FIPSE Focus on Mentoring in the STEM FieldsOver the years FIPSE has supported several projects which address mentoring in the STEM fields. The FIPSE Comprehensive Program projects funded in this area include Science, Engineering, and Mathemat-ics (SEM), Montgomery College - Rockvilles Project Portal to Success in Engineering; Hood Colleges Creating a Science Program to Ben-efit Women and Minority Students: An Interdisciplinary Travel Se-mester in Environmental Studies; both the University of Washingtons Training Mentors and Mentees: A Catalyst for Changing the Climate for Women in Science and Engineering and Increasing the Participation of Women in Science, Engineering, and Business: A Dissemination Project; and Men-torNets MentorNet: The National Electronic Industrial Mentoring Network for Women in Engineering and Science.
With over 1,100 students, SEM Mont-gomery Colleges Rockville Campus is home to the nations largest engi-neering transfer program at a com-munity college. Montgomery College officials learned that one area where receiving institutions indicated that Montgomery College students are disadvantaged as compared with non-transfer students is in exposure to early research opportunities with faculty. Since the inception of the FIPSE grant, Montgomery Col-leges Rockville Campus has hired faculty with considerable expertise in research training. Faculty men-tor training was a key component
of their integrated, holistic model tar-geting under-prepared students who tested at the developmental math or intermediate algebra level. Although the high school academic records of students participating in the pilot project suggested that they could not complete the first two years of a demanding engineering curriculum, their determination and interest in STEM, coupled with intensive faculty support, proved otherwise. The pre-enrollment, summer bridge program exposed students
to engineering technologies and tools, improved their academic self-confidence and math skills, and developed a strong peer and faculty support network. Career and transfer advising as well as education plan-ning, internships, visits to four-year schools, and a seminar class focusing on the world of working engineers helped students develop a strong professional identity and goals. The pilot early research experience component enhanced students readiness to transfer and increased interest in pursuing graduate studies
Letter from FIPSE Program Officer Donald Fischer page 2
FIPSE Facts: Comprehensive Program Invitational Priorities in Historical Perspectivepage 3
Bright Ideas from the work of current and recent FIPSE Grantees: Math TLCpage 5
Student Profile: Kate Hensleypage 8
Professional Puzzle: Veterans in the Classroompage 9
Just the FAQs: How does FIPSE evaluate its applications?page 10
Resources That Caught Our Eyepage 11
InSIDE this issue:
August 2010 Volume 1, Issue 2
Current Grant Competitions are announced at www.ed.gov/fipse
Annual Reports Due Please log into the database to complete your report
Congressionally-directed Grants:October 31, 2010
Final Reports Due Final reports are due within 90 days of the end of your grant All programs.
continued on page 4
Engineering students from Project Portal to Success in Engineering, Montgomery College Rockville.
Update August 2010
What does FIPSE mean by innovation?
Since 1973, FIPSE has stressed the need for improvements in postsecondary education and funded over 2,000 projects to that end through its Comprehensive Program competitions. Comprehensive Program announcements have particularly called for innovations in priority areas of postsecondary education. However, prospective grant applicants are often unclear about what constitutes an innovation from FIPSEs standpoint, which isnt surprising, considering that innovation is ultimately a matter of perception.
Innovation means renewal. For FIPSEs purposes innovation means new or improved substantive ideas, information, or content perceived by postsecondary educators as new from a national perspective. It may take the form of a product, a format, a program, a practice, a process, or any other structure or dynamic phenomenon that is not conventional or standard in a field or discipline. Project ideas may be innovative if they have rarely or never been tried before, or if there is a significant challenge in adapting them to new settings or new target populations. One typically defines an innovation through comparisons with standard or conventional practices. The innovation may not be revolutionary or paradigm-shifting, but it should be a significant next step.
Many innovations occur when educators borrow an idea from one field or domain and apply it to another where it is unknown, such as a patient safety curriculum for medical schools modeled on airline crew protocols. Innovation may involve a new instructional process that increases the depth and speed of learning. It may be a set of administrative procedures that is significantly more effective or more cost-effective than conventional procedures. It may be quantitative information that is not typically included in a humanities course. Different degrees of innovativeness may be found in FIPSE projects, but even those with minor, but well developed and implemented, improvements may yield significant benefits.
FIPSE views innovations in a national context. We are looking for new or improved models that grantees may develop for their own use but are adaptable and affordable for many other users nationwide. Successful applicants frame their improvement efforts with a view toward more widespread utility.
Innovations obsolesce. Many previous innovations in postsecondary education have become standard practices. In the late 1990s, FIPSE funded Web-based courses, which were then considered innovative; now most institutions of higher education use the Web for instruction. However, perennial and complex problems in postsecondary education continue to foster creative new solutions. FIPSE hopes to fund the best of those solutions.
Donald Fischer FIPSE Program Officer, Since 1987
A Note From the Editor
Dear FIPSE Alumni and Friends:
FIPSE has been overwhelmed by the positive response to the FIPSE
Update Im adding names to the newsletter mailing list daily. Several of you wrote with suggestions for student profiles and you will see the first one in this issue. I did want to clarify that follow-up information on students who participated in any FIPSE projects, not only international ones, is welcome. Depending on the volume of material we receive, we may start a separate page on our Web site for the profiles.
Donald FischerFIPSE Program Officer, Since 1987
Susan Lehmann Education Research Analyst, FIPSE
Fund for the Improvement of Postsecondary Education
U.S. Department of Education6th floor1990 K Street, NWWashington, DC 20006-8544 Phone: 202-502-7500Fax: 202-502-7877E-mail: email@example.com
continued on page 9
Comprehensive Program Invitational Priorities in Historical PerspectiveFIPSEs flagship program is the Comprehensive Program. As FIPSE heads towards its 40th anniversary in 2012, we thought it would be interesting to look at where we have been. In this issue we present a review of the invitational funding
priorities that FIPSE has used in the field of curriculum design between 1973 and 2010. Though applicants have never been obligated to address invitational priorities in their applications, and they receive no additional points from reviewers for
doing so, a look at the invitational priorities over time gives a sense of the educational trends that were considered important by FIPSE staff, Department of Education officials, Congress, and the field.
73 75 77 79 81 83 85 87 89 91 93 95 97 99 01 03 05 07 09 10
Blending Special Purpose Programs of Industry, Business, the Military, Private Trade, and Technical Schools with the Broader Academic Programs of Colleges and Universities
Graduate and Professional Education
Aligning Curriculum Between High Schools and Colleges and Betw