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.implementation and improve year to year. In Boston, students at an inner-city, EL schoolexhibited the second highest scores in the district on the Stanford 9 Open Ended ReadingAssessment, scoring behind the exclusive Boston Latin School (ELOB, 1999a). An ELelementary school in this district ranked 11th in mathematics and 17th in reading out of 76elementary schools on this same test, despite serving a population that is 59% Hispanic and27% African American (ELOB, 1999b). Similarly, in Portland, Maine, an EL school showedincreases for the school year 1995-1996 in all six curriculum areas assessed with the MaineEducational Assessment battery, this in contrast to the previous school year (prior to the onsetof EL) and the results of the state as a whole. Again, the improvement scores were of amagnitude three to ten times larger (a 59 point increase, on the average) than that of the stateas a whole (average gain of 15 points). Moreover, these improvement scores occurred at a timewhen the percentage of limited English speaking students increased in this EL middle schoolfrom 6% to 22% (ELOB, .1999a), and these gains did not level out but increased an average of25 additional points the following year (ELOB, 1999b).It is the intent of this project to utilize Project Based Learning techniques for delivery ofthe course materials. The course developer, William Beston, will work closely with theExperiential Learning Center (ELC) located at Truckee Meadows Community College, RenoNV, to ensure the course materials meet PBL standards. The ELC was established to overseenew approaches to teaching and learning in which students learn by doing, and simulate realworld work experience.2) The second strategy involves building on the successful strategies developed at theNational Institute for Women in Trades, Technology & Science (IWITTS) for recruitment andretention of women in the Science, Technology, Engineering and Math (STEM) Classroom. Acurrent example of a successful outreach campaign comes via IWWITS organization'sCalWomenTech Project which, among other initiatives, provided two-year colleges withrecruitment strategies and training. For instance, early in the Project City College of SanFrancisco's Computer Networking and Information Technology (CNIT) program reached itshighest percentage of female students, from a baseline of 18% to 30.1% (an increase of 12%).This initial success was repeated in spring 2010 when the average number of women enrolledwent to 32.6% (an increase of almost 15%.)It is the intent of this project to utilize these strategies to recruit and retain femalestudents. The course developer, William Beston, will attend a two-day National WomenTechEducators Workshop sponsored by IWITTS and will participate in Webinars sponsored byIWITTS so the course materials developed reflect the most current strategies.It is anticipated (based on applications for Spring 2012 to the NET concentration) that atleast 30 students per year will take the physics courses as part of their Nuclear Physicscurriculum. Many more will potentially be impacted as we will share the developed materials andpedagogies with all public colleges and universities which request them.Another challenge that this approach will address is that of using our faculty expertisemore efficiently. A single physics instructor may teach two on-line classes simultaneously'Whereas the teaching of multiple face-to-face classes simultaneously would not be possible dueto space constraints, lack of availability of credentialed physics faculty and faculty loadingrestrictions. Physics instructors, especially those with the expertise to teach the nuclear specificcourses, are a scarce resource at two-year technical and community colleges. Additionally,class sizes are capped according to the availability of computers and equipment for experimentsin classrooms and laboratories.4

Power Up: High Tech Online will build on an on-going initiative to provide Pee Deeresidents with multiple, viable, long-term career pathways to employment in nuclear powerplants (FDTC already offers certification in a variety of skilled trades such as pipe weldingspecific to nuclear power plants). Progress Energy is serving as a mentoring partner in thiseffort, and curriculum implementation plans for the new NET program are in progress.With the Spring 2012 academic semester imminent, the NET concentration courses havebeen agreed upon, and the course sequence has been determined. Attention is now directed tohow this education should be provided to meet the needs of today's learners, increase accessto the program, encourage diversity and facilitate required internships. This proposal requestssupport to redevelop and provide innovative, flexible delivery of one physics course (NuclearPhysics) to improve the new NET concentration.Project Goals and Objectives:Power Up will make the NET program concentration more accessible and students moresuccessful thereby increasing the quantity, quality and diversity of qualified candidates fornuclear energy plant positions in the region.Objectives include:" Improving one physics course (Nuclear Physics) that is required and integral to the NETconcentration by blending the content lectures and laboratory experiences into anintegrated project-based learning experience;* Developing exemplary teaching materials and classroom activities that provide real-worldrelevance and just-in-time learning experiences;" Formatting the physics course for full online delivery. Making available to public institutionsand students nationally the developed online physics course for the NET concentration.Assessment Plan of Program:Based on an extensive institutional data review, FDTC instructors identified those courses in thecurriculum where students are most likely to fail; this analysis directed FDTC to target a physicscourse for improvements and refinements. Thorough data will be kept starting with the inauguralclass of Spring 2012. Data analysis will help identify those methods that enable students tosucceed and matriculate through the coursework as well as tripping points that need additionalattention. Extensive feedback from students, instructors, administrators and employers will allowfor on-going and continuous refinements.Expected products:(1) Course syllabi/scheduling models for blending lecture and laboratory experiences for onephysics course in the NET program; (2) Research-based teaching materials/classroom activitiesthat embed advanced technologies to provide real-world relevance and support just-in-timelearning; and (3) One fully on-line nuclear physics course that conforms to the NEI uniformcurriculum and meet the requirements of the NET program.The Principal Investigator (William Beston) will create the coursework modules for thePhysics course by adapting the content and learning resource materials used for the existingNuclear Physics course. He will format the course for the College's on-line software(Desire2Learn). An evaluation specialist will assess and document the success and impact ofthe Power Up program and will provide formative feedback for continuous improvement.5

Evaluation for the project has been seamlessly integrated with the goal, objectives, activities,and outcomes.Evaluation information, to be collected, analyzed and reported by SCATE Inc. under thedirection of Elaine L. Craft, will determine the extent to which: the goal of Power Up is beingmet; the program has been able to meet the growing and specific needs of the region's nuclearpower producers; Power Up attracts and enrolls students who successfully complete the nuclearphysics course necessary to matriculate and work in the nuclear power industry; the Power Upnuclear physic course becomes a sustainable course offering for the college; and the studentsand industry respond positively to Power Up teaching and learning innovations.Assessment PlanGoal: To make the FDTC Nuclear Engineering Technician program concentration moreaccessible and students more successful thereby increasing the quantity, quality and diversity ofqualified candidates for nuclear energy plant positions in the region.conJentratioby blending content lectures and laoratory eprncsinto an itgaeinqcui ry-baqsd learning experience. ActivityCollaboration with industry toreview physics competenciesand make changes asneeded.OutcomeDocumented, industryvalidated essential physicscompetencies for NuclearEngineering Technology(NET) to support employmentin nuclear power industry,Meetings with industry todefine competencies andidentify gaps specific to online course development,Project-based laboratoryexercises are blended withcontent to create a relevant,just-in-time learning, and aseamless learningexperience.Documented, industryvalidated essentialcompetencies and gapsidentified.No artificial division betweenlecture content and laboratoryexercises remains, lessonsare project-based with just-intime learning that addsrelevance,EvaluationLevel of involvement ofindustry in competencyidentification and validationprocess (# of employers, typesof employers, meetingattendance levels, and timelyresponsiveness tocommunications)Review of validatedcompetencies and confirminclusion in course syllabi.Class scheduling, lessonconstruction, syllabi andstudent feedback demonstratesuccessful blending of.laboratory and lecture learningfor students.Objetiv2:Devlopexemplary t eaching materials and classroom activities that provide realwor ld reeac an-i-xpeer es.,:ActivityDevelopment of instructionalmaterials with embeddedtechnology, enhancedvisualization and simulation,and innovative teachingmethodologies andcompetency-basedassessments of studentlearning,OutcomeInstructor guide and,instructional content andclassroom activities, studenthandouts and assignments,PowerPoint slides, blueprintsand other graphic illustrations,and virtual reality (3D)simulation reflect robustlearning experiences throughEvaluationPeer review of instructionalmaterials and enhancedteaching methodologies todetermine if essentialcompetencies are included,content is aligned withindustry-validatedcompetencies, materials areaccurate, clearly presented,technology-rich and appealinghave visual appeal, are easy to6

delivery,Flexible schedules areprovided for students to enrollin required NET programnuclear physics course.Embedded advancedteaching and retentionmethodologies andintervention.Marketing and recruitmentmaterials are developed forthe new physics course.Diverse students are enrolledin the Nuclear Physics courseand it is available everysemester, and the diversity ofenrolled students increasesfrom the 2009-2011 baselineas a result of alternatescheduling options andtargeted strategies to engageand retain females.NET students are retained ata higher rate and are moresuccessful in the transformedNET physics course thanstudents have been intraditional physics coursestaught at the college (20092011 baseline).Students enroll in nuclearphysics and take advantageof flexible scheduling options.Objectigne,,.p. osiLs 5&ActivityNuclear Physics is adaptedand formatted for onlinedelivery.&f6Ionline,'Obeciv 4The developd'peolnpIyscs'cour8s6;for the NEinpon"ActivityCombine and publish in hard:ciopy and on the web allcomponents of individualinstructional units for theNuclear Physics course inNET curriculum.Broadcast availability of NET,program materials via web,sites, listservs, NEI CCConsortium network,. mployer networks,.technician educator networks,pProfessional conferences(e*g. National Career andOutcomeHard copy and onlineresources for effectivelydelivering a blended physicscourse in an online format insupport of a NET curriculumare available and easilyaccessible.Curriculum and supportingmaterials for teaching NETare broadly disseminated andreadily available to all UScolleges and universities andmentoring assistance isprovided to those who requesthelp in starting programs and7Analysis of student enrollmentand grades. Feedback fromStudent and instructor surveys.Analysis of student enrollmentpatterns and scheduling.I i ey,rOutcomeNuclear Physics is completedand available for onlinedelivery,use, and promote studentsuccess. Feedback providedfor making improvements.Analysis of student enrollmentand demographic data.EvaluationStudent and faculty surveys todetermine completeness andease of use. FDTC OnlineCollege personnel confirmcompatibility with collegeonline delivery system. ý .atonym.dVialEvaluationReview of hard copy and webbased published documentsand resources. User surveys todetermine level of use andusability.Number of inquiries, requestsfor materials, analysis of webpage statistics, presentationsmade, articles written,frequency and levels ofassistance provided.

Technical EducationConference), Journal andnews articles.using the model courses.Course OutlineNET113 (Nuclear Physics): Course DescriptionThis course is an introduction to the fundamental concepts of atomic and nuclear structure,including energy-mass relationships, types and sources of radiation, interaction of radiation withmatter, decay calculations,, the chart of nuclides and induced nuclear reactions.Course Goals:This course is designed to provide a 3-credit hour physics course for students with a virtuallaboratory experience. The fundamental goal of the course is to introduce and demonstratebasic nuclear physics laws emphasizing the unified character of physical interactions throughoutthe Universe.Learning Outcomes: Explain and apply basic concepts associated with atomic structure,nuclear interactions and reactions, fission process, and reactor operation.* Explain basic atomic structure, including atomic mass unit, protons, neutrons, electrons,isotopes, mass-energy equivalence, mass defect, binding energy, and binding energyper nucleon.* Explain basic nuclear interactions and reactions, including radioactive decay processes(alpha, beta, gamma, .electron capture), (content added: neutron activation), half-lifedetermination, isotope identification methods, ionization (Bremsstrlaung, ionization andexcitation), radiation interactions with matter (pair production, Compton scattering,photoelectric effect), and neutron interactions (elastic and inelastic scattering, chargedparticle emission, fission, radioactive capture).0 Explain the basic fission process, including the theory of fission process (delayed andprompt neutrons, thermal and fast neutrons), control of fission process, neutron fluxeffects on reactor power, neutron leakage, fission products, neutron sources, andradiation from fission and from fission products.0 Explain residual heat/decay heat, including the sources of decay heat (describe sourcesof decay and residual heat and its significance).* Explain, identify, and quantify major sources of natural background radiation, man-madesources of background radiation, and radioactive sources routinely found in a nuclearplant (such as cobalt-60, cobalt-58, cesium-137, cesium-134, iodine-131, xenon-133,and iridium-192).* Explain basic reactor operation to include basic reactor types, reactor parameters,reactivity (including reactivity coefficients: temperature, void, fuel (Doppler)), responseto control rods/boron/fission product poisons, reactor startup and shutdown, reactivityevents, general design overview of the station reactor type(s), basic reactor coreparameters, and reactivity control methods.8

Quantifiable Criteria that the Program is Sustainable.Model of SustainabilityCriteriaNuclear Physics (NET 113) is available on demand and for any size enrollment tomeet NET student schedulesNET students complete classes online while completing internships anywhere in thesoutheastOnline course materials address different preferred learning styles to improve studentretentionEarly intervention techniques improve student retention and completion ratesThree year curriculum review by industry board to ensure relevance of curriculum toIndustry (College requirement)On-going commitment from the Pee Dee One-Stop (Workforce Investment ActBoard), FDTC Educational Foundation, and SC ATE Center of Excellence for studentrecruitment, scholarships, and financial support as appropriateWell established student support services (on campus childcare, counseling, tutoring,etc.)Recruitment/enrollment history that far exceed minimum for continued programofficering. Also WIA placement ensures class size minimumsEstablished College criteria for sustainabilityY or NYYyyYInnovative Instructional Approaches. Exemplary teaching materials and classroomactivities will be introduced including hands-on/virtual laboratory experiences in a Project-Basedformat. The course will be developed for online delivery. Scheduling flexibility will be possiblewith online course formats that use the newest advanced technology. Not only will studentswith scheduling challenges be able to enroll and complete Nuclear Physics at alternate times,but capacity constraints that are limiting on-campus enrollments will be eased by providingonline instruction where students complete some work online and some on campus which coulddouble the college's capacity to enroll students.Retention and success in online coursework has been demonstrated to be directly relatedto students successfully completing the first three weeks of work within the first three weeks,with week one completion the most important (college data demonstrate that if students fallbehind within the first three weeks, it is very difficult for them to successfully make up the work and they are increasingly further behind). Instructor intervention techniques will be built into thecourses. Instructor interventions include required emails to the instructor, required DiscussionBoard posts, and graded participation components. This will ensure more successful completionrates than have existed in the past in the traditional classroom.Course materials will include learning modules that help students to become self-directedlearners along the path to becoming master students. These online courses will have studentsidentify their preferred learning styles using a nationally certified online exam and they willdevelop learning strategies based on their preferred styles. Being a Master Student does notmean a student will earn an A in every course, but it means they will successfully complete thecourse they are taking the first time.This curriculum innovation will begin a process of transitioning the FDTC NET programfrom a traditional lecture-based curriculum into a new, learner-centered curriculum, with9

teaching approaches and instructional materials designed to be

The purpose of this Grant is to provide support to the "Florence Darlington Technical College - Power Up: High Tech On-line" curriculum project as described in Attachment B entitled "Program Description." A.2 PERIOD OF GRANT 1- The effective date of this Grant is April 1, 2012. The estimated completion date of this Grant is March 31, 2013.