1. Have a virtual meeting to discuss the development process with a step-by-step outline.
2. Have all members individually develop a list of five to seven sub-goals with one or two expected outcomes for each. Merge these into a common list and perhaps have each individual rank order them.
3. Have a virtual meeting to agree on five to seven sub-goals and outcomes.
4. 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.
5. Have a virtual meeting to agree on the specific sub-goals, outcomes, activities, and learning material that meets the time constraints.
6. Assign pairs of people to finalize each activity and the associated earning material discussion.
7. Have each individual outline a pre and a post local activity.
8. The group leader generates the final draft of the material and shares it with the group and the NSF PDs to get their comments.
9. The group leader incorporates the comments and sends the material for posting.
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.