TRAILS Partners

TRAILS is run by a partnership of universities and other organizations with principal leadership coming from SRI International. SRI International leads the process of setting goals for research and pedagogy, creating and distributing resources, managing publicity, selecting new partners, and evaluating outcomes. Faculty members at each university partner contribute by teaching a TRAILS-affiliated course each year, writing research papers, collecting outcome data, and testing new resources. Ultimately, a major contribution will come from the students in the TRAILS-affiliated courses, as they produce educational products which can be used in K-12 classrooms.

SRI International

The Center for Technology in Learning (CTL) at SRI coordinates large multi-institutional investigations, such as the Center for Innovative Learning Technologies (CILT) and Educational Software Components of Tomorrow (ESCOT). CTL’s mission is to improve learning and teaching through innovation and inquiry in computing and communications. CTL research and development seeks to advance theory and research on effective learning and teaching, and to embody these insights in the innovative design, use, and assessment of interactive learning environments. Much of our work is conducted in real educational settings, such as classrooms and teacher education programs. SRI is the central coordinator for the TRAILS program of research.

• Chris DiGiano, Principal Investigator
• Jeremy Roschelle, Co-Principal Investigator

Math Forum at Drexel University

The Math Forum is a leading center for mathematics and mathematics education on the Internet. The Math Forum's mission is to provide resources, materials, activities, person-to-person interactions, and educational products and services that enrich and support teaching and learning in an increasingly technological world. The Math Forum provides support for TRAILS teams and critically assesses the degree to which our mathlets address K-12 classroom needs.

• Eugene A. Klotz, Co-Principal Investigator

Stanford University

Stanford University, situated only a few miles from SRI, leverages its experience in preservice teacher training and K-12 learning, design, and technology programs to add a strong educational perspective to the project.

• Shelley V. Goldman, Co-Principal Investigator

University of Colorado, Boulder

University of Colorado, Boulder (CU) is known for its commitment to multidisciplinary education and K-12 outreach efforts. As such it is ideally suited as a pilot site for the TRAILS curricula and for conducting other technical research.

• Alexander Repenning, Co-Principal Investigator

Pennsylvania State University

The Pennsylvania State University (Penn State) in University Park, Pennsylvania, is a public land-grand university with over 40,000 students at the University Park campus, and serves more than 40,000 additional students state wide and worldwide. Penn State has distinguished itself as a leader in technology-based outreach and distance education, and will be building on existing partnerships between the College of Education and the new School of Information Sciences and Technology. The Instructional Systems program in the College of Education is a top ranked program in design of learning environments. The School of Information Sciences has been honored by the Smithsonian Institution as an innovator in undergraduate education in information technology.

• Christopher Hoadley, Partner

Drexel University

Drexel University, in Philadelphia, Pennsylvania, has the third-largest private engineering college in the nation. Its program is internationally recognized for its work in improving the quality of engineering education.

• Frank Lee, Partner

TRAILS Project Internal Wiki

This is a password-protected site intended for partners and staff only. http://butterfly.ctl.sri.com/wiki/trails/Wiki?StartingPoints

This material is based upon work supported by the National Science Foundation under Grant No. 0205625. Any opinions, findings, and conclusions or recommendations expressed in this material are those of the author(s) and do not necessarily reflect the views of the National Science Foundation.