NSF Org:	DUE Division Of Undergraduate Education
Recipient:	FOOTHILL-DE ANZA COMMUNITY COLLEGE DISTRICT
Initial Amendment Date:	August 17, 2009
Latest Amendment Date:	September 7, 2010
Award Number:	0903276
Award Instrument:	Continuing Grant
Program Manager:	Gerhard L. Salinger DUE  Division Of Undergraduate Education EDU  Directorate for STEM Education
Start Date:	September 15, 2009
End Date:	October 31, 2011 (Estimated)
Total Intended Award Amount:	$0.00
Total Awarded Amount to Date:	$1,516,710.00
Funds Obligated to Date:	FY 2009 = $490,812.00 FY 2010 = $364,460.00
History of Investigator:	Jane Ostrander (Principal Investigator) ostranderjane@icloud.com Sandra Porter (Co-Principal Investigator) Louise Yarnall (Co-Principal Investigator) Michael McKeever (Former Co-Principal Investigator)
Recipient Sponsored Research Office:	Foothill-De Anza Community College District 12345 S EL MONTE RD LOS ALTOS HILLS CA  US  94022-4504 (650)949-6201
Sponsor Congressional District:	16
Primary Place of Performance:	Foothill College 12345 S EL MONTE RD LOS ALTOS HILLS CA  US  94022-4504
Primary Place of Performance Congressional District:	16
Unique Entity Identifier (UEI):	F9AQH2LNQ6B3
Parent UEI:	CR6NBGGLMMC6
NSF Program(s):	Advanced Tech Education Prog
Primary Program Source:	04000910DB NSF Education & Human Resource 04001011DB NSF Education & Human Resource 04001213DB NSF Education & Human Resource
Program Reference Code(s):	1032, 9178, SMET
Program Element Code(s):	741200
Award Agency Code:	4900
Fund Agency Code:	4900
Assistance Listing Number(s):	47.076

ABSTRACT

In problem-based learning models, such as scenario-based learning (SBL), learning activities are situated in contexts that resemble those students would encounter in the workplace. Yet integrating scenario-based learning into the community college environment requires change and an understanding of the ways that this pedagogical approach can be adapted to meet the needs of the faculty practitioner. Action research is used to engage faculty, under the guidance of professional researchers, in examining the challenges of implementing SBL instruction in technician education. An online community of practice is developed by establishing a library of SBL resources and by linking to ATE centers and projects, initially in biology and bio-informatics. Three prototype online wizards are developed and tested to support community college instructors in editing existing SBL activities, in creating new SBL activities and in creating principled assessments items using the ideas of evidence-centered design. An advisory board of industry representatives and educational researchers in the fields of teaming, problem based learning and collaborative learning guide the development and validation of the scenarios. The evaluation determines metrics to measure the extent to which the SBLs prove useful to faculty and students in technical education.

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