2002 — 2013 |
Harmon, Thomas Allen, Michael Sukhatme, Gaurav Borgman, Christine (co-PI) [⬀] Davis, Paul Estrin, Deborah [⬀] Hansen, Mark (co-PI) [⬀] Hansen, Mark (co-PI) [⬀] |
N/AActivity Code Description: No activity code was retrieved: click on the grant title for more information |
Center For Embedded Networked Sensing (Cens) @ University of California-Los Angeles
ABSTRACT 0120778 U of Calif - Los Angeles
The research focus of the Center for Embedded Networked Sensing (CENS) will be the fundamental science and engineering research needed to create scalable, robust, adaptive, sensor/actuator networks. The vision of densely distributed, networked sensing and actuation requires advances in many areas of information technology. Moreover, there is a critical interplay between the technology and the applications and physical context in which it is embedded. By conducting research in the context of specific and high-impact scientific applications, CENS will enable new scientific discovery through high resolution, in situ monitoring and actuation. At the same time, CENS will explore the fundamental principles and technologies needed to apply embedded networked sensing to a wide range of applications.
The Center will focus initially on fundamental technology and on four experimental application drivers: habitat monitoring for bio-complexity studies, spatially-dense seismic sensing and structure response, monitoring and modeling contaminant flows, and detection and identification of marine microorganisms. To support this scope, CENS will combine the expertise of faculty from diverse engineering disciplines with the expertise of biological, environmental and earth scientists. During the lifetime of the Center, additional opportunities for applying the technology to natural and engineered systems will be pursued.
The CENS educational focus will be twofold: new hands-on experimental capabilities for grades 7-12 science curriculum through access to real-world, real-time, sensor-network interrogation, along with materials for teacher-training, and undergraduate research opportunities in cutting-edge technologies (e.g., wireless systems, MEMS, embedded software) and scientific applications (e.g., bio-complexity, seismic and environmental monitoring), with emphasis on under-represented minority students.
CENS will benefit from and contribute to a large number of related activities on its participating campuses, and in the larger research and education community, including: UCLA's California Nanosystems Institute, Institute for Pure and Applied Mathematics, Nanoelectronics Research Facility; USC's Information Sciences Institute, Wrigley Institute for Environmental Studies; UC Reserve systems; Cal State and GLOBE Teacher training programs; INEEL, JPL government laboratories; DARPA, and NSF-related research activities. Many of the constituent technologies will have near- and long-term commercial relevance.
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0.984 |
2007 — 2011 |
Allen, Michael Phelps, Margaret Pardue, Sally (co-PI) [⬀] Smith, Sandra Graves, Laura (co-PI) [⬀] Clougherty, Robert Wiant, Kenneth |
N/AActivity Code Description: No activity code was retrieved: click on the grant title for more information |
Rde-Fri: Effects of Teaching With Tablet Pcs With Asynchronous Student Access in Post-Secondary Stem Courses On Students With Learning Disabilities (Ttasa-Swld) @ Tennessee Technological University
The project RDE-FRI: Effects of Teaching with Tablet PCs with Asynchronous Student Access in Post-Secondary STEM Courses on Students with Learning Disabilities (TTASA-SWLD) is a 36-month, $299,994 dollar award funded by the Research in Disabilities Education (RDE) program's Focused Research Initiatives (FRI) track. This project is investigating the academic success, academic persistence and attitude of students with learning disabilities in postsecondary STEM courses when instructors use tablet PCs and provide students with asynchronous access to all course lecture content. This experienced project team is training approximately 20 STEM faculty and recruiting 40 students with learning disabilities enrolled in STEM coursework from Tennessee Technological University (TTU) and from three (3) partnering institutions: Tennessee State University (TSU), an Historically Black University, Nashville State Community College (NSCC) and Roane State Community College (RSCC). STEM faculty who already use tablet PCs are receiving training about how to teach students with learning disabilities and how to use asynchronous instruction, and STEM faculty who are unfamiliar with tablet PCs are participating in the same training as well as additional sessions about how to maximize the use of tablet PCs in STEM education. The effects of STEM faculty using tablet PCs and the accessibility of asynchronous course content are being studied with two (2) experimental groups of students with learning disabilities, two (2) control groups of students with learning disabilities, and two (2) comparison groups of students without learning disabilities. The project addresses two (2) of the FRI track goals: To investigate effective instructional methods and practices for people with disabilities in STEM; and to add value to the education of persons with disabilities in STEM by implementing the use of technologies in educational environments. There is a formative and summative project evaluation plan which includes working with an experienced independent external evaluator on a regular basis. There is also a dissemination plan that includes providing study results on the TTU STEM Center website, presenting findings at national professional meetings in the areas of STEM college teaching and university disability services, and publishing in peer-reviewed post-secondary science and engineering education journals.
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0.934 |