Development Process
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Have a virtual meeting to discuss the development process with a
step-by-step outline.
Have all members individually develop a list of five to seven subgoals with one or two expected outcomes for each. Merge
these into a common list and perhaps have each individual
rank order them.
Have a virtual meeting to agree on five to seven sub-goals and
outcomes.
Have all members individually develop an activity with a brief
outline of the associated learning material or identify the
source of that material. Merge these into a common list and
perhaps have each individual rank order them.
Have a virtual meeting to agree on the specific sub-goals,
outcomes, activities, and learning material that meets the time
constraints.
Assign pairs of people to finalize each activity and the associated
earning material discussion.
Have each individual outline a pre and a post local activity.
The group leader generates the final draft of the material and
shares it with the group and the NSF PDs to get their
comments.
The group leader incorporates the comments and sends the
material for posting.
Talking Points
1. Attached is a diagram showing the IWBW design process that
emphasizes the idea and role of sub-goals.
2. The term “learning objectives” is confusing -- in some context it is
used to express an intention much like a goal statement while in
others it is used to define measureable behavior much lie an
expected outcome. It is best to avoid the word and use just “goals”
when referring to an ambition or intention and “expected outcomes”
when referring to measurable behavior that results from achieving a
goal.
3. We should use a project development perspective rather than a
proposal development perspective in the IWBWs, with the exception
of the Proposal Writing Strategy IWBW, which naturally has a
proposal writing perspective. This focuses applicants attention on
the developing phase rather than the writing phase and it makes it
easier to include awardees in the discussion
4. Sources of Information:
a. The lists of weighted outcomes developed by the group
b. Previous IWBWs
c. Results of reviewer surveys from July 2012 panel
d. The ASEE paper on the earlier IWBW experiences
e. Sample proposals
5. In dealing with the development of various components of a project
there are three generic types of activities: describing the component,
reviewing an example component, and developing a component.
Here are some examples of each
a. List the characteristics of a rationale section, write guidelines
for a dissemination plan, or list the items that should be
addressed in the evaluation plan, or Indicate what questions a
reader will expect answered in a rationale section.
b. Given and discussion of a project’s broader impacts (evaluation
plan or dissemination plan), identify the strengths and
weaknesses, or make suggestions for improving the statement
or outline the comments the review.
c. Given a proposal abstract, write goal statements for a given
project abstract, or write expected outcomes for a given goal
statements
6.Remember that in the earlier IWBW experiences 77 % of the participants
had no experience with educational proposals.