Eric Hart, M.S. - US grants
Affiliations: | 2013- | Neuroscience | University of Texas at Austin, Austin, Texas, U.S.A. |
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The funding information displayed below comes from the NIH Research Portfolio Online Reporting Tools and the NSF Award Database.The grant data on this page is limited to grants awarded in the United States and is thus partial. It can nonetheless be used to understand how funding patterns influence mentorship networks and vice-versa, which has deep implications on how research is done.
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High-probability grants
According to our matching algorithm, Eric Hart is the likely recipient of the following grants.| Years | Recipients | Code | Title / Keywords | Matching score |
|---|---|---|---|---|
| 1988 — 1991 | Hart, Eric | N/AActivity Code Description: No activity code was retrieved: click on the grant title for more information |
Discrete Mathematics and Its Impact On the Secondary Schools(Addendum) @ Maharishi University of Management This project will enable twenty-four secondary school mathematics teachers from Iowa to integrate discrete mathematics into the curriculum. During the summer of 1988, Iowa EESA funds supported a three-week workshop in which the participants studied graph theory, difference equations, and combinatorics, discussed methods of teaching these topics, and prepared for inservice sessions that they will conduct in their own school districts. The NSF award will increase the effectiveness of the EESA-funded workshop by providing funds for follow-up activities during the academic year and for evaluation of the project's impact. These activities will include 2 one-day meetings and a visit to each participant by the project staff. Evaluation will be based on examinations, site visits, and reports from the participants. An amount equal to 183% of the NSF award is being contributed by the University of Iowa and the state as cost-sharing. |
0.945 |
| 1993 — 1995 | Hart, Eric Gorini, Catherine Streid, David Dow, Margaret |
N/AActivity Code Description: No activity code was retrieved: click on the grant title for more information |
A Mathematics Computer Laboratory For Liberal Arts and Science Students @ Maharishi University of Management The mathematics department at Maharishi International University is implementing a plan to improve its undergraduate mathematics program. The primary goals are: (1) to develop in every undergraduate student through a process of exploration and discovery the understanding that the essence of mathematics is the precise quantification of patterns and relationships, and (2) to develop in our mathematics and science students better problem solving skills so that they may successfully apply mathematical concepts to model and solve practical problems.Steps being taken to implement these goals include (1) a revised course content in the mathematics core course taken by all undergraduate students, (2) the development of a general education geometry course aimed at humanities majors, and (3) restructuring of the calculus sequence, including the adoption of the Harvard Consortium Calculus textbook.The computer laboratory includes Macintosh computers running Mathematica and Geometer's Sketchpad. Three primary uses of the computers are (1) to generate examples from which students may observe patterns and make conjectures, (2) to apply graphical, numerical, and symbolic approaches to develop a deeperunderstanding of the important concepts of mathematics and (3) to use technology to more realistically apply these concepts in real-world situations. Mathematica notebooks to accompany the Harvard Consortium Calculus text are also being developed. |
0.945 |
| 1998 — 2001 | Schoen, Harold [⬀] Hart, Eric |
N/AActivity Code Description: No activity code was retrieved: click on the grant title for more information |
@ University of Iowa 9731375 Schoen The PRIME-TEAM project is a two-year high school mathematics professional development and curricular implementation project for 65 lead teachers in nineteen Iowa schools/districts. As a Teacher Leadership project, it builds the teacher infrastructure needed for a future, planned scale-up and school-wide implementation of the Core-Plus instructional materials in participating schools/districts. Each participant is involved in 168 hours of comprehensive professional development through summer workshops, academic year activities, and reflective teaching of the Core Plus materials. Project evaluation utilizes protocols and instruments from the Local Systemic Change Core Evaluation, together with student achievement data from standardized, national instruments administered in each school/district. Cost sharing, derived primarily from participating districts/schools, is approximately 90% of the NSF request. |
0.976 |
| 2001 — 2006 | Schoen, Harold [⬀] Hart, Eric |
N/AActivity Code Description: No activity code was retrieved: click on the grant title for more information |
@ University of Iowa Submitted under the guidelines for Teacher Retention and Renewal, this 49-month project is "designed to develop a cadre of teachers, leaders, supervisors and collegiate mathematics educators who will act as change agents responsible for implementing standards-based high school mathematics reform" [project summary]. More specifically, the project provides (a) comprehensive professional development for 256 high school teachers in Iowa, Minnesota and Wisconsin so they can effectively implement national goals for standards-based mathematics education through implementation of the Core-Plus instructional materials in their classrooms; (b) leadership development for 16 master teachers who are experienced with Core-Plus; (c) leadership development, structured workshop and classroom observation, and preservice or inservice leadership experience for eight college professors and eight school mathematics curriculum supervisors; and (d) experiences for participants to work with all stakeholders, such as parents and administrators, on behalf of standards-based renewal of school mathematics education. The project's teacher-participants engage in professional development in two cadres, each for two years, for at least six weeks over the life of the project; university/college professors and school mathematics supervisors participate for approximately four weeks. |
0.976 |