NSF Forms

02 INFORMATION ABOUT PRINCIPAL INVESTIGATORS/PROJECT DIRECTORS(PI/PD) and co-PRINCIPAL INVESTIGATORS/co-PROJECT DIRECTORS Submit only ONE copy of this form for each PI/PD and co-PI/PD identified on the proposal. The form(s) should be attached to the original proposal as specified in GPG Section II.B. Submission of this information is voluntary and is not a precondition of award. This information will not be disclosed to external peer reviewers. DO NOT INCLUDE THIS FORM WITH ANY OF THE OTHER COPIES OF YOUR PROPOSAL AS THIS MAY COMPROMISE THE CONFIDENTIALITY OF THE INFORMATION. PI/PD Name:

Geoffrey A Abers

Gender:

Male

Female

Ethnicity: (Choose one response)

Hispanic or Latino

Race: (Select one or more)

American Indian or Alaska Native

Not Hispanic or Latino

Asian Black or African American Native Hawaiian or Other Pacific Islander White

Disability Status: (Select one or more)

Hearing Impairment Visual Impairment Mobility/Orthopedic Impairment Other None

Citizenship:

(Choose one)

U.S. Citizen

Permanent Resident

Other non-U.S. Citizen

Check here if you do not wish to provide any or all of the above information (excluding PI/PD name): REQUIRED: Check here if you are currently serving (or have previously served) as a PI, co-PI or PD on any federally funded project Ethnicity Definition: Hispanic or Latino. A person of Mexican, Puerto Rican, Cuban, South or Central American, or other Spanish culture or origin, regardless of race. Race Definitions: American Indian or Alaska Native. A person having origins in any of the original peoples of North and South America (including Central America), and who maintains tribal affiliation or community attachment. Asian. A person having origins in any of the original peoples of the Far East, Southeast Asia, or the Indian subcontinent including, for example, Cambodia, China, India, Japan, Korea, Malaysia, Pakistan, the Philippine Islands, Thailand, and Vietnam. Black or African American. A person having origins in any of the black racial groups of Africa. Native Hawaiian or Other Pacific Islander. A person having origins in any of the original peoples of Hawaii, Guam, Samoa, or other Pacific Islands. White. A person having origins in any of the original peoples of Europe, the Middle East, or North Africa. WHY THIS INFORMATION IS BEING REQUESTED: The Federal Government has a continuing commitment to monitor the operation of its review and award processes to identify and address any inequities based on gender, race, ethnicity, or disability of its proposed PIs/PDs. To gather information needed for this important task, the proposer should submit a single copy of this form for each identified PI/PD with each proposal. Submission of the requested information is voluntary and will not affect the organization’s eligibility for an award. However, information not submitted will seriously undermine the statistical validity, and therefore the usefulness, of information recieved from others. Any individual not wishing to submit some or all the information should check the box provided for this purpose. (The exceptions are the PI/PD name and the information about prior Federal support, the last question above.) Collection of this information is authorized by the NSF Act of 1950, as amended, 42 U.S.C. 1861, et seq. Demographic data allows NSF to gauge whether our programs and other opportunities in science and technology are fairly reaching and benefiting everyone regardless of demographic category; to ensure that those in under-represented groups have the same knowledge of and access to programs and other research and educational oppurtunities; and to assess involvement of international investigators in work supported by NSF. The information may be disclosed to government contractors, experts, volunteers and researchers to complete assigned work; and to other government agencies in order to coordinate and assess programs. The information may be added to the Reviewer file and used to select potential candidates to serve as peer reviewers or advisory committee members. See Systems of Records, NSF-50, "Principal Investigator/Proposal File and Associated Records", 63 Federal Register 267 (January 5, 1998), and NSF-51, "Reviewer/Proposal File and Associated Records", 63 Federal Register 268 (January 5, 1998).

TPI 6583751


Jeffrey G Ryan

Gender:

Male

Female


Hispanic or Latino







Citizenship:

(Choose one)

U.S. Citizen

Permanent Resident



TPI 6583751


Cathryn A Manduca

Gender:

Male

Female


Hispanic or Latino







Citizenship:

(Choose one)

U.S. Citizen

Permanent Resident



TPI 6585065


Donald L Reed

Gender:

Male

Female


Hispanic or Latino







Citizenship:

(Choose one)

U.S. Citizen

Permanent Resident



TPI 6585364

List of Suggested Reviewers or Reviewers Not To Include (optional) SUGGESTED REVIEWERS: Not Listed

REVIEWERS NOT TO INCLUDE: Not Listed

TPI 6583751



TPI 6585065



TPI 6585364

COVER SHEET FOR PROPOSAL TO THE NATIONAL SCIENCE FOUNDATION PROGRAM ANNOUNCEMENT/SOLICITATION NO./CLOSING DATE/if not in response to a program announcement/solicitation enter NSF 04-23

NSF 06-536

FOR NSF USE ONLY

NSF PROPOSAL NUMBER

05/09/06

FOR CONSIDERATION BY NSF ORGANIZATION UNIT(S)

(Indicate the most specific unit known, i.e. program, division, etc.)

DUE - CCLI-Phase 1: Exploratory DATE RECEIVED NUMBER OF COPIES DIVISION ASSIGNED FUND CODE DUNS# (Data Universal Numbering System)

FILE LOCATION

049435266 EMPLOYER IDENTIFICATION NUMBER (EIN) OR TAXPAYER IDENTIFICATION NUMBER (TIN)

IS THIS PROPOSAL BEING SUBMITTED TO ANOTHER FEDERAL AGENCY? YES NO IF YES, LIST ACRONYM(S)

SHOW PREVIOUS AWARD NO. IF THIS IS A RENEWAL AN ACCOMPLISHMENT-BASED RENEWAL

042103547 NAME OF ORGANIZATION TO WHICH AWARD SHOULD BE MADE

ADDRESS OF AWARDEE ORGANIZATION, INCLUDING 9 DIGIT ZIP CODE

881 COMMONWEALTH AVE BOSTON, MA 02215-5130

Boston University AWARDEE ORGANIZATION CODE (IF KNOWN)

0021303000 NAME OF PERFORMING ORGANIZATION, IF DIFFERENT FROM ABOVE

ADDRESS OF PERFORMING ORGANIZATION, IF DIFFERENT, INCLUDING 9 DIGIT ZIP CODE

PERFORMING ORGANIZATION CODE (IF KNOWN)

IS AWARDEE ORGANIZATION (Check All That Apply) (See GPG II.C For Definitions) TITLE OF PROPOSED PROJECT

MINORITY BUSINESS IF THIS IS A PRELIMINARY PROPOSAL WOMAN-OWNED BUSINESS THEN CHECK HERE

Collaborative Research: Using MARGINS Research Data Resources in the Classroom: Developing and Testing Multidisciplinary Mini-Lessons

REQUESTED AMOUNT

54,799

$

SMALL BUSINESS FOR-PROFIT ORGANIZATION

REQUESTED STARTING DATE

PROPOSED DURATION (1-60 MONTHS)

24

01/01/07

months

SHOW RELATED PRELIMINARY PROPOSAL NO. IF APPLICABLE

CHECK APPROPRIATE BOX(ES) IF THIS PROPOSAL INCLUDES ANY OF THE ITEMS LISTED BELOW BEGINNING INVESTIGATOR (GPG I.A) HUMAN SUBJECTS (GPG II.D.6) DISCLOSURE OF LOBBYING ACTIVITIES (GPG II.C)

Exemption Subsection

PROPRIETARY & PRIVILEGED INFORMATION (GPG I.B, II.C.1.d)

INTERNATIONAL COOPERATIVE ACTIVITIES: COUNTRY/COUNTRIES INVOLVED

or IRB App. Date

HISTORIC PLACES (GPG II.C.2.j)

(GPG II.C.2.j)

SMALL GRANT FOR EXPLOR. RESEARCH (SGER) (GPG II.D.1) VERTEBRATE ANIMALS (GPG II.D.5) IACUC App. Date PI/PD DEPARTMENT

PI/PD POSTAL ADDRESS

685 Commonwealth Avenue

Department of Earth Sciences PI/PD FAX NUMBER

Boston, MA 02215 United States

617-353-3290 NAMES (TYPED)

HIGH RESOLUTION GRAPHICS/OTHER GRAPHICS WHERE EXACT COLOR REPRESENTATION IS REQUIRED FOR PROPER INTERPRETATION (GPG I.G.1)

High Degree

Yr of Degree

Telephone Number

Electronic Mail Address

PH.D.

1989

617-353-2616

[email protected]

PhD

1989

813-974-1598

[email protected]

PI/PD NAME

Geoffrey A Abers CO-PI/PD

Jeffrey G Ryan CO-PI/PD

CO-PI/PD

CO-PI/PD

Page 1 of 2

TPI 6583751

CERTIFICATION PAGE Certification for Authorized Organizational Representative or Individual Applicant: By signing and submitting this proposal, the individual applicant or the authorized official of the applicant institution is: (1) certifying that statements made herein are true and complete to the best of his/her knowledge; and (2) agreeing to accept the obligation to comply with NSF award terms and conditions if an award is made as a result of this application. Further, the applicant is hereby providing certifications regarding debarment and suspension, drug-free workplace, and lobbying activities (see below), as set forth in Grant Proposal Guide (GPG), NSF 04-23. Willful provision of false information in this application and its supporting documents or in reports required under an ensuing award is a criminal offense (U. S. Code, Title 18, Section 1001). In addition, if the applicant institution employs more than fifty persons, the authorized official of the applicant institution is certifying that the institution has implemented a written and enforced conflict of interest policy that is consistent with the provisions of Grant Policy Manual Section 510; that to the best of his/her knowledge, all financial disclosures required by that conflict of interest policy have been made; and that all identified conflicts of interest will have been satisfactorily managed, reduced or eliminated prior to the institution’s expenditure of any funds under the award, in accordance with the institution’s conflict of interest policy. Conflicts which cannot be satisfactorily managed, reduced or eliminated must be disclosed to NSF.

Drug Free Work Place Certification By electronically signing the NSF Proposal Cover Sheet, the Authorized Organizational Representative or Individual Applicant is providing the Drug Free Work Place Certification contained in Appendix C of the Grant Proposal Guide.

Debarment and Suspension Certification

(If answer "yes", please provide explanation.)

Is the organization or its principals presently debarred, suspended, proposed for debarment, declared ineligible, or voluntarily excluded from covered transactions by any Federal department or agency?

Yes

No

By electronically signing the NSF Proposal Cover Sheet, the Authorized Organizational Representative or Individual Applicant is providing the Debarment and Suspension Certification contained in Appendix D of the Grant Proposal Guide.

Certification Regarding Lobbying This certification is required for an award of a Federal contract, grant, or cooperative agreement exceeding $100,000 and for an award of a Federal loan or a commitment providing for the United States to insure or guarantee a loan exceeding $150,000.

Certification for Contracts, Grants, Loans and Cooperative Agreements The undersigned certifies, to the best of his or her knowledge and belief, that: (1) No federal appropriated funds have been paid or will be paid, by or on behalf of the undersigned, to any person for influencing or attempting to influence an officer or employee of any agency, a Member of Congress, an officer or employee of Congress, or an employee of a Member of Congress in connection with the awarding of any federal contract, the making of any Federal grant, the making of any Federal loan, the entering into of any cooperative agreement, and the extension, continuation, renewal, amendment, or modification of any Federal contract, grant, loan, or cooperative agreement. (2) If any funds other than Federal appropriated funds have been paid or will be paid to any person for influencing or attempting to influence an officer or employee of any agency, a Member of Congress, an officer or employee of Congress, or an employee of a Member of Congress in connection with this Federal contract, grant, loan, or cooperative agreement, the undersigned shall complete and submit Standard Form-LLL, ‘‘Disclosure of Lobbying Activities,’’ in accordance with its instructions. (3) The undersigned shall require that the language of this certification be included in the award documents for all subawards at all tiers including subcontracts, subgrants, and contracts under grants, loans, and cooperative agreements and that all subrecipients shall certify and disclose accordingly. This certification is a material representation of fact upon which reliance was placed when this transaction was made or entered into. Submission of this certification is a prerequisite for making or entering into this transaction imposed by section 1352, Title 31, U.S. Code. Any person who fails to file the required certification shall be subject to a civil penalty of not less than $10,000 and not more than $100,000 for each such failure.

AUTHORIZED ORGANIZATIONAL REPRESENTATIVE

SIGNATURE

DATE

NAME

TELEPHONE NUMBER

ELECTRONIC MAIL ADDRESS

FAX NUMBER

*SUBMISSION OF SOCIAL SECURITY NUMBERS IS VOLUNTARY AND WILL NOT AFFECT THE ORGANIZATION’S ELIGIBILITY FOR AN AWARD. HOWEVER, THEY ARE AN INTEGRAL PART OF THE INFORMATION SYSTEM AND ASSIST IN PROCESSING THE PROPOSAL. SSN SOLICITED UNDER NSF ACT OF 1950, AS AMENDED. Page 2 of 2

TPI 6583751


NSF 06-536

FOR NSF USE ONLY

NSF PROPOSAL NUMBER

05/09/06



DUE - CCLI-Phase 1 (Exploratory) DATE RECEIVED NUMBER OF COPIES DIVISION ASSIGNED FUND CODE DUNS# (Data Universal Numbering System)

FILE LOCATION






Carleton College One North College Street Northfield, MN. 550574001

Carleton College AWARDEE ORGANIZATION CODE (IF KNOWN)



PERFORMING ORGANIZATION CODE (IF KNOWN)

IS AWARDEE ORGANIZATION (Check All That Apply) (See GPG II.C For Definitions) TITLE OF PROPOSED PROJECT


Collaborative Research: Using MARGINS Research Data Resources in the Classroom: Developing and Testing Multidiscipinary Mini-Lessons

REQUESTED AMOUNT

52,691

$



24


01/01/07

months



Exemption Subsection Pending




(GPG II.C.2.j)

or IRB App. Date



1 N. College Street Carleton College Northfield, MN 55057 United States

Department of Geology PI/PD FAX NUMBER

507-646-5175 NAMES (TYPED)


High Degree

Yr of Degree

Telephone Number

PhD

1988

507-646-7096


PI/PD NAME

Cathryn A Manduca

[email protected]

CO-PI/PD

CO-PI/PD

CO-PI/PD

CO-PI/PD

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Yes

No





SIGNATURE

DATE

NAME

TELEPHONE NUMBER


FAX NUMBER


TPI 6585065


NSF 06-536

FOR NSF USE ONLY

NSF PROPOSAL NUMBER

05/09/06



DUE - CCLI-Phase 1: Exploratory DATE RECEIVED NUMBER OF COPIES DIVISION ASSIGNED FUND CODE DUNS# (Data Universal Numbering System)

FILE LOCATION






San Jose State University Foundation Post Office Box 720130 San Jose, CA. 951720130

San Jose State University Foundation AWARDEE ORGANIZATION CODE (IF KNOWN)



San Jose State University Washington Square San Jose, CA 95192-0139

San Jose State University PERFORMING ORGANIZATION CODE (IF KNOWN)

0011551000 IS AWARDEE ORGANIZATION (Check All That Apply) (See GPG II.C For Definitions) TITLE OF PROPOSED PROJECT


Collaborative Research: Using MARGINS Research Data Resources in the Classroom: Developing and Testing Multidisciplinary Mini-Lessons

REQUESTED AMOUNT

41,856

$



24


01/01/07

months



Exemption Subsection



or IRB App. Date


(GPG II.C.2.j)



One Washington Square

Department of Geology PI/PD FAX NUMBER

San Jose, CA 951920102 United States

408-924-5053 NAMES (TYPED)


High Degree

Yr of Degree

Telephone Number

Ph.D.

1985

408-924-5036


PI/PD NAME

Donald L Reed

[email protected]

CO-PI/PD

CO-PI/PD

CO-PI/PD

CO-PI/PD

Page 1 of 2

TPI 6585364






Yes

No





SIGNATURE

DATE

NAME

TELEPHONE NUMBER


FAX NUMBER


TPI 6585364

NATIONAL SCIENCE FOUNDATION Division of Undergraduate Education

NSF FORM 1295: PROJECT DATA FORM The instructions and codes to be used in completing this form are provided in Appendix II. 1. Program-track to which the Proposal is submitted: CCLI-Phase 1: Exploratory 2. Name of Principal Investigator/Project Director (as shown on the Cover Sheet): Abers, Geoffrey 3. Name of submitting Institution (as shown on Cover Sheet): Boston University 4. Other Institutions involved in the project’s operation: University of South Florida San Jose State University Carleton College

Project Data: A. Major Discipline Code: 42 B. Academic Focus Level of Project: BO C. Highest Degree Code: D D. Category Code: -E. F. G. H. I.

Business/Industry Participation Code: NA Audience Code: Institution Code: PRIV Strategic Area Code: EN Project Features: C F I

Estimated number in each of the following categories to be directly affected by the activities of the project during its operation: J. Undergraduate Students: 1000 K. Pre-college Students: 0 L. College Faculty: 25 M. Pre-college Teachers: 0 N. Graduate Students: 0 NSF Form 1295 (10/98)

TPI 6583751

NATIONAL SCIENCE FOUNDATION Division of Undergraduate Education

NSF FORM 1295: PROJECT DATA FORM The instructions and codes to be used in completing this form are provided in Appendix II. 1. Program-track to which the Proposal is submitted: CCLI-Phase 1: Exploratory 2. Name of Principal Investigator/Project Director (as shown on the Cover Sheet): Reed, Donald 3. Name of submitting Institution (as shown on Cover Sheet): San Jose State University Foundation 4. Other Institutions involved in the project’s operation: Boston University Carleton College University of South Florida

Project Data: A. Major Discipline Code: 42 B. Academic Focus Level of Project: BO C. Highest Degree Code: M D. Category Code: -E. F. G. H. I.

Business/Industry Participation Code: NA Audience Code: Institution Code: PUBL Strategic Area Code: Project Features: C

Estimated number in each of the following categories to be directly affected by the activities of the project during its operation: J. Undergraduate Students: 2000 K. Pre-college Students: L. College Faculty: 100 M. Pre-college Teachers: N. Graduate Students: 0 NSF Form 1295 (10/98)

TPI 6585364

PROJECT SUMMARY

This project proposes to generate and test a set of MARGINS course materials, called MARGINS Mini-Lessons, which will repurpose for use in introductory and upper level undergraduate courses the rich data and visualization resources that have been developed by projects supported by the NSF-MARGINS program. The PI’s, all members of the MARGINS Steering Commitee (MSC) and/or the MARGINS Education/Outreach Advisory Committee (MARGINS E&O), will engage the MARGINS scientific community in this effort through a MARGINS Education Mini-Workshop, to run in concert with an MSC Meeting. Workshop participants will gain insight into the current state of MARGINS science through presentations by MSC members on the four MARGINS Initiatives, and on the varied data repositories and information resources where MARGINS results can be accessed. Workshop participants (which include MSC members, MARGINS E&O members, and teaching faculty from the MARGINS community) will be charged with assisting in the development and/or testing of MARGINS Mini-Lessons from key content areas identified at the workshop. Several different kinds and scales of MARGINS Mini Lessons will be developed, based on successful models. The project will seek to develop 4-6 large-scale lessons, and a resource and support team of members of the MARGINS E&O Committee will work with developers to ensure lessons are completed, follow best educational practices, and are effectively tested and assessed. Smaller-scale ideas arising from the MARGINS E&O Mini-Workshop will be supported through standardized online assessment resources that instructors can use to test their effectiveness and report back results. The Intellectual Merit of this project lies in the mining of the extensive MARGINS data repository for interdisciplinary educational content that can be used to bring the realities of modern earth science into undergraduate courses. The Broader Impacts of this project lie in its efforts to build an multi-institutional educational community of MARGINS researchers/educators through the module development processes. The modules themselves will be used in a range of undergraduate geoscience courses on both two- and four-year college campuses, with the intention that they will reach a diverse student audience. This is a collaborative project between Boston University, Carleton College, and San Jose State University. Boston University is the lead institution.

Page A

TPI 6583751

TABLE OF CONTENTS For font size and page formatting specifications, see GPG section II.C.

Total No. of Pages

Page No.* (Optional)*

Cover Sheet for Proposal to the National Science Foundation Project Summary

(not to exceed 1 page)

1

Table of Contents

1

Project Description (Including Results from Prior NSF Support) (not to exceed 15 pages) (Exceed only if allowed by a specific program announcement/solicitation or if approved in advance by the appropriate NSF Assistant Director or designee)

14

References Cited

3

Biographical Sketches

(Not to exceed 2 pages each)

Budget

4 8

(Plus up to 3 pages of budget justification)

Current and Pending Support

2

Facilities, Equipment and Other Resources

1

Special Information/Supplementary Documentation

5

Appendix (List below. ) (Include only if allowed by a specific program announcement/ solicitation or if approved in advance by the appropriate NSF Assistant Director or designee) Appendix Items:

*Proposers may select any numbering mechanism for the proposal. The entire proposal however, must be paginated. Complete both columns only if the proposal is numbered consecutively.

TPI 6583751


Total No. of Pages




Table of Contents

1


0

References Cited Biographical Sketches


Budget

3 4



5


2


5



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Total No. of Pages




Table of Contents

1


0

References Cited Biographical Sketches


Budget

2 4



1


2


5



TPI 6585364

Results from Previous NSF Educational support: Cathryn Manduca Combining Real and Virtual Professional Development for Current and Future Geoscience Faculty (DUE 0127141, $700,704 1/02-12/06, DUE 012725); Linking Pedagogy, Resources and Community Interaction to Support Entry Level Undergraduate Geoscience Courses (DUE 0226243, $600,000; 1/02-8/05); Pedagogic Services for Digital Libraries (DUE 0532768, $649,998, 9/05-8/08) The DLESE Community Services Center (GEO 0304762, $570,830, 9/03-8/06, DUE 0306708); Engaging the NAGT Membership in Creating Web Resources (GEO 0507394, $44,827, 8/05-7/07). Manduca has involved with community-based geoscience education projects for over a decade. Combining Real and Virtual Professional Development for Current and Future Geoscience Faculty produced the On the Cutting Edge Workshop series and supporting website (http://serc.carleton.edu/NAGTWorkshops/). Over 600 faculty, graduate students, and post-docs have participated in the workshop series and approximately 1/4 of all US geoscience faculty use the website to find resources supporting their teaching. The project evaluation indicates that workshop participants have changed both their attitude toward teaching (to a more learner centered model) and their classroom practice (McLaughlin, et al., 2006). Linking Pedagogy, Resources and Community Interaction to Support Entry Level Undergraduate Geoscience Courses created the Starting Point website (http://serc.carleton.edu/introgeo) supporting faculty teaching entry level geoscience courses. Current funding is supporting development of a service that allows other disciplinary digital libraries and centers of teaching and learning to contribute to a common library of methods and examples and customize display of resources from this library for their specific user community. This website received 131,000 unique visitors in 2005. Evaluation indicates that the website format supports faculty use of the teaching methods described in the site (Manduca et al, 2005). Pedagogic Services for Digital Libraries builds on this work to a service that allows other disciplinary digital libraries and centers of teaching and learning to contribute to a common library of methods and examples and customize display of resources from this library for their specific user community. The DLESE Community Services Center is supporting development of topical portals demonstrating how the community can contribute to and use DLESE. These include the Using Data in the Classroom Portal, Teaching Quantitative Skills in the Geosciences site, Preparing Teachers to Teach Earth Science site (http://serc.carleton.edu/dlesecommunity.html). Engaging the NAGT Membership in Creating Web Resources is piloting the use of the National Association of Geoscience Teachers (NAGT) website to showcase the educational work of members, sections, and the national organization. Initial work taps the field-trip expertise of the NAGT membership to create materials about the design and management of field trips for a wide variety of educational and professional audiences. Websites for all projects were created with the SERC content management system (CMS). The CMS enables community members around the world to author and edit pages, which form integrated websites with robust navigation. Digital library tools integrated into the CMS support sharing of resources with NSDL, creation of small thematic collections of resources, faceted searching across website contents, and referencing of materials across sites to support dissemination. In aggregate, instructional resources hosted at the Science Education Resource Center at Carleton College include 3,100 live web pages that were visited by 900,000 unique visitors in 2005. 20,000 of these visitors returned to the site 6 or more times.

1 TPI 6583751

Donald Reed: DUE 0089071; May 1, 2001- October 31, 2004, $94,999; Virtual

Voyage - A WWW-based Expedition

in Ocean Science Education. The purpose of this project was to enhance undergraduate learning, specifically in non-science majors, through the development and assessment of several virtual oceanographic expeditions as part of an online course in oceanography at the San Jose State University. A supplemental award was provided to adapt and implement the high quality resources of the Dive and Discover web site of the Woods Hole Oceanographic Institution into one of the virtual expeditions. Collaborators at the San Francisco State University and the College of Marin participated in the design of several of the virtual voyages. Two virtual expeditions were fully developed and incorporated into the online oceanography course at the San Jose State University (http://oceansjsu.com). Students first participate in a multibeam seafloor mapping study of the region around the Golden Gate in the San Francisco Bay. Students participate (virtually) in all scientific aspects of an oceanographic expedition. Throughout the web-based exercise, students record their observations and interpretations of the shipboard data on a handout, which serves as a logbook for answering a follow-up exam question during which they write an abstract for a scientific presentation at a “simulated” professional conference, such as the fall meeting of the American Geophysical Union. The second virtual voyage represents an adaptation and synthesis of the WHOI’s Dive and Discover web resource and the NeMO New Millenium Observation by the NOAA’s Pacific Marine Environmental Laboratory. Students first learn how to identify potential sites of venting using multibeam imagery, CTD, transmissometer, and water bottle casts. Virtual reality and video are used from the NeMO site to explore several vents. After the dives, students next use materials adapted from the Dive and Discover site to learn about the initial discovery of the vent ecosystems, the geological, chemical and biological processes that result in these ecosystems, and lastly the farreaching implications of research on this ecosystem for life on this planet. The virtual expeditions combine video, interactive graphics, virtual reality, real-time data, seafloor fly-by animations, and text to bring the excitement of scientific discovery to students; both virtual voyages have been received with great enthusiasm. Scores on exam questions related to these virtual experiences have been consistently higher than those based on materials presented outside of the virtual voyage model. Two other web-based exercises in the online course were modified to follow the virtual voyage model, one involving ecosystems in the Monterey Bay (kelp forest and mid-water life) and another during which students track drifter buoys to examine surface circulation in the global ocean. An additional expedition, dealing with the side-scan imaging of the continental slope and the search for low-level radioactive waste canisters dumped by the U.S. Navy was been nearly completed, but has yet to be tested in classroom. Publications: 8 (see Bibliography) Jeffrey Ryan: EAR 9988077; $83545 PI’s Ryan and Kruse (Collaborative with EAR 9987985 – PI’s Peterson, Yurkovich and Burr): Collaborative Research: REU: An Integrated Field-Laboratory Experience for

2 TPI 6583751

Undergraduates: Constraints on Evolution of Southern Blue Ridge Mafic-Ultramafic Massifs. These awards supported the second two-year cycle of the WCU-USF REU Site Research Program, focused on the genesis and tectonic implications of metamorphosed mafic and ultramafic rock units in the Central Blue Ridge province of the southern Appalachians. A total of 48 undergraduates have participated in the project (12/year over 4 years) from across the US, including eight students from WCU and eight from USF. Six USF graduate students participated in the project as secondary mentors and logistical support. Demographically, the participants were 50:50 male:female. No persons from underrepresented racial/ethnic groups applied to participate despite targeted advertising to minority serving schools, no doubt reflecting the lack of vital geoscience departments in most minority-serving institutions, especially in the Southeast. Research targets were the Buck Creek mafic-ultramafic complex in Clay County, NC in years 1 and 2; the Carroll Knob mafic complex near Franklin, NC in year 3, and the Webster-Addie and Balsam Gap ultramafic bodies + associated amphibolites in year 4. Students conducted detailed geologic mapping of these units and sampling and geochemical and mineral chemistry analyses of their samples using DC plasma spectrometry. In the second two years of the program, student activities expanded to include geophysical explorations via several methods (resistivity, gravity, magnetics, GPR), and sample analysis via electron microprobe. Publications from the WCU-USF REU Program: 7 (see Bibliography) Presentations: 29; 22 by undergraduate participants; 15 related to the 2000-2001 research sites. Geoff Abers: Dr. Abers has received no prior educational funding from NSF.

Project Description Introduction Large, multidisciplinary research initiatives represent the present and future of cutting-edge STEM research. Multidisciplinary research brings to bear a wide range of different scientific tools and skill sets (in geoscience research: geophysical, geochemical, geospatial, paleobiologic, and sedimentologic tools, among others) in trying to resolve fundamental questions about natural systems. To be effective as investigators of Earth system problems, modern geoscientists must be conversant not only in the particular subdiscipline of their Ph.D. research, but also in allied fields, and occasionally in fields far from the traditional purview of earth science (i.e., physics, biology, chemistry). To address and ultimately solve global Earth science problems necessitates being able to look at questions from multiple perspectives, and synthesizing datasets from a range of different kinds of instruments, and from different information resources. A number of models have been developed for multidisciplinary Engineering education, and in the nascent, interdisciplinary field of environmental science (see Dombach et al 2004; and Moore and Fitchett, 2004 as recent examples). The need to move geoscience courses and curricula (and STEM curricula generally) toward this kind of multidisciplinary approach has been recognized

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for over 10 years (see Ireton et al, 1996, NRC, 1997 Boyer Commission, 1998), and has been a priority in NSF geoscience education funding for nearly as long (NSF 97-171, 1997). Despite this, a multidisciplinary approach to geoscience instruction has only begun to percolate into Earth science classrooms – traditional disciplinary courses and program structures still appear to be the norm (Macdonald et al., 2005) . There has also been only limited success in tying the various geology subdisciplines together with content and skills from other STEM fields, and thereby define for students the full toolkit available for solving modern earth problems (see for example, Millar et al, 2000). This tendency has been reinforced by the predilections of textbook publishers, who primarily produce books and resources to support a traditional geology curriculum poor in higher-level physics, chemistry, or mathematics. In order to prepare students for the multidisciplinary nature of modern geoscience, it is crucial to build multidisciplinary content into geoscience courses, and provide students the necessary context to understand and assimilate it. Also, as this is where the excitement lies in geoscience today, interdisciplinary learning resources may ultimately draw more students to the field, and through emphasizing the connections between the geosciences and other STEM disciplines, draw a more diverse student audience to the study of the Earth. The NSF-MARGINS Program (http://www.margins.wustl.edu ) is a ten-year, communitydirected interdisciplinary research effort focused on the spectrum of geologic, chemical and physical processes that occur at plate margins. There are four major MARGINS research initiatives: the Subduction Factory (SubFac), focused on chemical and mass-transfer processes occurring at convergent plate margins; the Seismogenic Zone Experiment (SEIZE), which focuses on the dynamics of subduction and the development of earthquakes in this setting; Rupturing Continental Lithosphere (RCL), focused on the initiation of divergent plate boundaries, in particular those that initiate within continental landmasses; and Source-to-Sink (S2S), which emphasizes the sedimentary material transport and depositional processes that characterize plate boundaries (Figure 1). These initiatives encompass almost the entire content of the traditional undergraduate geology curriculum, along with geophysics, geochemistry, hydrogeology, and oceanography; but they do so in the inherently multidisciplinary context that these planet-scale problems necessitate. The first six years of the MARGINS Program has focused primarily on the initiation and progress of its different research efforts (MARGINS 2004 Science Plan). However, motivated to a great degree by the fact that many, if not most MARGINS researchers are teaching faculty at large universities, the MARGINS Steering Committee has established an Education/Outreach Advisory Committee to provide input on educational applications of MARGINS discoveries and resources. The initial focus of MARGINS educational activities are at the undergraduate level. In this proposal we are seeking support to begin addressing the problem of providing useful multidisciplinary science content for use in undergraduate geoscience classrooms. We seek to engage the MARGINS community in the development and testing of modular learning materials, which we call “MARGINS Mini-Lessons”, that will repurpose the data resources, visualizations, and other information sources developed through MARGINS and MARGINS-related research for use in examining fundamental earth processes in undergraduate classrooms from a multidisciplinary perspective. Both the MARGINS Steering Committee (MSC) and the

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MARGINS Education/Outreach Advisory Committee (ME&O) will be actively engaged in this effort.

Project Goals and Objectives: Our over-arching project goal is to identify effective means for transmitting multidisciplinary classroom content derived from research outcomes, using the MARGINS Web data resources and visualizations as a starting point.

Figure 1. Generalized models that depict some of the key research elements of each MARGINS initiative (modified from MARGINS 2004 Science Plan).

Our project objectives are: 1) To engage the MARGINS scientific community in the identification of educationally valuable MARGINS information resources to be repurposed, and to identify and support community members in the development and testing of Mini-Lessons. 2) To develop 6-7 full-scale “Mini-Lessons” for use in either lower-level or upper-level geoscience courses, with content drawn from each the four MARGINS Research Initiatives. The full-scale Mini-Lessons will be based on successful pedagogical approaches and documentably effective models for these kinds of modular learning materials. The PI team will develop three large-scale Mini-Lessons, and 3-4 others will be contributed by participating MARGINS community researcher/educators, who will be identified at an Education and Outreach Workshop.

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3) To facilitate the development of up to 20 small-scale learning objects/Mini-Lessons by E&O workshop participants and other MARGINS community members, to populate a MARGINS Education Resource page that will be used as a clearinghouse for materials development and testing. 4) To beta-test, refine, and assess the effectiveness of the Mini-Lessons using the multiple classroom settings available through the MARGINS community. Small lessons will be assessed using forms-based Web instruments available off the MARGINS Education Resource Page, while the larger-scale Mini-Lessons will be subject to more comprehensive evaluation. 5) To proactively facilitate the incorporation of the Mini-Lessons into courses through the geoscience community in general, and the MARGINS community in particular. Detailed Project Plan: The MARGINS Mini-Lesson modules will be developed from data and materials accessible through the MARGINS website and from MARGINS program research projects. The MARGINS Program and MARGINS website are rich sources for data-based visualizations explaining current physical and chemical processes occurring at plate boundaries, drawn from the MARGINS Science Plans for each initiative, synthesis presentations by MSC members, and the numerous MARGINS workshops and Theoretical and Experimental Institutes (TEI’s) that the program has supported. Upcoming MARGINS science workshops (typically 1-2 a year) will ensure a continuing supply of contemporary resources for MARGINS Mini-Lesson content over the duration of this proposal. Figure 2 includes several visualizations pulled from workshop and TEI presentations in the MARGINS website archives focused on the Seismogenic Zone and Subduction Factory experiments. Comparable compilations of data and visualizations are maintained on the MARGINS website for all of the MARGINS Initiatives, and are available to the public. Also accessible through the MARGINS website is the MARGINS portal to the Marine Geoscience Data Management System (MGDMS) housed at the Lamont-Doherty Earth Observatory, where the datasets collected during MARGINS projects and other marine geoscience research projects are deposited for archival and public access. The MGDMS site includes a number of geographically referenced search tools, including a JAVA application, GeoMapApp, which can be used to synthesize available topographic, geophysical, and geologic data for a selected region into a coherent visualization. The MGDMS archives can be searched based on geographic area, by MARGINS Focus Site, or by research cruise. Initially designed to facilitate researchers in gathering available marine geophysical data, the MGDMS site can also serve as a rich and flexible source of data and visualizations for geoscience educators. Models for MARGINS Mini-Lessons Our intent is that MARGINS Mini-lessons will be based on best practices in geoscience pedagogy and in the construction of digital educational products. Part of what we hope to do is

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identify the most effective model for this kind of multidisciplinary content, so several different types of learning materials will be developed:

Figure 2: Images from MARGINS presentations (left) from SEIZE that explain the frictional characteristics of subduction-zone earthquakes, and for SUBFAC (right) denoting the comparative crustal structure of the Izu-Bonin Focus Site, and that of the Alaska-Aleutian margin. (http://www.margins.wustl.edu/Eugene.html )

i. Web-deliverable Laboratory/Classroom Exercises. This project will produce Web-deliverable Mini-Lessons (exercises/activities with all relevant learning materials downloadable via the MARGINS Web portal) at several scales, suitable for use in either introductory or upper-level geoscience courses. These materials will be modeled on the range of exercises and laboratory activities developed and contributed by participants in the On the Cutting Edge Teaching X workshops (see http://serc.carleton.edu/NAGTWorkshops/ , and Macdonald et al., 2004; Manduca et al. 2004), and the Starting Point project (http://serc.carleton.edu/introgeo/ ). We will follow the format for web-delivery that has been tested by these projects (Manduca et al., 2005). Activities will be organized using a front page that includes a brief description, the intended audience and expected educational/scientific background, learning goals and objectives, assessment descriptions, and links to teaching materials and other necessary information (Figure 4). Larger Mini-Lessons will be scaled for use as a full laboratory session or across several lecture meetings, while the smaller Lessons may be annotated sets of visualizations, short interactive activities, or other like augmentative materials for use within a lecture or laboratory session. Mini-Lessons following this model will be produced by college faculty in the MARGINS scientific community who are participating in this project (see below), and by at least one of the PIs (Ryan). Four larger Mini-Lessons will be developed using this model, along with as many as 20 smaller lessons. Our goal is to capitalize on the extensive teaching expertise within the MARGINS community, collect information on current use of MARGINS research in teaching, catalyze new use, and provide a mechanism for testing and then disseminating effective examples.

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Figure 3: Bathymetric/topographic image of the Papua New Guinea MARGINS S2S Focus Site, including epicenters for earthquakes between 100 and 300 km depths, produced from MARGINS MGDMS data and GeoMapApp. (http://www.marine-geo.org/geomapapp/ )

ii. Virtual Expeditions: This project will generate at least two Web-based Mini-Lessons following a “virtual expeditions” model (Reed et al 2003; Reed 2005; NSF-DUE 0089071) to bring the results of the MARGINS research into undergraduate classrooms and laboratories across a number of courses (oceanography, marine geology, tectonics, geophysics, structural geology, petrology). Initial efforts will focus on the Seismogenic Zone Experiment (SEIZE) and the Subduction Factory (SubFac) initiatives, the most mature of the MARGINS Initiatives, which have produced extensive data archives from multidisciplinary studies of two of the most fundamental processes at convergent plate boundaries: (1) the nature of the plate boundary fault, which is capable of producing great earthquakes and powerful tsunamis, and (2) the linkage between plate subduction, magma generation, arc volcanism, and continental growth and evolution. These initiatives provide fertile territory for creating effective learning activities because of the quality of MARGINS research, and, more importantly, the collaborative, multidisciplinary nature of the research methodology. Moreover, these initiatives have great relevance to society as a result of the earthquake and volcanic hazards at convergent plate boundaries that can have regional to global impacts. Each module will consist of 20-25 linked web pages that will trace the development of specific research projects within the SEIZE and SubFac initiatives through a combination of short video segments, process-based animations, interactive graphics, and real-time data from land and ocean observatories (Figure 5). Examples of learning modules in this format, though not directly related to the work proposed here, can be viewed at http://oceansjsu.com . This approach to 8 TPI 6583751

learning is driven by a series of linked questions that progressively increase in sophistication, much like the evolution of a research project. These questions will lead students through the process of scientific discovery while learning about MARGINS research. Examples of materials to be incorporated in the virtual expeditions include brief 3-5 minute video segments in which MARGINS scientists distill their research into its essential questions and discuss the methods by which these questions are being addressed. Students will then join (virtually) the process of data acquisition, either shipboard, in the field, or in the laboratory. Students will next participate in the data analysis in multiple disciplines to test hypotheses, draw conclusions, and cite supporting evidence. In some cases, the students will generate a professional quality abstract that outlines the entire research experience, which can then submitted peer review, for example Calibrated Peer Review (see http://cpr.molsci.ucla.edu/).

Figure 4: Screen capture of a typical Web-deliverable educational activity available through the On the Cutting Edge webpages (specifically the Teaching Geochemistry pages) hosted at SERC (http://serc.carleton.edu/NAGTWorkshops/geochemistry/activities/9324.html ).

The materials for these expeditions will be drawn from the MARGINS web site and MGDMS as well as from brainstorming with MARGINS researchers and educators at the Education Workshop proposed below, and from researchers participating in MARGINS sessions at the AGU Fall meeting. MARGINS researchers are a source of not only scientific data, but also audio-visual materials for life at sea, land-based field work, and analytical work in the lab. CoPI Don Reed will be responsible for the development of at least two MARGINS-related virtual expeditions, with assistance from Co-PI’s Ryan and Abers, and members of the MARGINS scientific and educational community.

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Figure 5. Examples of materials used in Bay Mapping Virtual Voyage at http://oceansjsu.com . Left shows ship departure from port, center is a screen capture of multibeam sonar animation, and right show portion of seafloor visualization which students interpret to address several scientific objectives.

The Development and Testing Process: MARGINS Education mini-workshop To engage the MARGINS community of faculty researchers in our efforts to bring the fruits of MARGINS research into the classroom, we shall kick off this project with a short (1.5 day) MARGINS Education workshop, to be held in association with one of the semi-annual meetings of the MARGINS Steering Committee. Those participating in this workshop will include the membership of the MARGINS Education and Outreach Advisory Committee, members of the MARGINS Steering Committee, and invited faculty from the MARGINS scientific community who apply to attend. The workshop will be advertised via the MARGINS website and newsletter, educational websites and listservs (i.e., NAGT, CUR) and through educational listservs and Web postings managed by the American Geophysical Union, Geological Society of America, and National Association of Geoscience Teachers. Applications to participate will be collected through the MARGINS website, and applicants will submit information about their backgrounds, research and teaching interests, and the MARGINS Initiative with which their research is most closely aligned. Participants will be selected to provide leadership in development of educational materials, breadth of scientific background and diversity of workshop participants (including institution type, gender, and ethnicity). Attendance will be limited to ~30 total participants (MSC, ME&O and MARGINS community members), based on our cumulative past experiences with managing productive workshops of this sort. All MARGINS community participants who apply and accept invitations to attend the Education workshop will be expected to participate in the development and/or testing of one or more MARGINS Mini-Lessons. The MARGINS Education mini-workshop will broadly follow the education workshop models successfully pursued in the CCLI-ND On the Cuttting Edge project (i.e., MacDonald et al 2004; NSF-DUE 0127310; Table 1): experts in the content (MSC Members), in educational applications of science content (ME&O Members), and MARGINS teaching faculty will interact and collaborate to identify topics and resources for materials development, and will develop the outlines of a range of Mini-Lessons. Development teams, consisting of one or more faculty members/developers, a MARGINS content expert, and an educational expert, will be identified to produce large-scale Mini-lessons – our intent is that teams will be established to produce four

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larger-scale Mini-Lessons beyond the three that the PI team commit to produce personally, to ensure a large enough number of resources to attract users and facilitate testing and assessment. Funds are included in this request to compensate the authors of the larger-scale Mini-Lessons for the time and effort involved, to be provided upon completion of testable drafts. All workshop participants will be encouraged to contribute small-scale learning resources for inclusion (with the larger resources) in a MARGINS Education resource webpage, that will be maintained at the Science Education Resources Center (SERC) at Carleton College, and linked through the MARGINS website. The MARGINS Education Resource page will be the locus for activities related to the field-testing and assessment of the Mini-Lessons (see Assessment Plans below) Table 1: Tentative Structure for MARGINS Education Mini-Workshop I: Introduction and Objectives (Presenters: PI’s) II: MARGINS Science and Information Resources a) Margins Initiatives (Presenters: MSC Members) i SEIZE ii SubFac iii RCL iv S2S b) MARGINS @ MGDMS (Presenter: MGDMS Director) c) Activity: Identifying The Best Resources to Use. II: Repurposing MARGINS Results for Undergraduate Education a) Examples (Presenters: D. Reed, J. Ryan, other ME&O members) b) The MARGINS Education Web pages (Presenter: C. Manduca c) Activity: Kernels of Ideas for Mini-lessons III: Framing out Mini-Lessons a) Activity: A MARGINS Mini-Lesson for your class (Teams of MARGINS faculty, ME&O members, and MSC members) b) Identifying Developers and testers; creating development teams Field Testing and Assessment of Mini-Lessons All MARGINS Education workshop participants for whom it is appropriate (i.e., all the teaching faculty) will be engaged in the classroom testing of the Mini-Lessons. The goals of our testing and assessment regimen are a) to provide feedback to the authors toward enhancing the MiniLessons and b) to assess the impact of the refined lessons on learning in geoscience courses. The project evaluation staff and the PI team will develop a set of guidelines and instruments that will allow testers to evaluate the suitability, completeness, and practical usability of the materials, and their impact on student learning. These will draw on existing instruments (e.g. those available through FLAG (http://www.flaguide.org/ ), SALG, (http://www.wcer.wisc.edu/salgains/instructor/ ) and OERL (http://oerl.sri.com/) as well as proven classroom observation protocols (e.g. RTOP; Sawada et al., 2000). These guidelines and instruments will be made available to module authors and to those engaged in the testing through the MARGINS Education webpages at SERC. A set of forms-based evaluation instruments will 11 TPI 6583751

be developed for use with all smaller Mini-Lessons, while for each of the larger-scale modules a more extensive, content-specific instrument will also be developed. Ellen Iverson at SERC will lead materials evaluation efforts for this project. An evaluation consultant with expertise in classroom observation protocols will be engaged to assist in development of guidelines and selection of instruments for evaluating impact on learning. Each mini-lesson will be initially tested and assessed by its creator in his/her classroom. Larger mini-lessons will also be assessed by a second member of the MARGINS E&O Committee in their courses prior to final revisions. All feedback will be forwarded to the authors for refining of the materials. After the lessons have been finalized, we will engage a broader community in evaluating their impact on learning. We will recruit testers from the MARGINS Education workshop participants, as well as the MARGINS and broader geoscience academic community, using MARGINS outreach activities at national professional meetings, the MARGINS newsletter, and the MARGINS website. This evaluation will focus on the usability of the resources as well as their educational impact. This data will allow us to determine the potential for large impact of the different types of mini-lessons. While we do not anticipate that the use of our mini-lessons will reach its full potential in the short project time following their completion, we will evaluate use through 1) web-usage statistics and 2) a survey of the MARGINS faculty to determine where and why lessons are being adopted. These data will establish the level of interest in use and the rate of early adoption. The MARGINS office will use this evaluation data as it considers further development as part of ongoing education and outreach efforts. The MARGINS Education webpages will be maintained in perpetuity by the MARGINS Office, with all evaluative tools in place; and the advertising of the resources and recruitment of new users/testers for the materials (as well as new contributors of materials) will become a standard part of MARGINS outreach activities. Dissemination and Outreach Plan The MARGINS Mini-Lessons will be maintained and accessible on the MARGIN Education Resource pages that will be maintained at SERC, and linked to the MARGINS Website. We will use two strategies to bring them to the attention of geoscience faculty across the country. First, we will undertake a traditional dissemination campaign using the MARGINS newsletter, sessions at professional society meetings, development of a promotional flyer, and publications in EOS and the Journal of Geoscience Education. Second, we will integrate the mini-lessons into the example collections available through Teach the Earth, Starting Point and Cutting Edge. These websites are in high use by faculty (1/4 of geoscience faculty report using SERC websites; Iverson et al., 2006). The Lessons will also be catalogued into DLESE and the NSDL. The Mini-Lesson project and ultimately our assessment outcomes will be presented at national geoscience professional meetings (GSA, AGU), and submitted for journal publication in suitable venues (Journal of Geoscience Education, Journal of College Science Teaching, and/or Journal of Marine Education). As several of the PI’s (Reed and Ryan) are members of the MSC as well as the ME&O, at least one Special Session will be convened at the Fall AGU Meeting focused on the Mini-Lessons and their uses. As well, the lessons, their testing, and the outcomes of these

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efforts will be reported to the MARGINS community through MARGINS Newsletter articles written by the PI’s. Project Personnel and Responsibilities: Dr. Geoff Abers, Boston University, is the incoming Chair of the MARGINS Steering Committee, will serve as the interface between this project and the MARGINS Office. Dr. Abers will oversee MARGINS Office staff in managing the logistics of the Education mini-workshop, the development of the MARGINS Education Resource pages, and the long-term oversight of Mini-Lesson assessment and dissemination. Dr. Donald Reed, San Jose State University is a member of the MARGINS Steering Committee and the MARGINS Education/Outreach Advisory committee. Dr. Reed will work with Ryan and Manduca to plan, prepare, and run the MARGINS Education mini-workshop, to recruit other MSC members to work as content experts, to work with module development teams as an education expert. Dr. Reed will also develop and beta-test two “virtual expedition” model Mini-Lessons, and participate in the overall testing effort. Dr. Cathryn Manduca, Director of the Science Education Resource Center at Carleton College, is a member of the MARGINS Education/Outreach Advisory Committee. She will be responsible for the management of all project-related activities at SERC, including the development of the MARGINS Education Resource pages, the development of guidelines and forms-based assessment instruments, the uploading and Web management of Mini-Lessons, and coordinating with writers on lesson revision. Ellen Iverson at SERC will lead assessment activities as related to the Mini-Lessons. Dr. Manduca will also be responsible (with Drs. Reed and Ryan) for planning and leading the MARGINS Education mini-workshop. Dr. Jeff Ryan, University of South Florida, is a member of the MARGINS Steering Committee and the MARGINS Education/Outreach Advisory committee. He will be responsible (with Drs. Manduca and Reed) for planning and leading the MARGINS Education miniworkshop. He will be responsible for the development and beta-testing of at least one largescale, Web-deliverable Mini-Lesson. Working with Judy Harden a Geology Instructor at USF responsible for the development and maintenance of Web-based Geology courses, he will also be involved in the beta-testing, field testing and assessment of a range of Mini-Lessons appropriate for use in introductory Geology and Oceanography courses. Project Timeline, and Vision for Expansion: Year 1: • Manduca, Reed, and Ryan (in coordination with Abers) plan and conduct the MARGINS Education mini-workshop in concert with the Winter/Spring MSC meeting. • Mini-Lesson development teams established and lessons constructed • MARGINS Education Resource Page constructed and posted at SERC • Mini-Lesson Assessment Instruments and Protocols developed and posted; workshop participants and MARGINS Community alerted.

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• •

Small and large Mini-Lessons posted on the Resource Page (target for initial submissions: late Nov-early Dec.) Special AGU Session on Mini Lessons convened and presented. Mini-Lesson effort highlighted at MARGINS events,

Year 2: • Formative assessment data solicited on posted Mini-Lessons (target for receipt: Spring/Summer) • New Mini-Lessons posted, assessment solicited (process is ongoing) • Formative results returned to authors for revisions • Summative data collection begins on revised lessons (initial target: Nov-Dec for lessons targeted at lower-level courses). • Presentations by the PI’s at Fall AGU (and/or other venues) on Mini-Lesson project. Year 3 and beyond… • Summative assessment effort continues, supported by the MARGINS Office • Assessment results published and posted on the MARGINS Education Resource Pages. A key outcome of this pilot project for the MARGINS Program will be the testing and establishment of a model for community-based initiatives to bring the discoveries of MARGINS multidisciplinary research into geoscience courses and curricula. Expansion of this effort will involve more widely engaging the MARGINS geoscience academic community, through more extensive outreach and faculty development programs managed through the MARGINS Office.

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Bibliography Boyer Commission on Educating Undergraduates in the Research University (1998) Reinventing Undergraduate Education: A Blueprint for America’s Research Universities. State University of New York at Stony Brook (http://naples.cc.sunysb/Pres/boyer.nsf/webform/images/$File/boyer.txt) Committee on Undergraduate Science Education (1997) Science Teaching Reconsidered. Washington, DC., National Academy Press. Dombach, M., M. Knight, and C. Rogers (2004) Teaching seniors through multidisciplinary academies. In Invention and Impact: Building Excellence in Undergraduate Science, Technology, Engineering and Mathematics (STEM) Education, AAAS, Washington, DC, pp 205-208. GeoMapApp data exploration tool (http://www.marine-geo.org/geomapapp/ ) Ireton, M.F., C. A. Manduca, and D.W. Mogk, (1996) Shaping the Future of Undergraduate Earth Science Education: Innovation and change using an Earth System approach. Proceedings of a workshop convened by the American Geophysical Union, 61 p. Iverson, E., S. Fox and C. Manduca (2006). SERC Pop Up Survey Results. Northfield, MN, Science Education Resource Center. http://serc.carleton.edu/files/serc/serc_popup_surv.v2.doc. Macdonald, H., C. Manduca, D. Mogk, and B. Tewksbury (2002) On the Cutting Edge: Professional Development for Geoscience Faculty (http://serc.carleton.edu/NAGTWorkshops/about.html ) Macdonald, H., C. Manduca, D.W. Mogk, and B.J. Tewksbury (2004) On the Cutting Edge: improving learning by enhancing teaching in the geosciences. In Invention and Impact: Building Excellence in Undergraduate Science, Technology, Engineering and Mathematics (STEM) Education, AAAS, Washington, DC, pp 233-240. Macdonald, R. H., C. A. Manduca, D. W. Mogk and B. J. Tewksbury (2005). "Teaching Methods in Undergraduate Geoscience Courses: Results of the 2004 On the Cutting Edge Survey of US Faculty." Journal of Geoscience Education v. 53, pp 237-252. http://www.nagt.org/nagt/jge/abstracts/may05.html#v53p237. Manduca, C., D.W. Mogk, R.H. Macdonald, B.J. Tewksbury, R. Mackay, D. Merritts, and R.Teed (2004) On the Cutting Edge: Web resources helping faculty improve their teaching. Abstract in Invention and Impact: Building Excellence in Undergraduate Science, Technology, Engineering and Mathematics (STEM) Education, AAAS, Washington, DC, p. 316-317. Manduca, C. et al., Teach the Earth: the SERC Portal for Geoscience Faculty (http://serc.carleton.edu/ ) MARGINS Program (http://www.margins.wustl.edu) MARGINS 2004 Science Plan, (http://www.margins.wustl.edu/Publications/SciencePlans/MARGINS_SciencePlans2 004.pdf ) Marine Geocience Data Management Service (MGDMS) http://www.marinegeo.org/margins/index.html . Millar, S, J. Bayard, S. Ehrmann, J. Jungck, F. McMartin and M. Molianro (2000). University of Michigan's Global Change I Course: A Technology-Enhanced,

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Interdisciplinary Learning Environment. Madison, WI: National Institute for Science Education. http://www.wcer.wisc.edu/archive/cl1/ilt/case/michigan/michigan.htm Moore, J. and S. Fitchett (2004) Connecting science to the community at Florida Atlantic University. In Invention and Impact: Building Excellence in Undergraduate Science, Technology, Engineering and Mathematics (STEM) Education, AAAS, Washington, DC, pp 187-192. NSF 97-171, Geoscience Education: A Recommended Strategy. Report of the Geoscience Education Working Group, NSF Directorate of Geosciences, 26 p. NSF-DUE 0089071 – PI: D. Reed: Virtual Voyage - A WWW-based Expedition in Ocean Science Education. DUE Project Information Resource System (PIRS). NSF-DUE 0127310 – PIs: H. Macdonald, C. Manduca, D. Mogk, B. Tewksbury: Collaborative Research: Combining Real and Virtual Professional Development for Current and Future Geoscience Faculty. DUE Project Information Resource System (PIRS). Reed, D.L., 2005, Oceanography Online, http://oceansjsu.com Reed, D., Garfield, N., Locke, J., Anglin, J., Karl, H. and B. Edwards, 2003, Going from lectures to expeditions: Creating a virtual voyage in undergraduate ocean science education, Programs with Abstracts, EGS-AGU-EUG Joint Assembly, Nice, France, Programs with Abstracts, Abstract EAE03-A-14333. Sawada, D., Piburn, M., Falconer, K., Turley, J., Benford, R., Bloor, I., and Judson, E., 2000, Reforemed teaching observation protocol (RTOP) training guide (ACEPT Technical Report No. IN00-2). Tempe, AZ: Arizona Collaborative for Excellence in the Preparation of Teachers. References from Results of Previous NSF Educational Support: Cathryn Manduca (Selected) Macdonald, R.H., C.A. Manduca, D.W. Mogk, and B.J. Tewksbury (2005) Teaching methods in undergraduate geoscience courses: results of the 2004 On the Cutting Edge survey of U.S. faculty. Journal of Geoscience Education, v. 53, 237-252. Macdonald, H., C. Manduca, D.W. Mogk, and B.J. Tewksbury (2004) On the Cutting Edge: improving learning by enhancing teaching in the geosciences. In Invention and Impact: Building Excellence in Undergraduate Science, Technology, Engineering and Mathematics (STEM) Education, AAAS, Washington, DC, pp 233-240. Macdonald, H., C. Manduca, D. Mogk, and B. Tewksbury, On the Cutting Edge: Professional Development for Geoscience Faculty (http://serc.carleton.edu/NAGTWorkshops/about.html ) Manduca, C. et al., Teach the Earth: the SERC Portal for Geoscience Faculty (http://serc.carleton.edu/ ) Manduca, C. et al., Starting Point: Teaching Entry Level Geoscience. (http://serc.carleton.edu/introgeo/ ).

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Don Reed: Reed, D.L. 2001, COSEE-An opportunity to bridge the undergraduate research and education communities: Current: The Journal of Marine Education: v. 17, p. 38-42 Reed, L., 2001, A transforming experience: Going online in a large enrollment oceanography course, Abstracts with Programs Geological Society of America Annual Meeting, Boston, MA, v. 33, p. A-350. Reed, D L , 2002, An Assessment of Student Learning in an Online Oceanography Course: Five Years After Implementation: EOS Trans. AGU, 83 (47), Fall Meet. Suppl., Abstract ED11B-0043. Reed, D.L., 2003, Rethinking the role of university faculty by providing access to science education online, 2003 AAAS Pacific Division Meeting, Programs with Abstracts, v. 22, pt. 1, p. 77. Reed, D., 2003, Strategies for assessing learning outcomes in an online oceanography course: Eos Trans. AGU, 84(46), Fall Meet. Suppl., Abstract ED22F-06. Reed, D.L., and Anglin, J., 2005, Visualizing the Bay: Bringing a Research Experience into a High Enrollment Online Oceanography Course: Eos Trans. AGU, 86(52), Fall Meet. Suppl., Abstract ED13A-1138. Reed, D.L., 2005, Oceanography Online, http://oceansjsu.com Jeff Ryan: Berger, S, Cochrane, D., Simons, K. Savov I., J.G. Ryan, and V.L Peterson (2001) Insights from rare earth elements into the genesis of the Buck Creek Complex and other Blue Ridge ultramafic bodies. Southeastern Geology, 40, p. 201-212. Peterson, VL, J.G. Ryan, SP Yurkovich, SE Kruse and J. Burr A collaborative fieldlaboratory summer Research Experiences for Undergraduates (REU) program in geosciences. CUR Quarterly, Sept. 2003, p. 5-9. Lang, H., Lee, A., Peterson, V. and J.G. Ryan (2004) Coexisting clinpyroxene/spinel and amphibole/spinel symplectites in metatroctolites from the Buck Creek ultramafic body, North Carolina Blue Ridge, USA. American Mineralogist, v. 89, pp. 20-30. Ryan, J.G., S.P. Yurkovich, V.L. Peterson, J. Burr, S. Kruse, and the 2001 REU Site Program Participants. (2005) Geology and petrogenesis of mafic and ultramafic rocks of the Willets-Addie area, Central Blue Ridge, NC. Field Trip Guide, 2005 Carolinas Geological Society Annual Meeting and Field Trip, pp. 90-99. Swanson, S., L. Raymond, R. Warner, J.G. Ryan, S. P. Yurkovich, V.L. Peterson (2005) Petrotectonics of mafic and ultramafic rocks in Blue Ridge terranes of western North Carolina and northern Georgia. Field Trip Guide, 2005 Carolinas Geological Society Annual Meeting and Field Trip, pp. 71-89. Peterson, V.L., J.G. Ryan, S.P. Yurkovich, J. Burr, S. Kruse, et al (2006) The petrogenesis and tectonic implications of Blue Ridge mafic-ultramafic rocks: the Buck Creek and Carroll Knob complexes, and rocks of the Addie-Willets region. Geological Society of America Southeastern Section Meeting Field Trip Guidebook.

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Curriculum Vitae GEOFFREY A. ABERS Earth Sciences, 685 Commonwealth Av. Phone: (617) 353-2616 Fax: (617) 353-3290 Boston University e-mail: [email protected] Boston, MA 02215 USA a. Professional Preparation Brown University, Providence, RI, Sc.B. magna cum laude, Geology-Physics/Mathematics

1983

Massachusetts Institute of Technology, Cambridge, MA, Ph.D., Geophysics

1989

b. Appointments Boston University, Boston MA Associate Chairman, Department of Earth Sciences Professor of Earth Sciences Associate Professor of Earth Sciences

Université Joseph Fourier, Grenoble France

200020041999-2004

summer 2002

Visiting Research Professor, LGIT

University of Kansas, Lawrence, KS Assistant Professor, Department of Geology

1994-1999

Lamont-Doherty Earth Observatory, Palisades, NY Adjunct Assoc. Research Scientist Associate Research Scientist Post Doctoral Research Scientist in Seismology

1994-2002 1991-1994 1989-1991

City College, City Univ. of New York, Adjunct Lecturer, Dept. Earth Planetary Sci.

1992

c. Ten Representative Publications (underlined: students) Ferris, A.F.,, G.A. Abers, B. Zelt, S. Roecker, Crustal structure across the transition from rifting to spreading: the Woodlark rift system of Papua New Guinea, Geophys. J. Int, in press, 2006. Syracuse, E. and G.A. Abers, Global compilation of variations in slab depth beneath arc volcanoes and implications, Geochem. Geophys. Geosyst., in press, 2006. Abers, G.A., P.E. van Keken, E.A. Kneller, A. Ferris, and J.C. Stachnik, The thermal structure of subduction zones constrained by seismic imaging: implications for slab dehydration and wedge flow, Earth Planet. Sci. Lett., 241, 387-397, 2006. Ferris, A., G.A. Abers, D.H. Christensen and E. Veenstra, High resolution image of the subducted Pacific (?) plate beneath central Alaska, 50-150 km depth, Earth Planet. Sci. Lett., 214, 575-588, 2003. Hacker, B.R., G. A. Abers, and S.M. Peacock, Subduction Factory 1. Theoretical mineralogy, density, seismic wave speeds, and H2O content, J. Geophys. Res., 108(B1), 2029, doi:10.1029/2001JB001127, 2003. Ekström, G., M. Nettles and G.A. Abers, Glacial Earthquakes, Science, 302, 622-624, 2003. Stachnik, J.C., Abers, G.A., and D. Christensen, Seismic attenuation and mantle temperature in the Alaska subduction zone, J. Geophys. Res., 109, B10304, doi:10.1029/2004JB003018, 2004. Abers, G.A., A. Ferris, M. Craig, H. Davies, A.L. Lerner-Lam, J.C. Mutter and B. Taylor, Mantle compensation of a region of active metamorphic core complexes, Woodlark Rift, Papua New Guinea, Nature, 418, 862-865, 2002. Abers, G.A., Hydrated subducted crust at 100-250 km depth, Earth and Planet. Sci. Lett., 176, 323-330, 2000. Abers, G.A., Possible seismogenic shallow-dipping normal faults in the Woodlark-D'Entrecasteaux extensional province, Papua New Guinea, Geology, 19, 1205-1208, 1991.

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d. 5 examples of Synergistic Activities Associate Editor, Journal of Geophysical Research – Solid Earth

1995-98, 2003-6

MARGINS Steering Committee

2003-

Panelist, NSF Antarctic Geology & Geophysics funding panel

2005

PASSCAL Standing Committee, Incorp. Res. Inst. Seismology

2000-2002

Fellow, Geological Society of America

elected 2001

e. Collaborations and other affiliations (i) Collaborators, last 48 mo. (not counting students below) D. Christensen, M. Craig, K. Creager, H. Davies, D. Eberhart-Phillips, K. Fischer, J. Floyd, G. Ekström, G. Hirth, J. Gephart, V. Gonzales, B. Hacker, R. Hansen, A. Lerner-Lam, J. Mutter, M. Nettles, T. Niemi, S. Peacock, M. Protti, S. Rondenay, P. van Keken, E. Veenstra, W. Strauch, B. Taylor, B. Zelt. (ii) Graduate and Post-doctoral advisors PhD Advisors: R. McCaffrey and P. Molnar Post-Doctoral Advisor: K. Jacob Thesis and Post-doctoral Sponsor – Graduate Students Supervised Lamont: E. Triep, X. Hu Kansas: G. Sarker, Z. Yu, B. Schlotterbeck, A. Ferris Boston: A. Ferris, J. Stachnik, G. Rossi, E. Syracuse, L. Auger

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BIOGRAPHICAL SKETCH Jeffrey G. Ryan Department of Geology, University of South Florida 4202 East Fowler Ave. Tampa, Florida 33620 Phone: (813) 974-1598 FAX: (813) 974-2654 Email: [email protected] Personal Data: Born: Home Address: Education: 1978-1983: 1983-1989:

October 26, 1960, New York, N.Y. U.S. Citizen 10025 Montague St., Tampa, FL 33626 B.S. (Summa Cum Laude), Geology, Western Carolina University M.A., M. Phil., Ph.D., Columbia University. Thesis Title: The Systematics of Lithium, Beryllium and Boron in Young Volcanic Rocks. Advisor: C.H. Langmuir

Scholarships and Awards: 1991 Post-Doctoral Fellowship, Department of Terrestrial Magnetism, CIW 1995 Teaching Incentive Program Award, University of South Florida 1997 Outstanding Undergraduate Teaching Award, University of South Florida 1999 CASE Florida Professor of the Year. 2000 Phi Kappa Phi Artist/Scholar Award, University of South Florida 2003 USF President’s Award for Faculty Excellence Professional History: 1989-1991: Postdoctoral Fellow, Department of Terrestrial Magnetism, Washington, DC. 1991-1996: Assistant Professor, Department of Geology, University of South Florida 1996-2002 Associate Professor, Department of Geology, University of South Florida 2000-2001 Interim Chair, Department of Geology, University of South Florida 2002-Present Professor, Department of Geology, University of South Florida 2003-2005 Program Director, EHR/DUE, National Science Foundation 2004-Present Visiting Professor, Department of Geology, Univ. Maryland 2005-Present Assistant Chair, Department of Geology, University of South Florida Recent National Science Foundation Grants Received: The role of the Slab and the Mantle in Volcanic Arc Petrogenesis: A B-Be-Li and Li Isotope Study of Off-Axis Arc Centers in Mexico and Central America. $147,567 (Current) Collaborative Research: REU: An integrated field-laboratory experience for undergraduates: constraints on the evolution of Southern Blue Ridge mafic-ultramafic massifs. $83,585, 1/10/00-3/31/02 The Search for Subducted Components in the Mantle: a Boron and Lithium isotope, and Fluid-Mobile Element study of Mount Erebus. $39,640 1/1/00-6/30/01 (Current) The role of the Forearc in Subduction Zone Chemical Cycling: Elemental and Isotopic Signatures of Forearc Serpentinites, ODP Leg 125 $95,163. 8/15/99; REU Supplement $4925 4/1/00 (Current) Collaborative Research: REU: A combined field-laboratory experience for undergraduates: constraints on the tectonic evolution of ultramafic massifs in the southern Blue Ridge. $98,560 4/1/97-3/31/99 Professional Activities: Geoscience Councilor, Council on Undergraduate Research, 2001-Present; Geoscience Council Chair, 6/2006Member, MARGINS Program Steering Committee, 2005-Present; Member of MARGINS E&O Advisory Committee Councilor, Geological Society of Washington, 2003-2005 Member of: Geological Society of America, American Geophysical Union, Mineralogical Society of America, Meteoritical Society, Geological Society of Washington, Sigma Xi, American Institute of Professional Geologists, National Science Teachers Association, National Association of Geoscience Teachers Review Panelist for seven different NSF GEO/EAR and EHR/DUE funding programs Proposal Reviewer for NSF, NSERC, ACS, and CUNY grant programs; paper reviewer for multiple journals Five Relevant Publications (students in boldface; Undergraduates in Italics):

NSF FORM 1362 (1/94)

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BIOGRAPHICAL SKETCH Peterson, V., J.G. Ryan, S. P. Yurkovich, J. Burr, S. Kruse, and the Participants of the 1997-2001 Blue Ridge REU Site Program (2006) The Petrogenesis and Tectonic Implications of Blue Ridge Mafic-Ultramafic Rocks: The Buck Creek and Carroll Knob complexes, and rocks of the Addie-Willets region. 2006 GSA Southeastern Section Field Trips guidebook, pp. . Ryan, J.G., S.P. Yurkovich, V.L. Peterson, J. Burr, S. Kruse, and the 2001 REU Site Program Participants. (2005) Geology and petrogenesis of mafic and ultramafic rocks of the Willets-Addie area, Central Blue Ridge, NC. In Hatcher, R.D. and Merschatt, A.J (eds.) Blue Ridge Geology Geotraverse East of the Great Smoky Mountains National Park, Western North Carolina. Guidebook of the 2005 Carolina Geological Society annual field trip, pp. 91-98. Lang, H., Lee, A., Peterson, V. and J.G. Ryan (2004) Coexisting clinpyroxene/spinel and amphibole/spinel symplectites in metatroctolites from the Buck Creek ultramafic body, North Carolina Blue Ridge, USA. American Mineralogist, v. 89, pp. 20-30. Peterson, VL, J.G. Ryan, SP Yurkovich, SE Kruse and J. Burr A collaborative field-laboratory summer Research Experiences for Undergraduates (REU) program in geosciences. CUR Quarterly, Sept. 2003, p. 5-9. Berger, S, Cochrane, D., Simons, K. Savov I., J.G. Ryan, and V.L Peterson (2001) Insights from rare earth elements into the genesis of the Buck Creek Complex and other Blue Ridge ultramafic bodies. Southeastern Geology, 40, p. 201-212. Five other Publications (students in boldface; undergraduates in Italics) Savov, I.P., Ryan, J.G., Kelley, K. and Mattie, P.D. (2005) Geochemistry of serpentinites from the Mariana ForearcConical Seamount, ODP Leg 125: describing fluid-mediated slab additions. Geochemistry, Geophysics, Geosystems, 6, Q04J15 DOI10.1029/2004GC000777. Savov, I.P., S. Guggino, J.G. Ryan, P. Fryer, and M. Mottl, (2005) Geochemistry of serpentine muds and metamorphic rocks from the Mariana Forearc, ODP Sites 1200 and 778 -779, S.Chamorro and Conical seamounts. Proceedings of the Ocean Drilling Program, Scientific Results, 195, MS 195SR-103 (www-odp.tamu.edu/publications/195_SR/ 103/103.htm). Benton, L., J.G. Ryan, and I. Savov (2004) Lithium abundance and isotope systematics of forearc serpentinites, Conical Seamount, Mariana forearc: Insights into the mechanisms of slab/mantle exchange during subduction. Geochemistry, Geophysics, Geosystems, v. 5, 10.1029/2004GC000708. Ryan, J.G. and Kyle, P.R. (2004) Lithium and lithium isotope variations in intraplate mantle sources: insights from McMurdo Group lavas (Mt. Erebus) and other intraplate volcanic rocks. Chemical Geology, v. 212, pp 125-142. Ryan, J.G. (2002) The trace-element behavior of beryllium in terrestrial materials. In Grew. E. ed.: Beryllium: Mineralogy and Geochemistry: Reviews of Mineralogy and Geochemistry , vol. 50, pp. 121-145 List of Collaborators: Dr. Julie Morris, Washington Univ. Dr. Steve Shirey, DTM Dr. Bill McDonough, Univ. Maryland Dr. Gray Bebout, Lehigh Univ. Dr. Sonia Tornarini, CNR-Pisa Dr. Ivan Savov, DTM Dr. Samuele Agostini, CNR-Pisa

Dr. Virginia Peterson, Grand Valley State U. Dr. Philip Kyle, New Mexico Tech Dr. Roberta Rudnick, Univ. Maryland Dr. Bill Miller, Univ. North Carolina at Asheville Dr. Steven Yurkovich, WCU Dr. Jim Luhr, NMNH, Smithsonian Inst. Dr. Jim Walker, Northern Illinois Univ.

Academic Advisors: Dr. Charles Langmuir, Columbia University Dr. Julie Morris, Washington Univ.(Postdoctoral) Recent Advisees: Eric Tenthorey (MS: now Australian National Univ.) Ivan Savov (Ph.D.: now Dept. Terrestrial Magnetism) Livio Tornabene (MS: now Univ. Tennessee at Knoxville) Kyla Simons (REU participant - now Columbia Univ.)

NSF FORM 1362 (1/94)

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Biographical Sketch Cathryn Allen Manduca Science Education Resource Center, Carleton College One North College Street, Northfield, MN 55057 Office phone: 507.646.4425 Email: [email protected] Professional Preparation Williams College California Institute of Technology California Institute of Technology Appointments 2002 1999-2001 1994-2000 1995-1997 1994 1992-2001 1989-1992

Geology Geology Geology

B.A., 1980 M.S., 1982 Ph.D., 1988

Director, Science Education Resource Center DLESE Outreach Coordinator Coordinator, Keck Geology Consortium Asst. Prof. of Science at Rochester Community College Asst. Prof. of Physics at St. Olaf College Research Associate in Geology at Carleton College Asst. Prof. of Geology at Carleton College

Publications Publications related to this project Manduca, C.A., Macdonald, R.H., Mogk, D., Tewksbury, B. 2004. On the Cutting Edge: Leadership development in the geosciences, published in Project Kaleidoscope Volume IV: What works, what matters, what lasts. July 23 issue: The work of disciplinary societies in identifying and nurturing faculty leaders [available online at http://pkal.org/template2.cfm?c_id=1364]. Macdonald, R.H., Manduca, C.A., Mogk, D., Tewksbury, B. 2005. On the Cutting Edge: Improving Learning by Enhancing Teaching in the Geosciences, in Invention and Impact: Building Excellence in Undergraduate STEM Education, AAAS p 233-240. Manduca, C.A., Iverson, E.R., Fox, S.P., McMartin, F. 2005. Motivating and Supporting Faculty Use of Educational Digital Libraries: An Example from the Geosciences, D-Lib. V11 (5) [available on line at http://dlib.org/dlib/may05/fox/05fox.html]. Manduca, CA., Mogk, D.W., and Stillings, N. 2003. Bringing Research on Learning to the Geosciences. Final report from Carleton College to the National Science Foundation, Grant # 0213165 [available online at http://serc.carleton.edu/research_on_learning/index.html]. Fox, S., Manduca, C.A., Iverson, E. 2005. Building Educational Portals atop Digital Libraries, D-Lib, vol 11(1) [available online at http://www.dlib.org/dlib/january05/fox/01fox.html]. Other publications Hancock, G. and C.A. Manduca 2005. Developing Quantitative Skills Activities for Geoscience Students, EOS, 86(39), p. 355. Macdonald, R.H., Manduca, C.A., Mogk, D. Tewksbury, B. 2005, Teaching Methods in Undergraduate Geoscience Courses: Results of the 2004 On the Cutting Edge Survey of U.S. Faculty, Journal of Geoscience Education, v53, n. 3, p. 237-252. Manduca, C.A., Mogk, D.W. 2003. Using Data in Undergraduate Science Classroom, Report from Carleton College to the National Science Foundation, Grant #0127298 [available online at http://serc.carleton.edu/usingdata].

Biographical Sketch – Cathryn Manduca

TPI 6585065

Manduca, C.A., Mogk, D.W. 2000. The Digital Library for Earth System Education: A Community Plan, Final report from the University of Oklahoma to the National Science Foundation, Grant #99-06648, 44 pp. [available online at http://www.dlese.org/documents/plans/index.html]. Manduca, C.A., 1997, Undergraduates Learning Science Through Research - The Keck Geology Consortium Undergraduate Research Program: Geotimes, v. 42, no. 10, p. 27-30. Synergistic Activities 1. Co-convenor of national geoscience education workshops and co-editor of proceedings including: Building Strong Geoscience Departments (2005), Developing Quantitative Activities for Upper Division Geoscience Students (2004, 2005); Understanding What Our Students are Learning: Observing and Assessing (2005); Building Strong Geoscience Departments (2005); Teaching Geoscience with Visualizations (2004); Designing Effective Web-based Learning Resources (2003); Bringing Research on Learning to the Geosciences (2002); Teaching Quantitative Skills in a Geoscience Context (2002); Earth System Education Partnerships with Research Institutions (2001); Portal to the Future: A Digital Library for Earth System Education (1999); Spheres of InfluenceShaping the Future of Earth System Science Education (1996). 2. Organization of workshops and sessions at professional society meetings including: Global Geoscience Education and Outreach: The World's Best Practices in Earth and Space Science Education (AGU, 2005);Teaching in the Field, Building Strong Geoscience Departments: Examples that Work (AGU,

Fall 2003; GSA, Fall 2004); Using Data to Teach Earth Processes: An Illustrated Community Discussion (GSA, Fall 2003); Towards a Better Understanding of the Complicated Earth: Insights from Geologic Research, Education, and Cognitive Science (GSA, Fall 2002); Enhancing Diversity in the Geosciences (AGU, Spring 2000); 3. Professional Society activities: National Association of Geoscience Teachers: Distinguished Lecturer (2000-2001), National Officer (2001-2005), President (2003), Webmaster (2004- ). American Geophysical Union: Excellence in Geophysical Education Prize (2004), Committee on Education and Human Resources (1998-2002, Chair 2004- ). Project Kaleidoscope: Networking Advisory Board (2002-2004), Sigma Xi: Education Advisory Council (1997-2001), Education Committee (2004- ) Executive Committee (2000-2001, 1997-1998), Long Range Planning Committee (1996-1999). American Institute of Physics: Advisory Committee on Physics Education (2006-) 4. NSDL and DLESE Committees: DLESE Data Access Working Group (2000- ); NSDL Community and Services Standing Committee (2002- ); NSDL Coordinating Committee, Chair (2000-2001); DLESE Steering Committee, Chair (1999-2001), DLESE Annual Meeting, Program Chair (2001). Collaborators & Other Affiliations Scott Bair (Ohio State University), Dan Barstow,(TERC), Paul Bierman (University of Vermont), LuAnn Dahlman (TERC), Geoff Feiss (College of William and Mary), Dave Fulker (UCAR), Mark Franzek (Central Michigan University), Catherine Gautier (University of California, Santa Barbara), Laura Guertin (Pennsylvania State University, Delaware County), Michelle Hall (Science Education Solutions), Roberta Johnson (UCAR), Tamara Ledley (TERC), Scott Linneman (Westtern Washington University), Heather Macdonald (College of William and Mary), Mary Marlino (UCAR), Christine Massey (University of Vermont), Flora McMartin (University of California, Berkeley), Dorothy Merritts (Franklin & Marshall College), Mark McCaffery (CIRES), Bob MacKay (Clark College), Dave Mogk (Montana State University), Brandon Muramatsu (Utah State University), Randall Richardson (University of Arizona), Martin Ruzek (USRA), Sam Patterson and Mary Savina (Carleton College), Robyn Wright-Dunbar (Stanford University) Jill Schneiderman (Vassar College), David Simpson (IRIS), Bill Slattery (Wright State), Jim Slotta (University of California, Berkeley), John Snow (University of Oklahoma), Neil Stillings (Hampshire College), Tamara Sumner (University of Colorado), Rebecca Teed (Wright State University),

Biographical Sketch –Cathryn Manduca

TPI 6585065

Barbara Tversky (Stanford University), Basil Tikoff (University of Wisconsin), Barb Tewksbury (Hamilton College), Brian Welch (St. Olaf),. Graduate Advisors: Leon T. Silver and Hugh P. Taylor, California Institute of Technology Thesis Advisor and Postgraduate-Scholar Sponsor: Rebecca Teed, Suzanne Savanic, Heather Rissler

Biographical Sketch –Cathryn Manduca

TPI 6585065

NAME:

Donald. Reed, Dept. of Geology San Jose State University 1 Washington Square, San Jose, CA 95192-0102

BIRTH: CITIZENSHIP:

May 1, 1954, Long Beach, California U.S.

PROFESSIONAL PREPARATION: UC Santa Cruz Earth Science B.S. 1977 UC San Diego Scripps Institution of Oceanography ES Ph.D. 1985 APPOINTMENTS: 2000-Present 1994-2000 1991-1994 1987-1991 1985-1987

Professor, SJSU Department of Geology Associate Professor, SJSU Department of Geology Assistant Professor, SJSU Department of Geology Assistant Research Marine Geophysicist and Lecturer, Institute of Marine Sciences, UC Santa Cruz Postgraduate Research Geologist, UC Santa Cruz

FIVE MOST RELEVENT PUBLICATIONS Reed, D.L., 2002, Reflections on the Big Picture Following a Five-year Online Voyage: Teacher Scholar: SJSU Center for Faculty Development and Support, Spring 2002, p. 3-4. Bossard, E.G., Colman, S., Hobbs, J., Keck, K., Reed, D., Roemer, D., Taketa, R., and D. Zheng, 2002, Using the Internet to Envision Neighborhoods with Transit-Oriented Development Potential: Norman Y. Mineta International Institute for Surface Transportation Policy Studies, Report 01-15, 146 p. Reed, D.L. 2001, COSEE-An opportunity to bridge the undergraduate research and education communities: Current; The Journal of Marine Education: v. 17, p. 38-42. McManus, D.A., Walker, S.H., Cuker, B., Goodnight, P., Humpheris, S., Keener-Chavis, P., Reed, D., Robigou, V. and J.R. Schubel, 2000, Center for Ocean Sciences Education Excellence (COSEE), Report of Workshop Sponsored by the National Science Foundation, eds: D.A. McManus and S.H. Walker, 69 p. Reed, D.L., 1998, Riding a tsunami in ocean science education, Computers and Geosciences, v. 24, 699-706. FIVE OTHER SIGNIFICANT PUBLICATIONS Chi, W.C., Reed, D.L., Moore, G.F., Liu, C.-S., and N. Lundberg, 2003, Tectonic wedging along the rear of the offshore Taiwan accretionary prism: Tectonophysics, v. 23, p. 199-217. Sibuet J.-C., Hsu S.-K., Le Pichon X., Le Formal J.-P., Reed D., Moore G.and Liu C.-S, 2002. East Asia plate tectonics since 15 Ma : constraints from the Taiwan region, Tectonophysics: v. 344, p. 103-134. Biosketch: Reed - 1 TPI 6585364

Orange, D.L., Greene, H.G., Reed, D.L., Martin, J.B, McHugh, C.M., Ryan, W.B.F., Maher, N., Stakes, D., and J. Barry, 1999, Widespread fluid expulsion on a translational continental margin: Mud volcanoes, fault zones, headless canyons, and aquifers in Monterey Bay, California: Geological Society of America Bulletin, Geological Society of America Bulletin v. 111, p. 992-1009. Chi, W.C., D.L. Reed, C.-S. Liu and N. Lundberg, 1998, Distribution of the bottomsimulating reflector in the offshore Taiwan collision zone. Terrestrial, Atmospheric and Oceanic Sciences, 9(4), 779-794. Reed, D.L., 1996, Seismic Risk of the Offshore San Gregorio-Hosgri Fault Between Monterey and San Francisco, California Sea Grant Biennial Report of Completed Projects 1992-94, p. 24-30. SYNERGISTIC ACTIVITIES: Member of NSF-MARGINS Steering Committee Member of NSF-MARGINS Education and Outreach Committee Member of Organizing Committee for 2000 Center for Ocean Sciences Education Excellence (COSEE) Workshop Past Faculty-in-Residence at SJSU Center for Faculty Development and Support Facilitator for at IODP Education Workshop PRIMARY RESEARCH INTERESTS Use of the WWW in Undergraduate Teaching & Learning in the Ocean Sciences Tectonics of Convergent Plate Boundaries with Emphasis on Arc-Continent Collisions AWARDS:

Outstanding Science Education Paper on the Scholarship of Teaching & Learning, San Jose State University (1998) WWW Site Award – BRIDGE (1998) WWW Site of the Month (June 1998) – The Virtual Professor

PROFESSIONAL SOCIETIES: American Geophysical Union Geological Society of America National Marine Educators Association OTHER RECENT COLLABORATORS: James Locke ................................................. College of Marin Newell Garfield ............................................ San Francisco State University Neil Lundberg ............................................... Florida State University Karen Grove……………………………….. San Francisco State University Gregory F. Moore………………………… University of Hawaii Kirk McIntosh ............................................... University of Texas at Austin Yosio Nakamura…………………………… University of Texas at Austin ADVISOR INFORMATION: Ph.D. Advisor........

Prof. Eli Silver University of California at Santa Cruz Joseph R. Curray University of California at San Diego Biosketch: Reed - 2 TPI 6585364

SUMMARY YEAR 1 PROPOSAL BUDGET

FOR NSF USE ONLY PROPOSAL NO. DURATION (months) Proposed Granted AWARD NO.

ORGANIZATION

Boston University PRINCIPAL INVESTIGATOR / PROJECT DIRECTOR

Geoffrey A Abers A. SENIOR PERSONNEL: PI/PD, Co-PI’s, Faculty and Other Senior Associates (List each separately with title, A.7. show number in brackets)

NSF Funded Person-months

CAL

ACAD

1. Geoffrey A Abers - Professor 0.00 0.00 2. Jeffrey G Ryan - none 0.00 0.00 3. 4. 5. 6. ( 0 ) OTHERS (LIST INDIVIDUALLY ON BUDGET JUSTIFICATION PAGE) 0.00 0.00 7. ( 2 ) TOTAL SENIOR PERSONNEL (1 - 6) 0.00 0.00 B. OTHER PERSONNEL (SHOW NUMBERS IN BRACKETS) 1. ( 0 ) POST DOCTORAL ASSOCIATES 0.00 0.00 2. ( 0 ) OTHER PROFESSIONALS (TECHNICIAN, PROGRAMMER, ETC.) 0.00 0.00 3. ( 0 ) GRADUATE STUDENTS 4. ( 0 ) UNDERGRADUATE STUDENTS 5. ( 0 ) SECRETARIAL - CLERICAL (IF CHARGED DIRECTLY) 6. ( 0 ) OTHER TOTAL SALARIES AND WAGES (A + B) C. FRINGE BENEFITS (IF CHARGED AS DIRECT COSTS) TOTAL SALARIES, WAGES AND FRINGE BENEFITS (A + B + C) D. EQUIPMENT (LIST ITEM AND DOLLAR AMOUNT FOR EACH ITEM EXCEEDING $5,000.)

TOTAL EQUIPMENT E. TRAVEL 1. DOMESTIC (INCL. CANADA, MEXICO AND U.S. POSSESSIONS) 2. FOREIGN

F. PARTICIPANT SUPPORT COSTS 8,000 1. STIPENDS $ 6,000 2. TRAVEL 2,000 3. SUBSISTENCE 0 4. OTHER TOTAL NUMBER OF PARTICIPANTS ( 10 ) G. OTHER DIRECT COSTS 1. MATERIALS AND SUPPLIES 2. PUBLICATION COSTS/DOCUMENTATION/DISSEMINATION 3. CONSULTANT SERVICES 4. COMPUTER SERVICES 5. SUBAWARDS 6. OTHER TOTAL OTHER DIRECT COSTS H. TOTAL DIRECT COSTS (A THROUGH G) I. INDIRECT COSTS (F&A)(SPECIFY RATE AND BASE)

TOTAL PARTICIPANT COSTS

SUMR

Funds Requested By proposer

Funds granted by NSF (if different)

0.25 $ 0.00

2,441 $ 0

0.00 0.25

0 2,441

0.00 0.00

0 0 0 0 0 0 2,441 610 3,051

0 0 0

16,000 250 0 0 0 10,150 1,750 12,150 31,201

Instruction and Training (Rate: 56.0000, Base: 15201) TOTAL INDIRECT COSTS (F&A) 8,513 J. TOTAL DIRECT AND INDIRECT COSTS (H + I) 39,714 K. RESIDUAL FUNDS (IF FOR FURTHER SUPPORT OF CURRENT PROJECTS SEE GPG II.C.6.j.) 0 L. AMOUNT OF THIS REQUEST (J) OR (J MINUS K) $ 39,714 $ M. COST SHARING PROPOSED LEVEL $ AGREED LEVEL IF DIFFERENT $ 0 PI/PD NAME FOR NSF USE ONLY INDIRECT COST RATE VERIFICATION Geoffrey A Abers Date Checked Date Of Rate Sheet Initials - ORG ORG. REP. NAME* 1 *ELECTRONIC SIGNATURES REQUIRED FOR REVISED BUDGET

TPI 6583751



ORGANIZATION




CAL

ACAD

1. Geoffrey A Abers - Professor 0.00 0.00 2. Jeffrey G Ryan - none 0.00 0.00 3. 4. 5. 6. ( 0 ) OTHERS (LIST INDIVIDUALLY ON BUDGET JUSTIFICATION PAGE) 0.00 0.00 7. ( 2 ) TOTAL SENIOR PERSONNEL (1 - 6) 0.00 0.00 B. OTHER PERSONNEL (SHOW NUMBERS IN BRACKETS) 1. ( 0 ) POST DOCTORAL ASSOCIATES 0.00 0.00 2. ( 0 ) OTHER PROFESSIONALS (TECHNICIAN, PROGRAMMER, ETC.) 0.00 0.00 3. ( 0 ) GRADUATE STUDENTS 4. ( 0 ) UNDERGRADUATE STUDENTS 5. ( 0 ) SECRETARIAL - CLERICAL (IF CHARGED DIRECTLY) 6. ( 0 ) OTHER TOTAL SALARIES AND WAGES (A + B) C. FRINGE BENEFITS (IF CHARGED AS DIRECT COSTS) TOTAL SALARIES, WAGES AND FRINGE BENEFITS (A + B + C) D. EQUIPMENT (LIST ITEM AND DOLLAR AMOUNT FOR EACH ITEM EXCEEDING $5,000.)


F. PARTICIPANT SUPPORT COSTS 0 1. STIPENDS $ 0 2. TRAVEL 0 3. SUBSISTENCE 0 4. OTHER TOTAL NUMBER OF PARTICIPANTS ( 0) G. OTHER DIRECT COSTS 1. MATERIALS AND SUPPLIES 2. PUBLICATION COSTS/DOCUMENTATION/DISSEMINATION 3. CONSULTANT SERVICES 4. COMPUTER SERVICES 5. SUBAWARDS 6. OTHER TOTAL OTHER DIRECT COSTS H. TOTAL DIRECT COSTS (A THROUGH G) I. INDIRECT COSTS (F&A)(SPECIFY RATE AND BASE)


SUMR



0.00 $ 0.00

0 $ 0

0.00 0.00

0 0

0.00 0.00

0 0 0 0 0 0 0 0 0

0 0 0

0 0 1,000 0 0 8,670 0 9,670 9,670

Instruction and Training (Rate: 56.0000, Base: 9670) TOTAL INDIRECT COSTS (F&A) 5,415 J. TOTAL DIRECT AND INDIRECT COSTS (H + I) 15,085 K. RESIDUAL FUNDS (IF FOR FURTHER SUPPORT OF CURRENT PROJECTS SEE GPG II.C.6.j.) 0 L. AMOUNT OF THIS REQUEST (J) OR (J MINUS K) $ 15,085 $ M. COST SHARING PROPOSED LEVEL $ AGREED LEVEL IF DIFFERENT $ 0 PI/PD NAME FOR NSF USE ONLY INDIRECT COST RATE VERIFICATION Geoffrey A Abers Date Checked Date Of Rate Sheet Initials - ORG ORG. REP. NAME* 2 *ELECTRONIC SIGNATURES REQUIRED FOR REVISED BUDGET

TPI 6583751

SUMMARY Cumulative FOR NSF USE ONLY PROPOSAL BUDGET ORGANIZATION

PROPOSAL NO.


DURATION (months) Proposed Granted

AWARD NO.



CAL

ACAD

1. Geoffrey A Abers - Professor 0.00 0.00 2. Jeffrey G Ryan - none 0.00 0.00 3. 4. 5. 6. ( ) OTHERS (LIST INDIVIDUALLY ON BUDGET JUSTIFICATION PAGE) 0.00 0.00 7. ( 2 ) TOTAL SENIOR PERSONNEL (1 - 6) 0.00 0.00 B. OTHER PERSONNEL (SHOW NUMBERS IN BRACKETS) 1. ( 0 ) POST DOCTORAL ASSOCIATES 0.00 0.00 2. ( 0 ) OTHER PROFESSIONALS (TECHNICIAN, PROGRAMMER, ETC.) 0.00 0.00 3. ( 0 ) GRADUATE STUDENTS 4. ( 0 ) UNDERGRADUATE STUDENTS 5. ( 0 ) SECRETARIAL - CLERICAL (IF CHARGED DIRECTLY) 6. ( 0 ) OTHER TOTAL SALARIES AND WAGES (A + B) C. FRINGE BENEFITS (IF CHARGED AS DIRECT COSTS) TOTAL SALARIES, WAGES AND FRINGE BENEFITS (A + B + C) D. EQUIPMENT (LIST ITEM AND DOLLAR AMOUNT FOR EACH ITEM EXCEEDING $5,000.)


F. PARTICIPANT SUPPORT COSTS 8,000 1. STIPENDS $ 6,000 2. TRAVEL 2,000 3. SUBSISTENCE 0 4. OTHER TOTAL NUMBER OF PARTICIPANTS ( 10 ) G. OTHER DIRECT COSTS 1. MATERIALS AND SUPPLIES 2. PUBLICATION COSTS/DOCUMENTATION/DISSEMINATION 3. CONSULTANT SERVICES 4. COMPUTER SERVICES 5. SUBAWARDS 6. OTHER TOTAL OTHER DIRECT COSTS H. TOTAL DIRECT COSTS (A THROUGH G) I. INDIRECT COSTS (F&A)(SPECIFY RATE AND BASE)


SUMR



0.25 $ 0.00

2,441 $ 0

0.00 0.25

0 2,441

0.00 0.00

0 0 0 0 0 0 2,441 610 3,051

0 0 0

16,000 250 1,000 0 0 18,820 1,750 21,820 40,871

TOTAL INDIRECT COSTS (F&A) 13,928 J. TOTAL DIRECT AND INDIRECT COSTS (H + I) 54,799 K. RESIDUAL FUNDS (IF FOR FURTHER SUPPORT OF CURRENT PROJECTS SEE GPG II.C.6.j.) 0 L. AMOUNT OF THIS REQUEST (J) OR (J MINUS K) $ 54,799 $ M. COST SHARING PROPOSED LEVEL $ AGREED LEVEL IF DIFFERENT $ 0 PI/PD NAME FOR NSF USE ONLY INDIRECT COST RATE VERIFICATION Geoffrey A Abers Date Checked Date Of Rate Sheet Initials - ORG ORG. REP. NAME* C *ELECTRONIC SIGNATURES REQUIRED FOR REVISED BUDGET

TPI 6583751

Budget Justification: Boston University Boston University will host the MARGINS Office, starting Oct. 2006, under Abers. The MARGINS Office is supported by NSF/GEO and provides full salary support for two full-time staff members (a Coordinator and an Administrator) who will be providing support to this effort at no cost to this grant. They will facilitate meetings, use and structure of the MARGINS Web Page, and serve as a contact point for communications. To manage this added effort, Abers is requesting ¼ month salary in Year I, when additional meetings and module development will mostly take place. Educational module planning and development will begin at a 1-day workshop immediately following the Summer MARGINS Standing Committee (MSC) meeting. The 20-25 participants will include staff from the Office, the MSC, the MSC Education Advisory Committee, as well as 10-12 members of the broader MARGINS community interested in developing and testing the mini-lessons. MSC, Staff, and related member travel will be provided through existing funds; this proposal covers travel costs of 10 outside members, room rental, and the cost of advertising this open meeting. Participant selection will follow the model of previous MARGINS workshops, driven by applications through the MARGINS Office. A group of participants will be identified at the workshop to complete mini-lessons, and stipend support will be provided to these four individuals. All of the individuals invited to the workshop make a commitment to participate in the development and completion of MARGINS Mini-Lessons until the completion of the project. The BU proposal also includes a subaward to U. South Florida (J. Ryan) described separately. Budget Detail: Boston University SALARIES PI: Abers, 0.25 mo/yr Fringe: professional 25.0% TOTAL SALARY + FRINGE

YR 1

YR2

Total

2,441 610 $3,051

0 0 $-

2,441 610 $3,051

PARTICIPANT SUPPORT: 1 day workshop after MSC meeting Year 1; community particip. 1 night + meals, 10 participants @ $800 8,000 8,000 Stipend for lead developers, $2000 x 4 modules 8,000 TOTAL PARTICIPANT SUPPORT $16,000 $$16,000 OTHER COSTS Publication Cost Meeting advertising, EOS 1x Meeting room rental Subaward: Univ. So. Florida (Ryan) materials and supplies TOTAL OTHER TOTAL COSTS TOTAL COSTS SUBJECT TO ICR Indirect Costs @ 56.0% Instruction & Training TOTAL

750 1,000 10,150

1,000 8,760

1,000 750 1,000 18,910

250 $12,150

$9,670

250 $21,820

31,201 15,201 8,513 $39,714

9,670 9,670 5,415 $15,085

40,871 24,871 13,928 $54,799

no Indirect Costs on Participant Support.

TPI 6583751



ORGANIZATION

University of South Florida PRINCIPAL INVESTIGATOR / PROJECT DIRECTOR

Jeffrey G Ryan A. SENIOR PERSONNEL: PI/PD, Co-PI’s, Faculty and Other Senior Associates (List each separately with title, A.7. show number in brackets)


CAL

ACAD

1. Jeffrey G Ryan - Professor 0.75 0.00 2. 3. 4. 5. 6. ( 0 ) OTHERS (LIST INDIVIDUALLY ON BUDGET JUSTIFICATION PAGE) 0.00 0.00 7. ( 1 ) TOTAL SENIOR PERSONNEL (1 - 6) 0.75 0.00 B. OTHER PERSONNEL (SHOW NUMBERS IN BRACKETS) 1. ( 0 ) POST DOCTORAL ASSOCIATES 0.00 0.00 2. ( 0 ) OTHER PROFESSIONALS (TECHNICIAN, PROGRAMMER, ETC.) 0.00 0.00 3. ( 0 ) GRADUATE STUDENTS 4. ( 0 ) UNDERGRADUATE STUDENTS 5. ( 0 ) SECRETARIAL - CLERICAL (IF CHARGED DIRECTLY) 6. ( 0 ) OTHER TOTAL SALARIES AND WAGES (A + B) C. FRINGE BENEFITS (IF CHARGED AS DIRECT COSTS) TOTAL SALARIES, WAGES AND FRINGE BENEFITS (A + B + C) D. EQUIPMENT (LIST ITEM AND DOLLAR AMOUNT FOR EACH ITEM EXCEEDING $5,000.)




SUMR



0.00 $

5,903 $

0.00 0.00

0 5,903

0.00 0.00

0 0 0 0 0 0 5,903 1,097 7,000

0 0 0

0 0 0 0 0 0 0 0 7,000

All but Equipment (Rate: 45.0000, Base: 7000) TOTAL INDIRECT COSTS (F&A) 3,150 J. TOTAL DIRECT AND INDIRECT COSTS (H + I) 10,150 K. RESIDUAL FUNDS (IF FOR FURTHER SUPPORT OF CURRENT PROJECTS SEE GPG II.C.6.j.) 0 L. AMOUNT OF THIS REQUEST (J) OR (J MINUS K) $ 10,150 $ M. COST SHARING PROPOSED LEVEL $ AGREED LEVEL IF DIFFERENT $ 0 PI/PD NAME FOR NSF USE ONLY INDIRECT COST RATE VERIFICATION Jeffrey G Ryan Date Checked Date Of Rate Sheet Initials - ORG ORG. REP. NAME* 1 *ELECTRONIC SIGNATURES REQUIRED FOR REVISED BUDGET

TPI 6583751



ORGANIZATION




CAL

ACAD

1. Jeffrey G Ryan 0.00 0.00 2. 3. 4. 5. 6. ( 0 ) OTHERS (LIST INDIVIDUALLY ON BUDGET JUSTIFICATION PAGE) 0.00 0.00 7. ( 1 ) TOTAL SENIOR PERSONNEL (1 - 6) 0.00 0.00 B. OTHER PERSONNEL (SHOW NUMBERS IN BRACKETS) 1. ( 0 ) POST DOCTORAL ASSOCIATES 0.00 0.00 2. ( 0 ) OTHER PROFESSIONALS (TECHNICIAN, PROGRAMMER, ETC.) 0.00 0.00 3. ( 0 ) GRADUATE STUDENTS 4. ( 0 ) UNDERGRADUATE STUDENTS 5. ( 0 ) SECRETARIAL - CLERICAL (IF CHARGED DIRECTLY) 6. ( 1 ) OTHER TOTAL SALARIES AND WAGES (A + B) C. FRINGE BENEFITS (IF CHARGED AS DIRECT COSTS) TOTAL SALARIES, WAGES AND FRINGE BENEFITS (A + B + C) D. EQUIPMENT (LIST ITEM AND DOLLAR AMOUNT FOR EACH ITEM EXCEEDING $5,000.)




SUMR



0.00 $

0 $

0.00 0.00

0 0

0.00 0.00

0 0 0 0 0 3,456 3,456 642 4,098

0 1,800 0

0 0 0 0 0 0 0 0 5,898

All but Equipment (Rate: 47.0000, Base: 5898) TOTAL INDIRECT COSTS (F&A) 2,772 J. TOTAL DIRECT AND INDIRECT COSTS (H + I) 8,670 K. RESIDUAL FUNDS (IF FOR FURTHER SUPPORT OF CURRENT PROJECTS SEE GPG II.C.6.j.) 0 L. AMOUNT OF THIS REQUEST (J) OR (J MINUS K) $ 8,670 $ M. COST SHARING PROPOSED LEVEL $ AGREED LEVEL IF DIFFERENT $ 0 PI/PD NAME FOR NSF USE ONLY INDIRECT COST RATE VERIFICATION Jeffrey G Ryan Date Checked Date Of Rate Sheet Initials - ORG ORG. REP. NAME* 2 *ELECTRONIC SIGNATURES REQUIRED FOR REVISED BUDGET

TPI 6583751


PROPOSAL NO.



AWARD NO.



CAL

ACAD

1. Jeffrey G Ryan 0.75 0.00 2. 3. 4. 5. 6. ( ) OTHERS (LIST INDIVIDUALLY ON BUDGET JUSTIFICATION PAGE) 0.00 0.00 7. ( 1 ) TOTAL SENIOR PERSONNEL (1 - 6) 0.75 0.00 B. OTHER PERSONNEL (SHOW NUMBERS IN BRACKETS) 1. ( 0 ) POST DOCTORAL ASSOCIATES 0.00 0.00 2. ( 0 ) OTHER PROFESSIONALS (TECHNICIAN, PROGRAMMER, ETC.) 0.00 0.00 3. ( 0 ) GRADUATE STUDENTS 4. ( 0 ) UNDERGRADUATE STUDENTS 5. ( 0 ) SECRETARIAL - CLERICAL (IF CHARGED DIRECTLY) 6. ( 1 ) OTHER TOTAL SALARIES AND WAGES (A + B) C. FRINGE BENEFITS (IF CHARGED AS DIRECT COSTS) TOTAL SALARIES, WAGES AND FRINGE BENEFITS (A + B + C) D. EQUIPMENT (LIST ITEM AND DOLLAR AMOUNT FOR EACH ITEM EXCEEDING $5,000.)




SUMR



0.00 $

5,903 $

0.00 0.00

0 5,903

0.00 0.00

0 0 0 0 0 3,456 9,359 1,739 11,098

0 1,800 0

0 0 0 0 0 0 0 0 12,898

TOTAL INDIRECT COSTS (F&A) 5,922 J. TOTAL DIRECT AND INDIRECT COSTS (H + I) 18,820 K. RESIDUAL FUNDS (IF FOR FURTHER SUPPORT OF CURRENT PROJECTS SEE GPG II.C.6.j.) 0 L. AMOUNT OF THIS REQUEST (J) OR (J MINUS K) $ 18,820 $ M. COST SHARING PROPOSED LEVEL $ AGREED LEVEL IF DIFFERENT $ 0 PI/PD NAME FOR NSF USE ONLY INDIRECT COST RATE VERIFICATION Jeffrey G Ryan Date Checked Date Of Rate Sheet Initials - ORG ORG. REP. NAME* C *ELECTRONIC SIGNATURES REQUIRED FOR REVISED BUDGET

TPI 6583751

Budget Justification Page

A Personnel Senior Personnel: Co-PI Ryan will be heavily involved in preparing and running the MARGINS Education mini-workshop, and in overseeing the development of Mini-Lessons with workshop participants. Ryan has a 12 month appointment as Assistant Chair. 3 weeks of support are requested for the first year to buy out some of his administrative assignment. Other Personnel: One month’s support in the second year of the project for Mrs. Judy Harden, and Instructor in the USF Geology Department who manages and develops our Web-based courses. Mrs. Harden will incorporate several MARGINS mini-lessons (as appropriate) into her online and live oceanography and introductory geology courses, and coordinate with the SERC team in their testing and evaluation. Travel: Travel for Ryan to a national professional meeting (AGU or GSA) to present result of the project, either as a presentation, or via a workshop format. Indirect costs at USF are 45% in the first year of the award, and 47% in the second.

TPI 6583751



ORGANIZATION

Carleton College PRINCIPAL INVESTIGATOR / PROJECT DIRECTOR

Cathryn A Manduca A. SENIOR PERSONNEL: PI/PD, Co-PI’s, Faculty and Other Senior Associates (List each separately with title, A.7. show number in brackets)


CAL

ACAD

1. Cathryn A Manduca - none 0.50 0.00 2. 3. 4. 5. 6. ( 0 ) OTHERS (LIST INDIVIDUALLY ON BUDGET JUSTIFICATION PAGE) 0.00 0.00 7. ( 1 ) TOTAL SENIOR PERSONNEL (1 - 6) 0.50 0.00 B. OTHER PERSONNEL (SHOW NUMBERS IN BRACKETS) 1. ( 0 ) POST DOCTORAL ASSOCIATES 0.00 0.00 2. ( 4 ) OTHER PROFESSIONALS (TECHNICIAN, PROGRAMMER, ETC.) 2.00 0.00 3. ( 0 ) GRADUATE STUDENTS 4. ( 1 ) UNDERGRADUATE STUDENTS 5. ( 0 ) SECRETARIAL - CLERICAL (IF CHARGED DIRECTLY) 6. ( 0 ) OTHER TOTAL SALARIES AND WAGES (A + B) C. FRINGE BENEFITS (IF CHARGED AS DIRECT COSTS) TOTAL SALARIES, WAGES AND FRINGE BENEFITS (A + B + C) D. EQUIPMENT (LIST ITEM AND DOLLAR AMOUNT FOR EACH ITEM EXCEEDING $5,000.)




SUMR



0.00 $

4,750 $

0.00 0.00

0 4,750

0.00 0.00

0 9,031 0 200 0 0 13,981 4,893 18,874

0 0 0

0 250 0 5,000 0 0 0 5,250 24,124

Carleton overhead (Rate: 51.0000, Base: 13981) TOTAL INDIRECT COSTS (F&A) 7,130 J. TOTAL DIRECT AND INDIRECT COSTS (H + I) 31,254 K. RESIDUAL FUNDS (IF FOR FURTHER SUPPORT OF CURRENT PROJECTS SEE GPG II.C.6.j.) 0 L. AMOUNT OF THIS REQUEST (J) OR (J MINUS K) $ 31,254 $ M. COST SHARING PROPOSED LEVEL $ AGREED LEVEL IF DIFFERENT $ 0 PI/PD NAME FOR NSF USE ONLY INDIRECT COST RATE VERIFICATION Cathryn A Manduca Date Checked Date Of Rate Sheet Initials - ORG ORG. REP. NAME* 1 *ELECTRONIC SIGNATURES REQUIRED FOR REVISED BUDGET

TPI 6585065



ORGANIZATION




CAL

ACAD

1. Cathryn A Manduca - none 0.50 0.00 2. 3. 4. 5. 6. ( 0 ) OTHERS (LIST INDIVIDUALLY ON BUDGET JUSTIFICATION PAGE) 0.00 0.00 7. ( 1 ) TOTAL SENIOR PERSONNEL (1 - 6) 0.50 0.00 B. OTHER PERSONNEL (SHOW NUMBERS IN BRACKETS) 1. ( 0 ) POST DOCTORAL ASSOCIATES 0.00 0.00 2. ( 4 ) OTHER PROFESSIONALS (TECHNICIAN, PROGRAMMER, ETC.) 2.00 0.00 3. ( 0 ) GRADUATE STUDENTS 4. ( 1 ) UNDERGRADUATE STUDENTS 5. ( 0 ) SECRETARIAL - CLERICAL (IF CHARGED DIRECTLY) 6. ( 0 ) OTHER TOTAL SALARIES AND WAGES (A + B) C. FRINGE BENEFITS (IF CHARGED AS DIRECT COSTS) TOTAL SALARIES, WAGES AND FRINGE BENEFITS (A + B + C) D. EQUIPMENT (LIST ITEM AND DOLLAR AMOUNT FOR EACH ITEM EXCEEDING $5,000.)




SUMR



0.00 $

4,940 $

0.00 0.00

0 4,940

0.00 0.00

0 6,251 0 200 0 0 11,391 3,987 15,378

0 0 0

0 250 0 0 0 0 0 250 15,628

Carleton overhead (Rate: 51.0000, Base: 11391) TOTAL INDIRECT COSTS (F&A) 5,809 J. TOTAL DIRECT AND INDIRECT COSTS (H + I) 21,437 K. RESIDUAL FUNDS (IF FOR FURTHER SUPPORT OF CURRENT PROJECTS SEE GPG II.C.6.j.) 0 L. AMOUNT OF THIS REQUEST (J) OR (J MINUS K) $ 21,437 $ M. COST SHARING PROPOSED LEVEL $ AGREED LEVEL IF DIFFERENT $ 0 PI/PD NAME FOR NSF USE ONLY INDIRECT COST RATE VERIFICATION Cathryn A Manduca Date Checked Date Of Rate Sheet Initials - ORG ORG. REP. NAME* 2 *ELECTRONIC SIGNATURES REQUIRED FOR REVISED BUDGET

TPI 6585065


PROPOSAL NO.



AWARD NO.



CAL

ACAD

1. Cathryn A Manduca - none 1.00 0.00 2. 3. 4. 5. 6. ( ) OTHERS (LIST INDIVIDUALLY ON BUDGET JUSTIFICATION PAGE) 0.00 0.00 7. ( 1 ) TOTAL SENIOR PERSONNEL (1 - 6) 1.00 0.00 B. OTHER PERSONNEL (SHOW NUMBERS IN BRACKETS) 1. ( 0 ) POST DOCTORAL ASSOCIATES 0.00 0.00 2. ( 8 ) OTHER PROFESSIONALS (TECHNICIAN, PROGRAMMER, ETC.) 4.00 0.00 3. ( 0 ) GRADUATE STUDENTS 4. ( 2 ) UNDERGRADUATE STUDENTS 5. ( 0 ) SECRETARIAL - CLERICAL (IF CHARGED DIRECTLY) 6. ( 0 ) OTHER TOTAL SALARIES AND WAGES (A + B) C. FRINGE BENEFITS (IF CHARGED AS DIRECT COSTS) TOTAL SALARIES, WAGES AND FRINGE BENEFITS (A + B + C) D. EQUIPMENT (LIST ITEM AND DOLLAR AMOUNT FOR EACH ITEM EXCEEDING $5,000.)




SUMR



0.00 $

9,690 $

0.00 0.00

0 9,690

0.00 0.00

0 15,282 0 400 0 0 25,372 8,880 34,252

0 0 0

0 500 0 5,000 0 0 0 5,500 39,752

TOTAL INDIRECT COSTS (F&A) 12,939 J. TOTAL DIRECT AND INDIRECT COSTS (H + I) 52,691 K. RESIDUAL FUNDS (IF FOR FURTHER SUPPORT OF CURRENT PROJECTS SEE GPG II.C.6.j.) 0 L. AMOUNT OF THIS REQUEST (J) OR (J MINUS K) $ 52,691 $ M. COST SHARING PROPOSED LEVEL $ AGREED LEVEL IF DIFFERENT $ 0 PI/PD NAME FOR NSF USE ONLY INDIRECT COST RATE VERIFICATION Cathryn A Manduca Date Checked Date Of Rate Sheet Initials - ORG ORG. REP. NAME* C *ELECTRONIC SIGNATURES REQUIRED FOR REVISED BUDGET

TPI 6585065

Budget Justification Senior Personnel § Cathy Manduca (2 week) will oversee all work at SERC; collaborate in development and leadership of workshop; engage mini-lesson authors in creating highly useable resources for faculty that employ effective educational practice; engage community members in test and evaluation of mini-lessons and teaching activities; and collaborate with Margins in developing an education portal for the Margins website. § Technical lead (2 weeks year 1; 1 week year 2) will be responsible for technical implementation at SERC including establishment of work spaces in CMS, server maintenance and coordination of web resources at SERC, Margins office and Margins data center. § Evaluator (2 weeks per year) will develop evaluation instruments and protocol in consultation with external consultant; synthesize evaluation data; and communicate results to project leadership. § Content specialist (1 month) will support authors in development of mini-lessons; provide help to community members in authoring and editing examples; assist in recruiting of teaching activity authors and reviewers, and integrate project content into Margins Education Portal and SERC websites. § Office manager (.5 weeks) will manage work flow, accounting and reporting to NSF. Benefits Benefits are charged at the standard Carleton rate of 35% Other Direct Costs Materials and Supplies: § Office supplies, long distance phone charges, mailing and incidental costs $250 Consulting § An evaluator with expertise in classroom observation protocols will be engaged to assist in the development of the evaluation instruments and protocols. (10 days at $500 per day) Indirect Costs Overhead is charged at 51 percent of Carleton salaries.

TPI 6585065



ORGANIZATION

San Jose State University Foundation PRINCIPAL INVESTIGATOR / PROJECT DIRECTOR

Donald L Reed A. SENIOR PERSONNEL: PI/PD, Co-PI’s, Faculty and Other Senior Associates (List each separately with title, A.7. show number in brackets)


CAL

ACAD

1. Donald L Reed - Principal Investigator 0.00 0.00 2. 3. 4. 5. 6. ( 0 ) OTHERS (LIST INDIVIDUALLY ON BUDGET JUSTIFICATION PAGE) 0.00 0.00 7. ( 1 ) TOTAL SENIOR PERSONNEL (1 - 6) 0.00 0.00 B. OTHER PERSONNEL (SHOW NUMBERS IN BRACKETS) 1. ( 0 ) POST DOCTORAL ASSOCIATES 0.00 0.00 2. ( 0 ) OTHER PROFESSIONALS (TECHNICIAN, PROGRAMMER, ETC.) 0.00 0.00 3. ( 0 ) GRADUATE STUDENTS 4. ( 0 ) UNDERGRADUATE STUDENTS 5. ( 0 ) SECRETARIAL - CLERICAL (IF CHARGED DIRECTLY) 6. ( 0 ) OTHER TOTAL SALARIES AND WAGES (A + B) C. FRINGE BENEFITS (IF CHARGED AS DIRECT COSTS) TOTAL SALARIES, WAGES AND FRINGE BENEFITS (A + B + C) D. EQUIPMENT (LIST ITEM AND DOLLAR AMOUNT FOR EACH ITEM EXCEEDING $5,000.)




SUMR



0.90 $

10,500 $

0.00 0.90

0 10,500

0.00 0.00

0 0 0 0 0 0 10,500 1,365 11,865

0 0 0

0 4,400 0 0 0 0 0 4,400 16,265

F&A On-Campus Research (Rate: 48.2000, Base: 16265) TOTAL INDIRECT COSTS (F&A) 7,840 J. TOTAL DIRECT AND INDIRECT COSTS (H + I) 24,105 K. RESIDUAL FUNDS (IF FOR FURTHER SUPPORT OF CURRENT PROJECTS SEE GPG II.C.6.j.) 0 L. AMOUNT OF THIS REQUEST (J) OR (J MINUS K) $ 24,105 $ M. COST SHARING PROPOSED LEVEL $ AGREED LEVEL IF DIFFERENT $ 0 PI/PD NAME FOR NSF USE ONLY INDIRECT COST RATE VERIFICATION Donald L Reed Date Checked Date Of Rate Sheet Initials - ORG ORG. REP. NAME* 1 *ELECTRONIC SIGNATURES REQUIRED FOR REVISED BUDGET

TPI 6585364



ORGANIZATION




CAL

ACAD

1. Donald L Reed - Principal Investigator 0.00 0.00 2. 3. 4. 5. 6. ( 0 ) OTHERS (LIST INDIVIDUALLY ON BUDGET JUSTIFICATION PAGE) 0.00 0.00 7. ( 1 ) TOTAL SENIOR PERSONNEL (1 - 6) 0.00 0.00 B. OTHER PERSONNEL (SHOW NUMBERS IN BRACKETS) 1. ( 0 ) POST DOCTORAL ASSOCIATES 0.00 0.00 2. ( 0 ) OTHER PROFESSIONALS (TECHNICIAN, PROGRAMMER, ETC.) 0.00 0.00 3. ( 0 ) GRADUATE STUDENTS 4. ( 0 ) UNDERGRADUATE STUDENTS 5. ( 0 ) SECRETARIAL - CLERICAL (IF CHARGED DIRECTLY) 6. ( 0 ) OTHER TOTAL SALARIES AND WAGES (A + B) C. FRINGE BENEFITS (IF CHARGED AS DIRECT COSTS) TOTAL SALARIES, WAGES AND FRINGE BENEFITS (A + B + C) D. EQUIPMENT (LIST ITEM AND DOLLAR AMOUNT FOR EACH ITEM EXCEEDING $5,000.)




SUMR



0.90 $

10,600 $

0.00 0.90

0 10,600

0.00 0.00

0 0 0 0 0 0 10,600 1,378 11,978

0 0 0

0 0 0 0 0 0 0 0 11,978

F&A On-Campus Research (Rate: 48.2000, Base: 11978) TOTAL INDIRECT COSTS (F&A) 5,773 J. TOTAL DIRECT AND INDIRECT COSTS (H + I) 17,751 K. RESIDUAL FUNDS (IF FOR FURTHER SUPPORT OF CURRENT PROJECTS SEE GPG II.C.6.j.) 0 L. AMOUNT OF THIS REQUEST (J) OR (J MINUS K) $ 17,751 $ M. COST SHARING PROPOSED LEVEL $ AGREED LEVEL IF DIFFERENT $ 0 PI/PD NAME FOR NSF USE ONLY INDIRECT COST RATE VERIFICATION Donald L Reed Date Checked Date Of Rate Sheet Initials - ORG ORG. REP. NAME* 2 *ELECTRONIC SIGNATURES REQUIRED FOR REVISED BUDGET

TPI 6585364


PROPOSAL NO.



AWARD NO.



CAL

ACAD

1. Donald L Reed - Principal Investigator 0.00 0.00 2. 3. 4. 5. 6. ( ) OTHERS (LIST INDIVIDUALLY ON BUDGET JUSTIFICATION PAGE) 0.00 0.00 7. ( 1 ) TOTAL SENIOR PERSONNEL (1 - 6) 0.00 0.00 B. OTHER PERSONNEL (SHOW NUMBERS IN BRACKETS) 1. ( 0 ) POST DOCTORAL ASSOCIATES 0.00 0.00 2. ( 0 ) OTHER PROFESSIONALS (TECHNICIAN, PROGRAMMER, ETC.) 0.00 0.00 3. ( 0 ) GRADUATE STUDENTS 4. ( 0 ) UNDERGRADUATE STUDENTS 5. ( 0 ) SECRETARIAL - CLERICAL (IF CHARGED DIRECTLY) 6. ( 0 ) OTHER TOTAL SALARIES AND WAGES (A + B) C. FRINGE BENEFITS (IF CHARGED AS DIRECT COSTS) TOTAL SALARIES, WAGES AND FRINGE BENEFITS (A + B + C) D. EQUIPMENT (LIST ITEM AND DOLLAR AMOUNT FOR EACH ITEM EXCEEDING $5,000.)




SUMR



1.80 $

21,100 $

0.00 1.80

0 21,100

0.00 0.00

0 0 0 0 0 0 21,100 2,743 23,843

0 0 0

0 4,400 0 0 0 0 0 4,400 28,243

TOTAL INDIRECT COSTS (F&A) 13,613 J. TOTAL DIRECT AND INDIRECT COSTS (H + I) 41,856 K. RESIDUAL FUNDS (IF FOR FURTHER SUPPORT OF CURRENT PROJECTS SEE GPG II.C.6.j.) 0 L. AMOUNT OF THIS REQUEST (J) OR (J MINUS K) $ 41,856 $ M. COST SHARING PROPOSED LEVEL $ AGREED LEVEL IF DIFFERENT $ 0 PI/PD NAME FOR NSF USE ONLY INDIRECT COST RATE VERIFICATION Donald L Reed Date Checked Date Of Rate Sheet Initials - ORG ORG. REP. NAME* C *ELECTRONIC SIGNATURES REQUIRED FOR REVISED BUDGET

TPI 6585364

Budget Justification Page

We request 0.9 months of summer salary each year for Reed to develop two virtual expeditions. This time will be used to synthesize electronic resources from the MARGINS program and create web-based exercises for use in undergraduates course at test institutions. Summer fringe benefits are 13% of salary. We also request funding for an Apple MacPro computer and a HD digital camcorder in order to create, view, and edit video segments of MARGINS researchers at remote locations (shipboard, outcrop, and lab) and at professional meetings to be included in the virtual expeditions. A small, lightweight camcorder capable of recording in HD is requested in order to replace an aging, somewhat bulky system purchased nearly 5 years ago. Facility and Administrative costs are budgeted at the on-campus research rate of 48.2%. Our cognizant federal agency that approves indirect cost rates is DHHS.

TPI 6585364

Statement of Current and Pending Support Principal Investigator: Geoffrey Abers, Boston University

Current NSF-EAR-0544847 (Earthscope), “Collaborative Research: Array investigations of the subduction process in Cascadia”, 1/1/06 – 12/31/09, $259,798. Support: 0.5 - 1 summer mo/yr. NSF-EAR-0409064 (Geophysics), “Collaborative Research: Seismic and geodetic imaging of subducting terranes under North America”, 7/1/04 – 6/30/09, $247,989. Support: 0-1 summer mo/yr. NSF-EAR-0215577 (CSEDI), “Collaborative Research: Thermal, Petrological, and Seismological Study of Subduction Zones”, 9/1/02 – 7/31/06, $121,271. Support: 1 summer mo/yr through 2005. NSF OCE-0203650 (MARGINS), “Collaborative Research: Imaging the mantle in the Central American Subduction Factory”, 4/1/2002 – 5/31/2007, $478,134. Support: 1 summer mo/yr through 2006.

Pending NSF-MARGINS/MGG, “MARGINS Office Support”, 8/1/06 – 7/31/09, $993,644. Support: 3 academic-year mo/yr; no summer support. NSF-EHR (CCLI), “Collaborative Project: Using MARGINS Research Data Resources in the Classroom: Developing and Testing Multidisciplinary Mini-Lessons”, 1/1/07-12/31/09, $54,799. Support: 0-0.25 mo/yr. THIS PROPOSAL.

TPI 6583751

Current and Pending Support (See GPG Section II.C.2.h for guidance on information to include on this form.) The following information should be provided for each investigator and other senior personnel. Failure to provide this information may delay consideration of this proposal.

Other agencies (including NSF) to which this proposal has been/will be submitted.

Investigator: Jeffrey Ryan Support:

Current

Pending

Submission Planned in Near Future

*Transfer of Support

Project/Proposal Title: The Role of the Slab and the Mantle in Volcanic Arc

Petrogenesis: A B-Be-Li and Li Isotope Study of Off-Axis Arc Centers in Mexico and Central America NSF Source of Support: Total Award Amount: $ 147,567 Total Award Period Covered: 03/01/03 - 02/01/07 Location of Project: Univ South Florida and Univ. Maryland at College Park Person-Months Per Year Committed to the Project. Cal:1.00 Acad: 0.00 Sumr: 0.00 Support:

Current

Pending



Project/Proposal Title: Preparing Undergraduates for Research: Examining the use of

Remote Microbeam Instrumentation in Earth and Planetary Science Classrooms NSF Source of Support: Total Award Amount: $ 90,000 Total Award Period Covered: 12/15/06 - 12/14/09 Location of Project: USF Person-Months Per Year Committed to the Project. Cal:1.00 Acad: 0.00 Sumr: 0.00 Support:

Current

Pending



Project/Proposal Title: Collaborative Research: Using MARGINS Research Data

Resources in the Classroom: Developing and Testing Multidiscipinary Mini-Lessons [This Proposal] NSF Source of Support: Total Award Amount: $ 18,600 Total Award Period Covered: 01/01/07 - 12/31/08 Location of Project: USF (+ Boston Univ, San Diego St. Univ., and Carleton Coll.) Person-Months Per Year Committed to the Project. Cal:0.25 Acad: 0.00 Sumr: 0.00 Support:

Current

Pending



Project/Proposal Title:

Source of Support: Total Award Amount: $ Total Award Period Covered: Location of Project: Person-Months Per Year Committed to the Project. Cal: Acad: Support:

Current

Pending


Sumr: *Transfer of Support


Source of Support: Total Award Amount: $ Total Award Period Covered: Location of Project: Person-Months Per Year Committed to the Project. Cal: Acad:

Summ:

*If this project has previously been funded by another agency, please list and furnish information for immediately preceding funding period.

Page G-1

USE ADDITIONAL SHEETS AS NECESSARY

TPI 6583751

Current and Pending Support (See GPG Section II.D.8 for guidance on information to include on this form.) The following information should be provided for each investigator and other senior personnel. Failure to provide this information may delay consideration of this proposal. Other agencies (including NSF) to which this proposal has been/will be

Investigator: Cathryn Manduca Support: x Current Pending



Project/Proposal Title: Collaborative Project: Combining Real and Virtual Professional Development for Current and Future

Geoscience Faculty Source of Support: NSF DUE CCLI-ND Total Award Amount: $700,707

Total Award Period Covered: 01/01/02 – 12/31/06

Location of Project: Carleton College Person-Months Per Year Committed to the Project.

Support:

x Current

Pending

Cal: 2.80

Acad:


Sumr:


Project/Proposal Title: Pedagogic Services for Digital Libraries

Source of Support: NSF DUE/NSDL Total Award Amount: $649,998



Support:

x Current

Pending

Cal: 1.60

Acad:


Sumr:


Project/Proposal Title: Collaborative Research: The DLESE Community Services Center

Source of Support: NSF EAR Total Award Amount: $570,830



Support:

x Current

Pending

Cal: 2.80

Acad:


Sumr:


Project/Proposal Title: Collaborative Proposal: Geoscience Departments: Developing Pathways to Strong Programs for Tomorrow

Source of Support: NSF GEO EAR Total Award Period Covered: 06/01/04 – 5/31/07

Total Award Amount: $128,020 Location of Project: Carleton College

Person-Months Per Year Committed to the Project.

Support:

x Current

Pending

Cal: 0.00 Acad: Submission Planned in Near Future

Sumr:


Project/Proposal Title: Faculty Participation in the NSDL – Lowering the Barriers (Univ. of Wisconsin – lead, subaward to SERC at Carleton) Source of Support: NSF DUE/NSDL Total Award Amount: $88,381


Location of Project: Univ. of Wisc. / Carleton College Person-Months Per Year Committed to the Project.

Cal: 0.61

Acad:

Sumr:

*If this project has previously been funded by another agency, please list and furnish information for immediately preceding funding period. NSF Form 1239 (10/99)


TPI 6585065


Investigator: Cathryn Manduca Support: x Current Pending



Project/Proposal Title: DERMEED: Digital Educational Resources for Microbial Ecology, Evolution and Diversity (Montana St U lead, subawards to SERC/Carleton College; recently extended)

Source of Support: NSF NSDL Total Award Period Covered: 11/01/03-12/31/06

Total Award Amount: $30,000


Support:

X Current

Pending

Cal: 0.00

Acad:


Sumr:


Project/Proposal Title: Bringing Relevance to the Introductory Curriculum Using Images of Human/Landscape Interaction (University of Vermont lead, consulting contract to SERC at Carleton)

Source of Support: NSF CCLI-EMD Total Award Period Covered: 04/01/05 – 03/31/07

Total Award Amount: $4,000 Location of Project: Carleton College


Support:

X Current

Pending


Sumr:


Project/Proposal Title: “A Civil Action” – Using the Landmark Trial for Learning Environmental Geoscience and the Connection Between Geology and Human Health (Ohio St. U lead, subaward to SERC at Carleton) Source of Support: NSF CCLI-EMD Total Award Amount: $ 20,000



Support:

X Current

Pending

Cal: 0.05

Acad:


Sumr:


Project/Proposal Title: Engaging the NAGT membership in creating web resources

Source of Support: NSF GeoEd Total Award Amount: $ 44,827 Location of Project: Carleton College



Support:

X Current

Pending


Sumr:


Project/Proposal Title: Landscape Imagery: a catalyst for formal and informal science education (U. Vermont lead, subaward to SERC at Carleton)

Source of Support: NSF DTS Total Award Amount: $ 31,142



Cal: 0.47

Acad:

Sumr:



TPI 6585065


Investigator: Cathryn Manduca Support: X Current

Pending



Project/Proposal Title: Earth Exploration Toolbook Workshops to Facilitate the Use of Earth Science Data in Education (TERC lead, Subaward to SERC at Carleton)

Source of Support: NSF NSDL Total Award Amount: $57,367

Total Award Period Covered: 09/01/05-08/31/08


Support:

X Current

Pending

Cal: 0.00

Acad:


Sumr:


Project/Proposal Title: National Model Earth Science Lab Course (TERC lead, Subaward to SERC at Carleton College)

Source of Support: NOAA Total Award Amount: $75,000



Cal: 0.88 Acad: Sumr: Pending Submission Planned in Near Future *Transfer of Support Project/Proposal Title: Expanding the Data Cycle: Empowering Middle Level Teachers and Students to Integrate Information

Support:

X Current

Technology, Data Skills, and Science Content (TERC lead, Subaward to SERC at Carleton College) Source of Support: NSF ITEST Total Award Amount: 52,500

Total Award Period Covered: 9/05-8/08


Support:

Current

x Pending

Cal: 0.00

Acad:


Sumr:


Project/Proposal Title: Collaborative Research: Building Strong Geoscience Departments II-Developing Resources and Networks To Address Priority Challenges Of N C Source of Support: NSF EAR EHR Total Award Amount: $119,088 Location of Project: Carleton College



Support:

Current

x Pending


Sumr:


Project/Proposal Title: Spatial Intelligence and Learning Center (SLC) (SERC subcontract with Northwestern University; Temple U lead)

Source of Support: NSF SLC Total Award Amount: $123,873



Cal: 1.00

Acad:

Sumr:



TPI 6585065


Investigator: Cathryn Manduca Support: Current X Pending



Project/Proposal Title: National Model Earth Science Lab Course (Subaward to SERC from TERC)

Source of Support: NSF IMD Total Award Amount: $97,397



Support:

Current

X Pending


Sumr:


Project/Proposal Title: Collaborative Research: On the Cutting Edge: Building a Culture in Which the Cycle of Educational Innovation Can Thrive Source of Support: NSF CCLI Comprehensive Total Award Amount: $1,318,112



Support:

Current

X Pending


Sumr:


Project/Proposal Title: The Visionlearning Project: Creating new materials in chemistry, earth science, and mathematics to foster interdisciplinary teaching and improve student learning (Subaward from John Jay U.) Source of Support: NSF CCLI Total Award Amount: $15,735



Support:

Current

X Pending


Sumr:


Project/Proposal Title: Collaborative Research: Launching WINGs: Promoting Women in the Geosciences (Subaward from College of William & Mary)

Source of Support: NSF SBE-Advance Total Award Amount: $22,129



Support:

Current

X Pending


Sumr:


Project/Proposal Title: Improving Geoscience Education Through the NAGT/NESTA GEO-Teach Networks

Source of Support: NSF GEO-Teach Total Award Amount: $14,999,604



Cal: 4.00 Acad: Sumr: *If this project has previously been funded by another agency, please list and furnish information for immediately preceding funding period. NSF Form 1239 (10/99)


TPI 6585065

Current and Pending Support (See GPG Section II.D.8 for guidance on information to include on this form.) The following information should be provided for each investigator and other senior personnel. Failure to provide this information may delay consideration of this proposal. Other agencies (including NSF) to which this proposal has been/will be submitted.

Investigator: Cathy Manduca Support:

Current

X Pending



Project/Proposal Title: A New Kind of Pathway: Services and Processes Leading to Comprehensive, Integrated Web-Resources For the Geosciences Source of Support: NSF DUE NSDL Total Award Period Covered: 10/01/06 – 09/30/09

Total Award Amount: $2,249,094 Location of Project: Carleton College


Support:

Current

X Pending

Cal: 3.00

Acad:


Sumr:


Project/Proposal Title: Collaborative: IPY: Integrating IPY Data and Research in Education and Communications (Collaborative, with TERC as lead) Source of Support: NSF ARC Arctic Research and Education Total Award Period Covered: 10/01/06 – 09/30/09

Total Award Amount: $99,097


Cal:0.25 Sumr: Acad: Support: Current Pending Submission Planned in Near Future *Transfer of Support Project/Proposal Title: Collaborative Project: Using MARGINS Research Data Resources in the Classroom: Developing and Source of Support: NSF CCLI Total Award Amount: $52,691



Support:

Current

Pending

Cal:0.5

Acad:


Sumr:



Source of Support: Total Award Amount: $

Total Award Period Covered:

Location of Project: Person-Months Per Year Committed to the Project.

Support:

Current

Pending

Cal:

Acad:


Sumr:



Source of Support: Total Award Amount: $

Total Award Period Covered:

Location of Project: Person-Months Per Year Committed to the Project.

Cal:

Acad:

Sumr:



55

TPI 6585065

Current and Pending Support (See GPG Section II.C.2.h for guidance on information to include on this form.) The following information should be provided for each investigator and other senior personnel. Failure to provide this information may delay consideration of this proposal.

Other agencies (including NSF) to which this proposal has been/will be submitted.

Investigator: Donald Reed Support:

Current

Pending



Project/Proposal Title: Collaborative Research: Using MARGINS Research Data

Resources in the Classroom: Developing and Testing Multidiscipinary Mini-Lessons (This Proposal) National Science Foundation Source of Support: Total Award Amount: $ 41,856 Total Award Period Covered: 01/01/07 - 12/31/08 Location of Project: San Jose State University Person-Months Per Year Committed to the Project. Cal:0.00 Acad: 0.00 Sumr: 0.90 Support:

Current

Pending





Current

Pending





Current

Pending





Current

Pending




Source of Support: Total Award Amount: $ Total Award Period Covered: Location of Project: Person-Months Per Year Committed to the Project. Cal: Acad:

Summ:

*If this project has previously been funded by another agency, please list and furnish information for immediately preceding funding period.

Page G-1


TPI 6585364

H. Facilities, Equipment, and Other Resources Boston University BU, with 30,000 students, is one of the five largest private universities in the U.S. The Department of Earth Sciences, with a faculty of 8-10, teaches 1300 students per year at all levels from night school to advanced graduate degrees. This proposal makes use of the arrival of the MARGINS Office to BU under Abers, beginning in the Fall of 2006. The MARGINS Office budget includes support for two full time staff, a PhD-level Coordinator and an Administrator, along with support computing including the equipment to host the MARGINS web page (www.nsf-margins.org), and travel support for Steering Committee and E&O Advisory Committee members to regular meetings. The web server will be seamlessly integrated with the BU Geophysical Computing Lab of 10 Sun Ultra workstations, PC’s running both Linux and Windows, and a growing number of Mac’s. This work cluster is networked with and maintained by the Center for Remote Sensing computer facility of over 250 workstations, including several teaching computer facilities. The campus-wide Academic Computing Service provides networking, backup, routine and emergency maintenance, and consultation. University of South Florida (subaward) The University of South Florida maintains excellent Web-based course materials development tools, and courseware support facilities through our Office of Educational Outreach, which will be used in this project. The Department of Geology is also well-equipped with computational resources, including two Beowulf clusters maintained and used by our Volcanology program, and the usual complement of new desktop PC’s, digitizers, and scanners.

TPI 6583751

FACILITIES, EQUIPMENT & OTHER RESOURCES FACILITIES: Identify the facilities to be used at each performance site listed and, as appropriate, indicate their capacities, pertinent capabilities, relative proximity, and extent of availability to the project. Use "Other" to describe the facilities at any other performance sites listed and at sites for field studies. USE additional pages as necessary.

Laboratory:

Clinical:

Animal:

Computer:

The site will be hosted through a dedicated portal on the web servers at the Science Education Resource Center (SERC) at Carleton College. SERC’s web infrastructure provides robust, high speed service using proven technologies (Apache, PHP, MySQL, Java) supported by nightly off-site

Office:

Other:

MAJOR EQUIPMENT: List the most important items available for this project and, as appropriate identifying the location and pertinent capabilities of each.

OTHER RESOURCES: Provide any information describing the other resources available for the project. Identify support services such as consultant, secretarial, machine shop, and electronics shop, and the extent to which they will be available for the project. Include an explanation of any consortium/contractual arrangements with other organizations.

TPI 6585065

FACILITIES, EQUIPMENT & OTHER RESOURCES Continuation Page:

COMPUTER FACILITIES (continued): backups, custom configured local firewalls, diesel backup power, and professional server configuration. Servers are monitored from off-site to ensure continuous availability. The SERC office and its servers connect to the Internet through Carleton?s redundant high-speed fiber infrastructure including full Internet2 access via the NorthernLights GigaPoP. SERC staff work directly with the Systems and Networking group of Carleton’s Information Technology Services to ensure close coordination between SERC services and Carleton’s networking infrastructure. The site will be built on SERC?s existing content management (Fox et al., 2005). This infrastructure includes a full suite of standards-based digital library tools (including metadata creation, management, search and sharing) integrated with the DLESE and NSDL collections. The digital library tools are are embedded within a larger environment that supports distributed online authoring of high-quality websites. This complete toolset supports the rapid development of searchable collections of resources including associated customized vocabularies supporting searching. It supports 1) online and face-to-face workshops including, registration and application materials, 2) flexible creation of forms for community contribution, 3) integrated list-serve capabilities with archiving for community discussion, 4) a password-protected administrative site for project management, 5) a password-protected discussion board and 6) a set of document archives. This infrastructure currently underpins the websites for over a dozen science education programs including the National Association of Geoscience Teachers website as well as several NSF-funded sites including the Cutting Edge Workshop Series, NSDL Starting Point Site, NSDL Earth Exploration Toolbook, NSDL Microbial Life Educational Resources, and DLESE Community Core Services. The system has successfully supported the work of over 70 editors from over 40 institutions in creating over 3000 pages of original content. The system has also proven to be highly scalable and reliable, comfortably handling traffic in excess of 11,000 visitors/day while maintaining an ?uptime? of over 99.7%

NSF FORM 1363 (10/99)

TPI 6585065

FACILITIES, EQUIPMENT & OTHER RESOURCES FACILITIES: Identify the facilities to be used at each performance site listed and, as appropriate, indicate their capacities, pertinent capabilities, relative proximity, and extent of availability to the project. Use "Other" to describe the facilities at any other performance sites listed and at sites for field studies. USE additional pages as necessary.

Laboratory:

Clinical:

Animal:

Computer:

Co-PI Reed has an Apple Power Mac Dual G5 computer with 1TB of internal and external data storage as a development workstation for the virtual expeditions, as well as all necessary software (Macromedia Studio 8, Adobe Creative Suite 2, Sorenson and Cleaner Video Encoding, and iLife ’06

Office:

Other:

Co-PI Reed has Canon and Sony digital cameras, Epson Perfection 3200 scanner, Sony digital camcorder, and an iSight camera.

MAJOR EQUIPMENT: List the most important items available for this project and, as appropriate identifying the location and pertinent capabilities of each.

OTHER RESOURCES: Provide any information describing the other resources available for the project. Identify support services such as consultant, secretarial, machine shop, and electronics shop, and the extent to which they will be available for the project. Include an explanation of any consortium/contractual arrangements with other organizations.

TPI 6585364

FACILITIES, EQUIPMENT & OTHER RESOURCES Continuation Page:

COMPUTER FACILITIES (continued): [including iMovie and iPhoto]). Once completed, the expeditions will be stored and served from the MARGINS and SERC web servers.

NSF FORM 1363 (10/99)

TPI 6585364

TPI 6583751

TPI 6583751

TPI 6583751

TPI 6583751

TPI 6583751

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