FY 2000

Higher Education Challenge

Grants Program

Description of

Funded Projects

Higher Education Programs

Science and Education Resources Development

Cooperative State Research, Education, and Extension Service

U.S. Department of Agriculture

Washington, D.C.

Proposal Number: 2000-03133 Lead Institution: The University of Tennessee

Grant Number: 2000-38411-9298 Award Amount: $100,000

Lead Project Director: Dr. Henry G. Kattesh Project Duration: 3 years

Applications of Functional Anatomy in Farm Animals Using Collaborative Learning. This proposal addresses the next level in a series of multimedia CD-ROM programs dedicated to the teaching of fundamental principles of functional anatomy in farm animals using a problem-oriented approach. Students will be presented a series of lessons containing text, graphics, animation, and audio and video aspects relative to the anatomy and physiology of the respiratory system in farm animals. Mastery level of the lessons will be assessed using 20 randomly selected multiple-choice questions. Four to eight real-life case studies of respiratory abnormalities in animals of agricultural significance will be documented. Expert prompts, including history and details pertinent to each case, will be provided in video and text formats to aid the student in formulating initial observations. Upon successful completion of the lesson material, the student will be permitted to enter conclusions about the nature of the abnormality. This information, along with the student's notes and quiz responses, will be stored on a diskette and subsequently reviewed by the instructor. At the end of the program the expert will give a synopsis of the case. In addition, a plan is proposed to implement an online learning community for the purpose of promoting collaboration among students at other colleges and universities in utilizing this program and others like it in teaching farm animal anatomy and physiology. This will be accomplished through the creation of a web course and the distribution of the CD-ROM as a course assignment.

The project will consist of five stages and will take approximately three years to complete. The five stages are (1) design, content and scripting of the CD-ROM and Web course, (2) interface production, (3) authoring, (4) testing, replication, and distribution, and (5) web and CD-ROM course delivery. The completed CD-ROM program will be distributed to all students and faculty at participating institutions. Using a designated web site, syllabi form participating universities will be solicited and published to facilitate interaction among students enrolled in similar courses. Each instructor will facilitate discussion forums and web forms will be used to collect data on the learning process. Experience in this mode of instruction will improve problem-solving skills of students as they practice applying physiologic concepts to their own observations and, at the same time, form partnerships with other undergraduate agricultural students to better utilize limited resources.

Proposal Number: 2000-03227 Lead Institution: University of Wisconsin

Grant Number: 2000-38411-9302 Award Amount: $237,500

Lead Project Director: Dr. King-Jau S. Kung Project Duration: 3 years

Seeing is Believing--Use of Multi-Media Video in the Instruction of Soil Science and Environmental Quality. Teaching environmental literacy at a university level requires educating students to comprehend that life on Planet Earth is sustained by the interacting hydrological and biogeochemical cycles. The soil's capacity to hold water and nutrients plays an indispensable role in the ability of these cycles to support the growth and survival of all species in terrestrial ecosystems. Since the agricultural revolution about 10,000 years ago, modern humans have systematically converted natural ecosystems into agri-ecosystems, and have evolved away from depending on natural ecosystems for survival. From the onset of industrialization, humans have been much less constrained by the rules imposed by nature on all other living organisms. In the US, energy from food accounts for less than 1% of total energy consumed by humans. Because agricultural products play a relatively obscure role in daily life, humans currently have little recognition of the fundamental importance of soil to their ling-term survival and the advancement of civilization.

Our objective is to develop teaching material to inspire a global-scale awareness that wise stewardship of soil and protection lf land resources is absolutely vital to Planet Earth's future survival. With the world moving rapidly into the digital age, we see a unique opportunity to develop multimedia videos based on digital video acquisition, digital post-processing, and digital delivery and transmission. We propose to combine the expertise of 8 co-PI's from three Universities (with diverse disciplinary backgrounds and a common commitment to soil and environmental sustainability and a professional video production crew from UW Madison-based WHA-TV, to develop and introductory undergraduate course which: (1) vividly demonstrates the beauty and complexity of natural ecosystems, and how human activities have resulted in soil deterioration and land degradation; and (2) critically presents in scientifically sound and land ethic terms, strategies for soil and land care needed for a long term sustainable society. The teaching material will be carefully evaluated within the participating Universities, revised according to evaluation and feedback from students and faculty peers, and will then be made available to other Universities and general public, including a simplified version for high schools in English, Spanish, and Chinese.

Proposal Number: 2000-03184 Lead Institution: North Carolina State University

Grant Number: 2000-38411-9323 Award Amount: $99,664

Lead Project Director: Dr. Betty L. Black Project Duration: 3 years

Production of interactive Digital Movies for Multimedia Lectures and Websites. The goal of this proposal is to develop interactive digital videos that elucidate basic laboratory procedures and selected topics of animal form, function, and natural history. These visuals will be used initially at NCSU in large introductory biology and zoology classes to teach laboratory techniques and basic concepts of animal locomotion, feeding mechanisms, life histories, embryonic development and anatomical structure/function relationships to beginning students. The videos and animations will include audio and will utilize interactive features such as moving arrows, pop-up labels, 3-D rotation, and links to text or related images. The principal investigators will utilize digital cameras and camcorders to capture high quality stills and videos of animals, natural habitats and laboratory procedures. Processing of the images and videos into interactive movies will be supervised by the principal investigators and professional support personnel, but performed mainly by undergraduates in the College of agriculture and Life Sciences who will receive academic credit for their work. This approach is cost-effective, utilizes the creativity and skills of our best undergraduates, and provides a student viewpoint on the educational value of the visuals that will influence design of the interactive features and user interface.

Completion of the proposed project will strengthen higher education in Agriculture by providing beginning students in Animal science and preveterinary medicine with visual aids to enhance their laboratory skills and understanding of basic animal biology prior to progressing to more advanced courses in their major. A strong foundation in animal form and function is especially important for student success in these agricultural fields; thus more advanced visuals will be designed for upper level anatomy courses. Similarly, students majoring in Fisheries and Wildlife, Plant Science, and Environmental Sciences require a strong background in natural habitats and animal diversity. Both depth of student knowledge and interest in these topics will be increased by use of interactive digital movies.

Proposal Number: 2000-03190 Lead Institution: Cornell University

Grant Number: 2000-38411-9367 Award Amount: $99,999

Lead Project Director: Dr. Pascal A. Oltenacu Project Duration: 3 years

Genetics for a New Generation: A Public Information Web-Based Resource. The purpose of this project is to increase knowledge about genetics and genetics research among undergraduate and high school students as well as the general public. While this proposal is the result of the collaborative efforts among faculty and students participating in a common animal science curriculum from five institutions, the content of the proposed web site will be of great benefit to a vast audience who are interested in and should become knowledgeable about the remarkable genetic progress that will affect every human being. Genetics research and thoughtful application of its developments can do more good in meeting the world's growing need for food and the production of necessary health support products than any other development in history. The future of biotechnology research is critically linked to the public's understanding and acceptance of this technology. We are concerned that these new and powerful procedures be applied ethically for the good of all concerned and the protection of the environment. An accurate and unbiased information resource that is free and easily accessible could provide the structure on which students and the general public can better balance the benefits and potential risks associated with biotechnology developments.

It is our objective to develop an Internet-based educational program for undergraduate students and the general public to disseminate current knowledge of cutting-edge research genetics. Specific objectives are to: 1) create content that is media rich, accurate, and timely;; 2) build a hypermedia learning environment that is consistent with current theory in web design and constructivist methodology, and;; 3) evaluate the web site for its pedagogical soundness and comprehensibility to the general public prior to dissemination.

Proposal Number: 2000-03156 Lead Institution: Auburn University

Grant Number: 2000-38411-9293 Award Amount: $89,193

Lead Project Director: Dr. William F. Gale Project Duration: 2 years

Food Safety Education for Undergraduate Students: the Convergence of Agricultural Science/Engineering with Cross-Disciplinary Team-Based Engineering. A key problem in training students in food safety technologies is that knowledge outside the traditional boundaries of agricultural science/engineering and food science is required. To function in a world of engineered bacterial detection systems, advanced methodologies for processing food, irradiation techniques etc., the agricultural and food industries will require technologists who are conversant in a number of engineering disciplines, as well as in agricultural science/engineering and food science. Unfortunately, most engineers have little or no training in the agricultural sciences, whilst even agricultural engineers are not typically exposed in depth to many fields of engineering. To address this problem, agriculture and food science students would require enhanced training in engineering and vice-versa. Unfortunately, engineering students lack the background in biology and agricultural students lack the mathematical and physical knowledge necessary to allow such training.

The proposed project aims to use the latest in instructional technology to develop web (and CD) based multimedia coursework modules that will equip undergraduate students in: i) engineering majors to take courses in agriculture/food science; and ii) agriculture/food science majors to take courses in engineering. Both groups of students will work together on cross-disciplinary engineering project teams focused on food safety. The PIs will test and refine these course modules through classroom use and educational evaluation and will deliver these to the educational community as a working and documented project.

Proposal Number: 2000-03146 Lead Institution: California State University, Chico

Grant Number: 2000-38411-9322 Award Amount: $65,865

Lead Project Director: Dr. Cynthia A. Daley Project Duration: 2 years

Systematic Integration of Biotechnology into Agriculture Curricula. The proposed project addresses the tremendous need for biotechnology literacy training within the agricultural curriculum. Biotechnology is the most rapidly growing sector of the agricultural industry with a 55% rate of annual growth. This global shift toward advanced technology has created a need for enhanced training in the fundamental principles involved in this science as they relate to applications in agriculture. Indeed, it will be incumbent upon agricultural educators to incorporate this technology, at least on a fundamental basis, into the curriculum to fully prepare graduates destined for production agriculture in the 21^st century. A working knowledge of this science is critical as students graduate and take leadership roles in the industry. These individuals will be expected to effectively communicate information related to agricultural biotechnology to the general community.

The project proposes to develop a model for systematic integration of biotechnology into an existing agriculture curriculum. The model is systematic in that it starts with the basics and builds on this foundation to develop the more sophisticated ideas and techniques related to agricultural biotechnology in the upper-division classes. For example, students in the Introduction to Plant Science will learn to extract DNA from plant tissue and discuss the application s of this process. These same students will take Crop Protection in subsequent semesters and learn to do polymerase chain reaction (PCR) to assess seed contamination with specific seed pathogens. The program is strategic in that it targets courses within the interdisciplinary core; thus, students from all majors within the College will be exposed to the information ina systematic approach.

The Model also includes an upper division course in Applied Agricultural Biotechnology that focuses on techniques and applications to both plant and animal production practices. Students will be encouraged to use these techniques in experiential learning exercises such as their undergraduate research projects. This capstone course will provided the necessary support and guidance to apply this technology to undergraduate research projects.

Proposal Number: 2000-03172 Lead Institution: Pennsylvania State University

Grant Number: 2000-38411-9273 Award Amount: $100,000

Lead Project Director: Dr. Joseph M. Irudayaraj Project Duration: 2 years

Contextual Integration of Leadership and Communication Skills into Engineering and Science Curricula. Instructional techniques will present technical topics through appropriately selected real world courses. Instructional techniques will present technical topics through appropriately selected real world simulations that reveal the application of various leadership and communication skills. Contents of the course will be assembled into web-based modules that will be asynchronously available to faculty for their respective technical course preparations and to students both during their formal classes and even following their graduations when they may be in the workplace. Immediate value of these modules will be realized by subtle integration of their contents into our Agricultural Systems Management (ASM) and Agricultural and Biological Engineering (ABE) undergraduate curricula. Additionally, the overall 3-4 credits of course content will be formally presented at strategic times such as the senior year to amplify and reinforce their learning experiences in prior courses and to prepare students in a timely manner for leadership and communications in the workplace. Input and feedback will be solicited from industry advisors and collaborators. This novel approach should complement the technical competence of our graduates with a timely and critical appreciation for transferable communications and leadership skills essential for success in the workplace.

The web-based course will be accompanied by slide shows of demonstrations and text materials, interactive graphics, and/or video productions. Emphasis will be on using interactive tools to promote an active learning experience in developing the identified skills. With extensive input from industry contacts, departmental advisory groups, past graduates, and Agricultural and ASM faculty, the course materials will be carefully researched and developed based on contextual relevance. Course materials will be made available to other programs and universities upon request. Our long-term goal is to refine these modules so that they are broadly acceptable for engineering and science related courses.

Proposal Number: 2000-03163 Lead Institution: Purdue University

Grant Number: 2000-38411-9275 Award Amount: $99,503

Lead Project Director: Dr. Heidi A. Diefes Project Duration: 2 years

Instructional Technology for Improving Integrations of Food Safety into Food Processing Education. A significant reduction in the prevalence of foodborne hazards...through science-based and coordinated regulation, inspection, enforcement, research, and education is the overarching goal of the Food Safety Strategic Plan put forth by the President's Council. Highly trained food scientists and engineers will be required to carry out continuous modernization of U.S. food safety programs. Widespread adoption of preventative systems, research in microbial modeling techniques and prevention technology, and education of the food industry can best be performed by individuals who are well versed in food safety and process design. These individuals must understand the complex inter-relationships between microbial growth and survival, food attributes, and food processing, preservation, and distribution methods.

This program will focus on strengthening Food Process Engineering education by improving the integration of food safety issues into the design component of the curriculum. This program will be in three parts. First, a workshop will be developed to teach the fundamentals of MATLAB(rest.) (Computational tool) and train educators to use FOODS-LIB(corp.) (Food Operations Oriented Design System Block Library). Second, new computer-aided instruction modules (FOODS-SAFE) will be developed that focus on food safety issues in the context of process design. Third, a faculty workshop will be developed to disseminate the new teaching modules.

FOODS-LIB software enables flowsheeting and design of food processes, simple microbial and quality assessment and economic analysis. The aim is to modularize a series of food safety concepts so that the user can adapt these tools to model any real food processing system. The objective is to integrate food safety issues into the study of unit operation and process design throughout the curriculum. In the workshops, faculty from other universities will use the FOODS programs and learn how to integrate these teaching materials into their own curriculums.

Proposal Number: 2000-03206 Lead Institution: Iowa State University

Grant Number: 2000-38411-9278 Award Amount: $249,775

Lead Project Director: Dr. James A. Roth Project Duration: 2 years

Foreign Animal Disease Curriculum Development for Veterinary Colleges. The objective of this project is to develop web-based education modules in foreign animal disease diagnosis, treatment, and prevention for use in the veterinary curriculum at US colleges (or schools) of veterinary medicine. A program to increase the ability of veterinarians to recognize and appropriately respond to foreign animal diseases is urgently needed to help protect US agriculture. Representatives from Iowa State University, the University of California - Davis, and the University of Georgia will work with foreign animal disease experts at the USDA to develop and design the web-based curriculum modules. Computer experts and web-based learning experts will be consulted during the design and development of the modules. The need for training in foreign animal diseases in the veterinary curriculum has been recognized by the USDA, the American Veterinary Medical Association (AVMA), the Association of American Veterinary Medical Colleges (AAVMC), and the US Animal Health Association (USAHA). US agriculture is very vulnerable to the introduction of foreign (exotic) animal diseases. Exotic diseases could occur through unintentional introduction (the risk for outbreaks grows as free trade increases), through the deliberate introduction of disease agents (bioterrorism), or could emerge as new diseases. It is essential that veterinary students receive instruction that will enable them to be in a peak state of readiness to recognize and appropriately respond to exotic animal disease outbreaks. Early detection of these animal disease agents and rapid and effective response measures are essential for limiting the economic impact of these diseases. Once the modules are completed, the AAMVC will encourage all 27 US Colleges of Veterinary Medicine to use the curriculum modules to teach veterinary students to recognize and appropriately respond to foreign animal diseases. Funding of this proposal will better prepare students at all US colleges of veterinary medicine to meet the challenges of a dynamic and increasingly interdependent global community.

Proposal Number: 2000-03195 Lead Institution: Pennsylvania State University

Grant Number: 2000-38411-9303 Award Amount: $100,000

Lead Project Director: Dr. Spiro E. Stefanou Project Duration: 2 years

Transferring Experts' Reasoning to Novice Learners in Food Product Development. There is a pressing need to strengthen undergraduate education programs to promote critical thinking and problem-solving skills among emerging food system professionals. One approach for addressing this need is bringing the problem-solving expertise that is commonly found in the food industry to the classroom. This proposal focuses on incorporating industry expertise into learning environments through the use of narratives. These narratives (or stories) are based on experts' experiences as they problem solve and will be made assembled into a case library. This case library can be accessed from within the web-based decision cases. The objectives are: 1) to systematically compile 200-250 food industry experts' stories in the form of cases into a case library, 2) to incorporate the case library into the food product development course offered at Penn State University, and assess and disseminate the results of our efforts, and 3) to promote the use of the case library in and outside Penn State University.

At least fifteen food industry experts will be identified and interviewed. Stories will be collected from these experts based on predefined problem-solving learning objectives. The stories will be encoded into cases and input into the case library. The case library will be incorporated into the learning environments we have already built for our food product development course, where it will undergo extensive assessment and refinement as needed. The case library's most important impact will be in promoting the development of problem solving skills within the emerging food system's professional population, particularly as they work in ill-structured design problems typically found in the food industry. By making the case library widely accessible through the Internet, it will impact courses in and outside Penn State thus promoting this innovative form of teaching and learning. In addition, the case library will provide a framework for incorporating more industry expertise from resources outside Penn State.

Proposal Number: 2000-03226 Lead Institution: Virginia Technical & Vocational Institute

Grant Number: 2000-38411-9268 Award Amount: $99,366

Lead Project Director: Dr. David R. Bevan Project Duration: 2 years

Web-Based Instructional Materials for Intermediary Metabolism. The purpose of this project is to develop Web-based instructional materials to enhance student learning of intermediary metabolism. This topic is difficult for most students due to the complexity and inter-relatedness of the subject matter. Nevertheless, it is critical that students in agriculturally-related sciences, particularly animal sciences, biochemistry, and human nutrition, develop a strong foundation in intermediary metabolism because it is central to these disciplines as well as emerging areas such as functional genomics.

We previously developed a computer-based tutorial that is designed to guide students through fundamental aspects of intermediary metabolism. This tutorial has proven to be a beneficial supplement to our courses, and it has made us aware of additional ways in which we can enhance learning. Thus, we propose to develop Web-based instructional materials for intermediary metabolism. These new instructional materials represent a significant advance beyond our tutorial because they greatly simplify and expand access to the materials and they incorporate problem-based learning as an instructional strategy.

The goals of this project are as follows: 1) To develop case studies that will provide students with a framework within which to solve problems related to metabolism; 2) to develop simulations that enhance student understanding of the controls that regulate metabolic pathways; 3) to develop a series of quizzes that students can use to self-assess their understanding of specific aspects of intermediary metabolism; and 4) to conduct a critical assessment of student learning when our instructional materials are included in courses. Our Web-based instructional materials will represent a significant advance in teaching and learning intermediary metabolism at Virginia Tech and other institutions where they are adopted. Theses instructional materials will significantly enhance learning of intermediary metabolism because they promote active learning in a problem-based environment. Moreover, they are self-paced, allow self-assessment, and can be accessed anywhere and anytime.

Proposal Number: 2000-03178 Lead Institution: Oklahoma State University

Grant Number: 2000-38411-9368 Award Amount: $100,000

Lead Project Director: Dr. Susan Brock Project Duration: 3 years

The Virtual Exchange as a Critical Thinking and Experiential Learning Tool. This proposal is to develop and evaluate the Virtual Exchange, a new instructional model using innovative technology and inquiry-based learning to disseminate interactive on-line cases for the purpose of improving critical thinking and problem solving skills. Cases will be presented via the Internet, with participants working from home, library, or school. Participants need not meet fact-to-face, but will communicate via the Virtual Exchange, linking participants within a class, across campuses, and internationally. Three cases each presenting societal issues with accompanying guidebooks will be developed as 'living' authentic on-line cases and as 'static' traditional cases. Comparison of student learning pre- and post-case treatments will be accomplished using the repertory grid technique. The Exchange begins with each participant choosing a role appropriate to the case under discussion. The role comes with a unique perspective, and participants must assume that perspective while engaged in the Virtual Exchange. Participants may interact either synchronously (everyone on-line at the same time) or asynchronously (participants joining whenever they choose).

The Virtual Exchange will strengthen the problem solving and critical thinking skills of the participants. The participants are expected to exhibit higher level critical thinking skills and more creative resolutions to various problems after participating in the Virtual Exchange. Individuals with strong creative problem solving and critical thinking abilities are urgently needed to keep the food, fiber, and agricultural industry competitive in a world market.

Proposal Number: 2000-03196 Lead Institution: Texas Tech University

Grant Number: 2000-38411-9305 Award Amount: $250,000

Lead Project Director: Dr. Marilyn Wragg Project Duration: 2 years

Increasing Supply of Family & Consumer Sciences Educators: Distance Education. The proposed project is designed to increase the supply of qualified FCS educators by strengthening a distance education network for delivery of Family and Consumer Sciences FCS teacher certification courses to individuals who currently lack access. The project will build on efforts already underway in Texas to establish a "student-friendly" inter-institutional infrastructure to facilitate student enrollment in FCS teacher certification courses through distance education. The objectives of the project are to conduct an in-depth needs assessment to identify distance education courses for development, develop evaluation plans to validate the effectiveness of teaching courses using distance education formats, develop six distance education courses required for FCS teacher certification, implement an devaluate courses an make necessary revisions, and lastly, to disseminate project results to teacher education faculty, state administrators, local school districts state education agency staff, and others.

In Year one of the project, an in-depth needs assessment will be conducted to determine the needs of potential audiences and clarify priorities for course development. A plan will be developed to evaluate/field test the courses as they are implemented. Year two will be devoted to the development of courses for distance delivery, based on priorities identified in the needs assessment. Course implementation and evaluation will begin during year two and will be completed in year three. Dissemination of project results will occur in year three and will include a statewide dissemination conference, development of promotional materials to publicize course offerings, reporting of results at national conference, and the submission of project results for peer reviewed publications.

Proposal Number: 2000-03211 Lead Institution: University of Vermont

Grant Number: 2000-38411-9366 Award Amount: $94,646

Lead Project Director: Dr. Stephen J. Pintauro Project Duration: 2 years

Food Safety and Regulation: Development of an Online Multimedia Course. The educational system in the United States is on the verge of being fundamentally transformed, primarily s the direct result of the explosive growth in information technology. Central to this transformation is a shift from a "teacher-centered" model of education, to a "learner-centered" model. This is already occurring to a large extent in K-12 education, and universities will soon need to adapt to this model as well. College students will no longer accept being simply "lectured to", but will soon expect high quality, dynamic and active learning environments and learning tools. Additionally, distance education students and adult life-long learners will come to rely on similar educational options, available online. The objectives of this proposal, therefore, are to 1) develop a high quality, Web-based, interactive multimedia course on Food Safety and Regulation, 2) to evaluate the educational value and effectiveness of this online course, compared to a traditional lecture-format course, and 3) to make this online course available as a general resource on the Web, as an online distance education course for students and adult learners, and as an online educational supplement for resident instruction courses. The course will be developed around the WebCT template. WebCT is a courseware application recently adopted by the University of Vermont for use in distance education. To test the effectiveness of the online course, we will develop a questionnaire designed to measure how well the students learned the material and their attitudes regarding the method of learning. We will then teach the course in two consecutive semesters; first with the in-class format, followed the nest semester by the online format, and compare the results from the questionnaires between the two groups. Upon completion of the project, we will have made available a high quality online resource on food safety and food regulation, and contributed to the body of knowledge concerning the effectiveness of these types of learning materials and strategies.

Proposal Number: 2000-03136 Lead Institution: Purdue University

Grant Number: 2000-38411-9297 Award Amount: $99,417

Lead Project Director: Dr. William D. Evers Project Duration: 3 years

Increasing Supply of Family & Consumer Sciences Educators: Distance Education. The objective of the proposal is to determine whether clinical reasoning skills of undergraduate students enrolled in a didactic program in dietetics can be enhanced prior to a subsequent internship by using a series of computerized, interactive, multimedia simulations of hospitalized patients with nutritionally related health problems. Development and testing of a computer-based instruction program will involve experienced Registered Dietitians and actual case studies from area medical centers. The dietetics students will be faced with a series of interactive, multimedia simulations involving patients with cardiovascular disease, diabetes, or renal disease. The interactive nature of the program will allow the students to see and hear the patient's reactions, providing a simulation that adapts to the student's response. This program will strengthen undergraduate teaching efforts by providing an applied learning assignment that is self-paced and realistic. The realistic setting of this program enables the undergraduate student to practice problem solving skills with patients, thus encouraging the student's success in a subsequent dietetics internship program. This applied learning in problem solving will help the dietetics student better interact with hospitalized patients during their internship and enhance comprehension on the registration examination for dietitians. A complementary copy of the multimedia programs will be provided to all didactic dietetics and internship programs that participate in the project. An offer to purchase the program series will be made in a letter to the program directors of all didactic dietetics and internship programs accredited by the American Dietetic Association. After the granting period, publishers and professional organizations will be contacted for interest in disseminating the program series and for possible funding in the development of new scenarios.

Proposal Number: 2000-03200 Lead Institution: Louisiana State University

Grant Number: 2000-38411-9295 Award Amount: $100,000

Lead Project Director: Dr. Dalton R. Gossett Project Duration: 2 years

Curriculum Development: Watershed Management Initiative. LSUS proposes a project to enhance undergraduate training in environmental science by developing and implementing new courses, revising existing courses, and enhancing student experiential learning to advance the interdisciplinary environmental science program, with particular focus on watershed management. LSUS is a primarily undergraduate teaching institution serving 4,200 students, 22% of whom are minority students and 35% of whom are low income. The primary objective is to implement a major curriculum addition to our environmental science program by the inclusion of a comprehensive watershed and ecosystems approach in serval new and revised undergraduate courses. The initial focus of the curricular enhancement and related experiential learning opportunities will bo on the Red River watershed and ecosystems in our immediate region. The timetable is for 18 months, beginning June 1, 2001 and ending Nov. 30, 2002.

Project activities include adding appropriate watershed management expertise, developing new courses and revising existing courses, student experiential learning, and enhancing cooperative partnership with other institutions/organizations. Dissemination will be aided via our tri-state Red River Public Radio network, through cooperation with the Louisiana Cooperative Extension Service region 5 office headquartered on our campus, and through a new inter-agency working group composed of faculty and government agency personnel who are developing a plan for a broad regional watershed management initiative. The primary improvement will be a more diversified curriculum that will enhance our capacity to attract and serve quality students. We are requesting $100,000 and will provide over $169,000 in institutional matching funds.

Proposal Number: 2000-03170 Lead Institution: Iowa State University

Grant Number: 2000-38411-9296 Award Amount: $93,239

Lead Project Director: Dr. Cary J. Trexler Project Duration: 2 years

Undergraduate Service-Learning at Reiman Gardens Through Horticulture. The goal of this project is to develop a process that engages undergraduates in their community through an experientially based service-learning program of study. This process would unite the efforts of: 1) professors in the Iowa State University's (ISU) Departments of Horticulture, Entomology, and Agricultural Education and Studies, 2) the Brenton Center for Agricultural Instruction and Technology Transfer, and 3) ISU 4-H Extension personnel. Jointly these agricultural educators will design and implement an educational program that uses Reiman Gardens--a public garden located on the Iowa State University campus, as the context for undergraduate learning. US-LARGH embodies the type of service based learning advocated by national leaders who seek to reform undergraduate education. Further, the project meets local university needs; and finally, it provides an innovative model for meeting educational outcomes defined as "fundamental" for undergraduates by the National Research Council's Board on agriculture. This prototype program can transcend the boundaries of Iowa State University because it simultaneously fosters agricultural literacy on a university campus and creates a model for experiential learning. The ultimate sustainable outcome of this project will be two experientially based undergraduate courses that use WebCT to facilitate delivery. The objectives are to provide undergraduates with experiences that help them apply horticultural knowledge and learning theory in a meaningful context, to share the knowledge gained about teaching agriculture and designing service learning projects, develop a community of learners among professors, graduate assistants, undergraduate students, Reiman Garden volunteers, and elementary school students and teachers, and to provide opportunities for undergraduates to reflect on the educational activities developed for visitors to Reiman Gardens.

Proposal Number: 2000-03162 Lead Institution: Auburn University

Grant Number: 2000-38411-9294 Award Amount: $237,493

Lead Project Director: Dr. Donald R. Mulvaney Project Duration: 2 years

Frameworks for Learning: Leading & Teaching Effectively in Ever-Changing Contexts. Objectives: (i) to Develop advanced experiential leadership learning experiences for undergraduate agricultural students and faculty engaged in agricultural programs (ii) Provide the opportunity for students to become effective leadership practitioners and advocates for improving the quality of life for their communities and state (iii) Utilize concepts of "learning communities" and "student-centered learning" in the development of these leadership learning experiences (iv) Assure that the needs of agricultural industry, higher education and the state of Alabama are understood and given response through this effort (v) Strengthen the partnership already established among agricultural faculty and students from the three land-grant universities in Alabama (vi) Expand the partnership concept regionally to include land grant institutions in adjoining state (vii) Connect with these new partners through a shared commitment to influence issues in agriculture and higher education (viii) Synthesize and present learning outcomes at a national agricultural education conference (ix) Publish the learning results in a peer-reviewed agricultural education journal and web sites that are based on creating frameworks for learning communities and student-centered environments which sense and respond to the needs of the agricultural industry, higher education and the state of Alabama;; (x) Bridge the partnership established among agricultural faculty and students of the three land-grant universities in Alabama to land grant institutions of border states by connecting with new collaborators that become committed to influence issues in agriculture and higher education; and (xi) Share learning experiences at a national agricultural education conference.

Synopsis: This grant will strengthen the Partners For Social Change affiliation among faculty and students of the three land-grant institutions in the state of Alabama, and expand the effort through influence and collaboration to include regional land-grant institutions. Collaborative learning experiences about leadership pursued during the two-year grant period will enhance the portfolios of both faculty and students. A strength is the foreign of long-term partnerships between the 1862 and 1890 land-grant institutions in the southern region. Results from this and other activities will be evaluated and disseminated presented at a national agricultural education conference, and published in a peer-reviewed agricultural education journal and programmatic web sites.

Proposal Number: 2000-03183 Lead Institution: Tufts University

Grant Number: 2000-38411-9292 Award Amount: $95,000

Lead Project Director: Dr. Anthony Schwartz Project Duration: 2 years

Online Veterinary Medicine Curriculum Resource: Tufts' Health Sciences Database. The Tufts Health Sciences Database (HSDB) was developed to become a web-based means of having all health sciences school syllabi (at Tufts the equivalent of texts) and AV materials placed on line. First initiated through a 1994 grant to the Tufts university Health Sciences Library from the National Library of Medicine, it is currently without extramural support, which will be necessary for completing the project. To date, the Medical school has loaded parts of about 60% of their syllabi on the HSDB, while the Veterinary school, because of the inefficiency and operating expense of the present system, only has loaded teaching images and relevant legends. This grant would assist the Veterinary school in its goal of having 100% of its syllabi on line, along with al AV teaching aids, with 3-4 years. This is proposed to occur by establishing XML as the new language of the HSDB, replacing both word for the print version and HTML for the online version.

Powerful attributes of the HSDB include links with other web sites, promoting the extension of study in depth or breadth. Because of a sophisticated search feature, students will be able to explore the most up-to-date versions of teaching materials of the curriculum, forward, backward or horizontally between and with in years, with extensive links to published papers and large numbers of other databases. An exciting aspect will be that curriculum committees will be able to search throughout the curriculum to explore for gaps or excessive redundancy in coverage. We believe that the fully-fledged HSDB could become the new model for teaching and learning in veterinary medical and other health sciences education and outreach. It will help fulfill the promise of digital resources for the educational enterprise.

Proposal Number: 2000-03229 Lead Institution: Texas A&M University

Grant Number: 2000-38411-9325 Award Amount: $99,999

Lead Project Director: Dr. G. Gale Wagner Project Duration: 2 years

Foreign Animal & Zoonotic Disease Digital Library for Diagnosis, Conferencing and Education. The proposed Foreign Animal % Zoonotic Disease Digital Library for Diagnosis, Conferencing and Education links veterinary colleges at Texas A&M University and the University of Georgia to address the critical need for veterinarians with knowledge not only in areas traditionally associated with veterinary medicine, but also in the foreign and zoonotic diseases. The objective of our proposal is to advance the quality of veterinary education by creating a comprehensive and interactive digital library of information on foreign animal and zoonotic diseases. The digital library will be interfaced with a diagnostic decision software program and an asynchronous forum software program that allows student groups to share and annotate documents as part of problem-based learning exercises. By being Internet based, the new educational environment will be an important first step in advancing and harmonizing veterinary education around the world. The proposed project will strengthen the existing veterinary curricula by providing an educational resource that extends well beyond the university, and teaches the new veterinarian the importance of how to access, manage and use information technology. Dissemination of the library will be relatively easily, because the library will be accessible over the Internet. We intend that the library will be made available to professors and students in selected US, Central and South American veterinary colleges during the grant period. They also will critique the library. By the end of the grant period, we expect to have sufficient feedback and editing changes to the library that we can make access available to all College of Veterinary Medicine.

Proposal Number: 2000-03325 Lead Institution: North Carolina State University

Grant Number: 2000-38411-9265 Award Amount: $38,160

Lead Project Director: Dr. Brenda P. Alston-Mills Project Duration: 1 year

Agricultural Education: Empowering Rural Students Through Science and Technology. Our major objectives are to 1) promote awareness of food and agricultural science disciplines and careers to under-represented groups to include minority and non-minority students, students from low socioeconomic areas, and other at-risk students by offering a pre-college summer intern program and 2) enhance curricula that will facilitate the transition of incoming students into their academic careers while encouraging studies of food and agricultural sciences. To accomplish these objectives, the Project Directors, with the assistance of county and state extension specialists will identify students in counties with high minority populations and counties with low performing high schools. Students who have been accepted at the University with plans to attend will be invited to participate in a 5-week summer session prior to their formal matriculation into the regular Fall semester. The session will include a structured credited course covering computer instructional technology applications, introductions to laboratory safety and techniques, critical thinking, and the benefits of diversity and ethics in Agricultural Sciences. Faculty mentors will provide hands-on laboratory experiences for the students. Students will also gain knowledge about support services such as the University Tutorial Center and student groups e.g. Native-American Student Organization. Mentors as well as the project directors and academic advisors will be available for student assistance during their academic life and NCSU. The Project Directors will keep track of student GPA's, laboratory research experiences and will assist in finding available internships. An evaluation committee will be formed to assess the impact of this project.

Proposal Number: 2000-03197 Lead Institution: University of Kentucky

Grant Number: 2000-38411-9358 Award Amount: $100,000

Lead Project Director: Dr. Vanessa Wickliffe Project Duration: 3 years

Global Internet Merchandising of Food and Textile/Apparel Products: Companion Web-sites for Educating Faculty and Students. Enhancing the educational opportunities of students at smaller and historically black institutions in the area of internet distribution of food, apparel and textiles is the focus of this project. The literature suggests that the use of the internet has become a lucrative business for many retailers, and its use has shown significant time and cost savings for consumers. It further cites the need for education of students about the effectiveness of and distribution methods for online purchase of replenishment food products and apparel and textile products. Because of budget constraints and heavy workload at many small and historically black institutions, many teachers are not afforded the financial support or the time to enhance their programs to meet these new skills. The plan of operation will cover a three year period of development and implementation. During the first year, the researchers will focus on achieving objective one and two. Intensive research will be conducted to develop the curriculum and course content through collaboration with industry and academic experts. The project is designed to develop research and outreach collaborations among institutions of higher education to enhance the academic and practical skills of students across the nation, and the commonwealth of Kentucky. It offers a foundation of knowledge in an area that is continually growing and is expected to be the future of retail development, which smaller businesses must acknowledge in order to continue to be competitive. The information will be disseminated through conference presentations, and refereed and trade publications. In summary, the project benefits faculty preparation necessary to strengthen student work skills in the area of agriculture and apparel and textiles.

Proposal Number: 2000-03135 Lead Institution: University of North Carolina at Chapel Hill

Grant Number: 2000-38411-9299 Award Amount: $95,000

Lead Project Director: Dr. Steven H. Zeisel Project Duration: 1 year

Computer Assisted Modules for Teaching Human Nutrition to Undergraduate Students. We propose the development of a unique educational approach to teaching human nutrition that should maximize program quality and reduce unnecessary duplication of efforts at many undergraduate colleges and universities. We are developing a new approach to human nutrition education in medical schools using a series of innovative computer-based modules which form a common core program in human nutrition. We propose to take advantage of this ongoing program, funded by the NI, foundations and industry, to create a version of these programs with appropriate study materials for undergraduate, RD, nursing, and students.

We eventually envision a ten CD series that will form a complete college level course that will present the biochemical basis of nutritional concerns throughout the life cycle and introduce clinical nutrition and nutrition assessment and nutrition-related preventive health care. We are requesting funding to modify the programs currently being developed for use in medical schools so that they are appropriate for undergraduate students. These modifications will include production of new digitized video, modification of lesson content, and the creation of an undergraduate study guide that will help students to understand the science and health processes we are presenting in the CDs. Each program presents basic nutrition science within the framework of a student interaction with a simulated person with a nutrition problem. A team of expert figures, such as medical personnel will guide these interactions. Distributed among these topics will be comprehensive lessons covering basic nutrition science, including proteins, carbohydrates, lipids, vitamins and trace elements as appropriate for each topic. We will also create a Teachers' Pack instructor guide that will help instructors to integrate the CDs with the major existing college nutrition textbooks. We will disseminate the CDs by making them available to instructors at reasonable cost through a publisher. We will carefully evaluate the materials we develop in an undergraduate course at the University of North Carolina taken primarily by second-year nutrition students, and at three other institutions that implement the curriculum with undergraduate students in a variety of ways.

Proposal Number: 2000-03192 Lead Institution: Oregon State University

Grant Number: 2000-38411-9300 Award Amount: $97,899

Lead Project Director: Dr. Erik K. Fritzell Project Duration: 3 years

A Video Course, "Ecology and History: Landscapes of the Columbia Basin." This course will be a unique, innovative, and timely intersection of environmental history with the fields of landscape and disturbance ecology within the spatial context of the Columbia Basin. Landscape ecology, a relatively new field of study, brought about by technological advances in visualization of our surroundings (e.g. remote sensing and Geographic Information Systems), takes an interdisciplinary view of spatial patterns, processes, and change across landscapes. This course will integrate these areas of study in an examination of the Columbia Basin from the Indian period to the present. The initial steps in developing a fully-functioning distance education course will include the careful construction of a final syllabus; inviting key expert speakers; locating documents, graphics photographs, and video clips to illustrate key principles; filming additional interviews and scenes at various ecoregions within the basin; developing a course website and notebook of selected readings; and running a pilot of the course during the spring of 2001. After thorough evaluation of the course objectives and taking student comments into account, changes will be made and the set of videotapes will be finalized for distance delivery. We will produce, market, and deliver the curse as a distance education video course with web support during the second year of the project. During the final year of the project, the course will be evaluated, revised, and suggestions will be formulated to extend these concepts beyond the Pacific Northwest. This distance education course will contribute a better understanding about natural resource management and stewardship. With the effective marketing and implementation of high quality courses, demonstrated b y our distance education projects in past years, we anticipate that he course will be self-supporting in subsequent years.

Proposal Number: 2000-03138 Lead Institution: Washington State University

Grant Number: 2000-38411-9301 Award Amount: $99,534

Lead Project Director: Dr. Joan Q. Wu Project Duration: 3 years

Experiential Learning in Hydrologic Modeling for Watershed Management.: Closing the Gap between Undergraduate Training and Professional Practice. Solving environmental problems at the watershed scale requires inter-disciplinary knowledge of a complex array of assessment technologies, management practices and policies. Computer models are popular support tools to aid in solving these problems. However, most engineers and scientists do not receive training for proper selection of models, interpretation of model input and output data, or integration and matching of model processes at appropriate spatial scales. Instead, the are usually exposed to methods and techniques developed before computer technology became predominant. The dramatic increase in computing power, the advancement in Geographic Information Systems (GIS), and the greater availability of spatial data provide an excellent opportunity to develop innovative curricula for university undergraduate students. The overall goal of this project is to develop a three-credit course for senior undergraduate students in agricultural and biological engineering and related fields. Specific objectives of the proposal are to: 1) Develop and teach a course on the theoretical aspects of hydrologic modeling for watershed management using GIS; 2) enhance student experiential learning through integration of course development and timely management issues using a local watershed as an outdoor laboratory; and 3) create innovative means to share the course materials with other higher education institutions, local, state and federal agencies, and the general public.

The course materials will be designed through detailed assessment of syllabi of prerequisite courses. This project caps the learning experience and will require a formal paper and presentation to the class and invited reviewers. Course sustainability and expansion will be attained by distance education in the Pacific Northwest, by offering course materials and simulation capabilities on the internet, and by presenting project results at engineering education conferences.

Proposal Number: 2000-03152 Lead Institution: University of Wisconsin

Grant Number: 2000-38411-9304 Award Amount: $99,664

Lead Project Director: Dr. Terry L. Ferriss Project Duration: 3 years

Infusion of Business Content into the Horticulture Curriculum. The University of Wisconsin-River Falls College of Agriculture, Food and Environmental Sciences (CAFES) enrolls 1300 students preparing for careers in agribusiness or production agriculture. CAFES offers degrees in 14 major academic areas including horticulture. A 1998 academic program review recommended an expansion in the business management training our horticulture students receive. We propose to infuse relevant business concepts directly into the horticulture curriculum and create one new business oriented course we sill develop a computerized horticulture business management simulator that will provide students will practical experience in managing a business. These objectives include; 1) to increase faculty's first-hand knowledge of economic and business principles as they apply to the green industry; 2) to infuse business concepts into the horticulture curriculum; 3) to provide realistic and relevant business management training for students through the computerized simulator; and 4) to expand and strengthen ties between the college and horticulture enterprises. We are choosing to incorporate business content into the horticulture curriculum, rather than requiring additional business courses, so that students will still be able to complete the technical educational requirements for professional certification. All 100 horticulture majors will benefit from this change. We will share our new curriculum and the simulator with faculty at other institutions through professional meetings and on-campus workshops. We will also offer workshops for horticulture businesses whose employees will benefit from using the simulator as a management training tool.

Proposal Number: 2000-03213 Lead Institution: Oklahoma State University

Grant Number: 2000-38411-9324 Award Amount: $171,000

Lead Project Director: Dr. David L. Nofziger Project Duration: 2 years

Vulnerability Assessment: A Framework for Teaching Flow and Transport. This project will develop instructional material for teaching principles of water flow and chemical transport and fate while assessing the impact of site-specific management practices upon groundwater quality. In this way, students will gain insight into the process of vulnerability assessment and management decisions that impact groundwater quality. While making this assessment, they will recognize the need to understand many other processes that influence chemical movement to groundwater. The need to solve this practical problem will motivate participants to learn about these flow and transport processes and the factors that determine them. One objective of this project is to develop teaching material and study aids for a class structured in this way. The material will include outlines, electronic slides, video clips and interactive software. The software will include a modular groundwater vulnerability assessment tool that enables users to define management systems and estimate their impact upon groundwater quality. By being modular, the software will enable users to specify the processes to be incorporated. Initially, simple tools can be used to make the estimates. As simplifications are identified and new processes studied and understood, those processes can be added to the overall model. A collection of 20 interactive programs will be developed and incorporated into the package. These programs are designed to tenable students to understand individual processed and factors that influence them. The software and associated material will be designed for use on the internet, but it will also be available on CD ROM for use on standalone personal computers.

Proposal Number: 2000-03191 Lead Institution: Montana State University

Grant Number: 2000-38411-9291 Award Amount: $90,000

Lead Project Director: Dr. Catherine A. Zabinski Project Duration: 3 years

SUCCESS: Senior Undergraduate Capstone Course in Environmental Sciences. Hands on, experiential learning is an essential component of training natural resource professionals. The course objectives include applying classroom-based knowledge to real world problems relating to regional and national land management issues, including land use planning at the suburban/agricultural interface; treatment and subsequent application of municipal wastewater products to waterways and farms; and restoration of lands impacted by human or natural disturbance. The course will incorporate experiential learning, problem solving, and collaborative multi-disciplinary group work. A team of experts, including specialists in higher educational curricula, state an federal land management agency personnel, non-governmental organizations, and private enterprise, will serve as an advisory committee for the development of and annual planning for this course. Besides improving the quality of undergraduate education within and between our disciplines, and strengthening our links with entities outside the university, we will develop electronic materials to support the use of this course as a model of other universities to develop capstone, experiential-learning based interdisciplinary agricultural and environmental science courses. Annual assessment of the overall program and of our capstone course will provide us information we can use to improve upon our first years of SUCCESS.

Proposal Number: 2000-03208 Lead Institution: University of Tennessee

Grant Number: 2000-38411-9269 Award Amount: $81,123

Lead Project Director: Dr. Michael D. Mullen Project Duration: 2 years

Development of Rich Content for Undergraduate Courses in Plant and Sciences. Computer-based learning is an instructional technology (IT) that has been available to faculty for at least 20 years. The best IT includes rich and challenging courseware. We define rich content as computer-based, multimedia, interactive, dynamic learning materials. It has been shown that such materials can be highly effective in education. However, the building of truly rich content for computer delivery requires technical skills and amounts of time that are beyond the ability of most faculty, even the "early adopters" on the "bleeding edge" of technology. Our objective is to develop, in collaboration with the University of Tennessee Innovative Technologies Collaborative, 26 rich content modules for two undergraduate Plant and Soil Science courses: 1) Introduction Soil Science and 2) Crop Science. These modules will enrich the content of the current face-to-face courses and will expedite the development of online courses. We will develop storyboards for each module, with the assistance of instructional technologists. The length of each module will range from 20 to 50 minutes, depending on content. The first modules will be developed as templates which will make the process easier for future modules. The modules will also be converted into streaming media which can be played via the Internet. We are aiming to automate the process to the point where a graduate assistant will be able to plug and play the modules. The completed modules will be incorporated into the course web sites where students can access them along with lecture and other materials.

Proposal Number: 2000-03188 Lead Institution: Kansas State University

Grant Number: 2000-38411-9285 Award Amount: $99,213

Lead Project Director: Dr. Carol W. Shanklin Project Duration: 2 years

Interdisciplinary Modules to Teach Waste/Residue Management in the Food Chain. The objectives of the project are to 1) enhance faculty and graduate teaching assistants' expertise in management of wastes/residues and environmental leadership in the food processing and food service industries; 2) work with corporations to develop real-world, experiential materials for undergraduate students about waste/residue management strategies; 3) develop instructional materials related to the management of wastes/residues generated in food service and food processing operations for use in multi-level, undergraduate curricula; and 4) make the modules and instructional support materials available, through the World Wide Web (WWW) and CD-ROMs, to educators worldwide in a wide range of programs. Two sets of materials will be developed: 1) four WWW/CD-ROM modules to instruct educators on the management of wastes/residues and environmental leadership applicable to the food chain; and 2) instructional materials, including 6 experiential case studies developed in collaboration with industry experts, and an instructor's manual, for use by these educators in their undergraduate classes. Content experts from industry, governmental agencies, and extension will evaluate instructional materials. The materials will be evaluated in several ways: currency and accuracy of information, instructional value, clarity, and technology user friendliness. Prior to the formal introduction of the modules and instructional support materials on the WWW and CD-ROMs, a pilot test will be conducted. A pre-test, post-test design will be used to assess the effectiveness of the modules in enhancing participants' knowledge. The results of this project will be disseminated through several outlets, including presentation at professional meetings, publications in peer-reviewed journals, and press releases. This project incorporates real-world problems and methods of solving them, which will be used in undergraduate curricula related to the food chain. It involves the collaboration of industry, faculty, extension personnel, and technology experts. Our proposal enhances higher education in environmental issues in which educators often have limited training but which challenge our student s in the work place.

Proposal Number: 2000-03181 Lead Institution: University of Connecticut

Grant Number: 2000-38411-9272 Award Amount: $78,135

Lead Project Director: Dr. Richard M. Clark Project Duration: 2 years

Web-Based Nutritional Assessment Laboratory. The goal of this project is to develop a Virtual Laboratory on the Web to simulate biochemical assays used to assess nutritional status. The reason for developing a Web-based laboratory is to provide undergraduate students who do not have access to nutritional biochemistry laboratories the type of learning experiences they would acquire with the traditional laboratory. This project will produce three tutorials illustrating different biochemical assessment techniques. The specific objectives are to develop tutorials for: 1) Biochemical assessment of iron status; 2) Biochemical assessment of protein status and; 3) Laboratory methods to assess hyperlipidemia and cardiovascular disease risk. Each tutorial will contain interactive simulations of laboratory assays, calculations, student decision-making exercises and self-tests. It is recognized that a Virtual Laboratory can not completely duplicate a real Laboratory. For most students in human nutrition the major purpose of the biochemical assessment laboratory is not to actually run the chemical assay but to be able to evaluate laboratory results and apply their evaluation to decisions regarding dietary planning.

Proposal Number: 2000-03209 Lead Institution: San Diego State Univ. - Imperial Valley

Grant Number: 2000-38411-9276 Award Amount: $84,140

Lead Project Director: Dr. Susan E. W. Nichols Project Duration: 3 years

Community-Based Experiences Supporting an Agribusiness Degree. The four projects under this grant gives students the additional tools to succeed in the field of Agribusiness: 1) an internal mentoring system to ensure student retention and successful completion of the undergraduate Agribusiness program; 2) student participation in SCU-IVC research projects; 3) an industry (off-campus) mentoring system utilizing the region's Agribusiness leaders; and 4) an internship program. The off-campus mentoring program and student research assistant needs will be determined before the grant period. The first year includes the start of both mentoring programs, hiring both the Database Manager and the Counselor; starting students in the off-campus mentoring and the student research assistant positions; and defining and implementing the internship program. Year Two includes continuing and placing new students in all four projects, continued identification of community-based involvement and an outside evaluator visit at the end of the year. Year Three has all four projects continuing and hopefully increasing in both numbers of students and community leaders.

The agribusiness program at the Imperial Valley Campus of San Diego State University will greatly enhance the educational opportunities for students in the Imperial Valley and Southern California. Agriculture is the largest employer in the Imperial Valley with annual production exceeding $1.0 billion. The four proposed projects will help increase enrollment by offering additional learning experiences that are crucial in the business world. Students will be able to participate in research projects, and interact with business leaders in their field of study. In raising the educational and marketable levels of the students in Imperial Valley, the economic levels of the region will also increase Statistical data will be compiled and analyzed for all four projects. The SDSU-IVC faculty and recruiters will promote the projects through classroom announcements, outside campus talks and public presentations. The National Center of excellence, the SDSU-IVC research centers, and are a service organizations as well as local and regional media will be used to advertise the projects and the students involved.

Proposal Number: 2000-03165 Lead Institution: University of Florida

Grant Number: 2000-38411-9277 Award Amount: $85,686

Lead Project Director: Dr. K. R. Reddy Project Duration: 2 years

Internet Based Course on Wetlands and Water Quality. Heightened awareness of the critical ecological functions of wetlands has intensified societal concern that wetland systems be properly managed and preserved. A growing need for effective undergraduate-level training in wetland science derives from the demand for competent wetland assessments from both jurisdictional and scientific perspectives. The development of an introductory course on wetlands and water quality is viewed as an opportunity to better define the specific topics most relevant to wetlands. Our proposed work is designed to meet the needs of the targeted areas: (1) Curricula design and material development, and (2) Instruction delivery system. We are proposing to develop an Internet-based course in Wetlands and Water Quality, that will initially be offered to undergraduates at selected universities in the state of Florida. Long-term goals following initial refinement will be to extend the audience through (i) the Florida State University System and other universities world-wide.

To attain this objective the present Wetlands and Water Quality course curriculum being taught at the University of Florida by an interdisciplinary team will be used as initial framework and updated and modified to suit a more general audience. The content of the course and its presentation format will be evaluated and tested using both peer reviewers and students to ascertain problem areas to be addressed. The proposed project will be performed by a team of researchers and educators with a wide range of wetlands-related experience and expertise. By using this team approach to curriculum development, we will be able to provide state-of-the-art instruction in wetlands biogeochemistry, Hydrology, and ecology. In addition to these basic facets of wetland science, the curriculum will cover broader issues such as wetland functions, both locally and as an integral component of watersheds, and wetland processes that affect surface and ground water quality.

Proposal Number: 2000-03182 Lead Institution: Florida State University

Grant Number: 2000-38411-9271 Award Amount: $250,000

Lead Project Director: Dr. Penny A. Ralston Project Duration: 3 years

Strengthening Scientific Preparation for Students in Human Sciences: A Cooperative Program. The purpose of the SciencPrep Project is to increase the diversity and quality of graduates in the human sciences through enhancing their scientific preparation for professional roles and graduate education. Research internships will be provided for undergraduate students in key scientific areas in the human sciences, including food science, nutritional science, textile science and family science. Students will be selected from cooperating historically black colleges and universities (HBCUs) as well as from Florida State University (FSU). Research internships will include at least a six week intensive experience with a faculty member on a designated research project.

This project which would be conducted over the period of three years, would include three phases. The first phase will involve identification and section of upper division students through an aggressive recruitment model that will include the development of materials and a web site, visits to cooperating HBCUs, and preview sessions at FSU. Through this phase, several students would be exposed to research and graduate education as an option for the future. Students will be required to apply for the internship and selections will be made by a selection committee based on academic record, sufficiency of scientific coursework, and demonstrated interest in the targeted scientific areas of the human sciences. The second phase will involve placement and monitoring of students in the research internship. Faculty mentors will provide mentoring experiences for students and will assist students in developing their own mini-research project. The third phase will have students disseminate their research. A recognition activity will be planned for all SciencPrep participants where students will present their research.

Implementation of this proposal can be expected to: (a) increase the diversity and quality of students interested in pursuing professional careers in the food, nutrition, textile and family sciences; (b) increase the number, quality and diversity of students who could be accepted into graduate programs in targeted scientific areas of the human sciences; (c) enhance faculty research in an emerging area of interest; and (d) strengthen the relationship between FSU and selected HBCUs.

Proposal Number: 2000-03177 Lead Institution: Louisiana State University, Baton Rouge

Grant Number: 2000-38411-927 Award Amount: $99,707

Lead Project Director: Dr. Terry Walker Project Duration: 3 years

Application of Finite Element Analysis to Undergraduate Core Courses in Biological Engineering. This proposal addresses the continuing need for implementation of computational analysis techniques in the discipline of biological engineering. With the recent advent of new curriculum development for the biological engineering discipline implemented on a national level, computational methods will greatly contribute to courses ranging from the freshmen level in engineering to senior capstone design projects. Numerical methods are extremely useful mathematical tools for solving complex differential equations often associated with dynamic biological systems. The governing conservation equations are frequently presented in the core courses of biological engineering curriculum including transport phenomena and bioprocess design. Solution techniques using finite element analysis and computational fluid dynamics (CFD) are becoming an industry standard due to rapid advancement in computing power sand the creation of user-friendly software for conducting analysis and graphical visualization of results. The proposal aims to provide guidance for implementation of sample finite element analysis tools at the undergraduate level. With the challenges that lie ahead in engineering in the biological sciences, computational skills using finite element techniques for the graduating biological engineer will greatly enhance their capacity to solve realistic problems associated with dynamic biological systems.