuhan or Beijing, China.
This delegation will include members of the PKAL-China Advisory Group, the PKAL-China task
force, and others to be identified.
Jeanne L. Narum, PKAL Director, has responsibility for shaping these delegations, in consultation with
members of the PKAL-China Advisory Group, the task force (Exhibit A), and Chinese colleagues.
II. NSF CRITERIA
A.
NSF Criterion #1: Intellectual Merit
Our intent is to enrich the learning experiences of American undergraduates majoring in a STEM field by
giving them access to well-structured opportunities to study in China. These opportunities will prepare
them for leadership in a scientific community that is increasingly diverse, increasingly connected
technologically, and which increasingly faces challenges that must be addressed by collaborations
working across geographic boundaries. As PKAL project participants describe below (see II.B.), research
in fields such as genomics, chemistry, and the environment is engaging international partners in solving
current problems as well as in exploring at scientific frontiers. By connecting current American faculty
and students to their peers in China through formal collaborations in research, curricular and pedagogical
reform, we hope to facilitate a more globally-engaged workforce of scientists, engineers and citizens in
this country.
[...current] development occurs in the context of continuing extension of global
markets; worldwide reach of networks of scientific and technical activity, cooperation, and
competition; and global flows of highly trained personnel...continuing shifts will take place in the
international distribution of jobs and employment requiring high skill levels and technically
sophisticated training. The shifts will, in turn, elicit responses from worldwide higher education
systems. (NSF Science and Engineering Indicators 2004, page 2-41.)
This is a timely initiative, in that Chinese educators and administrators are intent on reshaping their
undergraduate STEM learning environment, giving particular attention to the power of technologies to
transform learning, teaching and research in the undergraduate setting. In the two visits by PKAL
delegations to China (see below), we were struck by the similarity of our goals for student learning (see
Exhibit A), and believe that American academics have much to learn from close observation of the rapid
changes taking place in Chinese undergraduate programs– comparing and contrasting our approaches.
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The implementation of web-based technologies opens new opportunities not only to facilitate student
learning but also to assess their effectiveness. Learning modalities supported by the web, such as
“Just-In-Time Teaching” and learner-centered virtual experiments (e.g., Java applets), as well as
instructional technological advances (devices often called “clickers” that instantly record student
responses to questions) can naturally capture student responses in intimate detail, such as time on task, in a
database that becomes a valuable resource for research on learning. The use of these clickers and other
technologies is catching on rapidly at many universities in the U.S. and is having a transformative effect in
undergraduate STEM classrooms. There is still much to learn about how to use these systems both to
enhance and to measure student learning in classrooms. The PKAL-China collaboration will introduce the
use of this technology to undergraduate STEM classrooms in China, which we expect will catch on
rapidly there.
Web-based learning facilities permit rapid synchronous and asynchronous collaboration, not only among
students and faculty at a given institution, but among institutions and across national boundaries. In China
and also in the U.S., substantial efforts are already underway and are increasing rapidly to develop,
implement, and assess these emerging learning technologies. The proposed PKAL-China collaboration
will create an environment by which leaders in the development of such technologies in the U.S. and
China can work collaboratively to understand how well these technologies work for student learning in
different educational settings and different cultural environments.
B.
NSF Criterion #2: Impact on Infrastructure
We recognize the variety and number of collaborations already in place between the U.S. and colleagues
in other countries, including China, and we are capturing the expertise of some involved in similar
international partnerships. Most of these campuses have long-standing programs that engage faculty and
students in fields other than science in study/research abroad, and are ready to provide an expanded set of
international opportunities for their STEM students and faculty. Our planning leads toward a multi-year
collaboration that takes advantage of an existing U.S. network (PKAL) focusing on strengthening
undergraduate STEM, and that has the potential to serve campuses that currently have no formal links
with academic institutions in China. The PKAL network includes a significant number of STEM faculty
leaders at an early career stage, as well as many pioneers in the transformation of undergraduate STEM
over the past twenty years. PKAL is a network of individuals and institutions committed to building
robust STEM learning experiences that motivate students to consider careers in STEM fields; there is a
growing recognition that building global connections for their students and faculty is one key toward that
end.
To illustrate these points, we present comments from some of the U.S. faculty and administrators directly
involved in this planning project below (see Exhibit B for detailed comments).
F21 Comments: A unique dimension of the potential PKAL-China collaboration is access to the PKAL
Faculty for the 21st Century (F21) network. This network began in 1994 with support from the
ExxonMobil Foundation as a mechanism to identify rising leaders in the undergraduate STEM
community, and to nurture their leadership capacity. Several F21 members are directly involved in the
planning for this collaboration (see VIII.D). We invited their comments as to the value of this
collaboration for them and their students:
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Nkechi M. Agwu; Professor of Mathematics & Co-Director of the Teaching Learning Center–
CUNY-Borough of Manhattan Community College: ...the proposed collaborations will assist us [at
BMCC] in preparing our students for a global workforce; this is important as we are located in
New York City with a large immigrant and international student population.
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Kevin D. Belfield; Associate Professor & Chair of Chemistry & Coordinator of the Industrial
Chemistry Graduate Program– University of Central Florida: Chemistry is fast becoming (or
already has become) a global enterprise in terms of education, research and business. It is critical
that students in the chemical sciences in the U.S. gain a true understanding of the educational and
economic aspects of China, one of the world’s emerging leaders in the chemical field.
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A. Malcolm Campbell; Associate Professor of Biology, Director of the Genome Consortium for
Active Teaching (GCAT) & Co-Editor-in-Chief of Cell Biology Education– Davidson College
(member of the 2003 PKAL delegation): Genomics is my area of expertise; China is an up-andcoming leader in this field and I believe it is critical both for me and my students to connect to
Chinese colleagues involved in research, teaching and learning in this field.
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Mary M. Kirchhoff; Assistant Director for Special Projects, Division of Education– American
Chemical Society (member of 2003 PKAL delegation): The benefit of this collaboration to
American students goes beyond access to learning experiences; the experience itself forces students
out of their U.S.-centric view of the world.
PKAL-China Advisory Group comments: Another value that PKAL brings to this emerging collaboration
is connections to a wide range of U.S. academic leaders. A small group has been invited to serve on the
PKAL-China Advisory Group, including:
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Elizabeth S. Boylan; Dean of the Faculty & Provost– Barnard College: The opportunity for
American students to be partners in learning with junior U.S. faculty who are actively learning and
teaching science with Chinese colleagues will have immense consequences for the future of
American science and society.
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Mary B. Bullock; President– Agnes Scott College: This is an important way of building the kind of
long-term collaborative networks between Chinese and American scientists that are needed to serve
our global community.
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Richard McCray, George Gamow Distinguished Professor of Astrophysical & Planetary Sciences–
University of Colorado at Boulder: This is a splendid opportunity for the leading STEM educators
in the U.S. and China to share the best of what they have to offer.
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David W. Oxtoby, President– Pomona College: A broader collaboration with China would be
particularly valuable for us [at Pomona], because of our already strong connections to Asia and
the significant interest on our campus in the study of Chinese language and culture.
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Marc M. Roy, Vice President for Academic Affairs & Dean of the Faculty– Coe College (member
of the 2004 PKAL delegation): ...this PKAL-China project will be a significant first-step in
developing educational exchanges– with research opportunities– that will allow undergraduates to
further their STEM education, while gaining experiences about the broader world that will serve
them well in a wide variety of future careers (see Exhibit C for a planning document for
collaborations between a midwestern college consortium and China).
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Bradley F. Smith, Dean of the Huxley College of Environment Studies– Western Washington
University: Within the environmental arena there is much that China and the United States can
learn from each other. In order to facilitate this relationship it is essential that there is
collaboration between our respective institutions of higher education.
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III. ACTIVITIES
A.
Activities to be undertaken by the June 2005 delegation are:
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introducing Chinese students and faculty at three universities in the city of Wuhan to
contemporary pedagogies that are reshaping the undergraduate learning environment in the
U.S. (offering five for-credit courses at the three universities)
working individually and in groups with Chinese faculty and administrators to gain a clearer
understanding of cultural differences and how those differences shape 21st century STEM
learning environments
identifying and discussing similarities and differences between Chinese and American
students in terms of intellectual makeup, backgrounds, career aspirations and expectations
advancing planning for the bilateral seminar in November 2005 (see III.B. below).
(Note #1: The PRC Ministry of Education identified the City of Wuhan for this pilot step toward building
a PKAL-China collaboration. Leaders from Wuhan University and Huazhong University of Science and
Technology have participated in previous PKAL-related activities, in the U.S. and China [see Exhibit D].
Note#2: Dr. McCray, a member of the PKAL-China Advisory Group, has been an adjunct professor at
Nanjing University for many years. Dr. McCray will also visit with leaders in undergraduate STEM
education at Nanjing University and Wuhan University, April 22 - 29, 2005, to demonstrate new learning
technologies and to discuss detailed plans and strategies for the PKAL-China collaboration.)
B.
Our planning for this bilateral collaboration will be advanced during the bilateral seminar in China
scheduled for November 2005, an opportunity to:
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spotlight practices in the U.S. and in China having documented success in strengthening
student learning in STEM fields, particularly those practices infusing a global dimension into
the undergraduate STEM learning environment
review issues that each country’s leaders address in setting goals for student learning in
STEM fields, such as the impact of:
< the changing demographics of student populations
< the growing technological sophistication of students
< the growing need for a skilled S&T workforce with a global perspective
< the increasing economic interdependence of countries and regions
< advances in science and technologies that are transforming the scientific enterprise, and
thus, the learning environment
< cognitive science research that calls for rethinking and re-engineering educational theory
and practice in STEM fields
examine the cultural contexts, Chinese and American, that affect STEM learning, teaching,
and research
explore the strengths, needs and aspirations each country brings to the emerging collaboration
identify partners for initiating and enhancing sustainable collaborations that engage faculty,
students and institutions
develop a strategy to implement web-based collaboration to develop, implement, and assess
online and classroom learning technologies
underscore the urgency of preparing today’s STEM students to be leaders in tomorrow’s
global STEM community and the value of collaborations working toward that end.
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PKAL has been in contact with George H. Atkinson, Science and Technology Advisor to the U.S.
Secretary of State, about this proposed collaboration with China. Dr. Atkinson has agreed to advise as our
planning proceeds and may participate in the November seminar.
IV. AIMS & OBJECTIVES
Based on planning activities during the summer and through the fall, by the end of 2005, we intend to
have:
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working groups in each country with a common interest in the quality of undergraduate learning in
STEM fields and a commitment to collaborate to prepare their students for leadership in a global
community of STEM practitioners
a carefully-sequenced, multi-year plan for these working groups to initiate and extend STEM
collaborations between American and Chinese students and faculty
the means to identify, distill and adapt promising practices in building bilateral collaborations that
bring 21st century issues, pedagogies, and technologies into the undergraduate STEM learning
environment
a growing U.S. network taking advantage of this collaboration for U.S. students, academic
institutions, and professional and disciplinary associations
a process to gather, analyze and disseminate data and information about what works in building
sustainable bilateral collaborations that involve STEM students and faculty in curricular and
research opportunities
an outline for a web presence that sustains virtual and real connections within this collaboration,
and provides easy access for colleges and universities across the country to the resources and
opportunities made available through this collaboration
identified student leaders in each country who are willing to explore seriously, via the web
a draft request seeking major support for this multi-year collaboration.
V. BUDGET
This grant will support the travel of 15-20 members of a PKAL delegation in November, as well as the
travel of the six-person June delegation. Others wishing to participate in the November seminar will be
asked to secure further support. The Chinese host institutions will be responsible for onsite costs (room,
board, and meeting materials) for both the June and November 2005 activities.
VI. BENEFIT & GOAL
When leaders– from faculty, programs, associations and institutions– consider the why and the how of
strengthening undergraduate STEM programs, they give attention to preparing students for the world in
which they will live and work after graduation. Thus, we see several direct benefits from this
collaboration to American students, institutions and society.
A.
Why
Twenty-first century graduates of U.S. STEM programs, whether with a bachelors, masters, or doctoral
degree, will join a scientific and technological workforce dealing with problems (and opportunities) that
have a global dimension– not constrained by geographic boundaries. Responsible academics recognize
that present and future scientists and engineers work in a world that is increasingly interdependent and
interconnected, and thus that a new set of skills is needed by those who will be future leaders in STEM
fields.
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B.
How
This collaboration will lead to more efficient and effective connections for U.S. institutions seeking
opportunities for their STEM students and faculty to research and study in China. Major universities have
substantial resources available for and dedicated to building such international connections. But
institutions from all sectors of higher education recognize that preparing students for global citizenship is
an essential responsibility of academic leaders and are seeking means to do so.
We asked participants in the 2003 PKAL institute at Irvine for their ideas about the “values of
collaborations for global connections.” Their responses included:
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to capture systematically what works from current and isolated efforts to infuse a global dimension
into the undergraduate STEM learning environment (to learn from those with significant experience
and expertise)
to provide a venue for sharing what works, particularly the value of connections to STEM
colleagues in other countries to U.S. students, faculty and institutions
to facilitate institutional clustering that makes for effective and efficient international collaborations
to provide a venue for thinking outside the box in building international collaborations and for risktaking in exploring new approaches
to provide a mechanism for sabbaticals and other faculty exchanges that lay the groundwork for
research and curricular collaborations
to take better advantage of all available resources, leveraging the wide range of opportunities
through NSF, NIH, Fulbright, HHMI, etc.
This emerging collaboration will impact students in two ways. First, as international issues are infused
more intentionally into the undergraduate STEM learning environment, more U.S. students will gain skills
and understandings that enable them, upon graduation, to be contributing citizens of a global community
increasingly dominated by science and technology. Second, as greater numbers of U. S. STEM faculty
have opportunities to increase their knowledge and experience in S&T issues from a global perspective,
they will be able to attract students to and sustain their interest in the study of STEM fields by exposing
them to international opportunities for careers in science upon graduation, and by giving them the
international perspective and cultural understandings that will make them attractive candidates for S&T
positions in this country.
VII. BACKGROUND
PKAL has had a significant role since 1989 in the national effort to ensure that American undergraduates
have access to:
...learning experiences that motivate them to persist in their studies [of STEM] and consider
careers in these fields; ...an environment that brings undergraduates to an understanding of the
role of science and technology in their world. (PKAL Report on Reports 2002.)
With continuing NSF support, PKAL leaders for almost 15 years have identified critical opportunities and
barriers facing those taking responsibility for shaping and sustaining such learning environments,
providing valuable assistance as they address those challenges. In the earliest PKAL days, attention was
on the quality of introductory courses in the disciplines, then generally described as “dismal.” PKAL has
evolved from initial attention to single courses within distinct disciplines to its current focus on broader
institutional issues. Yet, our approach has always been to encourage collective efforts in tackling
challenges, to serve as a venue for distilling and disseminating what works in transforming STEM
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education through informed networks of leaders. Since 1991, almost 1000 colleges and universities have
participated in one or more PKAL activities. Current NSF support is detailed in Exhibit E; other support
comes from the ExxonMobil Foundation, for the PKAL Faculty for the 21st Century network; the W.M.
Keck Foundation for the Keck-PKAL consultant network; and FIPSE, for regional and topical networks
(see Exhibit F for further information about PKAL).
In 2001, Dr. Bruce Alberts, President of the National Academy of Sciences, encouraged PKAL to connect
to like-minded colleagues in other countries and introduced PKAL to his counterparts in China. The
subsequent chronology of PKAL-China interactions follows.
2001
In 2001, with support from the Ministry of Education, a two-person delegation participated in the PKAL
2001 Summer Institute; delegate Dr. Zhao Zhongxian; Academician– Chinese Academy of Science, and
Vice President– Chinese Association for Science and Technology, then reported to his colleagues,
including Dr. Liu Ying; Director– Office of Distance Education, Ministry of Education.
2002
In 2002, again with support from the Ministry of Education, a five-member delegation led by Drs. Liu and
Zhao participated in PKAL’s Summer Institute; they extended an invitation to PKAL to visit China.
2003
In 2003, a seven-member PKAL delegation went to China (Beijing, Wuhan, Shanghai) to meet with larger
groups of colleagues in China and to learn first-hand of the many initiatives underway in changing how
students learned and faculty taught in STEM fields (see Exhibits E and F). NSF’s Office of International
Programs supported this planning visit. A delegation from China was invited to participate in PKAL’s fall
2003 institutes.
Dr. Zhao led a seven-member Chinese delegation that spent thirteen days in the U.S. They attended the
PKAL institute on “infusing a global dimension...” at the University of California Irvine (see Exhibit G)
and another institute on “taking advantage of instructional technologies...” at the University of Colorado at
Boulder, again with support from the Chinese Ministry of Education. Visits were also made in California
to the Claremont Colleges. This 2003 visit was an opportunity for U.S. faculty and administrators from a
wide range of institutions to connect with their Chinese colleagues. This confirmed our sense that a solid
base of interest in exploring collaborations with China existed, and that such efforts would benefit
students, faculty and academic institutions in both countries.
The Chinese delegation, upon return to China, consulted with their colleagues and outlined initial options
for the collaboration. They decided to begin with a pilot collaboration with universities in Wuhan, an
approach that resonated with PKAL’s experience that starting small is what works, particularly in
discovering the people and politics of building new networks.
2004
In 2004, a six-member PKAL delegation went to Wuhan in December to advance discussions about
potential collaborations (see Exhibit H). Representatives from Wuhan University (including the
President), the Chinese University of Geosciences, and Huazhong University of Science and Technology
participated in a day-long seminar and hosted the PKAL delegation for further visits to the three
campuses. This visit was coordinated by Liu Yanfang; Dean– School of E-Education at Wuhan
University, in consultation with Liu Ying and Zhao Zhongxian.
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VIII. NEXT STEPS
Specific agreed-upon next steps following the 2004 visit by PKAL include planning for:
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an April 2005 visit by Richard McCray to Nanjing and Wuhan
an extended stay by a PKAL delegation in Wuhan in June/July 2005 (as described above)
a November 2005 bilateral seminar on undergraduate STEM reform (as described above)
the “shadowing” of U.S. faculty utilizing Just-in-time Teaching (JiTT) during the Spring 2005
semester, exploring how such virtual collaborations might work
advisory groups and task forces to guide the development of this emerging collaboration
the coordination of further PKAL-China working group discussions.
A.
Wuhan, June 2005
Based on discussions with leaders at participating Chinese universities about their pedagogical interests,
reflections within the growing PKAL China advisory group, and comments from NSF officers and
representatives of national disciplinary societies, the following people will serve as the PKAL delegation
to Wuhan for three weeks beginning June 28, 2005 (see Exhibit G):
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Robert J. Beichner; Alumni Distinguished Professor of Physics– North Carolina State University
Stuart Birnbaum; Associate Professor of Earth and Environmental Science– University of Texas at
San Antonio
Charles E. Glassick; Senior Associate Emeritus (delegation leader)– The Carnegie Foundation for
the Advancement of Teaching
Brad Lister; Director of the Anderson Center for Innovation in Undergraduate Education &
Research Professor of Biology– Rensselaer Polytechnic Institute
Evelyn T. Patterson; Assistant Dean for Curriculum Planning & Professor of Physics– United States
Air Force Academy
Pratibha Varma-Nelson; Professor & Chair of Chemistry– Northeastern Illinois University.
Draft Itinerary
June 29, 2005
Delegation arrives in Wuhan
June 30 - July 4
Orientation (meetings with sponsoring professors and academic leaders in Wuhan and acclimatization to
the city, the universities, the region):
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general discussions about pedagogical transformation, what works and what does not work– in
China as well as in the U.S.
specific discussions about each of the pedagogical approaches to be demonstrated in the courses to
be taught– the use of technologies, the assessment of effective practices, etc.
efforts to build a well-prepared community of collaborators for the next two weeks
July 5 - 8, 11 - 14
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PKAL courses delivered (for-credit for students with high English and math skills; Chinese
professors auditing)
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PKAL and Chinese professors work on adapting pedagogies developed in the U.S. to the Chinese
learning environment and discuss how emerging pedagogies serve student learning goals in each
country
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PKAL and Chinese professors review the Chinese learning environment, in particular the use of
technologies and tools for assessing student learning
PKAL and Chinese professors tackle the issues to be explored in the November seminar (see III.B.
above), identifying further questions, potential session leaders, resources, etc.
B.
Bilateral Seminar, November 2005
The focus of the seminar will be innovations in undergraduate STEM, especially those involving
technologies and the internet. Internet technology is inherently multilateral– itself a network; internet
technology will facilitate student-centered learning and to change the nature of the student-faculty
interactions (within and beyond the classroom). Given the potential of such technologies, in our planning
for the November seminar we will also engage universities beyond those in Wuhan that are providing a
venue for pilot activities. We are intent on establishing the right kind of connections that will serve this
collaboration well over the long term.
The advisory groups (see VIII.D. below) will have a significant role in shaping this seminar, as they
contribute valuable expertise in building connections with Chinese colleagues that benefit American
students and institutions, and are recognized as national leaders in science and education. Contacts are
also being made with major disciplinary societies related to the planning of this collaboration; this is to
ensure a "ripple-effect" within the broader STEM community that expedites development and leads to
long-term success.
PKAL has planned nearly 200 workshops and meetings since 1991; such experience in assembling
resources– identifying speakers, facilitators; outlining a workable sequence of activities, etc.– will be of
value. The seminar will include presentations that demonstrate pedagogies and the use of technologies
(JiTT, peer instruction, the use of "clickers," Java simulations, etc.) But the primary style of the seminar
will be break-out sessions for discussion on: i) the larger presentations; ii) the role of assessment; iii)
strategies to promote change; iv) strategies for bilateral collaborations; v) other issues as determined by
the planning groups. There will be programmed time for “spontaneous” interactions.
The seminar will be three days in length, with a fourth day for the core planning groups to reprise the
seminar and develop a plan to advance this collaboration.
C.
JiTT Shadowing
The “shadowing” of U.S. faculty teaching Just-in-Time Teaching (JiTT) during the spring 2005 semester
is a first-step in exploring how virtual connections might work as a part of the larger collaboration. It also
introduces Chinese colleagues to one of the major U.S. pedagogical approaches that will be used during
the Wuhan visit (see Exhibit I).
D.
Formation of Advisory Groups and Task Forces
Advisory groups and tasks forces guiding PKAL in the development of this emerging collaboration are
being assembled. Our intent is to capitalize on: the extensive China experience of senior STEM leaders
such as Gretchen Kalonji, University of California; Richard McCray, University of Colorado at Boulder;
and Bradley Smith, Western Washington University; the commitment of academic leaders from a wide
range of colleges and universities such as Elizabeth Boylan, Barnard College; Mary Bullock, Agnes Scott
College; Daniel Goroff, Harvard University; David Oxtoby, Pomona College; and Marc Roy, Coe
College; and the interest of younger STEM leaders (Faculty for the 21st Century members), such as
Nkechi M. Agwu, Borough of Manhattan Community College; Kevin Belfield, University of Central
Florida; Malcolm Campbell, Davidson College; and Mary Kirchhoff, American Chemical Society.
Participants in past PKAL international activities (including the Irvine seminar and the 2003 and 2004
-9-
visits to China) will continue to be involved. We are contacting education program officers at national
disciplinary societies, alerting them to this emerging collaboration and inviting their advice and
involvement.
E.
Further Planning
The coordination of further PKAL-China working group discussions is the responsibility of Jeanne Narum
and Liu Yanfang. One immediate step in advancing discussions is a visit by Richard McCray to Wuhan in
April, in conjunction with a visit to Nanjing University, where he has a long-standing appointment as
Visiting Scholar.
The PKAL leadership group is continuing discussions, working towards a consensus on our long-range
goals and strategies. Oft mentioned are the salutary benefits to American institutions of building these
relationships with China at a time when they are addressing issues similar to ours– identifying and
equipping a talent pool for the 21st century S&T workforce. Further, as China is becoming a global leader,
it will be good for the American academic community to help shape the Chinese outlook on education so
that we can continue to benefit from collaborations in teaching and research for years to come. To be
effective over the long-term, bilateral collaborations (scientific and educational) require the mutual respect
that results from the kind of formal and informal interactions proposed here.
We appreciate the opportunity to present this proposal to NSF.
-10-
JEANNE L. NARUM
PROFESSIONAL PREPARATION
St. Olaf College; Bachelor of Music; 1957 & Distinguished Alumna Award; 2002
University of Portland; Doctor of Public Service, Honoris Causa; 2000; Ripon College; Doctor of Science, Honoris
Causa; 2001; & University of Redlands; Doctor of Humane Letters, Honoris Causa; 2003
APPOINTMENTS
1989 Director; Project Kaleidoscope; Washington, DC
1988 Director; The Independent Colleges Office; Washington, DC
1985 - 1988
Vice President for Development; Augsburg College; Minneapolis, MN
1983 - 1985
Director of Development; Dickinson College; Carlisle, PA
1974 - 1983
Director of Government and Foundation Relations; St. Olaf College; Northfield, MN
1957 - 1981
Church Musician; St. John's Lutheran Church; Northfield, MN
BOARDS AND COMMITTEES (selected)
2002 – present Member, Steering Committee: Center for Ocean Sciences Education Excellence (COSEE) – New
England Aquarium
2002 – present Member, AAAS Math-Science Partnership Think Tank
2002 – present Member, Education Committee: American Institute of Biological Sciences
2001 – present Member, Advisory Board: Catamount Institute
2001 – present Advisor, Project SPIN-UP: American Institute of Physics
1997 – present Member, Board of Trustees: Lenoir-Rhyne College
1992 – present Councilor, Council on Undergraduate Research
2001 – 2002
Member, Quantitative Literacy Steering Committee: Nat’l Council on Education & the Disciplines
2001 – 2002
Consultant, Board on Life Sciences & Center for Education: National Research Council
2001 – 2002
Advisor, K-16 Mathematics Teacher Preparation Project: American Mathematical Society
2000 – 2001
Member, Strategic Planning Advisory Group: National Research Council – Center for Education
1999 – 2002
Member, Board of Governors: National Conferences on Undergraduate Research
1999 – 2001
Member, Task Force on Faculty Roles & Rewards: National Research Council
1997 – 2000
Member, Advisory Board: NSF Project on K-12 Science Facilities
PUBLICATIONS (selected)
Ø Narum, Jeanne L. (Ed.); Recommendations for Action in Support of Undergraduate Science, Technology
Engineering and Mathematics– Project Kaleidoscope Report on Reports 2002; pp. 32; 2002
Ø Narum, Jeanne L., Kate Conover (Eds.); Building Robust Learning Environments in Undergraduate STEM; San
Francisco, CA: Jossey-Bass. New Directions for Higher Education, #119, 2002.
Ø Narum, Jeanne L. (Ed.); Information Technology Roundtable Occasional Paper: The PKAL 2001 Roundtable
on the Future– Information Technology; pp. 48; 2001;
http://www.pkal.org/documents/it_roundtable_report.pdf
Ø Narum, Jeanne L. (Ed.); Investing in Faculty: A Report on Project Kaleidoscope 2000 – 2001; pp. 24; 2001;
http://www.pkal.org/documents/investing-in-faculty.pdf
Ø Rothman, Frank G., Jeanne L. Narum; Then, Now, and in the Next Decade: A Commentary on Strengthening
Undergraduate Science, Mathematics, Engineering and Technology Education; pp. 32; 1999;
http://www.pkal.org/documents/then-now-and-in-the-next-decade.pdf
Ø Narum, Jeanne L. (Ed.); Steps Towards Reform: A Report on Project Kaleidoscope 1998 – 1999; pp. 16; 1999;
http://www.pkal.org/documents/steps-toward-reform.pdf
Ø Narum, Jeanne L. (Ed.); Shaping the Future of Undergraduate Science, Mathematics, Engineering and
Technology Education: Proceedings and Recommendations from the Day of Dialogue; pp. 16; 1998;
http://www.pkal.org/documents/ShapingtheFuture.pdf
Ø Narum, Jeanne L. (Ed.); Structures for Science: A Handbook for Planning Facilities for Undergraduate Natural
Science Communities– Project Kaleidoscope Volume III; 1995; http://www.pkal.org/template2.cfm?c_id=527
Ø Narum, Jeanne L. (Ed.); What Works: Building Natural Science Communities– Project Kaleidoscope Volume I;
pp. 100; 1991; http://www.pkal.org/template1.cfm?c_id=253
SYNERGISTIC ACTIVITIES
PROFESSIONAL ACTIVITIES – DIRECTOR OF THE INDEPENDENT COLLEGES OFFICE (ICO)
The ICO provides advice and counsel to member institutions in regard to federal grantsmanship.
Ø Annual ICO Liaison Meetings (Washington, DC)
Ø Workshops on proposal writing, curriculum development, etc.
PROFESSIONAL ACTIVITIES – DIRECTOR OF PROJECT KALEIDOSCOPE (PKAL)
PKAL is an informal national alliance of educators, administrators, and other interested parties working toward
the transformation of undergraduate education in mathematics, engineering, and the various fields of science.
Ø Convene National Meetings
Ø Develop Print and Virtual Publications
Ø Oversee the Creation and Expansion of Local, Regional & Virtual Networks
COLLABORATORS & OTHER AFFILIATIONS (Selected)
Bruce Alberts; President; National Academy of Sciences
Janet Andersen; Professor & Chair, Department of Mathematics; Hope College
David Christopher Arney; Dean of Mathematics & Science; College of St. Rose
Elizabeth S. Boylan; Provost and Dean of the Faculty; Barnard College
David F. Brakke; Dean, College of Science & Mathematics; James Madison University
Sadie Bragg; Vice President For Academic Affairs; Borough of Manhattan Community College
Thomas Brady; Dean of the College of Science; University of Texas at El Paso
A. Malcolm Campbell; Associate Professor of Biology; Davidson College
Amy Chang; Director, Office of Education & Training; American Society for Microbiology
Thomas W. Cole, Jr.; President Emeritus; Clark Atlanta University
G. Doyle Daves; Provost and Professor of Chemistry Emeritus; Rensselaer Polytechnic Institute
Denice D. Denton; Dean, School of Engineering & Professor of Engineering; University of Washington
Judith A. Dilts; Dr. Burnell Landers Professor and Chair of Biology; William Jewell College
Larry L. Earvin; President; Huston-Tillotson College
Tanya Furman; Associate Professor of Geosciences; University of Pennsylvania
Gary A. Gabriele; Vice Provost & Dean of Undergraduate Education; Rensselaer Polytechnic Institute
James M. Gentile; Dean for the Natural Sciences; Hope College
Melvin D. George; President Emeritus and Professor of Mathematics; University of Missouri
Daniel L. Goroff; Professor of the Practice of Mathematics; Harvard University
J.K. Haynes; David Packard Professor and Chair of Biology; Morehouse College
Jack G. Hehn; Director of Education; American Institute of Physics
Robert C. Hilborn; Amanda & Lisa Cross Professor of Physics; Amherst College
Ishrat M. Khan; Professor of Chemistry; Clark Atlanta University
Mary M. Kirchhoff; Associate Director of the Green Chemistry Institute; American Chemical Society
Robert A. Kolvoord; Associate Professor of Integrated Science & Technology; James Madison University
Gary W. Krahn; Professor & Head; Department of Mathematical Sciences; United States Military Academy
Bernard L. Madison; Professor of Mathematics; University of Arkansas
Elizabeth F. McCormack; Associate Professor and Chair, Department of Physics; Bryn Mawr College
Robert E. Megginson; Deputy Director; Mathematical Sciences Research Institute
Alison Morrison-Shetlar; Director, Faculty Center for Teaching & Learning; University of Central Florida
Sylvia Nadler; Director of the Pryor Leadership Program; William Jewell College
James J. Napolitano; Professor of Physics; Rensselaer Polytechnic Institute
Gregor M. Novak; Distinguished Visiting Professor of Physics; United States Air Force Academy
Jeanne E. Pemberton; Professor of Chemistry; University of Arizona
C. Gary Reiness; Dean of Mathematical & Natural Sciences, Professor of Biology; Lewis & Clark College
Randall M. Richardson; Vice President for Undergraduate Education; University of Arizona
Frank G. Rothman; Provost and Professor of Biology Emeritus; Brown University
Frederick B. Rudolph; Ralph & Dorothy Looney Professor of Biochemistry & Cell Biology; Rice University
J.B. Sharma; Professor of Physics; Gainesville College
James H. Stith; Director of the Physics Resource Center; American Institute of Physics
Daniel F. Sullivan; President; St. Lawrence University
Paul E. Vorndam; Professor & Chair, Department of Chemistry; Colorado State University-Pueblo
Frank A. Wattenberg; Professor of Mathematics; United States Military Academy
SUMMARY
YEAR 1
PROPOSAL BUDGET
FOR NSF USE ONLY
PROPOSAL NO.
DURATION (months)
Proposed Granted
AWARD NO.
ORGANIZATION
Independent Colleges Office
PRINCIPAL INVESTIGATOR / PROJECT DIRECTOR
Jeanne L Narum
A. SENIOR PERSONNEL: PI/PD, Co-PI’s, Faculty and Other Senior Associates
(List each separately with title, A.7. show number in brackets)
NSF Funded
Person-months
CAL
ACAD
1. Jeanne L Narum - Director
0.00 0.00
2.
3.
4.
5.
6. ( 0 ) OTHERS (LIST INDIVIDUALLY ON BUDGET JUSTIFICATION PAGE)
0.00 0.00
7. ( 1 ) TOTAL SENIOR PERSONNEL (1 - 6)
0.00 0.00
B. OTHER PERSONNEL (SHOW NUMBERS IN BRACKETS)
1. ( 0 ) POST DOCTORAL ASSOCIATES
0.00 0.00
2. ( 0 ) OTHER PROFESSIONALS (TECHNICIAN, PROGRAMMER, ETC.)
0.00 0.00
3. ( 0 ) GRADUATE STUDENTS
4. ( 0 ) UNDERGRADUATE STUDENTS
5. ( 0 ) SECRETARIAL - CLERICAL (IF CHARGED DIRECTLY)
6. ( 0 ) OTHER
TOTAL SALARIES AND WAGES (A + B)
C. FRINGE BENEFITS (IF CHARGED AS DIRECT COSTS)
TOTAL SALARIES, WAGES AND FRINGE BENEFITS (A + B + C)
D. EQUIPMENT (LIST ITEM AND DOLLAR AMOUNT FOR EACH ITEM EXCEEDING $5,000.)
TOTAL EQUIPMENT
E. TRAVEL
1. DOMESTIC (INCL. CANADA, MEXICO AND U.S. POSSESSIONS)
2. FOREIGN
F. PARTICIPANT SUPPORT COSTS
0
1. STIPENDS
$
0
2. TRAVEL
0
3. SUBSISTENCE
0
4. OTHER
TOTAL NUMBER OF PARTICIPANTS
(
0)
G. OTHER DIRECT COSTS
1. MATERIALS AND SUPPLIES
2. PUBLICATION COSTS/DOCUMENTATION/DISSEMINATION
3. CONSULTANT SERVICES
4. COMPUTER SERVICES
5. SUBAWARDS
6. OTHER
TOTAL OTHER DIRECT COSTS
H. TOTAL DIRECT COSTS (A THROUGH G)
I. INDIRECT COSTS (F&A)(SPECIFY RATE AND BASE)
TOTAL PARTICIPANT COSTS
SUMR
Funds
Requested By
proposer
Funds
granted by NSF
(if different)
0.00 $
0 $
0.00
0.00
0
0
0.00
0.00
0
0
0
0
0
0
0
0
0
0
0
43,400
0
2,170
0
0
0
0
0
2,170
45,570
Administrative Expenses (Rate: 100.0000, Base: 4430)
TOTAL INDIRECT COSTS (F&A)
4,430
J. TOTAL DIRECT AND INDIRECT COSTS (H + I)
50,000
K. RESIDUAL FUNDS (IF FOR FURTHER SUPPORT OF CURRENT PROJECTS SEE GPG II.C.6.j.)
0
L. AMOUNT OF THIS REQUEST (J) OR (J MINUS K)
$
50,000 $
M. COST SHARING PROPOSED LEVEL $
AGREED LEVEL IF DIFFERENT $
0
PI/PD NAME
FOR NSF USE ONLY
INDIRECT COST RATE VERIFICATION
Jeanne L Narum
Date Checked
Date Of Rate Sheet
Initials - ORG
ORG. REP. NAME*
Mark Wold
1 *ELECTRONIC SIGNATURES REQUIRED FOR REVISED BUDGET
SUMMARY
Cumulative
FOR NSF USE ONLY
PROPOSAL BUDGET
ORGANIZATION
PROPOSAL NO.
Independent Colleges Office
PRINCIPAL INVESTIGATOR / PROJECT DIRECTOR
DURATION (months)
Proposed Granted
AWARD NO.
Jeanne L Narum
A. SENIOR PERSONNEL: PI/PD, Co-PI’s, Faculty and Other Senior Associates
(List each separately with title, A.7. show number in brackets)
NSF Funded
Person-months
CAL
ACAD
1. Jeanne L Narum - Director
0.00 0.00
2.
3.
4.
5.
6. (
) OTHERS (LIST INDIVIDUALLY ON BUDGET JUSTIFICATION PAGE)
0.00 0.00
7. ( 1 ) TOTAL SENIOR PERSONNEL (1 - 6)
0.00 0.00
B. OTHER PERSONNEL (SHOW NUMBERS IN BRACKETS)
1. ( 0 ) POST DOCTORAL ASSOCIATES
0.00 0.00
2. ( 0 ) OTHER PROFESSIONALS (TECHNICIAN, PROGRAMMER, ETC.)
0.00 0.00
3. ( 0 ) GRADUATE STUDENTS
4. ( 0 ) UNDERGRADUATE STUDENTS
5. ( 0 ) SECRETARIAL - CLERICAL (IF CHARGED DIRECTLY)
6. ( 0 ) OTHER
TOTAL SALARIES AND WAGES (A + B)
C. FRINGE BENEFITS (IF CHARGED AS DIRECT COSTS)
TOTAL SALARIES, WAGES AND FRINGE BENEFITS (A + B + C)
D. EQUIPMENT (LIST ITEM AND DOLLAR AMOUNT FOR EACH ITEM EXCEEDING $5,000.)
TOTAL EQUIPMENT
E. TRAVEL
1. DOMESTIC (INCL. CANADA, MEXICO AND U.S. POSSESSIONS)
2. FOREIGN
F. PARTICIPANT SUPPORT COSTS
0
1. STIPENDS
$
0
2. TRAVEL
0
3. SUBSISTENCE
0
4. OTHER
TOTAL NUMBER OF PARTICIPANTS
(
0)
G. OTHER DIRECT COSTS
1. MATERIALS AND SUPPLIES
2. PUBLICATION COSTS/DOCUMENTATION/DISSEMINATION
3. CONSULTANT SERVICES
4. COMPUTER SERVICES
5. SUBAWARDS
6. OTHER
TOTAL OTHER DIRECT COSTS
H. TOTAL DIRECT COSTS (A THROUGH G)
I. INDIRECT COSTS (F&A)(SPECIFY RATE AND BASE)
TOTAL PARTICIPANT COSTS
SUMR
Funds
Requested By
proposer
Funds
granted by NSF
(if different)
0.00 $
0 $
0.00
0.00
0
0
0.00
0.00
0
0
0
0
0
0
0
0
0
0
0
43,400
0
2,170
0
0
0
0
0
2,170
45,570
TOTAL INDIRECT COSTS (F&A)
4,430
J. TOTAL DIRECT AND INDIRECT COSTS (H + I)
50,000
K. RESIDUAL FUNDS (IF FOR FURTHER SUPPORT OF CURRENT PROJECTS SEE GPG II.C.6.j.)
0
L. AMOUNT OF THIS REQUEST (J) OR (J MINUS K)
$
50,000 $
M. COST SHARING PROPOSED LEVEL $
AGREED LEVEL IF DIFFERENT $
0
PI/PD NAME
FOR NSF USE ONLY
INDIRECT COST RATE VERIFICATION
Jeanne L Narum
Date Checked
Date Of Rate Sheet
Initials - ORG
ORG. REP. NAME*
Mark Wold
C *ELECTRONIC SIGNATURES REQUIRED FOR REVISED BUDGET
Budget Justification
We are requesting total funds of $50,000 to further cement collaborations between Project Kaleidoscope (PKAL)
and the People’s Republic of China.
Travel
Funds for travel are provided for a delegation of leaders in science, technology, engineering and mathematics
(STEM) higher education to visit China in June 2005. Funds are provided for six (6) members of the delegation.
We anticipate a ticket cost of $1,400 per ticket (6 @ $1,400 = $8,400). Fund are also requested for a 25-member
delegation to take part in a bilateral seminar in November 2005. Funds are provided for twenty-five (25) members
of the delegation (25 @ $1,400 = $35,000).
Total Travel Funds Requested:
$43,400
Meeting Materials
Funds are also requested to prepare meeting materials for the two delegations (June 2005 Delegation: 6 @ $70 =
$420; November 2005 Delegation: 25 @ $70 = $1,750).
Total Meetings Materials Funds Requested:
$2,170
Indirect Cost
Funds are also requested to cover administrative costs, in the total amount of $4,430.
Total Indirect Cost Funds Requested:
$4,430
TOTAL AMOUNT REQUESTED:
$50,000
Budget Justification Page 1
Project Kaleidoscope Budget Justification Page 2
Project Kaleidoscope - China Collaboration
YEAR 1
PROJECT BUDGET
2005
A. Salaries
months
rate
FTE
1. Senior Personnel
12 125,000
0.75 $
Subtotal: Salaries
$
B. Other Personnel
Subtotal: Other Personnel
$
$
C. Fringe Benefits
Subtotal: Fringe Benefits
$
-
$
-
YEAR 1
TOTAL SALARIES, STIPENDS AND
FRINGE BENEFITS (A+B+C)
D. EQUIPMENT
TOTAL EQUIPMENT
E. TRAVEL
International Travel
June 2005 Delegation
June 2005 Delegation Travel to China
November 2005 Bilateral Seminar
Seminar Members Travel
TOTAL TRAVEL
F. PARTICIPANT SUPPORT
TOTAL PARTICIPANT SUPPORT
-
YEAR 1
6
1400
25
1400
people
rate
$
-
$
8,400
1 $
$
35,000
43,400
1
events
YEAR 1
$
-
1 $
1 $
$
YEAR 1
420
1,750
2,170
TOTAL OTHER DIRECT COSTS
$
2,170
H. TOTAL DIRECT COSTS (A THROUGH G)
$
YEAR 1
45,570
I. INDIRECT COSTS
$
4,430
J. TOTAL DIRECT AND INDIRECT COSTS
Project Kaleidoscope Budget Justification Page 2
$
50,000
G. OTHER DIRECT COSTS
1. Materials and Supplies
June 2005 Delegation Materials
Seminar Participant Materials
Subtotal: Materials & Supplies
people
6
25
rate
events
70
70
Current and Pending Support
(See GPG Section II.C.2.h for guidance on information to include on this form.)
The following information should be provided for each investigator and other senior personnel. Failure to provide this information may delay consideration of this proposal.
Other agencies (including NSF) to which this proposal has been/will be submitted.
Investigator: Jeanne Narum
Support:
Current
Pending
Submission Planned in Near Future
*Transfer of Support
Project/Proposal Title: PKAL Faculty for the 21st Century
ExxonMobil Foundation
Source of Support:
Total Award Amount: $
250,000 Total Award Period Covered: 01/01/04 - 12/31/06
Location of Project:
Washington, DC
Person-Months Per Year Committed to the Project. Cal:1.00
Acad: 0.00 Sumr: 0.00
Support:
Current
Pending
Submission Planned in Near Future
*Transfer of Support
Project/Proposal Title: Project Kaleidoscope: Investing in Faculty Leaders
National Science Foundation EHR-DUE
Source of Support:
Total Award Amount: $
892,840 Total Award Period Covered: 05/01/04 - 04/30/07
Location of Project:
Washington, DC
Person-Months Per Year Committed to the Project. Cal:7.00
Acad: 0.00 Sumr: 0.00
Support:
Current
Pending
Submission Planned in Near Future
*Transfer of Support
Project/Proposal Title: Institutes for the Development of 21st Century STEM
Leaders
National Science Foundation MPS
Source of Support:
Total Award Amount: $
180,000 Total Award Period Covered: 07/01/03 - 12/31/05
Location of Project:
Washington, DC
Person-Months Per Year Committed to the Project. Cal:1.00
Acad: 0.00 Sumr: 0.00
Support:
Current
Pending
Submission Planned in Near Future
*Transfer of Support
Project/Proposal Title: Project Kaleidoscope - W.M. Keck Consultation Program
W.M. Keck Foundation
Source of Support:
Total Award Amount: $
445,000 Total Award Period Covered: 01/01/94 - 12/31/06
Location of Project:
Washington, DC
Person-Months Per Year Committed to the Project. Cal:1.00
Acad: 0.00 Sumr: 0.00
Support:
Current
Pending
Submission Planned in Near Future
*Transfer of Support
Project/Proposal Title: PKAL Network of Networks
FIPSE, U.S. Department of Education
Source of Support:
Total Award Amount: $
244,748 Total Award Period Covered: 06/01/01 - 05/31/05
Location of Project:
Washington, DC
Person-Months Per Year Committed to the Project. Cal:1.00
Acad: 0.00 Summ: 0.00
*If this project has previously been funded by another agency, please list and furnish information for immediately preceding funding period.
Page G-1
USE ADDITIONAL SHEETS AS NECESSARY
Current and Pending Support
(See GPG Section II.C.2.h for guidance on information to include on this form.)
The following information should be provided for each investigator and other senior personnel. Failure to provide this information may delay consideration of this proposal.
Other agencies (including NSF) to which this proposal has been/will be submitted.
Investigator: Jeanne Narum
Support:
Current
Pending
Submission Planned in Near Future
*Transfer of Support
Project/Proposal Title: Project Kaleidoscope Collaboration with China
National Science Foundation SBE-OISE
Source of Support:
Total Award Amount: $
50,000 Total Award Period Covered: 05/01/05 - 04/30/06
Location of Project:
Washington, DC
Person-Months Per Year Committed to the Project. Cal:1.00
Acad: 0.00 Sumr: 0.00
Support:
Current
Pending
Submission Planned in Near Future
*Transfer of Support
Project/Proposal Title:
Source of Support:
Total Award Amount: $
Total Award Period Covered:
Location of Project:
Person-Months Per Year Committed to the Project. Cal:
Acad:
Support:
Current
Pending
Submission Planned in Near Future
Sumr:
*Transfer of Support
Project/Proposal Title:
Source of Support:
Total Award Amount: $
Total Award Period Covered:
Location of Project:
Person-Months Per Year Committed to the Project. Cal:
Acad:
Support:
Current
Pending
Submission Planned in Near Future
Sumr:
*Transfer of Support
Project/Proposal Title:
Source of Support:
Total Award Amount: $
Total Award Period Covered:
Location of Project:
Person-Months Per Year Committed to the Project. Cal:
Acad:
Support:
Current
Pending
Submission Planned in Near Future
Sumr:
*Transfer of Support
Project/Proposal Title:
Source of Support:
Total Award Amount: $
Total Award Period Covered:
Location of Project:
Person-Months Per Year Committed to the Project. Cal:
Acad:
Summ:
*If this project has previously been funded by another agency, please list and furnish information for immediately preceding funding period.
Page G-2
USE ADDITIONAL SHEETS AS NECESSARY