NSF Org:	DUE Division Of Undergraduate Education
Recipient:	THE TRUSTEES OF TRINITY COLLEGE
Initial Amendment Date:	August 17, 2009
Latest Amendment Date:	August 17, 2009
Award Number:	0920441
Award Instrument:	Standard Grant
Program Manager:	Herbert H. Richtol DUE  Division Of Undergraduate Education EDU  Directorate for STEM Education
Start Date:	October 1, 2009
End Date:	September 30, 2013 (Estimated)
Total Intended Award Amount:	$190,366.00
Total Awarded Amount to Date:	$190,366.00
Funds Obligated to Date:	FY 2009 = $190,366.00
History of Investigator:	David Henderson (Principal Investigator) david.henderson@trincoll.edu Anthony Crider (Co-Principal Investigator) Hugh Daughtrey, Jr. (Co-Principal Investigator)
Recipient Sponsored Research Office:	Trinity College 300 SUMMIT ST HARTFORD CT  US  06106-3100 (860)297-5347
Sponsor Congressional District:	01
Primary Place of Performance:	Trinity College 300 SUMMIT ST HARTFORD CT  US  06106-3100
Primary Place of Performance Congressional District:	01
Unique Entity Identifier (UEI):	RG7YYBN8C835
Parent UEI:
NSF Program(s):	S-STEM-Schlr Sci Tech Eng&Math, CCLI-Type 2 (Expansion)
Primary Program Source:	04000910DB NSF Education & Human Resource 1300XXXXDB H-1B FUND, EDU, NSF
Program Reference Code(s):	9178, SMET
Program Element Code(s):	153600, 749200
Award Agency Code:	4900
Fund Agency Code:	4900
Assistance Listing Number(s):	47.076

ABSTRACT

This project adapts the successful Reacting to the Past (RTTP) pedagogy to science courses (STEM). RTTP consists of simulation games in which students adopt roles in seminal scientific debates. RTTP increases student engagement, shifts attitudes, and improves critical thinking and communication skills in STEM courses. RTTP necessitates a multidisciplinary approach that bridges gaps existing between different disciplines. This project develops STEM curricular materials to meet the needs of both non-science majors as well as science majors. By engaging non-science majors in scientific debates, the project improves the understanding and perception of science. This approach leads to well informed citizens and competent decision-makers. Course materials are disseminated through a web site at www.barnard.edu/reacting and publication by Pearson Education. The project trains a cohort of new RTTP faculty through summer RTTP Institutes and workshops at regional and national professional conferences. Special efforts are underway to recruit educators from two-year colleges, those serving large minority populations and ESL populations. Faculty learn to bring the advantages of RTTP to their traditional science courses. The project is conducting formative and summative assessment of RTTP for the acquisition of content knowledge and on the understanding of and attitudes toward science. The results of the assessment are being published and presented to science educators to encourage the widespread adoption of RTTP science games. The evaluation process developed by this project is being shared with developers of other RTTP games.

PUBLICATIONS PRODUCED AS A RESULT OF THIS RESEARCH

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Henderson, David E. "A chemical instrumentation game for teaching critical thinking and information literacy in instrumental analysis courses." Journal of Chemical Education , v.87 , 2010 , p.412 10.1021

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