|
|
| Awards
 |
U.S. Department of Education
Teaching American History Grant Program
"Growing
American History Teacher Scholars" AWARD:
$975,000 (over three years)
|
PROJECT
SUMMARY:
Portsmouth City Public Schools, in partnership
with Tidewater Community College and Norfolk City
Public Schools, is requesting $1,000,000 for the
three-year Teaching American History Grant Program
to implement a model professional development program
in the two collaborating public school systems.
Portsmouth and Norfolk together comprise one Federal
Empowerment Zone – evidence of their common
need to provide accessible educational opportunities
for underserved populations, as well as workforce
development and employment opportunities. The two
school systems serve primarily an urban student
population of approximately 53,000. Over the three-year
grant period, potentially every student will be
benefit from the teaching expertise developed through
this grant project.
Our proposal, “Growing American History
Teacher Scholars” meets all three primary
areas of focus for invitational, absolute, and
competitive preference priorities. With Tidewater
Community College serving as the Project Director,
the proposal sets forth a systemic approach to
creating a corps of 73 American history teacher/scholars
in the two school districts – with one teacher
selected to participate from each elementary, middle,
and high school in the two systems.
There are five essential elements to our project
design: A) a three-year intensive professional
development program for specified teachers of the
Portsmouth and Norfolk Public Schools in American
history using the lens of local history to understand
the broader national picture; B) strategic partnerships
with an institution of higher education whose primary
mission is excellence in teaching – Tidewater
Community College (TCC) – in addition to
partnerships with museums, libraries and nonprofit
organizations – such as The Juneteenth Festival
Company focusing on the multi-cultural aspect of
American history and the Jamestown-Yorktown Foundation
preparing for the 400th anniversary of the settlement
of Jamestown – that will significantly enrich
the program of professional development; C) an
intensive higher education mentoring program with
TCC’s history faculty ensuring that content
knowledge and effective teaching strategies will
infiltrate the rank and file of American history
teachers in the two collaborating school districts;
D) a quasi-experimental project evaluation design
to assist project managers in modifying the program
as needed for maximum effectiveness which will
be conducted by Dr. Deborah Wahlstrom, the author
of customized data analysis tools for using data
to improve student achievement; and, E) a workable
plan to sustain the program beyond funding. To
assure smooth implementation of the project, early
each year the program will include a project Executive
Leadership Conference to adjust grant course offerings
and activities. Program design includes summer
teaching academies, fall and spring workshops,
annual lectures series with renown historian/scholars,
mentor pairs with school teachers and TCC faculty,
a “Teacher-Scholar of the Year” competition,
and field trips.
“Growing American History
Teacher Scholars” will
respond to the need to improve teacher quality
in the two districts to the extent that Portsmouth
and Norfolk Public Schools are positioned to teach
American history as a separate academic subject;
and through the professional development of the
project, student achievement in the high stakes
Virginia Standards of Learning history test scores
are raised. The budget for this project will serve
two school districts and will be leveraged by in-kind
personnel, equipment, and facilities throughout
the course of the grant term by each of the collaborating
partners – Portsmouth City Public Schools,
Norfolk City Public Schools and Tidewater Community
College. Dissemination of “Growing American
History Teacher Scholars” will be accomplished
through multiple mediums including presentations
at regional, state and national conferences; video
distribution of presentations for cablecasting
on educational and governmental stations; websites;
newsletters; and print media.
|
|
|
|
|
|
|
US
Department of Education, Strengthening Institutions
Program
(Title III HEA)
"Creating the Conditions for Successful
Student Achievement:
Improving and Linking Developmental Programs
and Student Services"
AWARD:
$1,647,269 (over five years)
|
PROJECT
SUMMARY:
Tidewater Community College (TCC) will strengthen
the effectiveness of its developmental education program
-- based on national models of the components of such
successful programs -- ensuring that students attain
the skills needed to succeed in their courses of study.
Developmental education is the most critical link
to the successful fulfillment of the college's educational
mission. Such courses often constitute a student's
first experience of college-level study; it is important
that students encounter there the opportunity that
results from developing the fundamental learning and
communication skills that will help them to succeed
in college and beyond. The project's objectives include
increasing significantly the percentage of new
students, recommended for developmental education
who enroll in and successfully complete those
courses in their first two semesters at the college,
improving the rate at which students who need
and enroll in such developmental education succeed
in a single attempt as measured by a C grade or
better in the first following course in the same
discipline,
improving
significantly the retention and graduation rates
for students who need developmental education,
improving the academic performance of students
who needed developmental education on coming to
the college, so that their GPA's equal those of
students who needed no remedial work,
structuring all the components of successful developmental
programs into a Transition Year Experience which
by the end of the project will enroll at least
60 percent of all students who need developmental
education. Those components, identified by Boylan
and others and used successfully at the Community
College of Denver, are professional development
(at a graduate level) in the best practices for
student success and persistence, revised and improved
course outcomes to include the meta-cognitive
skills many developmental students lack, upgrades
of the campus learning laboratories to support
the learning assistance model, tutor training
to utilize those models and tutor certification,
an inter-active project web site to offer distance
access to supplemental instruction, a new orientation
course designed to address the needs of developmental
students and required in the first semester at
the college, intensive advising of new students
by their developmental faculty, transition classes
taught by teams of faculty -- supported through
supplemental instruction and offered in combination
with the new student orientation, learning community
classes in a variety of formats, and extensive
use by faculty of high quality evaluation information.
|
|
|
National Science
Foundation, Advanced Technological Education (ATE)
"Virginia Advanced Technology Demonstration
Project"
AWARD: $700,000 (over
three years)
|
PROJECT SUMMARY:
The proposed, three-year Advanced Technology
Education Demonstration Project (ATEDP) is structured
to take full advantage of the new Advanced Technology
Center (ATC). The ATC, which will open on TCC's Virginia
Beach Campus in fall 2002, has been described as "the
most advanced joint workforce/technology project in
the Commonwealth of Virginia." The ATEDP brings
together an initial consortium of Tidewater Community
College, the Virginia Beach City Public Schools, the
regional workforce investment board, three manufacturing
business partners, and the City of Virginia Beach
to create shared curricula for science and engineering
technology students, both high school and college,
at the ATC. Without the project, the new ATC will
be a shared facility only since no funding is available
to develop shared curriculum. Initially, the ATEDP
will fundamentally improve the learning environment,
course content and learning experiences each year
for 850 to 1,000 Virginia Beach high school students
enrolled at the ATC in CADD, industrial engineering
technology, and information systems technologies.
New curricula will also be developed in those areas
for about 800 other Tidewater Community College students
enrolling there each year. The ATEDP approach will
provide intensive shared professional development
and technical experiences for high school and college
faculty who, in collaboration with the employers,
will develop new curriculum and educational materials
for articulated and dual enrollment and other courses.
High school students in these curricula will be able
to earn at least 12 credits toward an associate degree.
TCC faculty will also be involved in completing laboratory-intensive
course content, including a distance education component,
for a recently approved metrology curriculum, an area
where demand is great and there is little college-level
instruction available. The employer partners have
agreed to provide mentored, on-site internships for
students, with the workforce investment board developing
new employer partners, particularly in manufacturing.
Outcomes/deliverables include
curricula
for articulated and/or dual enrollment courses,
targeted to the industry standard, which will
enable
high school students to earn a minimum of 12 college
credits toward A.A.S. degrees in Industrial/Manufacturing
Engineering Technology, Information Systems Technology,
Computer Aided Drafting and Design or related
options of the A.A.S. degree in Technical Studies,
while they are completing their high school diplomas
content
for a laboratory-intensive metrology curriculum
and at least six new or upgraded modules for other
courses in the identified curricula not scheduled
for implementation as dual enrollment and/or articulated
courses
relevant, mentored, 80-hour or longer work site
experiences for both high school and other TCC
students
an 80 percent pass rate for those students who
attempt regional and national certifications after
completing the relevant courses and taking the
certification exams, and
detailed
plans for implementing the reforms in the other
three school systems in the college service area
and for disseminating them nationally.
|
|
|
U.S. Department
of Justice
Violence Against Women Office
"Violent Crimes Against Women on Campus
Project"
AWARD: $204,269 (over
two years)
|
PROJECT SUMMARY:
Tidewater Community College, a large, urban, institution in the Norfolk region
of Virginia will carry out a two-year project to reduce violent crimes against
women on campus. Specifically, the project targets the newest of the college's
four campuses, the Moss campus, established in Norfolk's downtown as the cornerstone
of that corridor's revival in 1997. Because this inner-city campus is the fastest-growing,
operates with the highest level of adjunct faculty, and reports the greatest
proportion of threats to and violent acts against women, it represents the
best location for establishing a program which can, in future years, be exported
to the other campuses.
The project is exceedingly timely in that the college has just adopted a new
Sexual Misconduct Prevention Policy, and training for the various college constituencies
tasked with responsibility for implementing it will begin within the next three
months. The project has five goals that, taken together, should dramatically
improve the climate for learning by raising levels of awareness about the college's
new policy, about violent crimes against women, and about procedures for providing
help to victims and prosecuting perpetrators.
Goal 1 involves planning and implementing
mandatory education programs on violence against
women for all incoming students. While Student
Government Association officers are scheduled for
training, average students will get the training
they need to be good citizens in the college community
through their required STD 100 course.
Goal 2 sets forth four methods for creating
a coordinated community response to violence against
women at the college. First, the Women's Center
will hire a project director 30 hours per week
to coordinate campus victim services and an education
program for faculty, staff, and students. Second,
the Women's Center will serve as liaison with the
YWCA's two prevention/victim assistance programs.
The Women in Crisis program is the only shelter
in the region providing emergency housing to abused
women and children 24 hours a day. RESPONSE provides
short-term counseling to victims as well as assistance
to victims in prosecution of their abusers. The
YWCA will staff the campus Women's Center with
a counselor two nights per week. Third, the project
will partner with the Norfolk Police Department
for information and cross training. Fourth, the
project will also link the college to Navy Fleet
and Family Support Services, especially critical
on a campus with a high proportion of Navy personnel
and their spouses.
Goal 3 involves providing more extensive
training to the college's disciplinary board, the
Sexual Misconduct Prevention Committee, than college
funds permit. Authors of the project believe the
half-day of training provided by the college is
inadequate and have designed a second half-day
that will improve the knowledge base of the board.
Goal 4 sets forth twice-yearly training
for campus security officers who at present receive
no specific training about how to handle victims
of violent crime against women, dating violence,
or stalking.
Goal 5 establishes two methods for reaching
nontraditional and underserved student populations
regarding violence against women. Method one involves
evening and activity-hour programming for hard-to-reach
students. Method two creates 10 days of training
for 10 faculty who will, as a result, prepare teaching
modules to reach 2,500 students in their English,
speech, and social science classes. |
|
|
|
