The Early Tech Development Course: Experiential Commercialization Education for the Medical Academician.

PubMed

Servoss, Jonathan; Chang, Connie; Fay, Jonathan; Ward, Kevin

2017-04-01

Research produced by medical academicians holds promise for developing into biomedical innovations in therapeutics, devices, diagnostics, and health care information technology; however, the road to biomedical innovation is fraught with risk, including the challenge of moving from basic research insight onto a viable commercialization path. Compounding this challenge is the growing demand on medical academicians to be more productive in their clinical, teaching, and research duties within a resource-constrained environment. In 2014, the University of Michigan (UM) Medical School and College of Engineering codesigned and implemented an accelerated, biomedical-focused version of the National Science Foundation (NSF) Innovation Corps (I-Corps) program. The UM Early Tech Development (ETD) Course, designed for medical academicians exploring the commercial potential of early-stage ideas, covers the NSF I-Corps concept; supports the formation of teams of faculty, graduate, and medical students; and accommodates medical academicians' schedules. From 2014 to 2015, the ETD Course graduated 39 project teams from UM and other institutions. One-third of the teams have continued to pursue their projects, receiving additional funding, engaging industry partners, or enrolling in the NSF I-Corps program. The ETD Course, a potential pipeline to the NSF I-Corps program, captures a target audience of medical academicians and others in academic medicine. To better understand the long-term effects of the course and its relationship to the NSF I-Corps program, the authors will conduct a study on the careers of all ETD Course graduates, including those who have enrolled in NSF I-Corps versus those who have not.

The Early Tech Development Course: Experiential Commercialization Education for the Medical Academician

PubMed Central

Chang, Connie; Fay, Jonathan; Ward, Kevin

2017-01-01

Problem Research produced by medical academicians holds promise for developing into biomedical innovations in therapeutics, devices, diagnostics, and health care information technology; however, the road to biomedical innovation is fraught with risk, including the challenge of moving from basic research insight onto a viable commercialization path. Compounding this challenge is the growing demand on medical academicians to be more productive in their clinical, teaching, and research duties within a resource-constrained environment. Approach In 2014, the University of Michigan (UM) Medical School and College of Engineering codesigned and implemented an accelerated, biomedical-focused version of the National Science Foundation (NSF) Innovation Corps (I-Corps) program. The UM Early Tech Development (ETD) Course, designed for medical academicians exploring the commercial potential of early-stage ideas, covers the NSF I-Corps concept; supports the formation of teams of faculty, graduate, and medical students; and accommodates medical academicians’ schedules. Outcomes From 2014 to 2015, the ETD Course graduated 39 project teams from UM and other institutions. One-third of the teams have continued to pursue their projects, receiving additional funding, engaging industry partners, or enrolling in the NSF I-Corps program. Next Steps The ETD Course, a potential pipeline to the NSF I-Corps program, captures a target audience of medical academicians and others in academic medicine. To better understand the long-term effects of the course and its relationship to the NSF I-Corps program, the authors will conduct a study on the careers of all ETD Course graduates, including those who have enrolled in NSF I-Corps versus those who have not. PMID:28351064

Cyberlearning Community Report: The State of Cyberlearning and The Future of Learning with Technology

ERIC Educational Resources Information Center

Ahn, June; Asbell-Clarke, Jodi; Berland, Matthew; Chase, Catherine; Enyedy, Noel; Fusco, Judith; Gardner, Shari; Grover, Shuchi; Halverson, Erica; Jona, Kemi; Lane, H. Chad; Martin, Wendy; Mercier, Emma; Moher, Tom; Ogan, Amy; Pinkard, Nichole; Polman, Joseph; Roschelle, Jeremy; Schank, Patricia; Taylor, Katie Headrick; Wilkerson, Michelle; Worsley, Marcelo

2017-01-01

Cyberlearning researchers envision and investigate the future of learning with technology. As of summer 2017, the Cyberlearning and Future Learning Technologies (CFTL) program of the National Science Foundation (NSF) had made 279 research grant awards. In addition, several hundred other NSF research projects have cyberlearning themes. Many of…

The Scientific and Engineering Student Internship (SESI) Program at NASA's GSFC

NASA Astrophysics Data System (ADS)

Bruhweiler, F.; Verner, E.; Rabin, D. M.

2011-12-01

Through our Scientific and Engineering Student Internship (SESI) program we have provided exceptional research opportunities for undergraduate and graduate students in one of the world's premier research centers dedicated to the Sun and its heliosphere, the Heliophysics Science Division at NASA/Goddard Space Flight Center. NASA/GSFC and the NSF/REU program have funded this activity jointly. These opportunities combine the advantages of the stimulating, multi-disciplinary, environment of a NASA laboratory with the guidance provided by researchers who are, in addition, committed to education and the encouragement of women, under-represented minorities, and students with disabilities. Opportunities also exist for non-U.S. citizens as well. Moreover, the surrounding Washington, DC area provides a variety of social and educational activities for our participating students. Our 19 years of experience has served as an effective catalyst, enabling us to establish a formal program for students interested in Solar and Space Physics at NASA and to develop more NASA-funded opportunities for students, in addition to those funded by NSF/REU awards. This has allowed us to present a combined NSF/REU and NASA-funded program for undergraduates at NASA/GSFC. This synergistic program exposes our student interns to a very wide range of projects and ideas, normally unavailable in other programs. We have had roughly 300 students (about 1/2 being supported by NSF) actively participate in over 200 different research opportunities. These research projects have spanned the spectrum, ranging from theoretical modeling associated with space weather, developing instrumentation for space missions, analysis of spacecraft data, including 'hands-on' experience with sounding rockets and working in the clean environs of GSFC's Detector Development Laboratory. Although SESI is largely a summer program, a number of students, often through other funding sources, continue their research projects during subsequent summers or in the academic year. Further information can be obtained at http://iacs.cua.edu and http://sesi.gsfc.nasa.gov/ This program is funded through NSF grant AGS-1062729 and NASA/GSFC grant NNX11AJ04G.

Advancing Earth System Science Literacy and Preparing the Future Geoscience Workforce Through Strategic Investments at the National Science Foundation (Invited)

NASA Astrophysics Data System (ADS)

Karsten, J. L.; Patino, L. C.; Rom, E. L.; Weiler, C. S.

2010-12-01

The National Science Foundation (NSF) is an independent federal agency created 60 years ago by the U.S. Congress "to promote the progress of science; to advance the national health, prosperity, and welfare; to secure the national defense…" NSF is the primary funding agency in the U.S. to support basic, frontier research across all fields in science, engineering, and education, except for medical sciences. With a FY 2011 budget request of more than $955 million, the NSF Directorate for Geosciences (GEO) is the principle source of federal funding for university-based fundamental research in the geosciences and preparation of the next generation of geoscientists. Since its inception, GEO has supported the education and training of a diverse and talented pool of future scientists, engineers, and technicians in the Earth, Ocean, Atmospheric and Geospatial Sciences sub-fields, through support of graduate research assistants, post-doctoral fellows, and undergraduate research experiences. In the late 1990’s and early 2000’s, GEO initiated several programs that expanded these investments to also support improvements in pre-college and undergraduate geoscience education through a variety of mechanisms (e.g., professional development support for K-12 teachers, development of innovative undergraduate curricula, and scientist-mentored research experiences for elementary and secondary students). In addition to GEO’s Geoscience Education (GeoEd), Opportunities for Enhancing Diversity in the Geosciences (OEDG), Global Learning and Observations to Benefit the Environment (GLOBE), and Geoscience Teacher Training (GEO-Teach) programs, GEO participates in a number of cross-Foundation programs, including the Research Experiences for Undergraduates (REU), Integrative Graduate Education and Research Traineeship (IGERT), Ethics Education in Science and Engineering (EESE), NSF Graduate STEM Fellows in K-12 Education (GK-12), and Partnerships for International Research and Education (PIRE) programs, and the new Climate Change Education Partnership (CCEP) program. Many broader impact activities associated with individual research grants supported by GEO contribute to the mix, through integration of research and education. Improving access to high quality geoscience education, developing educational resources and pedagogies that reflect current understandings based on cognitive research on how people learn science in formal and informal settings, cultivating a diverse talent pool for the future, and developing robust mechanisms to evaluate the quality of these various approaches and tools are challenges faced by the entire geosciences research and education community, not just NSF/GEO. In the past two years, GEO has worked collaboratively with the Education and Human Resources (EHR) Directorate, and sister agencies NOAA and NASA, to establish a new GEO Education and Diversity Strategic Framework, that will guide our investments in the future, and identify opportunities for a more cohesive, collaborative, and synergistic approach across NSF and the federal government. Details of this new strategic framework, results of recent program evaluations, and their implications for future NSF/GEO education program funding will be discussed.

From the NSF: The National Science Foundation’s Investments in Broadening Participation in Science, Technology, Engineering, and Mathematics Education through Research and Capacity Building

PubMed Central

James, Sylvia M.; Singer, Susan R.

2016-01-01

The National Science Foundation (NSF) has a long history of investment in broadening participation (BP) in science, technology, engineering, and mathematics (STEM) education. A review of past NSF BP efforts provides insights into how the portfolio of programs and activities has evolved and the broad array of innovative strategies that has been used to increase the participation of groups underrepresented in STEM, including women, minorities, and persons with disabilities. While many are familiar with these long-standing programmatic efforts, BP is also a key component of NSF’s strategic plans, has been highlighted in National Science Board reports, and is the focus of ongoing outreach efforts. The majority of familiar BP programs, such as the Louis Stokes Alliances for Minority Participation (now 25 years old), are housed in the Directorate for Education and Human Resources. However, fellowship programs such as the Graduate Research Fellowships and Postdoctoral Research Fellowships under the Directorate for Biological Sciences (and parallel directorates in other STEM disciplines) are frequently used to address underrepresentation in STEM disciplines. The FY2016 and FY2017 budget requests incorporate funding for NSF INCLUDES, a new cross-agency BP initiative that will build on prior successes while addressing national BP challenges. NSF INCLUDES invites the use of innovative approaches for taking evidence-based best practices to scale, ushering in a new era in NSF BP advancement. PMID:27587853

Compulsory Project-Level Involvement and the Use of Program-Level Evaluations: Evaluating the Local Systemic Change for Teacher Enhancement Program

ERIC Educational Resources Information Center

Johnson, Kelli; Weiss, Iris R.

2011-01-01

In 1995, the National Science Foundation (NSF) contracted with principal investigator Iris Weiss and an evaluation team at Horizon Research, Inc. (HRI) to conduct a national evaluation of the Local Systemic Change for Teacher Enhancement program (LSC). HRI conducted the core evaluation under a $6.25 million contract with NSF. This program…

Town Meeting on Plasma Physics at the National Science Foundation

NASA Astrophysics Data System (ADS)

2015-11-01

We invite you to the Town Meeting on the role of the National Science Foundation (NSF) in supporting basic and applied research in Plasma Physics in the U.S. The overarching goal of NSF is to promote the progress of science and to enable training of the next generation of scientists and engineers at US colleges and universities. In this context, the role of the NSF Physics Division in leading the nearly 20 year old NSF/DOE Partnership in Basic Plasma Science and Engineering serves as an example of the long history of NSF support for basic plasma physics research. Yet, the NSF interest in maintaining a healthy university research base in plasma sciences extends across the Foundation. A total of five NSF Divisions are participating in the most recent Partnership solicitation, and a host of other multi-disciplinary and core programs provide opportunities for scientists to perform research on applications of plasma physics to Space & Solar Physics, Astrophysics, Accelerator Science, Material Science, Plasma Medicine, and many sub-disciplines within Engineering. This Town Meeting will provide a chance to discuss the full range of relevant NSF funding opportunities, and to begin a conversation on the present and future role of NSF in stewarding basic plasma science and engineering research at US colleges and universities. We would like to particularly encourage early career scientists and graduate students to participate in this Town Meeting, though everyone is invited to join what we hope to be a lively discussion.

From the NSF: The National Science Foundation's Investments in Broadening Participation in Science, Technology, Engineering, and Mathematics Education through Research and Capacity Building

ERIC Educational Resources Information Center

James, Sylvia M.; Singer, Susan R.

2016-01-01

The National Science Foundation (NSF) has a long history of investment in broadening participation (BP) in science, technology, engineering, and mathematics (STEM) education. A review of past NSF BP efforts provides insights into how the portfolio of programs and activities has evolved and the broad array of innovative strategies that has been…

Developing International Research Collaborations among Postdoctoral Fellows: Key Findings from the Evaluation of NSF's International Research Fellowship Program. GS-10F-0086K

ERIC Educational Resources Information Center

Martinez, Alina; Epstein, Carter; Parsad, Amanda; Whittaker, Karla

2012-01-01

Over a decade ago, the National Science Board (NSB) highlighted the importance of international collaboration in its call for increased government commitment to promoting international science and engineering (S&E) research and education. The NSB also identified the National Science Foundation (NSF) as having an important leadership role in…

Community input requested

NASA Astrophysics Data System (ADS)

Fine, Rana A.; Walker, Dan

In June 1996, the National Research Council (NRC) formed the Committee on Major U.S. Oceanographic Research Programs to foster coordination among the large programs (e.g., World Ocean Circulation Experiment, Ocean Drilling Program, Ridge Interdisciplinary Global Experiment, and others) and examine their role in ocean research. In particular, the committee is charged with (1) enhancing information sharing and the coordinated implementation of the research plans of the major ongoing and future programs; (2) assisting the federal agencies and ocean sciences community in identifying gaps, as well as appropriate followon activities to existing programs; (3) making recommendations on how future major ocean programs should be planned, structured and organized; and (4) evaluating the impact of major ocean programs on the understanding of the oceans, development of research facilities, education, and collegiality in the academic community. The activity was initiated at the request of the National Science Foundation (NSF) Division of Ocean Sciences, is overseen by the NRC's Ocean Studies Board (OSB), and is funded by both NSF and the Office of Naval Research.

Astronomy education awards in the IUSE:EHR portfolio

NASA Astrophysics Data System (ADS)

Lee, Kevin M.

2017-01-01

Improving Undergraduate STEM Education (IUSE) is a National Science Foundation (NSF) program that addresses immediate challenges and opportunities facing undergraduate STEM education. IUSE endeavors to support faculty as they incorporate educational research results into the classroom and advance our understanding of effective teaching and learning. Note that IUSE is an NSF-wide framework. This paper will focus upon IUSE:EHR - the IUSE program administered from NSF's Education and Human Resources Directorate (EHR) through the Division of Undergraduate Education (DUE). Other branches of IUSE operating within this framework include IUSE:RED in the Engineering Directorate and IUSE:GEOPATHS in the Geosciences Directorate.

From the NSF: The National Science Foundation's Investments in Broadening Participation in Science, Technology, Engineering, and Mathematics Education through Research and Capacity Building.

PubMed

James, Sylvia M; Singer, Susan R

The National Science Foundation (NSF) has a long history of investment in broadening participation (BP) in science, technology, engineering, and mathematics (STEM) education. A review of past NSF BP efforts provides insights into how the portfolio of programs and activities has evolved and the broad array of innovative strategies that has been used to increase the participation of groups underrepresented in STEM, including women, minorities, and persons with disabilities. While many are familiar with these long-standing programmatic efforts, BP is also a key component of NSF's strategic plans, has been highlighted in National Science Board reports, and is the focus of ongoing outreach efforts. The majority of familiar BP programs, such as the Louis Stokes Alliances for Minority Participation (now 25 years old), are housed in the Directorate for Education and Human Resources. However, fellowship programs such as the Graduate Research Fellowships and Postdoctoral Research Fellowships under the Directorate for Biological Sciences (and parallel directorates in other STEM disciplines) are frequently used to address underrepresentation in STEM disciplines. The FY2016 and FY2017 budget requests incorporate funding for NSF INCLUDES, a new cross-agency BP initiative that will build on prior successes while addressing national BP challenges. NSF INCLUDES invites the use of innovative approaches for taking evidence-based best practices to scale, ushering in a new era in NSF BP advancement. © 2016 S. M. James and S. R. Singer. CBE—Life Sciences Education © 2016 The American Society for Cell Biology. This article is distributed by The American Society for Cell Biology under license from the author(s). It is available to the public under an Attribution–Noncommercial–Share Alike 3.0 Unported Creative Commons License (http://creativecommons.org/licenses/by-nc-sa/3.0).

DOE Office of Scientific and Technical Information (OSTI.GOV)

Uhle, Maria

These funds were transferred from DOE to NSF as DOE's contribution to the U.S. Global Change Research Program in support of 4 internationalnactivities/programs as approved by the U.S. Global Change Research Program on 14 March 2014. The programs are the International Geosphere-Biosphere Programme, the DIVERSITAS programme, and the World Climate Research Program. All program awards ended as of 09-23-2015.

The Biological and Chemical Oceanography Data Management Office

NASA Astrophysics Data System (ADS)

Allison, M. D.; Chandler, C. L.; Groman, R. C.; Wiebe, P. H.; Glover, D. M.; Gegg, S. R.

2011-12-01

Oceanography and marine ecosystem research are inherently interdisciplinary fields of study that generate and require access to a wide variety of measurements. In late 2006 the Biological and Chemical Oceanography Sections of the National Science Foundation (NSF) Geosciences Directorate Division of Ocean Sciences (OCE) funded the Biological and Chemical Oceanography Data Management Office (BCO-DMO). In late 2010 additional funding was contributed to support management of research data from the NSF Office of Polar Programs Antarctic Organisms & Ecosystems Program. The BCO-DMO is recognized in the 2011 Division of Ocean Sciences Sample and Data Policy as one of several program specific data offices that support NSF OCE funded researchers. BCO-DMO staff members offer data management support throughout the project life cycle to investigators from large national programs and medium-sized collaborative research projects, as well as researchers from single investigator awards. The office manages and serves all types of oceanographic data and information generated during the research process and contributed by the originating investigators. BCO-DMO has built a data system that includes the legacy data from several large ocean research programs (e.g. United States Joint Global Ocean Flux Study and United States GLOBal Ocean ECosystems Dynamics), to which data have been contributed from recently granted NSF OCE and OPP awards. The BCO-DMO data system can accommodate many different types of data including: in situ and experimental biological, chemical, and physical measurements; modeling results and synthesis data products. The system enables reuse of oceanographic data for new research endeavors, supports synthesis and modeling activities, provides availability of "real data" for K-12 and college level use, and provides decision-support field data for policy-relevant investigations. We will present an overview of the data management system capabilities including: map-based and text-based data discovery and access systems; recent enhancements to data search tools; data export and download utilities; and strategic use of controlled vocabularies to facilitate data integration and to improve data system interoperability.

Directory of Awards. FY 1986.

ERIC Educational Resources Information Center

National Science Foundation, Washington, DC. Directorate for Science and Engineering Education.

The National Science Foundation (NSF) provides awards for education and research in the sciences, mathematics, and engineering. This publication contains information on fiscal year 1986 awards. An introductory section reviews the goals of NSF's education program and the long-range goals of the Directorate for Science and Engineering Education.…

Inciting High-School interest in physics.

NASA Astrophysics Data System (ADS)

Zhang, Jiandi

2008-03-01

We report on our outreach effort on material-physics education program as one part of my NSF Career award project. This is a program incorporated with the NSF funded Physics Learning Center at FIU, focusing on the material physics enrichment both high school students and teachers. We particularly pay attention to minority students by taking the advantage of FIU's composition and location. The program offers a special/session-style workshop, demonstrations, research lab touring, as well as summer research activities. The goal is to enrich teacher's ability of instruction to their students and inspire students to pursue scientific careers. The detailed outreach activities will be discussed.

76 FR 19793 - Advisory Committee for Polar Programs; Notice of Meeting

Federal Register 2010, 2011, 2012, 2013, 2014

2011-04-08

... presentations and discussion on opportunities and challenges for polar research, education and infrastructure; discussion of OPP Strategic Vision development; transformative research, ad hoc proposals & program... advise NSF on the impact of its policies, programs, and [[Page 19794

Advancing Research in the National Science Foundation's Advanced Technological Education Program

ERIC Educational Resources Information Center

Wingate, Lori A.

2017-01-01

Advanced Technological Education is distinct from typical National Science Foundation programs in that it is essentially a training--not research--program, and most grantees are located at technical and two-year colleges. This article presents empirical data on the status of research in the program, discusses the program's role in supporting NSF's…

Directory of Awards. Fiscal Years 1987 and 1988.

ERIC Educational Resources Information Center

National Science Foundation, Washington, DC. Directorate for Science and Engineering Education.

The National Science Foundation (NSF) provides awards for education and research in the sciences, mathematics, and engineering. This publication contains information about awards for the 1987 and 1988 fiscal years. An introductory section reviews the goals of NSF's education program and the long-range goals of the Directorate for Science and…

Current trends on 2D materials for photonics devices: an NSF perspective (Conference Presentation)

NASA Astrophysics Data System (ADS)

Fallahi, Mahmoud

2017-05-01

Recent advancements in two-dimensional (2D) materials have opened significant research opportunities in optics and photonics. While the initial focus on 2D materials was on Graphene, new generation of 2D materials such as hexagonal boron nitride (h-BN), transition metal dichalcogenides (TMDCs), monolayer black phosphorous (BP) and other monolayer structures have shown unique electrical and optical properties. For example, h-BN is an insulator, while monolayers of some TMDCs such as MoS2 and WSe2 are direct band-gap semiconductors. Depending on the choice of material compositional and layer variations their optical properties can be engineered, making them particularly attractive as novel light sources, photodetectors, modulators and photovoltaic components, in particular for few photon applications. Plasmonic properties of 2D materials make them suitable for nanophotonics and monolithic integration with other conventional materials. The National Science Foundation (NSF) is a US federal agency dedicated to promote progress of science and engineering. NSF is the funding source for approximately 24 percent of all federally supported basic research conducted by America's colleges and universities. NSF has recently supported several initiatives related to novel 2D material and device research. In this talk, I will first give an overview of the NSF programs and funding opportunities. The second part of the talk will be focused on the programs related to 2D materials for photonic devices and program specific initiatives. Several highlights of the recent achievements and awards in the field of 2D materials for photonic devices will be presented.

Improved Access to NSF Funded Ocean Research Data

NASA Astrophysics Data System (ADS)

Chandler, C. L.; Groman, R. C.; Kinkade, D.; Shepherd, A.; Rauch, S.; Allison, M. D.; Gegg, S. R.; Wiebe, P. H.; Glover, D. M.

2015-12-01

Data from NSF-funded, hypothesis-driven research comprise an essential part of the research results upon which we base our knowledge and improved understanding of the impacts of climate change. Initially funded in 2006, the Biological and Chemical Oceanography Data Management Office (BCO-DMO) works with marine scientists to ensure that data from NSF-funded ocean research programs are fully documented and freely available for future use. BCO-DMO works in partnership with information technology professionals, other marine data repositories and national data archive centers to ensure long-term preservation of these valuable environmental research data. Data contributed to BCO-DMO by the original investigators are enhanced with sufficient discipline-specific documentation and published in a variety of standards-compliant forms designed to enable discovery and support accurate re-use.

Presenting Bionic: Broader Impacts and Outreach Network for Institutional Collaboration

NASA Astrophysics Data System (ADS)

Storm, K.

2014-12-01

Broader Impact plans are required of all NSF proposals. In 2011 the National Science Board, which oversees NSF, reconfirmed NSF's commitment to Broader Impacts in its task force report on the merit review system. At many institutions there are professionals that focus their work on supporting the Broader Impact work of researchers. This session will share the Broader Impacts and Outreach Network for Institutional Collaboration (BIONIC) plan to create a professional network of individuals and offices committed to planning and carrying out effective Broader Impact programming. BIONIC is an NSF Research Coordination Network that is recommended for funding through the Biology Directorate. In this session we will share the goals of BIONIC, and the progress to date in reaching those goals (of which one aspect is the curating of effective Broader Impact initiatives).

Scientific Applications of two U.S. Antarctic Program Projects at NSIDC

NASA Astrophysics Data System (ADS)

Scharfen, G. R.; Bauer, R. J.

2001-12-01

The National Snow and Ice Data Center maintains two Antarctic science data management programs supporting both the efforts of Principal Investigators (PIs), and the science that is funded by the NSF Office of Polar Programs. These programs directly relate to the OPP "Guidelines and Award Conditions for Scientific Data", which identify the conditions for awards and responsibilities of PIs regarding the archival of data, and submission of metadata, resulting from their NSF OPP grants. The U.S. Antarctic Data Coordination Center (USADCC) is funded by NSF to assist PIs as they meet these requirements, and to provide a U.S. focal point for the Antarctic Master Directory, a web-based searchable directory of Antarctic scientific data. The USADCC offers access to free, easy-to-use online tools that PIs can use to create the data descriptions that the NSF policy data requires. We provide advice to PIs on how to meet the data policy requirements, and can answer specific questions on related issues. Scientists can access data set descriptions submitted to the Antarctic Master Directory, by thousands of scientists around the world, from the USADCC web pages. The USADCC website is at http://nsidc.org/NSF/USADCC/. The Antarctic Glaciological Data Center (AGDC) is funded by NSF to archive and distribute data collected by the NSF Antarctic Glaciology Program and related cryospheric investigations. The AGDC contains data sets collected by individual investigators on specific grants, and compiled products assembled from many different PI data sets, published literature, and other sources. Data sets are available electronically and include access to the data, plus useful documentation, citation information about the PI(s), locator maps, derived images and references. The AGDC website is at http://nsidc.org/NSF/AGDC/. The utility of both of these projects for scientists is illustrated by a typical user-driven case study to research, obtain and use Antarctic data for a science application.

Joint Services Electronics Program for the Period 1 April 1990 Through 31 March 1991, (Coordinated Science Laboratory, University Illinois at Urbana-Champaign)

DTIC Science & Technology

1991-06-30

AND TITLES: 0. Arikan , Research Assistant I W. Chuang, Research Assistant A. Krone, Research Assistant M, Leung, Research Assistant I Y. Liu, Research...P. Willis and Y. Bresler, "Norm invariance of minimax-optimal interpolation," submitted to3 IEEE Trans. Inform. Theory. (JSEP/NSF) [5] 0. Arikan and...imaging of time varying distributions," in Proc. Int. Syrup. Circuits and Syst., Singapore, Jun. 1991 (to appear). (JSEP/NSF) [101 0. Arikan and 1). C

Creation of a Multidisciplinary Curriculum for Hydrologic Literacy: An Applied Ethnography.

ERIC Educational Resources Information Center

Hancock, Elizabeth S.; Uyeda, Steven

Science programs funded by the National Science Foundation (NSF) are increasingly involved in science education reform. Such entities are funded for science research and are expected to pursue educational activities with K-12 students and teachers. These efforts are often guided by ideas from current science education reform. The NSF Science and…

National Science Foundation Postdoctoral Research Mentoring Plan Requirement

NASA Astrophysics Data System (ADS)

Lehr, Dana

2010-01-01

The National Science Foundation (NSF) Grant Proposal Guide (NSF 09-29) contains new guidance regarding compliance with the mentoring requirement of the America COMPETES Act. NSF Program Staff will review the Postdoctoral Researcher Mentoring Plan Requirement with regard to NSF proposal submissions. Each NSF proposal that requests funding to support postdoctoral researchers must include, as a supplementary document, a description of the mentoring activities that will be provided for such individuals. In no more than one page, the mentoring plan must describe the mentoring that will be provided to all postdoctoral researchers supported by the project, irrespective of whether they reside at the submitting organization, any subawardee organization, or at any organization participating in a simultaneously submitted collaborative project. Examples of mentoring activities include, but are not limited to: career counseling; training in preparation of grant proposals, publications and presentations; guidance on ways to improve teaching and mentoring skills; guidance on how to effectively collaborate with researchers from diverse backgrounds and disciplinary areas; and training in responsible professional practices. The proposed mentoring activities will be evaluated as part of the merit review process under the Foundation's broader impacts merit review criterion. Proposals that include funding to support postdoctoral researchers, and, do not include the requisite mentoring plan will be returned without review.

NSF Support for Physics at the Undergraduate Level: A View from Inside

NASA Astrophysics Data System (ADS)

McBride, Duncan

2015-03-01

NSF has supported a wide range of projects in physics that involve undergraduate students. These projects include NSF research grants in which undergraduates participate; Research Experiences for Undergraduates (REU) centers and supplements; and education grants that range from upper-division labs that may include research, to curriculum development for upper- and lower-level courses and labs, to courses for non-majors, to Physics Education Research (PER). The NSF Divisions of Physics, Materials Research, and Astronomy provide most of the disciplinary research support, with some from other parts of NSF. I recently retired as the permanent physicist in NSF's Division of Undergraduate Education (DUE), which supports the education grants. I was responsible for a majority of DUE's physics grants and was involved with others overseen by a series of physics rotators. There I worked in programs entitled Instrumentation and Laboratory Improvement (ILI); Course and Curriculum Development (CCD); Course, Curriculum, and Laboratory Improvement (CCLI); Transforming Undergraduate STEM Education (TUES); and Improving Undergraduate STEM Education (IUSE). NSF support has enabled physics Principal Investigators to change and improve substantially the way physics is taught and the way students learn physics. The most important changes are increased undergraduate participation in physics research; more teaching using interactive engagement methods in classes; and growth of PER as a legitimate field of physics research as well as outcomes from PER that guide physics teaching. In turn these have led, along with other factors, to students who are better-prepared for graduate school and work, and to increases in the number of undergraduate physics majors. In addition, students in disciplines that physics directly supports, notably engineering and chemistry, and increasingly biology, are better and more broadly prepared to use their physics education in these fields. I will describe NSF support for undergraduate physics with both statistics and examples. In addition I will talk about trends in support for undergraduate physics at NSF and speculate about directions such support might go. Contents of this paper reflect the opinions of the author and do not necessarily reflect those of the National Science Foundation.

77 FR 56876 - Agency Information Collection Activities; Comment Request: Office of Inspector General Review of...

Federal Register 2010, 2011, 2012, 2013, 2014

2012-09-14

... assistance from the Foundation for science and engineering research or education describe in its grant... Research Program AGENCY: National Science Foundation. ACTION: Notice. SUMMARY: The National Science... NSF's Requirement for a Responsible Conduct of Research Program. OMB Approval Number: 3145-NEW...

A Combined Research/Educational Curriculum in Smart Sensors and Integrated Devices.

ERIC Educational Resources Information Center

Auner, G. W.; Siy, P.; Naik, R.; Wenger, L.; Liu, G-Y.; Schwiebert, L. J.

The researchers are developing a new curriculum which integrates ongoing research efforts in the Center for Smart Sensors and Integrated Devices into a cooperative educational and traineeship program. A forerunner to this program was initiated with funding by a National Science Foundation (NSF) Combined Research and Curriculum Development (CRCD)…

Who is looking for an internship and successful in obtaining one? Examining application data from REU programs funded through NSF GEO

NASA Astrophysics Data System (ADS)

Hubenthal, M.; Kelly, M.

2017-12-01

The Directorate for Geosciences (GEO) at the National Science Foundation (NSF) is currently funding 60 Research Experiences for Undergraduate (REU) sites. Each site offers opportunities for 8 to 12 undergraduates to participate in research within solid earth, oceans, atmospheric and cryosphere sciences. Because applicant data is collected at individual REU sites, the exact number of unique applicants to all REU sites, and the demographics of this national applicant pool has not been previously reported. While some sites do provide some of this information to NSF in annual reports, obtaining and combining such data is problematic because the percentage of individuals that apply to multiple programs is unknown and generally believed anecdotally to be high, especially for students traditionally underrepresented in the geosciences. Understanding both the scale and makeup of the national applicant pool is important for several reasons. First, very little is known about how the supply and geographic location of slots in REU programs compares to the demand from undergraduate STEM majors interested in research experiences. Second, research into internship programs and their role in the career development process are limited by a lack of baseline data that includes both successful and unsuccessful internship applicants across the various sub-disciplines of the Earth sciences. Finally, designing and refining efforts to engage underrepresented populations in STEM research, and measuring the impact of such efforts is difficult without baseline data for comparison. We will present aggregate application data from up to 20 GEO REU funded programs. These programs represent Oceans, Atmospheres and Earth Science research areas and includes over a thousand applicants. Preliminary analysis suggests the number of unique applicants in the pool is higher than anecdotally predicted. Similarly, unique applicants from underrepresented communities also appears higher than anticipated.

Visiting Professorships

NASA Astrophysics Data System (ADS)

Applications are now being accepted for the National Science Foundation (NSF) Visiting Professorships for Women Program. Under this program, women scientists and engineers from industry, government, and academia can be visiting professors at academic institutions in the United States.The program's objectives are to provide opportunities for women to advance their careers in the disciplines of science and engineering that are supported by NSF to provide greater visibility and wider opportunities for women scientists and engineers employed in industry, government, and academic institutions, and to provide encouragement for other women to pursue careers in science and engineering through the awardees' research, lecturing, counseling, and mentoring activities.

Transforming Research Data into Resource Data

NASA Astrophysics Data System (ADS)

Chandler, C. L.; Shepherd, A.; Groman, R. C.; Kinkade, D.; Rauch, S.; Allison, M. D.; Copley, N. J.; Ake, H.; York, A.; Wiebe, P. H.; Glover, D. M.

2016-12-01

Many of the Grand Challenge science questions are of interest to the marine science research community funded by the United States National Science Foundation (NSF). The highly diverse range of environmental data from the oceans, coastal regions, and Great Lakes are collected using a variety of platforms, instrument systems and sensors and are complemented by experimental results including sequence data, and model results. The data are often collected with a particular research purpose in mind. Such data are costly to acquire and environmental data, temporally and geographically unique, cannot be acquired again. The NSF-funded research community comprising funded investigators and their research teams, operators of the US academic research fleet, data managers, marine librarians, and NSF program managers are working together to transform `research data' into `resource data'. The objective is to ensure that the original research data become available to a much wider community, and have potential to be used as `resource data' for new and different types of research well beyond the initial focus of the NSF research grant. The Biological and Chemical Oceanography Data Management Office (BCO-DMO) manages a community-driven data repository that serves some of these data: the data and results from research funded by NSF Ocean Sciences and Polar Programs. Individually such data sets are typically small in size, but when integrated these data become a valuable resource for the global research effort. The data are analyzed, quality controlled, finalized by the original investigators and their research teams, and then contributed to BCO-DMO. The BCO-DMO data managers reformat the data if they were submitted in proprietary formats, perform quality assessment review, augment the data sets with additional documentation, and create structured, machine-actionable metadata. The BCO-DMO data system allows researchers to make connections between related data sets within the BCO-DMO catalog, and also to follow links to complementary data sets curated at other research data repositories. The key is to expose, in standards compliant ways, essential elements of domain-specific metadata that enable discovery of related data, results, products, and publications from scientific research activities.

Re-Harnessing the Genie

NASA Astrophysics Data System (ADS)

Lagowski, J. J.

1996-06-01

Fifty years ago Vannevar Bush, with the aid of the Federal Government, released the academic research genie. It was argued at the time, and it still may be true, that only academic laboratories could provide the research and trained personnel needed to sustain American's scientific and technological needs. As history has shown, Bush's instinctive distrust of industrial laboratories as a potential training ground was basically correct. In those days, the country's needs were associated with warfare-the end of WWII and the collective hostile activities historically described as the "cold war." Today the country's needs derive from attempts to stay globally competitive. The government's decision to have universities turning out the bulk of the nation's basic research and to use those universities as a venue for developing research talent has created a network of more than 100 research-intensive universities, the output of which is the envy of the world. But, now there is another growing national need-improving the quality of science, mathematics, engineering, and technology (SMET) education throughout the educational system. The genie released 50 years ago, either has to go back into the bottle, or it needs to be re-purposed. The former is highly unlikely, which leaves only the latter as a viable strategy. Indeed, the National Science Foundation, which could be described as the master of the genie, is attempting to do just that. In the past several years, the budget for NSF's suite of "undergraduate" programs has grown to the point where the Foundation currently spends about $180 million on such projects. These programs represent initiatives at the pre-college and undergraduate college levels that are focused on instructional activities (teacher preparation, curriculum development, faculty enhancement, etc.) and research-oriented activities to compliment undergraduate education in a variety of traditional nonresearch environments. These programs are an attempt by NSF to start redressing the imbalance between research and teaching that the Foundation has actively promoted during most of its 50 years of existence. Now, the NSF strategy is to tell the scientists it has supported in the past, and those who will be supported in the future, that what they do in the classroom is as important as what they do in the laboratory; indeed, some would argue it is the most important activity that NSF has to sustain in the current environment. Since NSF is part of the problem, it has an obligation to be part of the solution, which is the essence of a report of an advisory panel. The draft report also has suggestions to universities on how to revise their approach to SMET teaching. It recommends that departments should set goals for what their students should learn, hold faculty members accountable for students' performance, change the academic reward system to incorporate good teaching, and give science faculty members a bigger role in the education of K-12 teachers. The basic problem is that 65% of all undergraduates, including many who will become the nation's precollege teachers, do not attend the more than 100 research intensive institutions that are so heavily supported by NSF's research efforts. In effect, those students have no access to SMET education in a world of growing technical complexity. The report suggests that NSF would do well to redress this imbalance by shifting more of its resources into undergraduate and precollege programs that focus on teaching. This point of view grows out of a 1986 review which centered on how NSF could help science majors. Now, the Foundation is being asked to address the SMET-related problems of all undergraduate students. Clearly, there is danger in attempting to use a system, the relatively meager resources of which have been aimed at about 10% of the population of undergraduates, to serve the entire population. Still, NSF can send a clear message that teaching is important in research-intensive universities. A message that might have a catalytic effect on all institutions. JJL

Federal Science and Engineering Support to Universities, Colleges, and Nonprofit Institutions: Fiscal Year 1996. Detailed Statistical Tables.

ERIC Educational Resources Information Center

National Science Foundation, Arlington, VA. Div. of Science Resources Studies.

The National Science Foundation (NSF) Act of 1950 stipulates that NSF must maintain a program for determining the total amount of money for scientific and engineering research received from federal agencies by each educational institution and appropriate nonprofit organization and to report these data annually to Congress and the President. NSF…

Exploration of NSF-ATE Projects Approaches in the Integration of Technology and Engineering Education at the K-12 Levels

ERIC Educational Resources Information Center

Strobel, Johannes; Mendoza Díaz, Noemi V.

2012-01-01

Access to post-secondary education, specifically in the technical, two-year institution area, is a topic of growing interest in the country. Funding agencies, such as NSF, via the Advanced Technological Education Program (ATE), are supporting initiatives and research aimed at increasing the number of technicians and engineers and improving…

The Evolving Evaluation Process for NSF Broader Impacts

NASA Astrophysics Data System (ADS)

Straub, J. A.; Lawrence, J. E.

2016-12-01

The National Science Foundation (NSF) supports basic research in all non-medical fields of fundamental science that benefit society. To pursue this goal, NSF uses two merit review criteria: intellectual merit and broader impacts. As defined by NSF, intellectual merit "encompasses the potential to advance knowledge," while broader impacts "encompasses the potential to benefit society and contribute to the achievement of specific, desired societal outcomes." Articulating compelling broader impacts is increasingly critical as limited available funding means that both sets of criteria will impact the final proposal outcome. Although societal relevance has been valued by NSF since the foundation was established, recent events have placed increased emphasis on its importance: the America COMPETES Act encouraged increased efforts across agencies in educating the future STEM workforce (2007); NSF prioritized broader STEM participation (2008); the Obama administration issued a memo on transparency and open government (2009); and the National Science Board revised the NSF merit review criteria to emphasize that the same five elements should be considered for both merit review criteria (2012). Principal Investigators, reviewers (including panelists), and Program Officers are being asked to justify how the broader impacts contribute significantly to the project. As broader impacts become increasingly emphasized in the merit review process, it is important to understand not only how Principal Investigators are responding, but how reviewers are evaluating this aspect of proposals. To examine how reviewers are responding to this change in NSF's evaluation policy, an assessment of broader impacts in the Division of Earth Sciences is being conducted. The data were analyzed to see how reviewers have shifted their feedback in the last ten years. Data so far suggest that policy changes to the Grant Proposal Guide in 2012 have caused a notable shift to reviewers being more evaluative of broader impacts, rather than descriptive, in their review of proposals in the core research programs.

Undergraduates study climate change science, philosophy, and public policy

NASA Astrophysics Data System (ADS)

Bullock, Mark A.; Frodeman, Robert L.

The National Science Foundation's (NSF) Research Experience for Undergraduates (REU) program provides undergraduate students with the opportunity to participate in ongoing scientific research. Existing either as stand-alone summer programs or as supplementary components to existing NSF research grants, the REU program focuses on introducing aspiring young scientists to the delights and complexities of science. Global Climate Change and Society (GCCS) is an intensive, 8-week REU program that began a 3-year run in the summer of 2001.Developed by a philosopher at the Colorado School of Mines, and a planetary scientist at Southwest Research Institute in Boulder, Colrado, GCCS is a unique experiment in research and pedagogy that introduces students to science by using a distinctive approach. Choosing as its topic the questions surrounding global climate change, the program explores the interwoven scientific, philosophical, and public policy issues that make the climate change debate such a volatile topic in contemporary society. Last summer, the program selected 12 undergraduates through a nationally advertised competition. Student interns came from diverse academic and cultural backgrounds and included physics, philosophy and public policy majors from elite liberal arts schools, major research institutions, and mainstream state universities. The program was held at the University of Colorado and the National Center for Atmospheric Research (NCAR), in Boulder, Colorado (Figure 1).

Myths in funding ocean research at the National Science Foundation

NASA Astrophysics Data System (ADS)

Duce, Robert A.; Benoit-Bird, Kelly J.; Ortiz, Joseph; Woodgate, Rebecca A.; Bontempi, Paula; Delaney, Margaret; Gaines, Steven D.; Harper, Scott; Jones, Brandon; White, Lisa D.

2012-12-01

Every 3 years the U.S. National Science Foundation (NSF), through its Advisory Committee on Geosciences, forms a Committee of Visitors (COV) to review different aspects of the Directorate for Geosciences (GEO). This year a COV was formed to review the Biological Oceanography (BO), Chemical Oceanography (CO), and Physical Oceanography (PO) programs in the Ocean Section; the Marine Geology and Geophysics (MGG) and Integrated Ocean Drilling Program (IODP) science programs in the Marine Geosciences Section; and the Ocean Education and Ocean Technology and Interdisciplinary Coordination (OTIC) programs in the Integrative Programs Section of the Ocean Sciences Division (OCE). The 2012 COV assessed the proposal review process for fiscal year (FY) 2009-2011, when 3843 proposal actions were considered, resulting in 1141 awards. To do this, COV evaluated the documents associated with 206 projects that were randomly selected from the following categories: low-rated proposals that were funded, high-rated proposals that were funded, low-rated proposals that were declined, high-rated proposals that were declined, some in the middle (53 awarded, 106 declined), and all (47) proposals submitted to the Rapid Response Research (RAPID) funding mechanism. NSF provided additional data as requested by the COV in the form of graphs and tables. The full COV report, including graphs and tables, is available at http://www.nsf.gov/geo/acgeo_cov.jsp.

What Works! Encouraging Diversity in Science, Mathematics, Engineering, and Technology through Effective Mentoring. A 5-Year Overview of the Research Careers for Minority Scholars Program.

ERIC Educational Resources Information Center

National Science Foundation, Arlington, VA. Directorate for Education and Human Resources.

The National Science Foundation's (NSF) Research Careers for Minority Scholars (RCMS) program was initiated to encourage individuals from underrepresented groups in science, mathematics, engineering and technology (SMET) disciplines to complete undergraduate degree programs and matriculate to SMET graduate degree programs. This report describes…

Evaluation of the Initial Impacts of the National Science Foundation's Integrative Graduate Education and Research Traineeship Program: Final Report

ERIC Educational Resources Information Center

Carney, Jennifer; Chawla, Deepika; Wiley, Autumn; Young, Denise

2006-01-01

This report summarizes findings from an evaluation of the impacts of the National Science Foundation's (NSF) Integrative Graduate Education and Research Traineeships (IGERT) program. Through support of interdisciplinary graduate education programs in Science, Technology, Engineering, and Mathematics, the IGERT program aims to educate U.S.…

Geoscience Workforce Development at UNAVCO: Leveraging the NSF GAGE Facility

NASA Astrophysics Data System (ADS)

Morris, A. R.; Charlevoix, D. J.; Miller, M.

2013-12-01

Global economic development demands that the United States remain competitive in the STEM fields, and developing a forward-looking and well-trained geoscience workforce is imperative. According to the Bureau of Labor Statistics, the geosciences will experience a growth of 19% by 2016. Fifty percent of the current geoscience workforce is within 10-15 years of retirement, and as a result, the U.S. is facing a gap between the supply of prepared geoscientists and the demand for well-trained labor. Barring aggressive intervention, the imbalance in the geoscience workforce will continue to grow, leaving the increased demand unmet. UNAVCO, Inc. is well situated to prepare undergraduate students for placement in geoscience technical positions and advanced graduate study. UNAVCO is a university-governed consortium facilitating research and education in the geosciences and in addition UNAVCO manages the NSF Geodesy Advancing Geosciences and EarthScope (GAGE) facility. The GAGE facility supports many facets of geoscience research including instrumentation and infrastructure, data analysis, cyberinfrastructure, and broader impacts. UNAVCO supports the Research Experiences in the Solid Earth Sciences for Students (RESESS), an NSF-funded multiyear geoscience research internship, community support, and professional development program. The primary goal of the RESESS program is to increase the number of historically underrepresented students entering graduate school in the geosciences. RESESS has met with high success in the first 9 years of the program, as more than 75% of RESESS alumni are currently in Master's and PhD programs across the U.S. Building upon the successes of RESESS, UNAVCO is launching a comprehensive workforce development program that will network underrepresented groups in the geosciences to research and opportunities throughout the geosciences. This presentation will focus on the successes of the RESESS program and plans to expand on this success with broader workforce development efforts.

On Achieving Transdisciplinary Outcomes from Synergistic Research Efforts in the Northern Gulf of Mexico

NASA Astrophysics Data System (ADS)

Hagen, S. C.

2017-12-01

Multiple federal initiatives aim to evaluate and enhance sustainability and resilience at the coastal-land margin. Progressive efforts undertaken in the northern Gulf of Mexico for more than ten years have resulted in synergistic research with multiple means of federal support. Major grants include the FEMA Flood Insurance Studies, the NOAA / NOS Ecological Effects of Sea Level Rise Program, as well as the NSF Coastal SEES Program. Through a careful development of a collective enterprise the results from these and other individual programs (e.g., NOAA Sea Grant College, DHS Center of Excellence, NSF Rapid Response) have been elevated to achieve transdisciplinary outcomes. A direct product of the synergy is a system of systems approach to bio-geophysical science with the inclusion of socioeconomic processes.

NSF's Perspective on Space Weather Research for Building Forecasting Capabilities

NASA Astrophysics Data System (ADS)

Bisi, M. M.; Pulkkinen, A. A.; Bisi, M. M.; Pulkkinen, A. A.; Webb, D. F.; Oughton, E. J.; Azeem, S. I.

2017-12-01

Space weather research at the National Science Foundation (NSF) is focused on scientific discovery and on deepening knowledge of the Sun-Geospace system. The process of maturation of knowledge base is a requirement for the development of improved space weather forecast models and for the accurate assessment of potential mitigation strategies. Progress in space weather forecasting requires advancing in-depth understanding of the underlying physical processes, developing better instrumentation and measurement techniques, and capturing the advancements in understanding in large-scale physics based models that span the entire chain of events from the Sun to the Earth. This presentation will provide an overview of current and planned programs pertaining to space weather research at NSF and discuss the recommendations of the Geospace Section portfolio review panel within the context of space weather forecasting capabilities.

Plasma Physics at the National Science Foundation

NASA Astrophysics Data System (ADS)

Lukin, Vyacheslav

2017-10-01

The Town Meeting on Plasma Physics at the National Science Foundation will provide an opportunity for Q&A about the variety of NSF programs and solicitations relevant to a broad cross-section of the academic plasma science community, from graduating college seniors to senior leaders in the field, and from plasma astrophysics to basic physics to plasma engineering communities. We will discuss recent NSF-hosted events, research awards, and multi-agency partnerships aimed at enabling the progress of science in plasma science and engineering. Future outlook for plasma physics and broader plasma science support at NSF, with an emphasis on how you can help NSF to help the community, will be speculated upon within the uncertainty of the federal budgeting process.

The Summer Undergraduate Research Internship Program at the Pisgah Astronomical Research Institute

NASA Astrophysics Data System (ADS)

Cline, J. Donald; Castelaz, M.; Whitworth, C.; Clavier, D.; Owen, L.; Barker, T.

2012-01-01

Pisgah Astronomical Research Institute (PARI) offers summer undergraduate research internships. PARI has received support for the internships from the NC Space Grant Consortium, NSF awards for public science education, private donations, private foundations, and through a collaboration with the Pisgah Astronomical Research and Education Center of the University of North Carolina - Asheville. The internship program began in 2001 with 4 students. This year 7 funded students participated in 2011. Mentors for the interns include PARI's Science, Education, and Information Technology Directors and visiting faculty who are members of the PARI Research Affiliate Faculty program. Students work with mentors on radio and optical astronomy research, electrical engineering for robotic control of instruments, software development for instrument control and software for citizen science projects, and science education by developing curricula and multimedia and teaching high school students in summer programs at PARI. At the end of the summer interns write a paper about their research which is published in the PARI Summer Student Proceedings. Several of the students have presented their results at AAS Meetings. We will present a summary of specific research conducted by the students with their mentors, the logistics for hosting the PARI undergraduate internship program, and plans for growth based on the impact of an NSF supported renovation to the Research Building on the PARI campus.

The Summer Undergraduate Research Internship Program at the Pisgah Astronomical Research Institute

NASA Astrophysics Data System (ADS)

Castelaz, Michael W.; Cline, J.; Whitworth, C.; Clavier, D.

2011-01-01

Pisgah Astronomical Research Institute (PARI) offers summer undergraduate research internships. PARI has received support for the internships from the NC Space Grant Consortium, NSF awards for public science education, private donations, private foundations, and through a collaboration with the Pisgah Astronomical Research and Education Center of the University of North Carolina - Asheville. The internship program began in 2001 with 4 students. This year 9 funded students participated in 2010. Mentors for the interns include PARI's Directors of Science, Education, and Information Technology and visiting faculty who are members of the PARI Research Affiliate Faculty program. Students work with mentors on radio and optical astronomy research, electrical engineering for robotic control of instruments, software development for instrument control and applets for citizen science projects, and science education by developing curricula and multimedia and teaching high school students in summer programs at PARI. At the end of the summer interns write a paper about their research which is published in the PARI Summer Student Proceedings. Several of the students have presented their results at AAS Meetings. We will present a summary of specific research conducted by the students with their mentors, the logistics for hosting the PARI undergraduate internship program, and plans for growth based on the impact of an NSF supported renovation to the Research Building on the PARI campus.

Final Project Report to NSF.

ERIC Educational Resources Information Center

National Inst. for Science Education, Madison, WI.

The National Institute for Science Education's (NISE) focused mission is to improve mathematics and science education from kindergarten through college. This document reports on NISE's research programs, dissemination programs, and organizational process programs. Contents include: (1) "Systemic Reform: Policy and Evaluation" (William H. Clune and…

Improving Science Teacher Preparation through the APS PhysTEC and NSF Noyce Programs

NASA Astrophysics Data System (ADS)

Williams, Tasha; Tyler, Micheal; van Duzor, Andrea; Sabella, Mel

2013-03-01

Central to the recruitment of students into science teaching at a school like CSU, is a focus on the professional nature of teaching. The purpose of this focus is twofold: it serves to change student perceptions about teaching and it prepares students to become teachers who value continued professional development and value the science education research literature. The Noyce and PhysTEC programs at CSU place the professional nature of teaching front and center by involving students in education research projects, paid internships, attendance at conferences, and participation in a new Teacher Immersion Institute and a Science Education Journal Reading Class. This poster will focus on specific components of our teacher preparation program that were developed through these two programs. In addition we will describe how these new components provide students with diverse experiences in the teaching of science to students in the urban school district. Supported by the NSF Noyce Program (0833251) and the APS PhysTEC Program.

Educational outreach at the NSF Engineering Research Center for Data Storage Systems

NASA Astrophysics Data System (ADS)

Williams, James E., Jr.

1996-07-01

An aspect of the National Science Foundation Engineering Research Center in Data Storage Systems (DSSC) program that is valued by our sponsors is the way we use our different educational programs to impact the data storage industry in a positive fashion. The most common way to teach data storage materials is in classes that are offered as part of the Carnegie Mellon curriculum. Another way the DSSC attempts to educate students is through outreach programs such as the NSF Research Experiences for Undergraduates and Young Scholars programs, both of which have been very successful and place emphasis and including women, under represented minorities and disable d students. The Center has also established cooperative outreach partnerships which serve to both educate students and benefit the industry. One example is the cooperative program we have had with the Magnetics Technology Centre at the National University of Singapore to help strengthen their research and educational efforts to benefit U.S. data storage companies with plants in Singapore. In addition, the Center has started a program that will help train outstanding students from technical institutes to increase their value as technicians to the data storage industry when they graduate.

The National Science Foundation and the History of Science

NASA Astrophysics Data System (ADS)

Rothenberg, Marc

2014-01-01

The National Science Foundation (NSF) is the major funder of the history of science in the United States. Between 1958 and 2010, the NSF program for the history of science has given 89 awards in the history of astronomy. This paper analyzes the award recipients and subject areas of the awards and notes significant shifts in the concentration of award recipients and the chronological focus of the research being funded.

Reformulating General Engineering and Biological Systems Engineering Programs at Virginia Tech

ERIC Educational Resources Information Center

Lohani, Vinod K.; Wolfe, Mary Leigh; Wildman, Terry; Mallikarjunan, Kumar; Connor, Jeffrey

2011-01-01

In 2004, a group of engineering and education faculty at Virginia Tech received a major curriculum reform and engineering education research grant under the department-level reform (DLR) program of the NSF. This DLR project laid the foundation of sponsored research in engineering education in the Department of Engineering Education. The DLR…

Federal R&D Obligations Will Show Real Growth in 1981 -- Mostly From DOD Programs. Science Resources Studies Highlights, December 31, 1980.

ERIC Educational Resources Information Center

National Science Foundation, Washington, DC. Div. of Science Resources Studies.

Reviewed are the highlights of the president's 1981 budget proposal as they pertain to research and development (R&D) funds. Examined are research and development funding trends; 1981 program changes; performers; and proposed budgets for NASA, DOE, HHS NSF, and USDA. (CO)

IGERT Implementation and Early Outcomes. Final Report

ERIC Educational Resources Information Center

Giancola, Jennifer; Chase, Anne; Koepnick, Rebecca

2001-01-01

Responding to changes in the demands on the country's science and engineering research community since the end of the Cold War, the National Science Foundation (NSF) introduced the Integrative Graduate Education and Research Traineeship (IGERT) program in 1997 to encourage science and engineering Ph.D. programs to provide their students with…

Fellowship Effects in Graduate Education: Evaluating the Impact of the National Science Foundation's Graduate Research Fellowship Program. ASHE Annual Meeting Paper.

ERIC Educational Resources Information Center

Goldsmith, Sharon S.; Presley, Jennifer B.

This report results from an evaluation of the National Research Foundation's Graduate Research Fellowship program. The study sought to determine: (1) whether NSF fellows show evidence of more timely degree completion and early career success; (2) whether graduate fellows and minority graduate fellows experience similar education and career…

Faculty Development Workshops to Support Establishing and Sustaining Undergraduate Research Programs in the Earth Sciences (Invited)

NASA Astrophysics Data System (ADS)

Fox, L. K.; Guertin, L. A.

2013-12-01

The Geosciences Division of the Council of Undergraduate Research (GeoCUR, http://curgeoscience.wordpress.com/) has a long history of supporting faculty who engage in undergraduate research. The division has held faculty development workshops at national meetings of the GSA and AGU for over 15 years. These workshops serve faculty at all career stages and cover multiple aspects of the enterprise of engaging students in undergraduate research. Topics covered include: getting a job (particularly at a primarily undergraduate institution), incorporating research into classes, mentoring independent research projects and identifying sources of internal and external funding. Originally, these workshops were funded through CUR and registration income. When the administrative costs to run the workshops increased, we successfully sought funding from the NSF Course, Curriculum, and Laboratory Improvement (CCLI) program. This CCLI Type 1 special project allowed the expansion of the GSA workshops from half-day to full-day and the offering of workshops to other venues, including the annual meeting of the Association of American Geographers and sectional GSA meetings. The workshops are organized and led by GeoCUR councilors, some of whom attended workshops as graduate students or new faculty. Current and past Geoscience program officers in the NSF Division of Undergraduate Education (DUE) have presented on NSF funding opportunities. Based on participant surveys, the content of the workshops has evolved over time. Workshop content is also tailored to the particular audience; for example, AGU workshops enroll more graduate students and post-docs and thus the focus is on the job ';search' and getting started in undergraduate research. To date, this CCLI Type 1 project has supported 15 workshops and a variety of print and digital resources shared with workshop participants. This presentation will highlight the goals of this workshop proposal and also provide insights about strategies for funding professional development, impact of workshops on initiating and sustaining undergraduate research programs, and future directions of this program.

Developing the Preparation in STEM Leadership Programs for Undergraduate Academic Peer Leaders

ERIC Educational Resources Information Center

Blackwell, Stacey; Katzen, Sari; Patel, Nipa; Sun, Yan; Emenike, Mary

2017-01-01

The authors introduce the Preparation in STEM Leadership Program at Rutgers, The State University of New Jersey. This NSF-Funded program and research study creates a centralized training program for peer leaders that includes a battery of assessments to evaluate peer leaders' content knowledge, pedagogical knowledge, communication skills, and…

The United States Antarctic Program Data Center (USAP-DC): Recent Developments

NASA Astrophysics Data System (ADS)

Nitsche, F. O.; Bauer, R.; Arko, R. A.; Shane, N.; Carbotte, S. M.; Scambos, T.

2017-12-01

Antarctic earth and environmental science data are highly valuable, often unique research assets. They are acquired with substantial and expensive logistical effort, frequently in areas that will not be re-visited for many years. The data acquired in support of Antarctic research span a wide range of disciplines. Historically, data management for the US Antarctic Program (USAP) has made use of existing disciplinary data centers, and the international Antarctic Master Directory (AMD) has served as a central metadata catalog linking to data files hosted in these external repositories. However, disciplinary repositories do not exist for all USAP-generated data types and often it is unclear what repositories are appropriate, leading to many datasets being served locally from scientist's websites or not available at all. The USAP Data Center (USAP-DC; www.usap-dc.org), operated as part of the Interdisciplinary Earth Data Alliance (IEDA), contributes to the broader preservation of research data acquired with funding from NSF's Office of Polar Programs by providing a repository for diverse data from the Antarctic region. USAP-DC hosts data that spans the range of Antarctic research from snow radar to volcano observatory imagery to penguin counts to meteorological model outputs. Data services include data documentation, long-term preservation, and web publication, as well as scientist support for registration of data descriptions into the AMD in fulfillment of US obligations under the International Antarctic Treaty. In Spring 2016, USAP-DC and the NSIDC began a new collaboration to consolidate data services for Antarctic investigators and to integrate the NSF-funded glaciology collection at NSIDC with the collection hosted by USAP-DC. Investigator submissions for NSF's Glaciology program now make use of USAP-DC's web submission tools, providing a uniform interface for Antarctic investigators. The tools have been redesigned to collect a broader range of metadata. Each data submission is reviewed and verified by a specialist from the USAP-DC/NSIDC team depending on disciplinary focus of the submission. A recently updated web search interface is available to search data by title, NSF program, award, dataset contributor, large scale project (e.g. WAIS Divide Ice Core) or by specifying an area in map view.

Knowledge Engineering for Young Scholars. Evaluation Report.

ERIC Educational Resources Information Center

Nye, Gloria T.

The Knowledge Engineering for Young Scholars (KEYS) Program was a National Science Foundation (NSF) program conducted at Louisiana State University during 1989 and 1990. The program's goals were to increase 8th-12th grade students' exposure to science, acquaint them with university research, stimulate interest in science, and build their…

Advancing Capabilities for Understanding the Earth System Through Intelligent Systems, the NSF Perspective

NASA Astrophysics Data System (ADS)

Gil, Y.; Zanzerkia, E. E.; Munoz-Avila, H.

2015-12-01

The National Science Foundation (NSF) Directorate for Geosciences (GEO) and Directorate for Computer and Information Science (CISE) acknowledge the significant scientific challenges required to understand the fundamental processes of the Earth system, within the atmospheric and geospace, Earth, ocean and polar sciences, and across those boundaries. A broad view of the opportunities and directions for GEO are described in the report "Dynamic Earth: GEO imperative and Frontiers 2015-2020." Many of the aspects of geosciences research, highlighted both in this document and other community grand challenges, pose novel problems for researchers in intelligent systems. Geosciences research will require solutions for data-intensive science, advanced computational capabilities, and transformative concepts for visualizing, using, analyzing and understanding geo phenomena and data. Opportunities for the scientific community to engage in addressing these challenges are available and being developed through NSF's portfolio of investments and activities. The NSF-wide initiative, Cyberinfrastructure Framework for 21st Century Science and Engineering (CIF21), looks to accelerate research and education through new capabilities in data, computation, software and other aspects of cyberinfrastructure. EarthCube, a joint program between GEO and the Advanced Cyberinfrastructure Division, aims to create a well-connected and facile environment to share data and knowledge in an open, transparent, and inclusive manner, thus accelerating our ability to understand and predict the Earth system. EarthCube's mission opens an opportunity for collaborative research on novel information systems enhancing and supporting geosciences research efforts. NSF encourages true, collaborative partnerships between scientists in computer sciences and the geosciences to meet these challenges.

NASA/NSF Antarctic Science Working Group

NASA Technical Reports Server (NTRS)

Stoklosa, Janis H.

1990-01-01

A collection of viewgraphs on NASA's Life Sciences Biomedical Programs is presented. They show the structure of the Life Sciences Division; the tentative space exploration schedule from the present to 2018; the biomedical programs with their objectives, research elements, and methodological approaches; validation models; proposed Antarctic research as an analog for space exploration; and the Science Working Group's schedule of events.

NanTroSEIZE in 3-D: Creating a Virtual Research Experience in Undergraduate Geoscience Courses

NASA Astrophysics Data System (ADS)

Reed, D. L.; Bangs, N. L.; Moore, G. F.; Tobin, H.

2009-12-01

Marine research programs, both large and small, have increasingly added a web-based component to facilitate outreach to K-12 and the public, in general. These efforts have included, among other activities, information-rich websites, ship-to-shore communication with scientists during expeditions, blogs at sea, clips on YouTube, and information about daily shipboard activities. Our objective was to leverage a portion of the vast collection of data acquired through the NSF-MARGINS program to create a learning tool with a long lifespan for use in undergraduate geoscience courses. We have developed a web-based virtual expedition, NanTroSEIZE in 3-D, based on a seismic survey associated with the NanTroSEIZE program of NSF-MARGINS and IODP to study the properties of the plate boundary fault system in the upper limit of the seismogenic zone off Japan. The virtual voyage can be used in undergraduate classes at anytime, since it is not directly tied to the finite duration of a specific seagoing project. The website combines text, graphics, audio and video to place learning in an experiential framework as students participate on the expedition and carry out research. Students learn about the scientific background of the program, especially the critical role of international collaboration, and meet the chief scientists before joining the sea-going expedition. Students are presented with the principles of 3-D seismic imaging, data processing and interpretation while mapping and identifying the active faults that were the likely sources of devastating earthquakes and tsunamis in Japan in 1944 and 1948. They also learn about IODP drilling that began in 2007 and will extend through much of the next decade. The website is being tested in undergraduate classes in fall 2009 and will be distributed through the NSF-MARGINS website (http://www.nsf-margins.org/) and the MARGINS Mini-lesson section of the Science Education Resource Center (SERC) (http://serc.carleton.edu/margins/collection.html) in early 2010.

NSF Director Bloch Stresses Effectiveness and Efficiency.

ERIC Educational Resources Information Center

Lepkowski, Wil

1985-01-01

The text of an interview with Erich Bloch, National Science Foundation (NSF) director, is provided. Among the topics/issues explored are NSF's role in policy research, mission and goals of NSF, establishment of NSF Engineering Research Centers, and national security issues involving access to supercomputers in universities that NSF is funding. (JN)

Wakimoto discusses role as NSF's incoming assistant director of geosciences

NASA Astrophysics Data System (ADS)

Showstack, Randy

2012-12-01

Roger Wakimoto's adrenaline “is starting to pump,” the incoming assistant director for geosciences (GEO) at the U.S. National Science Foundation (NSF) told Eos during an exclusive interview at this month's AGU Fall Meeting in San Francisco. Wakimoto, whose scientific expertise is in extreme weather, is scheduled to take charge as head of the NSF directorate for geosciences starting in February 2013. During his 4-year appointment at NSF, Wakimoto, 59 and an avowed workaholic, will head up the GEO directorate, which has about an $880 million annual funding portfolio and provides about 55% of federal funding for geosciences basic research at U.S. academic institutions. The directorate currently includes the divisions of atmospheric and geospace sciences, Earth sciences, and ocean sciences. In addition, NSF's Office of Polar Programs is slated to become a GEO division under a realignment plan announced on 7 September; Wakimoto said that shift had “no bearing” on his decision to accept the position.

Building Bridges Between EPO Professionals Across Scientific Disciplines: Partnerships with NSF Centers (First Steps)

NASA Astrophysics Data System (ADS)

Steinberg, D.; Black, K.; Schultz, S.

2010-08-01

NASA, NSF and other funding organizations support science education and outreach to achieve their broader impact goals. Organizations like ASP and the NSF Research Centers Educators Network (NRCEN) are building networks of education and public outreach (EPO) professionals to enhance programmatic success in reaching these goals. As the professionals who provide these programs to the various scientific communities, we are often the key connectors between investigators at cutting-edge research centers, the education world and the public. However, our profession does not have strong ties for sharing best practices across the different scientific disciplines. To develop those ties, we need to identify our common interests and build on them by sharing lessons learned and best practices. We will use the technique of concept mapping to develop a schematic of how each of us addresses our broader impact goals and discuss the common and divergent features. We will also present the education and outreach logic model that was recently developed by the 27 Education Directors of NSF-funded Materials Research Science and Engineering Centers (MRSEC). Building on this information, we will collaboratively develop a list of key areas of similar interest between ASP and NRCEN EPO professionals.

Workforce Education Models for K-12 STEM Education Programs: Reflections On, and Implications For, the NSF ITEST Program

ERIC Educational Resources Information Center

Reider, David; Knestis, Kirk; Malyn-Smith, Joyce

2016-01-01

This article proposes a STEM workforce education logic model, tailored to the particular context of the National Science Foundation's Innovative Technology Experiences for Students and Teachers (ITEST) program. This model aims to help program designers and researchers address challenges particular to designing, implementing, and studying education…

Teacher Social Capital and Student Achievement: Impact of a Cyber-Enabled Teacher Professional Development Program

ERIC Educational Resources Information Center

Liu, Wei

2012-01-01

This is an evaluative research study of a NSF-funded, DRK-12 cyber-enabled teacher professional development program in elementary engineering education. The finding shows the significant impact of the program on students' science and engineering knowledge in the second year of the program's implementation. However, student learning gain…

In Brief

ERIC Educational Resources Information Center

Journal of College Science Teaching, 1976

1976-01-01

Presents information on storage of radioactive wastes, the AAAS February meeting, an NSF publication on doctoral scientists and engineers, the Research Associateship programs of the National Research Council, the international congress on cybernetics, the effects of nuclear war on noncombatants, radioactivity in drinking water, and computer based…

Candidates for office 2004-2006

NASA Astrophysics Data System (ADS)

Timothy L. Killeen. AGU member since 1981. Director of the National Center for Atmospheric Research (NCAR); Senior Scientist, High Altitude Observatory; Adjunct Professor, University of Michigan. Major areas of interest include space physics and aeronomy remote sensing, and interdisciplinary science education. B.S., Physics and Astronomy (first class honors), 1972, University College London; Ph.D., Atomic and Molecular Physics, 1975, University College London. University of Michigan: Researcher and Professor of Atmospheric, Oceanic, and Space Sciences, 1978-2000 Director of the Space Physics Research Laboratory 1993-1998 Associate Vice-President for Research, 1997-2000. Visiting senior scientist at NASA Goddard Space Flight Center, 1992. Program Committee, American Association for the Advancement of Science; Council Member, American Meteorological Society; Editor-in-Chief, Journal of Atmospheric and Solar-Terrestrial Physics; Chair, Jerome K.Weisner National Policy Symposium on the Integration of Research and Education, 1999. Authored over 140 publications, 57 in AGU journals. Significant publications include: Interaction of low energy positrons with gaseous atoms and molecules, Atomic Physics, 4, 1975; Energetics and dynamics of the thermosphere, Reviews of Geophysics, 1987; The upper mesosphere and lower thermosphere, AGU Geophysical Monograph, 1995, Excellence in Teaching and Research awards, College of Engineering, University of Michigan; recipient of two NASA Achievement Awards; former chair, NASA Space Physics Subcommittee; former chair, National Science Foundation (NSF) Coupling, Energetics and Dynamics of Atmospheric Regions (CEDAR) program; former member, NSF Advisory Committee for Geosciences, and chair of NSF's Atmospheric Sciences Subcommittee, 1999-2002 member, NASA Earth Science Enterprise Advisory Committee; member of various National Academy of Science/National Research Council Committees; cochair, American Association for the Advancement of Science National Meeting, 2003. AGU service includes: term as associate editor of Journal of Geophysical Research-Space Physics; chair, Panel on International Space Station; Global Climate Change Panel; Federal Budget Review Committee; member of AGU Program, Public Information, Awards, and Public Affairs committees; Chapman Conference Convener and Monograph editor; Section Secretary and Program Chair, Space and Planetary Relations Section; President of Space Physics and Aeronomy Section; AGU Council Member.

Japan signs Ocean Agreement

NASA Astrophysics Data System (ADS)

The Ocean Research Institute of the University of Tokyo and the National Science Foundation (NSF) have signed a Memorandum of Understanding for cooperation in the Ocean Drilling Program (ODP). The agreement calls for Japanese participation in ODP and an annual contribution of $2.5 million in U.S. currency for the project's 9 remaining years, according to NSF.ODP is an international project whose mission is to learn more about the formation and development of the earth through the collection and examination of core samples from beneath the ocean. The program uses the drillship JOIDES Resolution, which is equipped with laboratories and computer facilities. The Joint Oceanographic Institutions for Deep Earth Sampling (JOIDES), an international group of scientists, provides overall science planning and program advice regarding ODP's science goals and objectives.

SBIR and STTR Program for Assistive Technology Device Development: Evaluation of Impact Using an ICF-Based Classification

ERIC Educational Resources Information Center

Bauer, Stephen M.; Arthanat, Sajay

2010-01-01

The purpose of this paper was to evaluate the impact of Small Business Innovation Research (SBIR) and Small Business Technology Transfer Research (STTR) grant programs of 5 federal agencies National Institutes of Health (NIH), National Science Foundation (NSF), U.S. Department of Education (USDE), U.S. Department of Agriculture (USDA), and…

Interdisciplinary Biomathematics: Engaging Undergraduates in Research on the Fringe of Mathematical Biology

ERIC Educational Resources Information Center

Fowler, Kathleen; Luttman, Aaron; Mondal, Sumona

2013-01-01

The US National Science Foundation's (NSF's) Undergraduate Biology and Mathematics (UBM) program significantly increased undergraduate research in the biomathematical sciences. We discuss three UBM-funded student research projects at Clarkson University that lie at the intersection of not just mathematics and biology, but also other fields. The…

1984 National Science Foundation Authorization. Hearings before the Subcommittee on Science, Research and Technology of the Committee on Science and Technology. U.S. House of Representatives, Ninety-Eighth Congress, First Session on H.R. 2066 (February 23,25; March 1,8,10, 1983). No. 21

ERIC Educational Resources Information Center

Congress of the U.S., Washington, DC. House Committee on Science and Technology.

These hearings focused on the National Science Foundation's (NSF) proposed program and budget. Testimony of witnesses, prepared statements, discussions, and supporting documentation (including hearings summary) are provided. Among the issues, areas, and topics addressed were: (1) relevance of NSF's mission to presidential goals; (2) science and…

Polar advisory committee focuses on NSF realignment

NASA Astrophysics Data System (ADS)

Showstack, Randy

2012-11-01

With the U.S. National Science Foundation's (NSF) realignment that moves the agency's Office of Polar Programs (OPP) back to the Directorate for Geosciences (GEO), "the emphasis on the importance of the polar program at NSF doesn't change," NSF director Subra Suresh reassured members of the federal Advisory Committee on Polar Programs during a committee meeting on 5 November. "The polar program in its entirety stays as the same entity. Nothing changes," he told committee members, regarding the realignment that began on 1 October (see Eos, 93(43), 427, doi:10.1029/2012EO430003). "Nothing changes in terms of our commitment to the polar program. Nothing changes in terms of infrastructure support. Nothing changes in terms of people in the polar program speaking for the polar program to the external world and internally. And nothing changes in terms of how individual scientists interact with the polar program."

Ten years of Developing International Volcanology Graduate Study Programs

NASA Astrophysics Data System (ADS)

Rose, W. I.

2010-12-01

In 2000 I reported at this symposium about multi-institutional graduate field trips to IAVCEI events, such as the Bali meeting and its importance in building international collegiality and awareness among the volcanology doctoral students. NSF was an enthusiastic supporter of these field sessions and this support has continued through the highly successful Pucon and Reykjavik sessions. International volcanology graduate program development began with several exchange programs. EHaz was a highly successful program (McGill, Simon Fraser, Michigan Tech, Buffalo, UNAM and Universidad de Colima) funded by the Department of Education (FIPSE) that moved students across North America where dozens of graduate students spent semesters of their study abroad and shared annual field trips and online student led graduate seminar classes. Michigan Tech’s volcanology graduate program started a Masters International program that combined Peace Corps service with hazards mitigation graduate study and students were placed by Peace Corps in countries with prominent natural hazards. The new program funded 2 year residences in foreign environments, principally in Pacific Latin America. NSF strongly supported this program from its inception, and eventually it gained NSF PIRE support. Dozens of students have initiated the 3 year program (15 completed) to date. A similar PIRE developed at UAF with a link to volcanology in the Russian Far East. One gain is the development of many socially-conscious research selections. Beginning this year transatlantic dual degree masters programs in volcanology are being offered by a consortium of US and European volcanology programs (Michigan Tech, Buffalo, Clermont Ferrand and University of Milan Bicocca), again aided by FIPSE funding. Students have dual advisors on both sides of the Atlantic and spend about half of their two year programs in Europe and half in US. Faculty also travel in the program and the four campuses are increasingly linked by coursework and research networks. Because the international developments of volcanology programs address the need for more robust coursework and research choices for students than are possible on one campus, and because they lead to a diverse network of professional contacts , we think the next decade will bring many more multi-university volcanology programs linked to field sites all over the world.

Experimental Evaluation and Workload Characterization for High-Performance Computer Architectures

NASA Technical Reports Server (NTRS)

El-Ghazawi, Tarek A.

1995-01-01

This research is conducted in the context of the Joint NSF/NASA Initiative on Evaluation (JNNIE). JNNIE is an inter-agency research program that goes beyond typical.bencbking to provide and in-depth evaluations and understanding of the factors that limit the scalability of high-performance computing systems. Many NSF and NASA centers have participated in the effort. Our research effort was an integral part of implementing JNNIE in the NASA ESS grand challenge applications context. Our research work under this program was composed of three distinct, but related activities. They include the evaluation of NASA ESS high- performance computing testbeds using the wavelet decomposition application; evaluation of NASA ESS testbeds using astrophysical simulation applications; and developing an experimental model for workload characterization for understanding workload requirements. In this report, we provide a summary of findings that covers all three parts, a list of the publications that resulted from this effort, and three appendices with the details of each of the studies using a key publication developed under the respective work.

Solar-system Education for the 2017 Total Solar Eclipse

NASA Astrophysics Data System (ADS)

Pasachoff, Jay M.

2017-10-01

I describe an extensive outreach program about the Sun, the silhouette of the Moon, and the circumstances both celestial and terrestrial of the August 21, 2017, total solar eclipse. Publications included a summary of the last decade of solar-eclipse research for Nature Astronomy, a Resource Letter on Observing Solar Eclipses for the American Journal of Physics, and book reviews for Nature and for Phi Beta Kappa's Key Reporter. Symposia arranged include sessions at AAS, APS, AGU, and AAAS. Lectures include all ages from pre-school through elementary school to high school to senior-citizen residences. The work, including the scientific research about the solar corona that is not part of this abstract, was supported by grants from the Solar Terrestrial Program of the Atmospheric and Geospace Sciences Division of NSF and from the Committee for Research and Exploration of the National Geographic Society. Additional student support was received from NSF, NASA's Massachusetts Space Grant Consortium, the Honorary Research Society Sigma Xi, the Clare Booth Luce Foundation, and funds at Williams College.

Educational Outreach by the NSF Polymers Program

NASA Astrophysics Data System (ADS)

Lovinger, Andrew J.

2002-03-01

Education and outreach have been NSF priority areas over the last few years. Reviewers of all proposals are explicitly asked to evaluate not only the "intellectual merit" of a research proposal but also its "broader impacts", including specifically "integration of research and education". The NSF Polymers Program has strongly emphasized these areas and has initiated and supported a wide variety of outreach activities designed to bring out the importance of polymeric materials to diverse communities and to encourage young students to develop interests in this area. Specific activities have included: Workshops and their broad dissemination through the media; press releases on important polymer-related developments; interviews to the scientific and popular press; outreach to Congress; establishment of widely publicized and broadly attended lecture series; funding and support of conferences, symposia, and workshops aimed at students and teachers from kindergarten to graduate school; support of web-based educational projects aimed at the general public and schoolchildren; participation in web-based "ask-the-experts" resources to answer science questions from children or the general public; and personal outreach to middle- and high-schools through talks and demonstrations on polymers and plastics, participation at science fairs, career days, etc.

Biosphere 2, a nexus of partner networks that improve student experiences and outcomes

NASA Astrophysics Data System (ADS)

Dontsova, K.; Bonine, K. E.; Batchelor, R. L.; Brinkworth, C.; Keller, J. M.; Hogan, D.; Treloar, D.

2017-12-01

University of Arizona (UA) Biosphere 2 co-convenes several internship opportunities for undergraduate students, including 1) NSF-funded Research Experiences for Undergraduates (REU) Site: "Biosphere 2 Earth Systems Research for Environmental Solutions", 2) NSF-funded INCLUDES program "Collaborative Research: Integrating Indigenous and Western Knowledge to Transform Learning and Discovery in the Geosciences" executed in collaboration with the University Corporation for Atmospheric Research (UCAR), and 3) STEM Teacher and Researcher (STAR) Fellows Program in partnership with California Polytechnic State University - San Luis Obispo. In addition, the B2 REU Site partners with several UA organizations linking research to stakeholders, such as UA Cooperative Extension, Institute of the Environment, and the Water Resources Research Center, and with the UA Graduate College's Undergraduate Research Opportunities Consortium (UROC), which connects a diverse portfolio of summer research programs across the UA campus. Connections among these programs and organizations allow us to improve student experiences and outcomes by leveraging organizational, mentor, and peer diversity and expertise. Each partnership brings unique benefits for the students - from access to teaching experience and perspectives that STAR Fellows provide, to a multitude of professional development programs made possible by pooled resources of UROC participants, to access to networks and knowledge from our outreach partners, to opportunities for continued multi-year learning and support with INCLUDES and UCAR. Coming together allows all partners to better apply outside resources, expertise, and knowledge to bring more value to the students and to help students enrich themselves as well as partner organizations and program participants.

NSF Lower Atmospheric Observing Facilities (LAOF) in support of science and education

NASA Astrophysics Data System (ADS)

Baeuerle, B.; Rockwell, A.

2012-12-01

Researchers, students and teachers who want to understand and describe the Earth System require high quality observations of the atmosphere, ocean, and biosphere. Making these observations requires state-of-the-art instruments and systems, often carried on highly capable research platforms. To support this need of the geosciences community, the National Science Foundation's (NSF) Division of Atmospheric and Geospace Sciences (AGS) provides multi-user national facilities through its Lower Atmospheric Observing Facilities (LAOF) Program at no cost to the investigator. These facilities, which include research aircraft, radars, lidars, and surface and sounding systems, receive NSF financial support and are eligible for deployment funding. The facilities are managed and operated by five LAOF partner organizations: the National Center for Atmospheric Research (NCAR); Colorado State University (CSU); the University of Wyoming (UWY); the Center for Severe Weather Research (CSWR); and the Center for Interdisciplinary Remotely-Piloted Aircraft Studies (CIRPAS). These observational facilities are available on a competitive basis to all qualified researchers from US universities, requiring the platforms and associated services to carry out various research objectives. The deployment of all facilities is driven by scientific merit, capabilities of a specific facility to carry out the proposed observations, and scheduling for the requested time. The process for considering requests and setting priorities is determined on the basis of the complexity of a field campaign. The poster will describe available observing facilities and associated services, and explain the request process researchers have to follow to secure access to these platforms for scientific as well as educational deployments. NSF/NCAR GV Aircraft

An Analysis of NSF Geosciences Research Experience for Undergraduate Site Programs from 2009 through 2011

NASA Astrophysics Data System (ADS)

Rom, E. L.; Patino, L. C.; Weiler, S.; Sanchez, S. C.; Colon, Y.; Antell, L.

2011-12-01

The Research Experience for Undergraduate (REU) Program at the U.S. National Science Foundation (NSF) provides U.S. undergraduate students from any college or university the opportunity to conduct research at a different institution and gain a better understanding of research career pathways. The Geosciences REU Sites foster research opportunities in areas closely aligned with geoscience programs, particularly those related to earth, atmospheric and ocean sciences. The aim of this paper is to provide an overview of the Geosciences REU Site programs run in 2009 through 2011. A survey requesting information on recruitment methods, student demographics, enrichment activities, and fields of research was sent to the Principal Investigators of each of the active REU Sites. Over 70% of the surveys were returned with the requested information from about 50 to 60 sites each year. The internet is the most widely used mechanism to recruit participants, with personal communication as the second most important recruiting tool. The admissions rate for REU Sites in Geosciences varies from less than 10% to 50%, with the majority of participants being rising seniors and juniors. Many of the participants come from non-PhD granting institutions. Among the participants, gender distribution varies by discipline, with ocean sciences having a large majority of women and earth sciences having a majority of men. Regarding ethnic diversity, the REU Sites reflect the difficulty of attracting diverse students into Geosciences as a discipline; a large majority of participants are Caucasian and Asian students. Furthermore, participants from minority-serving institutions and community colleges constitute a small percentage of those taking part in these research experiences. The enrichment activities are very similar across the REU Sites, and mimic activities common to the scientific community, including intellectual exchange of ideas (lab meetings, seminars, and professional meetings), networking and social activities. The results from this survey will be used to examine strengths in the REU Sites in the Geosciences, opportunities that may be under utilized, and community needs to enhance this NSF wide program.

SEARCH: Study of Environmental Arctic Change--A System-scale, Cross-disciplinary, Long-term Arctic Research Program

NASA Astrophysics Data System (ADS)

Wiggins, H. V.; Schlosser, P.; Loring, A. J.; Warnick, W. K.; Committee, S. S.

2008-12-01

The Study of Environmental Arctic Change (SEARCH) is a multi-agency effort to observe, understand, and guide responses to changes in the arctic system. Interrelated environmental changes in the Arctic are affecting ecosystems and living resources and are impacting local and global communities and economic activities. Under the SEARCH program, guided by the Science Steering Committee (SSC), the Interagency Program Management Committee (IPMC), and the Observing, Understanding, and Responding to Change panels, scientists with a variety of expertise--atmosphere, ocean and sea ice, hydrology and cryosphere, terrestrial ecosystems, human dimensions, and paleoclimatology--work together to achieve goals of the program. Over 150 projects and activities contribute to SEARCH implementation. The Observing Change component is underway through National Science Foundation's (NSF) Arctic Observing Network (AON), NOAA-sponsored atmospheric and sea ice observations, and other relevant national and international efforts, including the EU- sponsored Developing Arctic Modelling and Observing Capabilities for Long-term Environmental Studies (DAMOCLES) Program. The Understanding Change component of SEARCH consists of modeling and analysis efforts, with strong linkages to relevant programs such as NSF's Arctic System Synthesis (ARCSS) Program. The Responding to Change element is driven by stakeholder research and applications addressing social and economic concerns. As a national program under the International Study of Arctic Change (ISAC), SEARCH is also working to expand international connections in an effort to better understand the global arctic system. SEARCH is sponsored by eight (8) U.S. agencies, including: the National Science Foundation (NSF), the National Oceanic and Atmospheric Administration (NOAA), the National Aeronautics and Space Administration (NASA), the Department of Defense (DOD), the Department of Energy (DOE), the Department of the Interior (DOI), the Smithsonian Institution, and the U.S. Department of Agriculture (USDA). The U.S. Arctic Research Commission participates as an IPMC observer. For further information, please visit the website: http://www.arcus.org/search or contact: Helen V. Wiggins: helen@arcus.org, SEARCH Project Office, Arctic Research Consortium of the U.S. (ARCUS); or Peter Schlosser, schlosser@ldeo.columbia.edu, SEARCH SSC Chair.

Community-Wide Education Outreach for the Ridge2000 Research Program

NASA Astrophysics Data System (ADS)

Goehring, E.

2004-12-01

Ridge2000 is a multidisciplinary NSF sponsored research initiative to explore Earth's spreading ridge system as an integrated whole. The Ridge2000 community is comprised of scientists from universities and research institutions across the country. Building on existing exemplary outreach efforts (e.g., REVEL, Dive&Discover, Volcanoes of the Deep Sea IMAX), Ridge2000 education outreach has begun to develop community-wide education offerings - programs to which Ridge2000 scientists and others may contribute. Community-wide efforts offer the advantages of serving larger audiences of scientists as well as educators and students and providing avenues for scientists interested in education outreach but with limited time or experience. Coordination of researchers' educational efforts also better leverages the resources of the funding agency - NSF. Here we discuss an exciting Ridge2000 pilot program called SEAS - Student Experiments At Sea. SEAS is a web-based program for middle and high school students to learn science by doing science. SEAS students study the exciting, relatively unexplored world of hydrothermal vents and learn to ask questions about this environment just as researchers do. SEAS goes beyond "follow-along" outreach by inviting students to participate in research through formal proposal and report competitions. The program was concept-tested during the 2003-2004 academic year, with 14 pilot teachers and approximately 800 students. Five student experiments were conducted at sea, with data posted to the website during the cruise. Student reports as well as scientist comments are posted there as well (http://www.ridge2000.org/SEAS/). It was an exciting year! Over 20 Ridge2000 scientists contributed their time and expertise to the SEAS program in its first year. Scientists are invited to contribute in a variety of ways, all of which help satisfy the requirement's of NSF's Broader Impacts Criterion. They may help develop curriculum topics, consult on experimental design, review student proposals and final reports, and/or host student experiments during a research cruise. Many contributions require less than a day's effort. By sharing the load, no one scientist is burdened, nor expected to contribute additional funding. Even better, the Ridge2000 office assumes responsibility for the program development, funding, evaluation and dissemination. When we work together, the possibilities are endless.

Bridging the Gap between Classrooms and Research Laboratories

ERIC Educational Resources Information Center

Dempsey, Brian; Hibbett, David; Binder, Manfred

2007-01-01

In the ever-expanding realm of science, educators struggle to share new discoveries and techniques with their students. Keeping abreast of recent advances can be daunting, even for the most motivated teacher. Fortunately, the National Science Foundation's (NSF) Research Experiences for Teachers (RET) program helps educators keep up with the…

Collaboration at the Nanoscale: Exploring Viral Genetics with Electron Microscopy

ERIC Educational Resources Information Center

Duboise, S. Monroe; Moulton, Karen D.; Jamison, Jennifer L.

2009-01-01

The Maine Science Corps is a project sponsored by the National Science Foundation's (NSF) Graduate Teaching Fellows in K-12 Education (GK-12 ) program. Through this program, the University of Southern Maine's (USM) virology and transmission electron microscopy (TEM) research group provides high school teachers and students in rural areas with…

NSF ADVANCE: Institutional Transformation to Achieve Faculty Diversity

NASA Astrophysics Data System (ADS)

Anthony, E. Y.

2004-12-01

The NSF ADVANCE initiative is designed to enhance gender equity in academic science and engineering faculty. One of its components - Institutional Transformation - has the goal of establishing strategies and policies that will revolutionize institutional climate so that diverse faculty flourish. The University of Texas at El Paso is one of 19 institutions to currently hold a 5-year grant under the Institutional Transformation program. This poster presentation highlights practices from the participating institutions. Two general aspects of the program are: 1) co-principal investigators are a blend of administrators and active researchers. This blend ensures a bottom-up, top-down approach to presenting gender equity to faculty. 2) Many of the investigators have diversity as their research focus, which is intended to result in rigorous, peer-reviewed dissemination of institutional results. Specific effors for all institutions relate to recruitment, retention, and advancement of female faculty and, by establishing equitable conditions, to improvement of the workplace for all faculty. To aid recruitment, institutions have committed faculty involved in the search process, including training of search committees in diversity strategies and interaction with candidates. A close working relationship with the campus EO officer is essential. Retention strategies center on mentoring, monetary support for research, and policy implementation. Policies focus on work-family balance. Advancement of females to important administrative and non-administrative leadership roles is the third focus. Workshops and seminars on leadership skills are common in the various institutions. Finally, a central theme of the program is that, in addition to specific strategies, institutions must articulate diversity as a core value and reflect on the means to actualize this value. More information on the NSF ADVANCE program, including links to the Institutional Transformation grantees, may be found on its webpage.

Variable Stars as an Introduction to Computational Research

NASA Astrophysics Data System (ADS)

Cash, Jennifer; Walter, Donald K.

2017-01-01

As a part of larger effort to enhance the research activity at SC State and involve more undergraduates in research activities, we present our efforts to develop an introductory research experience where the goal is a balance of astrophysical understanding, general research skills, and programming skills which the students can carry into a wide variety of future research activities. We have found that variable stars are a very good topic for this sort of introductory experience due to a combination of factors including: accessibility of data, easily understandable physical processes, and a relatively straight forward data analysis process. We will present an outline of our research experiences to guide a student from the very initial stages of learning to final presentation of the student's work.“This work was supported in part by NSF PAARE award AST-1358913 and NSF HBCU-UP award HRD-1332449 to SCSU.”

The Center for the Study of Early Events in Photosynthesis. Final report, September 1, 1988--August 31, 1994

DOE Office of Scientific and Technical Information (OSTI.GOV)

Orr, L.A.

The ASU Center for the Study of Early Events in Photosynthesis was established in 1988 with funding through a five-year grant from the USDA/DOE/NSF Plant Science Center program and a grant from the NSF Biological Facilities program. Its scientific objective is to elucidate the basic principles that govern photosynthetic energy collection and storage. Understanding these principles is vital to mankind, as photosynthesis provides most of our food, fiber and energy needs. The Center attempts to fulfill this objective through research of the highest standard, coupled inextricably with quality education at the undergraduate, graduate and postdoctoral levels. These goals are metmore » via a network of collaborative, interdisciplinary research groups comprising 100 personnel within the Department of Chemistry and Biochemistry, the Department of Botany, and the Department of Physics and Astronomy. The work of these research groups is facilitated by the Center through a variety of important infrastructural functions.« less

Increasing Diversity in the Earth Sciences - Impact of the IDES Program in Oregon

NASA Astrophysics Data System (ADS)

de Silva, S. L.; Guerrero, E. F.; Duncan, R. A.; de Silva, L. L.; Eriksson, S. C.

2014-12-01

The NSF-OEDG funded Increasing Diversity in the Earth Sciences (IDES) program hosted at Oregon State University targets undergraduate students from diverse backgrounds and diverse ethnicity to engage in research. Partnering with local community colleges, non-traditional students are the hallmark of this program. The IDES program has several components to support the students in the transition from community college to the four-year universities of Oregon State University and Portland State University. Over the four years, the program has adapted while adhering to its primary goals: (1) to increase the number of students from underrepresented groups who prepare for and pursue careers in Earth Science research and education, and (2) to strengthen the understanding of Earth Sciences and their relevance to society among broad and diverse segments of the population. Now in its final year under an extension, 53 participants have participated in the program. An ongoing external evaluation of the program reveals that the various stakeholders consider IDES very successful. Participant surveys and interviews document several impacts: expanded opportunities, making professional contacts, building self-confidence, enhanced ability to be employable, and personal acknowledgement. Research mentors and administrators from partner institutions see positive impacts on the students and on their organizations. Challenges include better communication between the IDES program, mentors, and students. IDES is poised to move forward with its current experiences and successes as a foundation for further funding. IDES-like activities can be funded from private sources and it is a good fit for funding from Research Experiences for Undergraduates at NSF. The new emphasis on education and research at community colleges is an exciting opportunity and Oregon State University has already used aspects of the IDES program in current grant proposals to obtain funds for more undergraduate research.

Industry-University SBIR NDT Projects — A Critical Assessment

NASA Astrophysics Data System (ADS)

Reinhart, Eugene R.

2007-03-01

The Small Business Innovative Research (SBIR) program, funded by various United States government agencies (DOD, DOE, NSF, etc.), provides funds for Research and Development (R&D) of nondestructive testing (NDT) techniques and equipment, thereby supplying valuable money for NDT development by small businesses and stimulating cooperative university programs. A review and critical assessment of the SBIR program as related to NDT is presented and should provide insight into reasons for or against pursuing this source of R&D funding.

Postsecondary STEM Education for Students with Disabilities: Lessons Learned from a Decade of NSF Funding

ERIC Educational Resources Information Center

Thurston, Linda P.; Shuman, Cindy; Middendorf, B. Jan; Johnson, Cassandra

2017-01-01

The Research in Disabilities Education Synthesis Project (RDE-SP), a four-year mixed methods research project, assessed a decade of funded projects (2001-2011) under the National Science Foundation's Research in Disabilities Education program which is aimed at increasing participation and retention of students with disabilities (SWD) in Science,…

Interested in Pelagic Food Webs? BCO-DMO has your Data.

NASA Astrophysics Data System (ADS)

Chandler, C. L.; Groman, R. C.; Kinkade, D.; Rauch, S.; Allison, M. D.; Gegg, S. R.; Shepherd, A.; Wiebe, P. H.; Glover, D. M.

2016-02-01

Interdisciplinary research collaborations that address complex, global research themes such as the interactive effects of global warming and studies of pelagic food webs require access to a broad range of data types from all disciplines of oceanography, from all platforms (e.g. ships, gliders, floats, moorings), with the in situ observations complementing and being complemented by laboratory and model results. In an effort to build a comprehensive database of marine ecosystem research data, the National Science Foundation (NSF) funded the Biological and Chemical Oceanography Data Management Office (BCO-DMO; bco-dmo.org) to support the data management requirements of investigators funded by the NSF's Polar Programs (PLR) and Biological and Chemical Oceanography Sections (OCE). Since 2006, investigators funded by NSF PLR and OCE have been working with support from BCO-DMO data scientists, to build a data system that now includes the full range of ocean biogeochemistry data resulting from decades of research. In addition to data from recently funded PIs, the BCO-DMO data system also serves data from legacy programs (e.g. US Joint Global Ocean Flux Study and US Global Ocean Ecosystem Dynamics). The data are open-access, available for download in a variety of user-selectable formats, and accompanied by sufficient documentation to enable re-use. This presentation will highlight the diversity of data available from the BCO-DMO system and demonstrate some of the features that enable discovery, access and download of data relevant to studies of pelagic food webs.

Highlighting Successful Strategies for Engaging Minority Students in the Geosciences

NASA Astrophysics Data System (ADS)

Liou-Mark, J.; Blake, R.; Norouzi, H.; Vladutescu, D. V.; Yuen-Lau, L.

2017-12-01

Igniting interest and creativity in students for the geosciences oftentimes require innovation, bold `outside-the-box' thinking, and perseverance, particularly for minority students for whom the preparation for the discipline and its lucrative pathways to the geoscience workforce are regrettably unfamiliar and woefully inadequate. The enrollment, retention, participation, and graduation rates of minority students in STEM generally and in the geosciences particularly remain dismally low. However, a coupled, strategic geoscience model initiative at the New York City College of Technology (City Tech) of the City University of New York has been making steady in-roads of progress, and it offers practical solutions to improve minority student engagement in the geosciences. Aided by funding from the National Science Foundation (NSF), two geoscience-centric programs were created from NSF REU and NSF IUSE grants, and these programs have been successfully implemented and administered at City Tech. This presentation shares the hybrid geoscience research initiatives, the multi-tiered mentoring structures, the transformative geoscience workforce preparation, and a plethora of other vital bastions of support that made the overall program successful. Minority undergraduate scholars of the program have either moved on to graduate school, to the geoscience workforce, or they persist with greater levels of success in their STEM disciplines.

Research Based Science Education: An Exemplary Program for Broader Impacts

NASA Astrophysics Data System (ADS)

Walker, C. E.; Pompea, S. M.

2016-12-01

Broader impacts are most effective when standing on the shoulders of successful programs. The Research Based Science Education (RBSE) program was such a successful program and played a major role in activating effective opportunities beyond the scope of its program. NSF funded the National Optical Astronomy Observatory (NOAO) to oversee the project from 1996-2008. RBSE provided primarily high school teachers with on-site astronomy research experiences and their students with astronomy research projects that their teachers could explain with confidence. The goal of most student research projects is to inspire and motivate students to go into STEM fields. The authors of the original NSF proposal felt that for students to do research in the classroom, a foundational research experience for teachers must first be provided. The key components of the program consisted of 16 teachers/year on average; a 15-week distance learning course covering astronomy content, research, mentoring and leadership skills; a subsequent 10-day summer workshop with half the time on Kitt Peak on research-class telescopes; results presented on the 9th day; research brought back to the classroom; more on-site observing opportunities for students and teachers; data placed on-line to reach a wider audience; opportunities to submit research articles to the project's refereed journal; and travel for teachers (and the 3 teachers they each mentored) to a professional meeting. In 2004, leveraging on the well-established RBSE program, the NOAO/NASA Spitzer Space Telescope Research began. Between 2005 and 2008, metrics included 32 teachers (mostly from RBSE), 10 scientists, 15 Spitzer Director Discretionary proposals, 31 AAS presentations and many Intel ISEF winners. Under new funding in 2009, the NASA/IPAC Teacher Archive Research Program was born with similar goals and thankfully still runs today. Broader impacts, lessons learned and ideas for future projects will be discussed in this presentation.

Solid State Sciences Committee Forum

DTIC Science & Technology

1993-08-01

Forum was provided by the Air Force Office of Scientific Research (AFOSR), the Department of Energy (DOE), and the National Science Foundation (NSF...Program in Materials Engineering Laboratory, NIST, and Science and Technology Chair, COMAT 1000 National Science Foundation William Harris, Asst

Data Sharing and Reuse within the Academic Pathways Study

ERIC Educational Resources Information Center

Toye, George; Sheppard, Sheri; Chen, Helen L.

2016-01-01

The Academic Pathway Study (APS) research program within National Science Foundation (NSF) Center for Advancement of Engineering Education (CAEE) ran from 2003-2010. It amassed a collection of longitudinal as well as cross-sectional data sets, of varying research method types and formats, from four different primary cohorts that included over…

The "Dynabook" Project: An Engineering Approach to Research and Development of an Educational Innovation

ERIC Educational Resources Information Center

Phillips, Michelle; St. John, Mark

2013-01-01

In 2009, the National Science Foundation funded the "Dynabook: A Digital Resource and Preservice Model for Developing TPCK" project through its Discovery Research K-12 program. Dynabook project leaders and the National Science Foundation (NSF) recognized that digital textbooks would soon be a primary instructional resource, and seized…

Breaking the Mold: Partnering with the National Institutes of Health Intramural Research Program to Accelerate PhD Training.

PubMed

Soucy, Katie; Fairhurst, Rick M; Lynn, Geoffrey M; Fomalont, Kevin; Wynn, Thomas A; Siegel, Richard M

2016-12-01

Immunology is an increasingly interdisciplinary field. Here we describe a new model for interinstitutional graduate training as partnerships between complementary laboratories. This collaborative model reduces time to graduation without compromising productivity or alumni outcomes. We offer our experience with one such program and thoughts on the ingredients for their success. Despite tremendous recent advances in technology, communications, and the translation of basic scientific discoveries into new diagnostics and therapies for human diseases, graduate training in immunology and other areas of biomedical research in the United States has remained remarkably unchanged since the early 20th century, with coursework and laboratory rotations taking up much of the first 2 years, and a single mentor shepherding the student through a research project over 3 or more subsequent years. The time to graduation still averages more than 6 years in the biomedical sciences field (http://www.nsf.gov/statistics/2016/nsf16300/), with uncertain benefit of this extended time to research productivity and career advancement. Published by Elsevier Ltd.

Broader Societal Issues of Nanotechnology

NASA Astrophysics Data System (ADS)

Roco, M. C.

2003-08-01

Nanoscale science and engineering are providing unprecedented understanding and control over the basic building blocks of matter, leading to increased coherence in knowledge, technology, and education. The main reason for developing nanotechnology is to advance broad societal goals such as improved comprehension of nature, increased productivity, better healthcare, and extending the limits of sustainable development and of human potential. This paper outlines societal implication activities in nanotechnology R&D programs. The US National Nanotechnology Initiative annual investment in research with educational and societal implications is estimated at about 30 million (of which National Science Foundation (NSF) awards about 23 million including contributions to student fellowships), and in nanoscale research with relevance to environment at about 50 million (of which NSF awards about 30 million and EPA about 6 million). An appeal is made to researchers and funding organizations worldwide to take timely and responsible advantage of the new technology for economic and sustainable development, to initiate societal implications studies from the beginning of the nanotechnology programs, and to communicate effectively the goals and potential risks with research users and the public.

The Undergraduate ALFALFA Team: Collaborative Research Projects

NASA Astrophysics Data System (ADS)

Cannon, John M.; Koopmann, Rebecca A.; Haynes, Martha P.; Undergraduate ALFALFA Team, ALFALFA Team

2016-01-01

The NSF-sponsored Undergraduate ALFALFA (Arecibo Legacy Fast ALFA) Team (UAT) has allowed faculty and students from a wide range of public and private colleges and especially those with small astronomy programs to learn how science is accomplished in a large collaboration while contributing to the scientific goals of a legacy radio astronomy survey. The UAT has achieved this through close collaboration with ALFALFA PIs to identify research areas accessible to undergraduates. In this talk we will summarize the main research efforts of the UAT, including multiwavelength followup observations of ALFALFA sources, the UAT Collaborative Groups Project, the Survey of HI in Extremely Low-mass Dwarfs (SHIELD), and the Arecibo Pisces-Perseus Supercluster Survey. This work has been supported by NSF grants AST-0724918/0902211, AST-075267/0903394, AST-0725380, and AST-1211005.

Year 4 Of The NSF-funded PAARE Project At SC State

NASA Astrophysics Data System (ADS)

Walter, Donald K.; Brittain, S. D.; Cash, J. L.; Hartmann, D. H.; Howell, S. B.; King, J. R.; Leising, M. D.; Mayo, E. A.; Mighell, K. J.; Smith, D. M.

2012-01-01

We summarize the progress made through Year 4 of "A Partnership in Observational and Computational Astronomy (POCA)". This NSF-funded project is part of the "Partnerships in Astronomy and Astrophysics Research and Education (PAARE)" program. Our partnership includes South Carolina State University (a Historically Black College/University), Clemson University (a Ph.D. granting institution) and the National Optical Astronomy Observatory. Fellowships provided by POCA as well as recruitment efforts on the national level have resulted in enrolling a total of four underrepresented minorities into the Ph.D. program in astronomy at Clemson. We report on the success and challenges to recruiting students into the undergraduate physics major with astronomy option at SC State. Our summer REU program under POCA includes underrepresented students from across the country conducting research at each of our three institutions. Examples are given of our inquiry-based, laboratory exercises and web- based activities related to cosmology that have been developed with PAARE funding. We discuss our ground-based photometric and spectroscopic study of RV Tauri and Semi-Regular variables which has been expanded to include successful Cycle 2 Kepler observations of a dozen of these objects reported elsewhere at this conference (see D.K. Walter, et.al.). Support for the POCA project is provided by the NSF PAARE program to South Carolina State University under award AST-0750814 as well as resources and support provided by Clemson University and the National Optical Astronomy Observatory. Support for the Kepler observations is provided by NASA to South Carolina State University under award NNX11AB82G.

The California-Arizona Minority Partnership for Astronomy Research and Education (CAMPARE): Partnering Students to Astronomy at the University of Arizona's Astronomy Camp

NASA Astrophysics Data System (ADS)

Saldivar, Hector; McCarthy, D.; Rudolph, A. L.

2012-01-01

The California-Arizona Minority Partnership for Astronomy Research and Education (CAMPARE) is an NSF-funded partnership between the Astronomy Program at Cal Poly Pomona and the University of Arizona Steward Observatory designed to promote participation of underrepresented minorities, including women, in astronomy research and education. By means of this program, Cal Poly Pomona undergraduates that are either Physics majors or minors are qualified to participate in the program alongside graduate students from the University of Arizona as a camp counselor at the University of Arizona's Astronomy Camp, one of the elite astronomy programs worldwide. Students that participate in the CAMPARE program are granted an opportunity to work in a hands-on environment by teaching astronomy to students from all over the world in a highly structured environment. The CAMPARE student selected for this program in Summer 2011 worked under the supervision of Dr. Don McCarthy, professor at the University of Arizona and Astronomy Camp director for over 20 years, learning to lead a group of students through daily activities and ensure that the students are learning to their maximum potential. Through this experience, the CAMPARE student learned to capture students’ interest in astronomy and was introduced to real life teaching, which has helped prepare him for future experiences to come. We acknowledge the NSF for funding under Award No. AST-0847170, a PAARE Grant for the Calfornia-Arizona Minority Partnership for Astronomy Research and Education (CAMPARE).

Professional Development for Graduate Students through Internships at Federal Labs: an NSF/USGS Collaboration

NASA Astrophysics Data System (ADS)

Snow, E.; Jones, E.; Patino, L. C.; Wasserman, E.; Isern, A. R.; Davies, T.

2016-12-01

In 2013 the White House initiated an effort to coordinate STEM education initiatives across federal agencies. This idea spawned several important collaborations, one of which is a set of National Science Foundation programs designed to place graduate students in federal labs for 2-12 months of their Ph.D. training. The Graduate Research Internship Program (GRIP) and the Graduate Student Preparedness program (GSP) each have the goal of exposing PhD students to the federal work environment while expanding their research tools and mentoring networks. Students apply for supplementary support to their Graduate Research Fellowship (GRIP) or their advisor's NSF award (GSP). These programs are available at several federal agencies; the USGS is one partner. At the U.S. Geological Survey, scientists propose projects, which students can find online by searching USGS GRIP, or students and USGS scientists can work together to develop a research project. At NSF, projects are evaluated on both the scientific merit and the professional development opportunities they afford the student. The career development extends beyond the science (new techniques, data, mentors) into the professional activity of writing the proposal, managing the budget, and working in a new and different environment. The USGS currently has 18 GRIP scholars, including Madeline Foster-Martinez, a UC Berkeley student who spent her summer as a GRIP fellow at the USGS Pacific Coastal and Marine Science Center working with USGS scientist Jessica Lacy. Madeline's Ph.D. work is on salt marshes and she has studied geomorphology, accretion, and gas transport using a variety of research methods. Her GRIP fellowship allowed her to apply new data-gathering tools to the question of sediment delivery to the marsh, and build and test a model for sediment delivery along marsh edges. In addition, she gained professional skills by collaborating with a new team of scientists, running a large-scale field deployment, and experiencing a new work environment. The program is succeeding in mentoring the next generation of geoscientists. At the USGS, we hope that some of these scientists will look for their first full-time job here.

Integrated Geophysical and Geological Study of Earthquakes in Normally Aseismic Areas

DTIC Science & Technology

1974-09-01

preparing to engage in field research in Taiwan with partial support by NSF. Although Taiwan is not strictly an intraplate region, this study should...Prepared for: Air Force Office of Scientific Research Advanced Research Projects Agency September 1974 DISTRIBUTED BY: um National Technical... RESEARCH from CORNELL UNIVERSITY DEPARTMENT OF GEOTOGICAL SCIENCES Title of Proposal: Sponsored by: Program Code: Effective Date of Contract

Vertical Interaction in Open Software Engineering Communities

DTIC Science & Technology

2009-03-01

Program in CASOS (NSF,DGE-9972762), the Office of Naval Research under Dynamic Network Analysis program (N00014-02-1-0973, the Air Force Office of...W91WAW07C0063) for research in the area of dynamic network analysis. Additional support was provided by CASOS - the center for Computational Analysis of Social...methods across the domain. For a given project, de - velopers can choose from dozens of models, tools, platforms, and languages for specification, design

Individuals and Institutions : How to Advance Women in Science

NASA Astrophysics Data System (ADS)

Valian, Virginia

2015-01-01

The inception of the NSF ADVANCE program marked a change in NSF's efforts to improve the advancement of women in the sciences. Previous efforts had focused on providing women with funding to pursue their research. ADVANCE focuses on changing the institutions in which women do their research. Evidence of ADVANCE's successes can be seen both in the careers of individual women and in hiring and retention figures at the institutions that received funding. In Part 1, I will review interventions that help women to succeed, with a focus on the Sponsorship Program and the Workshop Series for Junior Faculty that the Gender Equity Project at Hunter College developed. In Part 2, I will review successes in changing hiring practices, with a focus on ADVANCE programs from the University of Michigan and the University of Wisconsin. In Part 3, I will analyze the costs and benefits of the two types of intervention, including the long time course of institutional change, the helpful or hurtful role that leaders can play, the need for intervention at the departmental level, and the potential for individuals to change institutions.

A "CASE" Study on Developing Science Communication and Outreach Skills of University Graduate Student Researchers in Alaska

NASA Astrophysics Data System (ADS)

Tedesche, M. E.; Conner, L.

2015-12-01

Well rounded scientific researchers are not only experts in their field, but can also communicate their work to a multitude of various audiences, including the general public and undergraduate university students. Training in these areas should ideally start during graduate school, but many programs are not preparing students to effectively communicate their work. Here, we present results from the NSF-funded CASE (Changing Alaska Science Education) program, which was funded by NSF under the auspices of the GK-12 program. CASE placed science graduate students (fellows) in K-12 classrooms to teach alongside of K-12 teachers with the goal of enhancing communication and teaching skills among graduate students. CASE trained fellows in inquiry-based and experiential techniques and emphasized the integration of art, writing, and traditional Alaska Native knowledge in the classroom. Such techniques are especially effective in engaging students from underrepresented groups. As a result of participation, many CASE fellows have reported increased skills in communication and teaching, as well as in time management. These skills may prove directly applicable to higher education when teaching undergraduate students.

Helping Scientists Become Effective Partners in Education and Outreach

NASA Astrophysics Data System (ADS)

Laursen, Sandra L.; Smith, Lesley K.

2009-01-01

How does a scientist find herself standing before a group of lively third-graders? She may be personally motivated-seeking to improve public understanding of scientific issues and the nature of science, or to see her own children receive a good science education-or perhaps she simply enjoys this kind of work [Andrews et al., 2005; Kim and Fortner, 2008]. In addition to internal motivating factors, federal funding agencies have begun to encourage scientists to participate in education and outreach (E/O) related to their research, through NASA program requirements for such activities (see ``Implementing the Office of Space Science Education/Public Outreach Strategy,'' at http://spacescience.nasa.gov/admin/pubs/edu/imp_plan.htm) and the U.S. National Science Foundation's increased emphasis on ``broader impacts'' in merit review of research proposals (see http://www.nsf.gov/pubs/2003/nsf032/bicexamples.pdf). Universities, laboratories, and large collaboratives have responded by developing E/O programs that include interaction between students, teachers, and the public in schools; after-school and summer programs; and work through science centers, planetaria, aquaria, and museums.

Undergraduate Research as a Process for STEM Teaching and Learning Systemic Change: Lessons Learned from the Council on Undergraduate Research NSF CCLI and TUES Projects

NASA Astrophysics Data System (ADS)

Ambos, E. L.; Havholm, K. G.; Malachowski, M.; Osborn, J.; Karukstis, K.

2013-12-01

For more than seven years, the Council on Undergraduate Research (CUR), the primary organization supporting programs, services, and advocacy for undergraduate research, has been working with support from the NSF's Division of Undergraduate Education (DUE) to enhance, sustain, and institutionalize undergraduate research in diverse STEM disciplines and higher education settings. The Council on Undergraduate Research comprises more than 9000 individual and 670 institutional members within a divisional structure that includes geosciences, as well as 11 other thematic areas. Through its most recent grant: 'Transformational Learning through Undergraduate Research: Comprehensive Support for Faculty, Institutions, State Systems and Consortia' (NSF DUE CCLI III Award #09-20275), CUR has been collaborating with six higher education systems, each selected after a rigorous national application process in 2010 and 2011. These six systems, which collectively represent 79 individual institutions, are the Council of Public Liberal Arts Colleges (COPLAC), University of Wisconsin System (UWS), California State University System (CSU), City University of New York (CUNY), Great Lakes Colleges Association (GLCA), and Pennsylvania State System of Higher Education (PASSHE). The more than 350 participants of faculty and senior-level administrators from the six systems are engaged in shared multi-faceted and multi-year professional development experiences. Teams from each system attended customized institutes facilitated by CUR experts in 2011-2012, during which the teams developed specific action plans focused on institutionalizing undergraduate research on their campus and within their system. The systems were reconvened as a group a year after the first institute, to chart progress toward achieving their goals. Based on interviews and surveys with participants, campus teams are making substantial progress toward implementation of robust undergraduate research programs, and are making concerted efforts to affect policy, workload, tenure and promotion and resource issues, which are often core factors in any STEM education change process. Several systems are now connecting individual campus-based undergraduate research efforts more effectively, and tying undergraduate research to regional workforce and economic development programs. Many campus teams are moving their department and colleges toward curricular innovations that emphasize scaffolding undergraduate research throughout the undergraduate curriculum. An NSF EAGER/WIDER supplement to the CUR CCLI III award was received in October 2012 and expanded the scope of the project to include deeper study of the changes processes underway at each of the six systems and to tease out the factors that can either promote or retard expansion of undergraduate research as a teaching and learning paradigm. Lessons learned from one of the six systems, the University of Wisconsin, will be highlighted.

"I Want To Be like...": Middle School Students' Identification with Scientists on Television

ERIC Educational Resources Information Center

Ryan, Lisa; Steinke, Jocelyn

2010-01-01

This article describes a study funded by the Research on Gender in Science and Engineering (GSE) Program of the National Science Foundation (NSF). The study focused on gaining a better understanding of how middle school students perceive television depictions of scientists. This study involved collaboration between a major research university and…

Graduate Research Fellowships: A Directory of Coordinating Officials.

ERIC Educational Resources Information Center

Duby, Susan W., Comp.

This directory is intended to assist National Science Foundation (NSF) Graduate Research Fellows in contacting the coordinating official appointed at each institution of higher education to handle NSF Graduate Research Fellowship matters and lists all institutions who have recently had NSF fellows studying on their campuses. Officials are listed…

Effective Management of Ocean Biogeochemistry and Ecological Data: the BCO-DMO Story

NASA Astrophysics Data System (ADS)

Chandler, C. L.; Groman, R. C.; Allison, M. D.; Wiebe, P. H.; Glover, D. M.; Gegg, S. R.

2012-04-01

Data availability expectations of the research community, environmental management decision makers, and funding agency representatives are changing. Consequently, data management practices in many science communities are changing as well. In an effort to improve access to data generated by ocean biogeochemistry and ecological researchers funded by the United States (US) National Science Foundation (NSF) Division of Ocean Sciences (OCE), the Biological and Chemical Oceanography Data Management Office (BCO-DMO) was created in late 2006. Currently, the main BCO-DMO objective is to ensure availability of data resulting from select OCE and Office of Polar Programs (OPP) research awards granted by the US NSF. An important requirement for the BCO-DMO data management system is that it provides open access to data that are supported by sufficient metadata to enable data discovery and accurate reuse. The office manages and serves all types of oceanographic data (in situ, experimental, model results) generated during the research process and contributed by the originating investigators from large national programs and medium-sized collaborative research projects, as well as researchers with single investigator awards. BCO-DMO staff members have made strategic use of standards and use of terms from controlled vocabularies while balancing the need to maintain flexible data ingest systems that accommodate the heterogeneous nature of ocean biogeochemistry and ecological research data. Many of the discrete ocean biogeochemistry data sets managed by BCO-DMO are still acquired manually, often with prototype sensor systems. Data sets such as these that are not "born-digital" present a significant management challenge. Use of multiple levels of term-mappings and development of an ontology has enabled BCO-DMO to incorporate a semantically enabled faceted search into the data access system that will improve data access through enhanced data discovery. BCO-DMO involves an ongoing collaboration between data managers and marine scientists funded by the US NSF. BCO-DMO staff members work with investigators throughout the data life cycle, beginning with the data management plan that is part of the original proposal, during cruise planning and experimental design, through data reporting to meet funding agency requirements and finally to submission of final data sets for publication and final archive in a permanent data center. It is important to note that support from and continued active involvement of the NSF program managers has been a significant contributor to the success of this developing system. URL: http://bco-dmo.org/

AstroCom NYC: A Partnership to Support Underrepresented Minorities in Astronomy and Astrophysics Research and Education

NASA Astrophysics Data System (ADS)

Ford, K. E. Saavik; Paglione, Timothy; Robbins, Dennis; Mac Low, Mordecai-Mark; Agueros, Marcel A.

2015-01-01

AstroCom NYC is an NSF-funded partnership between astronomers at The City University of New York (CUNY), The American Museum of Natural History (AMNH) and Columbia University, designed to increase recruitment and retention of underrepresented minorities in astronomy and astrophysics. I will discuss the major program elements, including: recruitment, student selection, a 'Methods of Scientific Research' (MSR) course, summer research experience and ongoing structured mentoring. I will also discuss how the programs are integrated into each institution and present progress updates from our first two years.

A Framework for Comparing Groups of Documents

DTIC Science & Technology

2015-09-21

Science Foundation (NSF), the National Institutes of Health (NIH), and the Department of Defense (DoD), are of- ten in the position of reviewing...documents. Here, we provide two motivating examples. 1. Program Reviews. To better direct research efforts, funding organizations such as the National

News and Comment: Knapp Reinterprets Excellence at NSF.

ERIC Educational Resources Information Center

Walsh, John

1983-01-01

Examines changes at the National Science Foundation since Edward Knapp was appointed director, including relations with National Science Board, vacancies in deputy directorship and four assistant directorships, relations with Office of Science and Technology Policy, research grant administration, budget control, policy analysis, programs outside…

Queensborough Community College of the City University of New York (CUNY) Solar and Atmospheric Research and Education Program

NASA Astrophysics Data System (ADS)

Chantale Damas, M.

2015-08-01

The Queensborough Community College (QCC) of the City University of New York (CUNY), a Hispanic and minority-serving institution, is the recipient of a 2-year NSF EAGER (Early Concept Grants for Exploratory Research) grant to design and implement a high-impact practice integrated research and education program in solar, geospace and atmospheric physics. Proposed is a year-long research experience with two components: 1) during the academic year, students are enrolled in a course-based introductory research (CURE) where they conduct research on real-world problems; and 2) during the summer, students are placed in research internships at partner institutions. Specific objectives include: 1) provide QCC students with research opportunities in solar and atmospheric physics as early as their first year; 2) develop educational materials in solar and atmospheric physics; 3) increase the number of students, especially underrepresented minorities, that transfer to 4-year STEM programs. A modular, interdisciplinary concept approach is used to integrate educational materials into the research experience. The project also uses evidence-based best practices (i.e., Research experience, Mentoring, Outreach, Recruitment, Enrichment and Partnership with 4-year colleges and institutions) that have proven successful at increasing the retention, transfer and graduation rates of community college students. Through a strong collaboration with CUNY’s 4-year colleges (Medgar Evers College and the City College of New York’s NOAA CREST program); Colorado Center for Astrodynamics Research (CCAR) at the University of Colorado, Boulder; and NASA Goddard Space Flight Center’s Community Coordinated Modeling Center (CCMC), the project trains and retains underrepresented community college students in geosciences-related STEM fields. Preliminary results will be presented at this meeting.*This project is supported by the National Science Foundation Geosciences Directorate under NSF Award Number DES-1446704

Status of the profession

NASA Technical Reports Server (NTRS)

Boyce, Peter B.; Beichman, Charles A.; Abt, Helmut A.; Bauer, Wendy Hagen; Burbidge, Geoffrey; Cochran, Anita L.; Dorfman, Robert; Harris, Hugh; Havlen, Robert; Jones, Christine

1991-01-01

The number of astronomers has grown by about 40 percent over the past decade. The number of astronomers with jobs in industry, or with long-term, non-tenured, jobs has increased dramatically compared with traditional faculty positions. The increase in the number of astronomers and the declining share of the NSF budget going to astronomy has led to extreme difficulties in the NSF grant program and in support of the National Observatories. In 1989, direct NASA support of astronomers through the grants program exceeds that of NSF, although the total of the NSF grants program over decade far exceeds that of NASA. Access to major new telescopes will be important issue for the 1990s. US astronomers, who once had a monopoly on telescopes larger than 3 meters, will, by the year 2000, have access to just half of the world's optical telescope area.

Personnel and Cargo Transport in Antarctica: Analysis of Current U.S. Transport System

DTIC Science & Technology

1991-03-01

George L. Blaisdell March 1991 ,i . . 1 U - I I Prepared for DIVISION OF DOLAR PROGRAMS NATIONAL SCIENCE FOUNDATION Approved for public release...Engineering Division, U.S. Army Cold Regions Research and Engineering Laboratory. Funding was provided by the Division of Polar Programs, National Science Foundation . A...Current U.S. Transport System GEORGE L. BLAISDELL INTRODUCTION The National Science Foundation (NSF), operator of the U.S. Antarctic program, has

Geoscience Education Programs in the NSF Division of Undergraduate Education: Different Acronyms with Similar Intent

NASA Astrophysics Data System (ADS)

Singer, J.; Ryan, J. G.

2014-12-01

For the past three decades, the National Science Foundation's (NSF) Division of Undergraduate Education (DUE) has administered a succession of programs intended to improve undergraduate STEM education for all students. The IUSE (Improving Undergraduate STEM Education) program is the latest program in this succession, and reflects an expanded, NSF-wide effort to make sustainable improvements in STEM education on a national scale. The origins and thinking behind IUSE can be in part traced back to precursor programs including: ILI (Instrumentation and Laboratory Improvement), CCD (Course and Curriculum Development), UFE (Undergraduate Faculty Enhancement), CCLI (Course, Curriculum and Laboratory Improvement), and TUES (Transforming Undergraduate Education in STEM), all of which sought to support faculty efforts to investigate and improve curriculum and instructional practice in undergraduate STEM education, and to disseminate effective STEM educational practices for broad adoption. IUSE, like its predecessor programs, is open to all STEM fields, and as such is intended to support improvements in geoscience education, spanning the atmospheric, ocean, and Earth sciences, as well as in environmental science, GIS science, climate change and sustainability/resilience. An emphasis on discipline-based research on learning that had origins in the CCLI and TUES programs is a new priority area in IUSE, with the ambition that projects will take advantage of the integrated expertise of domain scientists, educational practioners, and experts in learning science. We trace and describe the history of undergraduate education efforts with an emphasis placed on the recently introduced IUSE program. Understanding the origin of DUE's IUSE program can provide insights for faculty interested in developing proposals for submission and gain a greater appreciation of trends and priorities within the division.

Adjoint-Free Variational Data Assimilation into a Regional Wave Model

DTIC Science & Technology

2015-07-01

Wave Model 5a. CONTRACT NUMBER 5b. GRANT NUMBER 5c. PROGRAM ELEMENT NUMBER 6. AUTHOR(S) 5d. PROJECT NUMBER 5e. TASK NUMBER 5f. WORK UNIT NUMBER...developed by Oceanweather, Inc. using the methodology of Cardone et al. (1995, 1996). The winds were taken for the period 11–20 September 2011 and...International Arctic Research Center, NSF Grants 1107925 and 1203740. It was also supported by theOffice of Naval Research (Program Element 0602435N, pro

NSF Geosciences Initiatives and Plans Reviewed at Advisory Committee Meeting

NASA Astrophysics Data System (ADS)

Showstack, Randy

2010-10-01

In its semiannual meeting on 6-7 October, the U.S. National Science Foundation's (NSF) Advisory Committee for Geosciences (GEO) reviewed GEO initiatives, programs, and plans, including the GEO directorate's fast and significant response to support research related to various aspects of the Deepwater Horizon oil spill in the Gulf of Mexico through Rapid Response Research (RAPID) awards and other measures. An undercurrent during the meeting was concern about workload stress among GEO staff. Assistant director of geosciences Tim Killeen noted that the proposed budget for fiscal year (FY) 2011, which began on 1 October, would increase directorate funding 7.4% over FY 2010, if the budget is approved by Congress. A continuing resolution in Congress maintains FY 2010 funding levels until at least 3 December. Killeen said NSF's budget request for FY 2012 has been submitted to the White House Office of Management and Budget, adding that although he cannot discuss details of that budget yet, GEO Vision, a long­range strategy document for the directorate released in October 2009, “is reflected in our thinking going forward.”

Wyoming Infrared Observatory's Summer Undergraduate Research Assistantship Program: 10 Years of REU

NASA Astrophysics Data System (ADS)

Canterna, R.; Beck, K.; Hickman, M. A.

1996-05-01

The Wyoming Infrared Observatory's Summer Undergraduate Research Assistantship Program (SURAP) will complete its tenth year as an NSF REU site. Using the theme, a tutorial in research, SURAP has provided research experience for over 90 students from all regions of the United States. We will present typical histories of past students to illustrate the impact an REU experience has on the scientific careers of these students. Demographic data will be presented to show the diverse backgrounds of our SURAP students. A short film describing our science ethics seminar will be available for later presentation.

Opportunities in cosmic-ray physics and astrophysics

NASA Technical Reports Server (NTRS)

1995-01-01

The Board on Physics and Astronomy of the National Research Council established the Committee on Cosmic-Ray Physics to prepare a review of the field that addresses both experimental and theoretical aspects of the origin of cosmic radiation from outside the heliosphere. The following recommendations are made: NASA should provide the opportunity to measure cosmic-ray electrons, positrons, ultraheavy nuclei, isotopes, and antiparticles in space; NASA, the National Science Foundation (NSF), and the Department of Energy (DOE) should facilitate direct and indirect measurement of the elemental composition to as high an energy as possible, for which the support of long-duration ballooning and hybrid ground arrays will be needed; NSF and DOE should support the new Fly's Eye and provide for U.S. participation in the big projects on the horizon, which include giant arrays, ground-based gamma-ray astronomy, and neutrino telescopes; and NASA, NSF, and DOE should support a strong program of relevant theoretical investigations.

Detection of ionized gas molecules in air by graphene and carbon nanotube networks

NASA Astrophysics Data System (ADS)

Hao, Ji; Li, Bo; Yung, Hyun Young; Liu, Fangze; Hong, Sanghyung; Jung, Yung Joon; Kar, Swastik

The liquid phase ions sensing by graphene and carbon nanotube has been demonstrated in many publications due to the minimum gate voltage easily shift induced by ionic gating effect, but it is still unclear for vapor phase ions sensing. Here we want to report that the ionized gas molecules in air can be also very sensitively detected by graphene and carbon nanotube networks under very low applied voltage, which shows the very high charge to current amplification factor, the value can be up to 108 A/C, and the direction of current-change can be used to differentiate the positive and negative ions. In further, the field effect of graphene device induced by vapor phase ions was discussed. NSF ECCS 1202376, NSF ECCS CAREER 1351424 and NSF DMREF 1434824, a Northeastern University Provost's Tier-1 seed Grant for interdisciplinary research, Technology Innovation Program (10050481) from Ministry of Trade, Industry & Energy of Republic of Korea.

"Scholarship of Impact" Framework in Engineering Education Research: Learnings from the Institute for Scholarship on Engineering Education. Research Brief

ERIC Educational Resources Information Center

Lande, Micah; Adams, Robin; Chen, Helen; Currano, Becky; Leifer, Larry

2007-01-01

The Institute for Scholarship on Engineering Education (ISEE) program is one element of the NSF-sponsored Center for the Advancement of Engineering Education (CAEE). Its primary goal is to build a community of engineering education scholars who can think and work across disciplines with an ultimate aim of improving the engineering student…

US-China Collaboration on Landslide Research and Student Training

NASA Astrophysics Data System (ADS)

Wang, G.

2016-12-01

Funded by a NSF International Research Experience for Students (IRES) project (OIA: 1460034) at the University of Houston (http://ires.nsm.uh.edu), the author brought eight U.S. students to China in the summer of 2016. The host university at the China side is the China University of Geoscience at Wuhan. The international collaborative project is designed to expose U.S. students to the international landslide research community at an early stage of their careers. The NSF IRES program will support minimum 18 U.S. students (two graduates and four undergraduates per year) to conduct advanced landslide research in the Three Gorges area in China during the summers (eight weeks) of 2016, 2017, and 2018. The 2016 summer program includes a one-week-long pre-training at the University of Houston, a two-week-long intensive Chinese language and cultural course at the main campus of the China University of Geosciences (Wuhan), a four-week-long landslide field investigation in the Three Gorges Reservoir area, and a one-week-long wrap-up at the University of Houston. This presentation will introduce the experiences and lessons that we learned from the first-year activities of the international collaborative project.

The Pulsar Search Collaboratory

ERIC Educational Resources Information Center

Rosen, R.; Heatherly, S.; McLaughlin, M. A.; Kondratiev, V. I.; Boyles, J. R.; Wilson, M.; Lorimer, D. R.; Lynch, R.; Ransom, S.

2010-01-01

The Pulsar Search Collaboratory (PSC) (NSF #0737641) is a joint project between the National Radio Astronomy Observatory and West Virginia University designed to interest high school students in science, technology, engineering, and mathematics related career paths by helping them to conduct authentic scientific research. The 3 year PSC program,…

Models for Information Assurance Education and Outreach: Year 3 and Summative Report

ERIC Educational Resources Information Center

Wang, Jianjun

2015-01-01

Over the past three years, California State University, Bakersfield received NSF funding to support hands-on explorations in "network security" and "cryptography" through Research Experience Vitalizing Science-University Program (REVS-UP). In addition to the summer bridge component, the grant included development of…

Models for Information Assurance Education and Outreach: A Report on Year 2 Implementation

ERIC Educational Resources Information Center

Wang, Jianjun

2014-01-01

"Models for Information Assurance Education and Outreach" (MIAEO) is an NSF-funded, three-year project to support hands-on explorations in "network security" and "cryptography" through Research Experience Vitalizing Science-University Program (REVS-UP) at California State University, Bakersfield. In addition, the…

Assessment of a Merged Research and Education Program in Pacific Latin America

NASA Astrophysics Data System (ADS)

Bluth, G. J.; Gierke, J. S.; Gross, E. L.; Kieckhafer, P. B.; Rose, W. I.

2006-12-01

The ultimate goal of integrating research with education is to encourage cross-disciplinary, creative, and critical thinking in problem solving and foster the ability to deal with uncertainty in analyzing problems and designing appropriate solutions. The National Science Foundation (NSF) is actively promoting these kinds of programs, in particular in conjunction with international collaboration. With NSF support, we are building a new educational system of applied research and engineering, using two existing programs at Michigan Tech: a Peace Corp/Master's International (PC/MI) program in Natural Hazards which features a 2-year field assignment, and an "Enterprise" program for undergraduates, which gives teams of geoengineering students the opportunity to work for three years in a business-like setting to solve real-world problems. This project involves 2 post-doctoral researchers, 3-5 Ph.D. and Master's, 5-10 PC/MI graduate students, and roughly 20 undergraduate students each year. The assessment of this project involves measurement of participant perceptions and motivations towards working in Pacific Latin America (Ecuador, El Salvador, Guatemala and Nicaragua), and tracking the changes as the participants complete academic and field aspects of this program. As the participants progress through their projects and Peace Corps assignments, we also get insights into the type of academic preparation best suited for international geoscience collaboration and it is not always a matter of technical knowledge. As a result, we are modifying existing courses in hazard communication, as well as developing a new course focusing on the geology of these regions taught through weekly contributions by an international team of researchers. Other efforts involve multi-university, web-based courses in critical technical topics such as volcano seismology, which because of their complex, cross-disciplinary nature are difficult to sustain from a single institution.

Defining linkages between the GSC and NSF's LTER program: How the Ecological Metadata Language (EML) relates to GCDML and other outcomes

DOE Office of Scientific and Technical Information (OSTI.GOV)

Inigo, Gil San; Servilla, Mark; Brunt, James

2008-06-01

The Genomic Standards Consortium (GSC) invited a representative of the Long-Term Ecological Research (LTER) to its fifth workshop to present the Ecological Metadata Language (EML) metadata standard and its relationship to the Minimum Information about a Genome/Metagenome Sequence (MIGS/MIMS) and its implementation, the Genomic Contextual Data Markup Language (GCDML). The LTER is one of the top National Science Foundation (NSF) programs in biology since 1980, representing diverse ecosystems and creating long-term, interdisciplinary research, synthesis of information, and theory. The adoption of EML as the LTER network standard has been key to build network synthesis architectures based on high-quality standardized metadata.more » EML is the NSF-recognized metadata standard for LTER, and EML is a criteria used to review the LTER program progress. At the workshop, a potential crosswalk between the GCDML and EML was explored. Also, collaboration between the LTER and GSC developers was proposed to join efforts toward a common metadata cataloging designer's tool. The community adoption success of a metadata standard depends, among other factors, on the tools and trainings developed to use the standard. LTER's experience in embracing EML may help GSC to achieve similar success. A possible collaboration between LTER and GSC to provide training opportunities for GCDML and the associated tools is being explored. Finally, LTER is investigating EML enhancements to better accommodate genomics data, possibly integrating the GCDML schema into EML. All these action items have been accepted by the LTER contingent, and further collaboration between the GSC and LTER is expected.« less

Defining linkages between the GSC and NSF's LTER program: how the Ecological Metadata Language (EML) relates to GCDML and other outcomes.

PubMed

Gil, Inigo San; Sheldon, Wade; Schmidt, Tom; Servilla, Mark; Aguilar, Raul; Gries, Corinna; Gray, Tanya; Field, Dawn; Cole, James; Pan, Jerry Yun; Palanisamy, Giri; Henshaw, Donald; O'Brien, Margaret; Kinkel, Linda; McMahon, Katherine; Kottmann, Renzo; Amaral-Zettler, Linda; Hobbie, John; Goldstein, Philip; Guralnick, Robert P; Brunt, James; Michener, William K

2008-06-01

The Genomic Standards Consortium (GSC) invited a representative of the Long-Term Ecological Research (LTER) to its fifth workshop to present the Ecological Metadata Language (EML) metadata standard and its relationship to the Minimum Information about a Genome/Metagenome Sequence (MIGS/MIMS) and its implementation, the Genomic Contextual Data Markup Language (GCDML). The LTER is one of the top National Science Foundation (NSF) programs in biology since 1980, representing diverse ecosystems and creating long-term, interdisciplinary research, synthesis of information, and theory. The adoption of EML as the LTER network standard has been key to build network synthesis architectures based on high-quality standardized metadata. EML is the NSF-recognized metadata standard for LTER, and EML is a criteria used to review the LTER program progress. At the workshop, a potential crosswalk between the GCDML and EML was explored. Also, collaboration between the LTER and GSC developers was proposed to join efforts toward a common metadata cataloging designer's tool. The community adoption success of a metadata standard depends, among other factors, on the tools and trainings developed to use the standard. LTER's experience in embracing EML may help GSC to achieve similar success. A possible collaboration between LTER and GSC to provide training opportunities for GCDML and the associated tools is being explored. Finally, LTER is investigating EML enhancements to better accommodate genomics data, possibly integrating the GCDML schema into EML. All these action items have been accepted by the LTER contingent, and further collaboration between the GSC and LTER is expected.

Facilitating Classroom Innovation in the Geosciences Through the NSF Transforming Undergraduate Education in Science, Technology, Engineering, and Mathematics (TUES) Program

NASA Astrophysics Data System (ADS)

Singer, J.; Ryan, J. G.

2012-12-01

The Transforming Undergraduate Education in Science, Technology, Engineering, and Mathematics (TUES) program seeks to improve the quality of science, technology, engineering, and mathematics (STEM) education for all undergraduate students. Activities supported by the TUES program include the creation, adaptation, and dissemination of learning materials and teaching strategies, development of faculty expertise, implementation of educational innovations, and research on STEM teaching and learning. The TUES program especially encourages projects that have the potential to transform undergraduate STEM education and active dissemination and building a community of users are critical components of TUES projects. To raise awareness about the TUES program and increase both the quality and quantity of proposals submitted by geoscientists to the program, information sessions and proposal writing retreats are being conducted. Digital resources developed especially for the geosciences community are available at www.buffalostate.edu/RTUGeoEd to share information about the TUES program and the many ways this NSF program supports innovation in geoscience education. This presentation also addresses identified impediments to submitting a TUES proposal and strategies for overcoming reasons discouraging geoscientists from preparing a proposal and/or resubmitting a declined proposal.

Connecting NSF funding to patent innovation in nanotechnology (2001-2004)

NASA Astrophysics Data System (ADS)

Huang, Zan; Chen, Hsinchun; Li, Xin; Roco, Mihail C.

2006-12-01

Nanotechnology research has experienced growth rapid in knowledge and innovations; it also attracted significant public funding in recent years. Several countries have recognized nanotechnology as a critical research domain that promises to revolutionize a wide range of fields of applications. In this paper, we present an analysis of the funding for nanoscale science and engineering (NSE) at the National Science Foundation (NSF) and its implications on technological innovation (number of patents) in this field from 2001 to 2004. Using a combination of basic bibliometric analysis and content visualization tools, we identify growth trends, research topic distribution, and the evolution in NSF funding and commercial patenting activities recorded at the United States Patent Office (USPTO). The patent citations are used to compare the impact of the NSF-funded research on nanotechnology development with research supported by other sources in the United States and abroad. The analysis shows that the NSF-funded researchers and patents authored by them have significantly higher impact based on patent citation measures in the four-year period than other comparison groups. The NSF-authored patent impact is growing faster with the lifetime of a patent, indicating the long-term importance of fundamental research.

Next Generation of Advanced Laser Fluorescence Technology for Characterization of Natural Aquatic Environments

DTIC Science & Technology

2011-09-01

project research addresses our long-term goal to develop an analytical suite of the Advanced Laser Fluorescence (ALF) methods and instruments to improve...demonstrated ALF utility as an integrated tool for aquatic research and observations. The ALF integration into the major oceanographic programs is...currently in progress, including the California Current Ecosystem Long Term Ecological Research (CCE LTER, NSF) and California Cooperative Oceanic

Examination of Data Accession at the National Snow and Ice Data Center

NASA Astrophysics Data System (ADS)

Scott, D. J.; Booker, L.

2017-12-01

The National Snow and Ice Data Center (NSIDC) stewards nearly 750 publicly available snow and ice data sets that support research into our world's frozen realms. NSIDC data management is primarily supported by the National Aeronautics and Space Administration (NASA), the National Science Foundation (NSF) and the National Oceanic and Atmospheric Administration (NOAA), and most of the data we archive and distribute is assigned to NSIDC through the funding agency programs. In addition to these mandates, NSIDC has historically offered data stewardship to researchers wanting to properly preserve and increase visibility of their research data under our primary programs (NASA, NSF, NOAA). With publishers now requiring researchers to deliver data to a repository prior to the publication of their data-related papers, we have seen an increase in researcher-initiated data accession requests. This increase is pushing us to reexamine our process to ensure timeliness in the acquisition and release of these data. In this presentation, we will discuss the support and value a researcher receives by submitting data to a trustworthy repository. We will examine NSIDC's data accession practices, and the challenges of a consistent process across NSIDC's multiple funding sponsors. Finally, we will share recent activities related to improving our process and ideas we have for enhancing the overall data accession experience.

Birth of the Program for Array Seismic Studies of the Continental Lithosphere (PASSCAL)

NASA Astrophysics Data System (ADS)

James, D. E.; Sacks, I. S.

2002-05-01

As recently as 1984 institutions doing portable seismology depended upon their own complement of instruments, almost all designed and built in-house, and all of limited recording capability and flexibility. No data standards existed. Around 1980 the National Research Council (NRC) of the National Academy of Sciences (NAS), with National Science Foundation (NSF) support, empanelled a committee to study a major new initiative in Seismic Studies of the Continental Lithosphere (SSCL). The SSCL report in 1983 recommended that substantial numbers (1000 or more) of new generation digital seismographs be acquired for 3-D high resolution imaging of the continental lithosphere. Recommendations of the SSCL committee dovetailed with other NRC/NAS and NSF reports that highlighted imaging of the continental lithosphere as an area of highest priority. For the first time in the history of portable seismology the question asked was "What do seismologists need to do the job right?" A grassroots effort was undertaken to define instrumentation and data standards for a powerful new set of modern seismic research tools to serve the national seismological community. In the spring and fall of 1983 NSF and IASPEI sponsored workshops were convened to develop specifications for the design of a new generation of portable instrumentation. PASSCAL was the outgrowth of these seminal studies and workshops. The first step toward the formal formation of PASSCAL began with an ad-hoc organizing committee, comprised largely of the members of the NAS lithospheric seismology panel, convened by the authors at Carnegie Institution in Washington in November 1983. From that meeting emerged plans and promises of NSF support for an open organizational meeting to be held in January 1984, in Madison, Wisconsin. By the end of the two-day Madison meeting PASSCAL and an official consortium of seismological institutions for portable seismology were realities. Shortly after, PASSCAL merged with the complementary Global Seismic Network (GSN) under the overall umbrella of the Incorporated Research Institutions for Seismology (IRIS) consortium. Pre-startup funding for PASSCAL was provided by NSF via a so-called "Phase Zero" grant to the Carnegie Institution in June, 1984, to initiate design of new digital instrumentation and to facilitate preparation of the PASSCAL Program Plan. A working group met at Princeton in July 1984 to draft the PASSCAL Program Plan for the IRIS 10-year proposal to NSF, submitted in December 1984. PASSCAL functions as a national facility for seismological research, acquiring and maintaining a large complement of state-of-the-art portable instrumentation for scientists in member institutions. Within a year of its formation, PASSCAL had retained an engineer/program manager and begun the specification process for the manufacture and acquisition of a national instrumentation facility of broadband and short period seismographs. Instrument centers staffed by hardware and software engineers were established to maintain and distribute equipment, and to assist in field installations. By the late 1980s substantial volumes of standardized digital data were flowing from portable experiments to the archives of the newly formed Data Management Center (DMC). Portable broadband sensors built to PASSCAL specifications came on the market in 1989 and transformed the nature of portable experiments by expanding the technical capabilities of portable stations almost to the level of permanent global stations. Today PASSCAL through the instrument center at New Mexico Tech supports dozens of experiments worldwide for high resolution imaging of the earth's interior on all scales.

First Steps Toward Exploring NITARP's Impacts on Teachers' Knowledge, Attitudes, and Teaching

NASA Astrophysics Data System (ADS)

French, Debbie; Slater, T. F.; Burrows, A. C.

2013-06-01

Few high school science teachers have had opportunities to engage in authentic scientific research. As a result, many may find it difficult to communicate to their students how science is done. Moreover, without relevant experience, teachers have few pathways to be able to successfully implement scientific research and inquiry into the classroom. In response, astronomers created the NASA-IPAC Teacher Archive Research Program - NITARP, originally funded by NASA as part of the Spitzer Space Telescope Public Engagement Program, and more recently as an NSF-sponsored Research Experience for Teachers program (NSF 0742222). This project partners teachers and their students with a mentor scientist to work on a unique research project using Spitzer Space Telescope data. The year-long project culminates by having teachers and students present their scientific methods and findings at a professional conference, such as the American Astronomical Society. To determine how teachers’ attitudes toward science and scientific inquiry changed after participating in NITARP, five NITARP alumni teachers completed open-ended survey and interview questions describing how their experience changed how they thought about astronomy and what happened in their classroom as a direct result of their NITARP experiences. Teachers reported increasing their astronomy content knowledge, implementing new skills and computer programs into their curriculum, incorporating the use of real data, and are implementing, or are planning to implement research in their classrooms. Teachers also stated they feel more comfortable speaking the language of science and communicating with scientists. They also felt more confident in teaching how science is done. The results of this exploratory study showing positive impacts motivate us to more deeply study the underlying mechanisms in this and similar programs best poised to improve science education.

A Partnership in Observational and Computational Astronomy (POCA)

NASA Astrophysics Data System (ADS)

Walter, Donald K.; Brittain, S. D.; Cash, J. L.; Hartmann, D. H.; Howell, S. B.; King, J. R.; Leising, M. D.; Mayo, E. A.; Mighell, K. J.; Smith, D. M., Jr.

2009-01-01

A partnership has been established between South Carolina State University (SCSU, a Historically Black College/University), the National Optical Astronomy Observatory (NOAO) and Clemson University (CU) under an award from NSF's "Partnerships in Astronomy and Astrophysics Research and Education (PAARE)" program. The mission of POCA is to develop an effective, long-term partnership that combines the strengths of the three institutions to increase the scientific and educational output of all the partners with special emphasis on enhancing diversity in the field of astronomy. Components of the program include enhancing faculty and student research in astronomy at SCSU, recruiting and retaining underrepresented minority students into the field, outreach through planetarium programs and museum exhibits and developing web based resources in astronomy education. Activities in the first year of the program are discussed. We have begun developing and testing several new astronomy laboratory exercises. Our first summer internship program has concluded successfully. With PAARE scholarship money, we are now supporting four physics majors at SCSU who have chosen the astronomy option (concentration) for their degree. SCSU undergraduates have acquired observing experience on the KPNO Mayall 4-meter telescope under the guidance of faculty and graduate students from CU. NOAO astronomers have collaborated with SCSU faculty to begin a research program that studies RV Tauri stars. Funds from PAARE are supporting follow-up research to a just-completed doctoral dissertation by E. A. Mayo described elsewhere in these proceedings. Future plans for graduate fellowships and related activities are discussed in addition to summer internships for POCA undergraduates at CU and NOAO. Support for this work was provided by the NSF PAARE program to South Carolina State University under award AST-0750814.

Policy opportunities

NASA Technical Reports Server (NTRS)

Mccray, Richard; Ostriker, Jeremiah P.; Acton, Loren W.; Bahcall, Neta A.; Bless, Robert C.; Brown, Robert A.; Burbidge, Geoffrey; Burke, Bernard F.; Clark, George W.; Cordova, France A.

1991-01-01

Recommendations are given regarding National Science Foundation (NSF) astronomy programs and the NASA Space Astrophysics program. The role of ground based astronomy is reviewed. The role of National Optical Astronomy Observatories (NOAO) in ground-based night-time astronomical research is discussed. An enhanced Explored Program, costs and management of small and moderate space programs, the role of astrophysics within NASA's space exploration initiative, suborbital and airborne astronomical research, the problems of the Hubble Space Telescope, and astronomy education are discussed. Also covered are policy issues related to the role of science advisory committees, international cooperation and competition, archiving and distribution of astronomical data, and multi-wavelength observations of variable sources.

Undergraduate Research Program Between SCU and SOFIA

NASA Astrophysics Data System (ADS)

Kulas, Kristin Rose; Andersson, B.-G.

2018-06-01

We present results on an undergraduate research program run in collaboration between Santa Clara University (SCU), a predominately undergraduate liberal arts college and the SOFIA Science Center/USRA. We have started a synergistic program between SCU and SOFIA (located at NASA Ames) where the students are able to be fully immersed in astronomical research; from helping to write telescope observing proposal; to observing at a world-class telescope; to reducing and analyzing the data that they acquired and ultimately to presenting/publishing their findings. A recently awarded NSF collaborative grant will allow us to execute and expand this program over the next several years. In this poster we present some of our students research and their success after the program. In addition, we discuss how a small university can actively collaborate with a large government-funded program like SOFIA, funded by NASA.

A Study of NSF Teacher Enhancement Program (TEP) Participants and Principal Investigators: 1984-1989. Volume I: Summary Report.

ERIC Educational Resources Information Center

Abt Associates, Inc., Cambridge, MA.

The National Science Foundation (NSF) supported more than 600 inservice teacher training programs between 1984 and 1989 under its Teacher Enhancement Program (TEP). Two studies were undertaken of TEP: the first was a survey of the 600 Principal Investigators (PIs) who had operated inservice teacher enhancement projects and the second, a survey of…

REU Site: CUNY/GISS CGCR - Increasing Diversity in Earth and Space Science and Space Technology Research

NASA Astrophysics Data System (ADS)

Johnson, L. P.; Marchese, P.; Carlson, B. E.; Howard, A. M.; Damas, M. C.; Boxe, C.; Sohl, L. E.; Cheung, T. D.; Zavala-Gutierrez, R.; Jiang, M.

2016-12-01

This presentation describes student projects and accomplishments of the NSF REU Site: The City University of New York / NASA Goddard Institute for Space Studies Center for Global Climate Research. These student experiences contribute to the preparation of a diverse workforce in the areas of ocean modeling, planetary atmospheres, atmospheric science, climate change, heliophysics and space technology. It is important to motivate students to continue their studies towards advanced degrees and pursue careers related to these fields of study. This is best accomplished by involving undergraduates in research. For the past three years, this REU Site has supported research for more than 35 students, approximately 60 percent from underrepresented minorities and 35 percent female. All the students have progressed towards their degrees and some have advanced to graduate study. This program is supported by NSF award AGS-1359293 REU Site: CUNY/GISS Center for Global Climate Research and the NASA New York State Space Grant Consortium and in collaboration with the NASA Goddard Institute for Space Studies (GISS).

The University of Minnesota Morris - N.S.F. REU Program: Twenty years of encouraging women to participate in the Geological Sciences

NASA Astrophysics Data System (ADS)

Cotter, J. F.

2009-12-01

The goal of the UMM - REU program is to nurture the development of women in the geological sciences. Women are historically under-represented in the geological sciences. This program introduces undergraduate women to research project design and independent data collection and analysis designed to increase student’s scientific skills, introduce them to new fields of study, and to develop academic/professional confidence. In so doing, the program tries to encourage students to continue their education at the graduate level and/or to pursue a career in the Geosciences. The program was first proposed in 1988 and was run during the summers of 1989, '90, '91, '94, '95, '97, ’99, 2000, 05, 07, and 09 (in 1996 and 1998 a similar program was run at Gustavus Adolphus College). The focus of the program is field and laboratory research to determine the origin and history of glacial deposits in west-central Minnesota and the late Paleozoic Glacial deposits of the Parana Basin, Brazil. Much of the success of the program can be attributed to developing student “ownership” of their individual projects, their particular REU group, and the UMM-REU program overall. Research projects are selected and designed by the participants. Frequently considered are: research subject, location of field area and geologic techniques employed. Both project ownership and team building is encouraged by participant led weekly visits to field areas and frequent group discussions of research problems, successes and major gaffes. Additional team building activities include: 1) living in the same on-campus apartments and Brazilian B&B, 2) organized social activities, 3) international travel and working with Brazilian (women) students, 4) readings and discussions on "women in geology”, 5) shared strategies and concerns for career choices and; 6) participation in the "Friends of UMM-REU" conference (an "informal" presentation of results). Finally, an emphasis is placed on the utilization of the support network that has developed among the UMM-REU alumni. Participants read publications by past UMM-REU researchers, they are encouraged to contact alumni for information and advice, and alumni are invited back to mentor participants, provide insights and interact socially. UMM-REU reunions are held on a regular basis. The UMM-REU network is growing. Ninety-three women from 30 institutions have participated in the UMM-REU program. Participants have published four papers and 75 abstracts. Initial career trajectories are good. Of the 80 UMM-REU alumni that have (to date) received a bachelor degree: 29 went directly into careers in the sciences or teaching and 46 enrolled in graduate (9 have completed Ph.D.s). Over the long term results are also good. Of the 93 UMM-REU participants only 13 are not now pursuing degrees or working in careers in the sciences. Research for this study was funded by a grant from the N.S.F.-R.E.U. Program, including NSF-EAR 9820249 and NSF-EAR 0640575.

An Analysis of NSF Geosciences 2009 Research Experience for Undergraduate Site Programs

NASA Astrophysics Data System (ADS)

Sanchez, S. C.; Patino, L. C.; Rom, E. L.; Weiler, S. C.

2009-12-01

The Research Experience for Undergraduate (REU) Program at the U.S. National Science Foundation (NSF) provides undergraduate students the opportunity to conduct research at different institutions and in areas that may not be available in their home campuses. The Geosciences REU Sites foster research opportunities in areas closely aligned with undergraduate majors and facilitates discovery of the multidisciplinary nature of the Geosciences. The aim of this paper is to provide an overview of the Geosciences REU Site programs run in 2009. A survey requesting information on recruitment methods, student demographics, enrichment activities, and fields of research was sent to the Principal Investigators of each of the 50 active REU Sites; over 70% of the surveys were returned with the requested information. The internet is the most widely used mechanism to recruit participants, but the survey did not distinguish among different tools like websites, emails, social networks, etc. The admissions rate for REU Sites in Geosciences varies from less than 10% to 50%, with the majority of participants being rising seniors and juniors. A few Sites include rising sophomores. At least 40% of the participants come from non-PhD granting institutions. Among the participants, gender distribution is balanced, with a slightly larger number of female participants. Regarding ethnic diversity, the REU Sites reflect the difficulty of attracting diverse students into Geosciences as a discipline; more than 75% of the participants are Caucasian and Asian students. Furthermore, participants from minority-serving institutions constitute a small percentage of those taking part in these research experiences. The enrichment activities are very similar across the REU Sites, and mimic well activities common to the scientific community, including intellectual exchange of ideas (lab meetings, seminars, and professional meetings), networking and social activities. There are some clear similarities among REU Sites managed by the three divisions in the Directorate of Geosciences (e.g. recruitment tools, academic level of participants, and enrichment activities), but other aspects vary among the Sites managed by the different divisions (e.g. admissions rate, diversity, and distribution among research disciplines). The results from this survey will be used to examine strengths in the REU Sites in the Geosciences, opportunities that may be under utilized, and community needs to enhance this NSF wide program.

76 FR 20720 - National Science Board; Sunshine Act Meetings; Notice

Federal Register 2010, 2011, 2012, 2013, 2014

2011-04-13

... AND POINT OF CONTACT: Please refer to the National Science Board website http://www.nsf.gov/nsb for... NATIONAL SCIENCE FOUNDATION National Science Board; Sunshine Act Meetings; Notice The National Science Board's Committee on Programs and Plans (CPP) Task Force on Unsolicited Mid-Scale Research (MS...

National Science Foundation Grants and Awards for Fiscal Year 1982.

ERIC Educational Resources Information Center

National Science Foundation, Washington, DC.

Provided is a listing of all National Science Foundation (NSF) program grants and contracts awarded in Fiscal Year 1982. The listing is organized by specific NSF programs within these areas: (1) mathematical and physical sciences; (2) engineering; (3) biological, behavioral, and social sciences; (4) astronomical, earth, and ocean sciences…

National Science Foundation. Grants and Awards for Fiscal Year 1981.

ERIC Educational Resources Information Center

National Science Foundation, Washington, DC.

Provided is a listing of all National Science Foundation (NSF) program grants and contracts awarded in Fiscal Year 1981. The listing is organized by specific NSF programs within these areas: (1) mathematical and physical sciences; (2) engineering; (3) biological, behavioral, and social sciences; (4) astronomical, atmospheric, earth, and ocean…

The 1983-1984 NSF Chautauqua-Type Short Course Program.

ERIC Educational Resources Information Center

Zeitler, William R.; Ogletree, Owen, Jr.

1984-01-01

National Science Foundation (NSF) Chautauqua-type short courses offer undergraduate science teachers the opportunity to absorbe new ideas from highly respected scholars. A complete list of courses, course directors, locations, dates, and registration fees for the 1983-84 program is provided. Subject areas include: instructional composting, cells…

The NSF Undergraduate ALFALFA Team: Partnering with Arecibo Observatory to Offer Undergraduate and Faculty Extragalactic Radio Astronomy Research Opportunities

NASA Astrophysics Data System (ADS)

Ribaudo, Joseph; Koopmann, Rebecca A.; Haynes, Martha P.; Balonek, Thomas J.; Cannon, John M.; Coble, Kimberly A.; Craig, David W.; Denn, Grant R.; Durbala, Adriana; Finn, Rose; Hallenbeck, Gregory L.; Hoffman, G. Lyle; Lebron, Mayra E.; Miller, Brendan P.; Crone-Odekon, Mary; O'Donoghue, Aileen A.; Olowin, Ronald Paul; Pantoja, Carmen; Pisano, Daniel J.; Rosenberg, Jessica L.; Troischt, Parker; Venkatesan, Aparna; Wilcots, Eric M.; ALFALFA Team

2017-01-01

The NSF-sponsored Undergraduate ALFALFA (Arecibo Legacy Fast ALFA) Team (UAT) is a consortium of 20 institutions across the US and Puerto Rico, founded to promote undergraduate research and faculty development within the extragalactic ALFALFA HI blind survey project and follow-up programs. The objective of the UAT is to provide opportunities for its members to develop expertise in the technical aspects of observational radio spectroscopy, its associated data analysis, and the motivating science. Partnering with Arecibo Observatory, the UAT has worked with more than 280 undergraduates and 26 faculty to date, offering 8 workshops onsite at Arecibo (148 undergraduates), observing runs at Arecibo (69 undergraduates), remote observing runs on campus, undergraduate research projects based on Arecibo science (120 academic year and 185 summer projects), and presentation of results at national meetings such as the AAS (at AAS229: Ball et al., Collova et al., Davis et al., Miazzo et al., Ruvolo et al, Singer et al., Cannon et al., Craig et al., Koopmann et al., O'Donoghue et al.). 40% of the students and 45% of the faculty participants have been women and members of underrepresented groups. More than 90% of student alumni are attending graduate school and/or pursuing a career in STEM. 42% of those pursuing graduate degrees in Physics or Astronomy are women.In this presentation, we summarize the UAT program and the current research efforts of UAT members based on Arecibo science, including multiwavelength followup observations of ALFALFA sources, the UAT Collaborative Groups Project, the Survey of HI in Extremely Low-mass Dwarfs (SHIELD), and the Arecibo Pisces-Perseus Supercluster Survey (APPSS). This work has been supported by NSF grants AST-0724918/0902211, AST-075267/0903394, AST-0725380, AST-121105, and AST-1637339.

Science Coordination in Support of the US Weather Research Program Office of the Lead Scientist (OLS) and for Coordination with the World Weather Research (WMO) Program

NASA Technical Reports Server (NTRS)

Gall, Robert

2005-01-01

This document is the final report of the work of the Office of the Lead Scientist (OLS) of the U.S. Weather Research Program (USWRP) and for Coordination of the World Weather Research Program (WWRP). The proposal was for a continuation of the duties and responsibilities described in the proposal of 7 October, 1993 to NSF and NOAA associated with the USWRP Lead Scientist then referred to as the Chief Scientist. The activities of the Office of the Lead Scientist (OLS) ended on January 31, 2005 and this report describes the activities undertaken by the OLS from February 1, 2004 until January 3 1, 2005. The OLS activities were under the cosponsorship of the agencies that are members of the Interagency Working Group (IWG) of the US WRP currently: NOAA, NSF, NASA, and DOD. The scope of the work described includes activities that were necessary to develop, facilitate and implement the research objectives of the USWRP consistent with the overall program goals and specific agency objectives. It included liaison with and promotion of WMO/WWW activities that were consistent with and beneficial to the USWRP programs and objectives. Funds covered several broad categories of activity including meetings convened by the Lead Scientist, OLS travel, partial salary and benefits support, publications, hard-copy dissemination of reports and program announcements and the development and maintenance of the USWRP website. In addition to funding covered by this grant, NCAR program funds provided co-sponsorship of half the salary and benefits resources of the USWRP Lead Scientist (.25 FTE) and the WWRP Chairman/Liaison (.167 FTE). Also covered by the grant were partial salaries for the Science Coordinator for the hurricane portion of the program and partial salary for a THORPEX coordinator.

The Undergraduate ALFALFA Team

NASA Astrophysics Data System (ADS)

Koopmann, Rebecca A.; Higdon, S.; Balonek, T. J.; Haynes, M. P.; Giovanelli, R.

2010-01-01

The Undergraduate ALFALFA (Arecibo Legacy Fast ALFA) Team is a consortium of 16 institutions engaged in an NSF-sponsored program to promote undergraduate research within the extragalactic ALFALFA HI blind survey project. In the first two years of the program, more than three dozen undergraduate students have been closely involved in ALFALFA science, observing, and data analysis. A total of 34 students have attended the annual undergraduate workshops at Arecibo Observatory, interacting with faculty, their peers, ALFALFA experts, and Arecibo staff in lectures, group activities, tours, and observing runs. Team faculty have supervised 26 summer research projects and 14 academic year (e.g., senior thesis) projects. Students and faculty have traveled to Arecibo Observatory for observing runs and to national meetings to present their results. Eight Team schools have joined to work collaboratively to analyze HI properties of galaxy groups within the ALFALFA volume. (See O'Brien et al., O'Malley et al., and Odekon et al. posters, this meeting.) Students involved in this program are learning how science is accomplished in a large collaboration while contributing to the scientific goals of a major legacy survey. This work has been supported by NSF grants AST-0724918, AST-0725267, and AST-0725380.

The Center for Informal Learning and Schools' Informal Learning Certificate (ILC) Program: Professional Development and Community for Informal Science Educators Working with Schools. An Evaluation Report

ERIC Educational Resources Information Center

Smith, Anita; Helms, Jenifer V.; St. John, Mark

2007-01-01

Inverness Research Associates served as external evaluators for the Center for Informal Learning and Schools (CILS) from its inception in 2002 as a National Science Foundation (NSF)-funded Center for Learning and Teaching. One of the programs that CILS developed was the Informal Learning Certificate (ILC) for informal science educators (mostly…

NSF presentation. [summary on energy conversion research program

NASA Technical Reports Server (NTRS)

Morse, F. H.

1973-01-01

Wind energy conversion research is considered in the framework of the national energy problem. Research and development efforts for the practical application of solar energy -- including wind energy -- as alternative energy supplies are assessed in: (1) Heating and cooling of buildings; (2) photovoltaic energy conversion; (3) solar thermal energy conversion; (4) wind energy conversion; (5) ocean thermal energy conversion; (6) photosynthetic production of organic matter; and (7) conversion of organic matter into fuels.

America COMPETES at 5 years: An Analysis of Research-Intensive Universities' RCR Training Plans.

PubMed

Phillips, Trisha; Nestor, Franchesca; Beach, Gillian; Heitman, Elizabeth

2018-02-01

This project evaluates the impact of the National Science Foundation's (NSF) policy to promote education in the responsible conduct of research (RCR). To determine whether this policy resulted in meaningful RCR educational experiences, our study examined the instructional plans developed by individual universities in response to the mandate. Using a sample of 108 U.S. institutions classified as Carnegie "very high research activity", we analyzed all publicly available NSF RCR training plans in light of the consensus best practices in RCR education that were known at the time the policy was implemented. We found that fewer than half of universities developed plans that incorporated at least some of the best practices. More specifically, only 31% of universities had content and requirements that differed by career stage, only 1% of universities had content and requirements that differed by discipline; and only 18% of universities required some face-to-face engagement from all classes of trainees. Indeed, some schools simply provided hand-outs to their undergraduate students. Most universities (82%) had plans that could be satisfied with online programs such as the Collaborative Institutional Training Initiative's RCR modules. The NSF policy requires universities to develop RCR training plans, but provides no guidelines or requirements for the format, scope, content, duration, or frequency of the training, and does not hold universities accountable for their training plans. Our study shows that this vaguely worded policy, and lack of accountability, has not produced meaningful educational experiences for most of the undergraduate students, graduate students, and post-doctoral trainees funded by the NSF.

National Science Foundation Fiscal Year 1986 Awards (by State and NSF Directorate).

ERIC Educational Resources Information Center

National Science Foundation, Washington, DC.

Provided is a listing of National Science Foundation (NSF) program grants and contracts awarded in Fiscal Year 1986. Data, current as of Feburary 13, 1987, are arranged as follows: (1) by state, with totals for each state (foreign countries are alphabetized with states); (2) by NSF Directorate, with award and dollar totals for each NSF…

High-Performance Manufacturing Technology Research and Development Pilot Program for Fiscal Year 2006

DTIC Science & Technology

2008-05-01

Pilot Program for Fiscal Year 2006 5a. CONTRACT NUMBER 5b. GRANT NUMBER 5c. PROGRAM ELEMENT NUMBER 6 . AUTHOR(S) 5d. PROJECT NUMBER 5e. TASK NUMBER...production risk and maximize life-cycle performance and affordability. This report is in response to Public Law 109-163 (January 6 , 2006), Subtitle D, High...NSF), and the Department of Homeland Security (DHS). 1.3 PURPOSE OF REPORT This report is provided in response to Public Law 109-163 (January 6

Waterman Award nominations sought

NASA Astrophysics Data System (ADS)

Showstack, Randy

2012-10-01

The U.S. National Science Foundation (NSF) is accepting nominations for the 2013 Alan T. Waterman Award. The award, established in 1975 to commemorate NSF's first director, is the foundation's highest honor for promising, early-career researchers. Nominees are accepted from all sources, from any field of science and engineering that NSF supports. In addition to receiving a medal, the award recipient will also receive a $1,000,000 grant over 5 years for scientific research or advanced study in any field of science or engineering supported by NSF. Completed nomination packages are due by 31 October. For more information, see http://www.nsf.gov/od/waterman/waterman.jsp.

Increasing Access for Economically Disadvantaged Students: The NSF/CSEM & S-STEM Programs at Louisiana State University

ERIC Educational Resources Information Center

Wilson, Zakiya S.; Iyengar, Sitharama S.; Pang, Su-Seng; Warner, Isiah M.; Luces, Candace A.

2012-01-01

Increasing college degree attainment for students from disadvantaged backgrounds is a prominent component of numerous state and federal legislation focused on higher education. In 1999, the National Science Foundation (NSF) instituted the "Computer Science, Engineering, and Mathematics Scholarships" (CSEMS) program; this initiative was designed to…

Gender Differences in Major Federal External Grant Programs. Technical Report Summary

ERIC Educational Resources Information Center

Hosek, Susan D.; Cox, Amy G.; Ghosh-Dastidar, Bonnie; Kofner, Aaron; Rampal, Nishal; Scott, Jon; Berry, Sandra H.

2005-01-01

The Wyden amendment to the National Science Foundation (NSF) Authorization Act of 2002 sought to determine whether federally funded educational programs other than sports comply with Title IX, which prohibits gender discrimination. At the request of NSF, this report analyzes administrative data from fiscal years 2001 through 2003 describing the…

Gender Differences in Major Federal External Grant Programs. Technical Report

ERIC Educational Resources Information Center

Hosek, Susan D.; Cox, Amy G.; Ghosh-Dastidar, Bonnie; Kofner, Aaron; Ramphal, Nishal; Scott, Jon; Berry, Sandra H.

2005-01-01

The Wyden amendment to the National Science Foundation (NSF) Authorization Act of 2002 sought to determine whether federally funded educational programs other than sports comply with Title IX, which prohibits gender discrimination. At the request of NSF, this report analyzes administrative data from fiscal years 2001 through 2003 describing the…

How Does National Scientific Funding Support Emerging Interdisciplinary Research: A Comparison Study of Big Data Research in the US and China

PubMed Central

Huang, Ying; Zhang, Yi; Youtie, Jan; Porter, Alan L.; Wang, Xuefeng

2016-01-01

How do funding agencies ramp-up their capabilities to support research in a rapidly emerging area? This paper addresses this question through a comparison of research proposals awarded by the US National Science Foundation (NSF) and the National Natural Science Foundation of China (NSFC) in the field of Big Data. Big data is characterized by its size and difficulties in capturing, curating, managing and processing it in reasonable periods of time. Although Big Data has its legacy in longstanding information technology research, the field grew very rapidly over a short period. We find that the extent of interdisciplinarity is a key aspect in how these funding agencies address the rise of Big Data. Our results show that both agencies have been able to marshal funding to support Big Data research in multiple areas, but the NSF relies to a greater extent on multi-program funding from different fields. We discuss how these interdisciplinary approaches reflect the research hot-spots and innovation pathways in these two countries. PMID:27219466

How Does National Scientific Funding Support Emerging Interdisciplinary Research: A Comparison Study of Big Data Research in the US and China.

PubMed

Huang, Ying; Zhang, Yi; Youtie, Jan; Porter, Alan L; Wang, Xuefeng

2016-01-01

How do funding agencies ramp-up their capabilities to support research in a rapidly emerging area? This paper addresses this question through a comparison of research proposals awarded by the US National Science Foundation (NSF) and the National Natural Science Foundation of China (NSFC) in the field of Big Data. Big data is characterized by its size and difficulties in capturing, curating, managing and processing it in reasonable periods of time. Although Big Data has its legacy in longstanding information technology research, the field grew very rapidly over a short period. We find that the extent of interdisciplinarity is a key aspect in how these funding agencies address the rise of Big Data. Our results show that both agencies have been able to marshal funding to support Big Data research in multiple areas, but the NSF relies to a greater extent on multi-program funding from different fields. We discuss how these interdisciplinary approaches reflect the research hot-spots and innovation pathways in these two countries.

National Medal of Science nominations sought

NASA Astrophysics Data System (ADS)

Showstack, Randy

2013-03-01

The U.S. National Science Foundation (NSF) is accepting nominations for the 2013 National Medal of Science until 1 April 2013. Congress established the medal in 1959 as a presidential award for individuals "deserving of special recognition by reason of their outstanding contributions to knowledge in the physical, biological, mathematical, or engineering sciences." Later, Congress expanded the recognition to include the social and behavioral sciences. NSF notes, "We are especially interested in identifying women, members of minority groups, and persons with disabilities for consideration." More information is available at http://www.nsf.gov/od/nms/medal.jsp and http://www.nsf.gov/od/nms/nsf_2013nationalmedalofscience_callfornominations.pdf. For more details, contact the Medal of Science program manager at nms@nsf.gov or 703-292-8040.

Research Experiences for Teachers: How professional development through directed research can revitalize your classroom teaching

NASA Astrophysics Data System (ADS)

Hynes, Shelly

2008-03-01

Research Experiences for Teachers (RET) is an NSF-funded program that provides high school teachers with the opportunity to do research at select institutions across the country in a wide variety of fields. I performed research at two institutions under this program; The National Radio Astronomy Observatory in Green Bank, WV in 2006 and Baylor University in Waco, TX in 2007. My work at NRAO utilized IDL programming to analyze the nonlinearities in the signal processing components of the GBT (Green Bank Telescope). My research at Baylor University required me to write a program in Mathematica to analyze the frequency of pulsation of variable white dwarfs, data that was taken at the Paul and Jane Meyer Observatory in Clifton, TX. I will explain how I have incorporated both research experiences into my courses and how each of these experiences has refocused my teaching.

Education Model Program on Water-Energy Research: A New STEM Graduate Program from Development through Evaluation

NASA Astrophysics Data System (ADS)

McCay, D.; Fiorenza, P.; Lautz, L.

2017-12-01

More than half of Ph.D. scientists and engineers find employment in non-academic sectors. Recognizing the range of career options for graduate degree holders and the need to align graduate education with the expectations of prospective employers, the National Science Foundation (NSF) created the NSF Research Traineeship (NRT) program. To date, over 100 NRT programs have been funded. As these programs are implemented, it is important to assess their progress, successes, and challenges. This presentation describes the ongoing evaluation of one NRT program, "Education Model Program on Water-Energy Research" (or EMPOWER) at Syracuse University. Through seminars, mini-grants, professional development activities, field courses, internship opportunities, and coursework, EMPOWER's goal is to equip students with the skills needed for the range of career options in water and energy. In collaboration with an external evaluator, EMPOWER is examining the fidelity of the program to proposed goals, providing feedback to inform project improvement (formative assessment) and assessing the effectiveness of achieving program goals (summative assessment). Using a convergent parallel mixed method design, qualitative and quantitative data were collected to develop a full assessment of the first year of the program. Evaluation findings have resulted in several positive changes to the program. For example, EMPOWER students perceive themselves to have high technical skills, but the data show that the students do not believe that they have a strong professional network. Based on those findings, EMPOWER offered several professional development events focused on building one's professional network. Preliminary findings have enabled the EMPOWER leadership team to make informed decisions about the ways the program elements can be redesigned to better meet student needs, about how to the make the program more effective, and determine the program elements that may be sustained beyond the funding period. Evaluation of programs like EMPOWER provide essential information to support continual improvement of STEM graduate programs.

The ASSURE Summer REU Program: Introducing research to first-generation and underserved undergraduates through space sciences and engineering projects

NASA Astrophysics Data System (ADS)

Barron, Darcy; Peticolas, Laura; Multiverse Team at UC Berkeley's Space Sciences Lab

2018-01-01

The Advancing Space Science through Undergraduate Research Experience (ASSURE) summer REU program is an NSF-funded REU site at the Space Sciences Lab at UC Berkeley that first started in summer 2014. The program recruits students from all STEM majors, targeting underserved students including community college students and first-generation college students. The students have little or no research experience and a wide variety of academic backgrounds, but have a shared passion for space sciences and astronomy. We will describe our program's structure and the components we have found successful in preparing and supporting both the students and their research advisors for their summer research projects. This includes an intensive first week of introductory lectures and tutorials at the start of the program, preparing students for working in an academic research environment. The program also employs a multi-tiered mentoring system, with layers of support for the undergraduate student cohort, as well as graduate student and postdoctoral research advisors.

Middle-and High-School Students' Interest in Nanoscale Science and Engineering Topics and Phenomena

ERIC Educational Resources Information Center

Hutchinson, Kelly; Bodner, George M.; Lynn, Bryan

2011-01-01

Research has shown that an increase in students' interest in science and engineering can have a positive effect on their achievement (Baird, 1986; Eccles & Wigfield, 2002; French, Immekus & Oakes, 2005; Schiefele, Krapp, & Winteler, 1992; Schwartz Bloom & Haplin, 2003; Weinburgh, 1995). Whereas many NSF-funded programs in materials…

Connecting Research to Teaching: Integrated Curricula and Preparation for College Mathematics

ERIC Educational Resources Information Center

Post, Thomas R.; Monson, Debra S.; Andersen, Edwin; Harwell, Michael R.

2012-01-01

In the early 1990s, after a long series of disappointing results on national and international mathematics achievement tests the National Science Foundation (NSF) funded the development of thirteen complete mathematics programs at the elementary school, middle school, and secondary school levels. Many teachers were quite happy with the new…

Basidiomycetes of the Greater Antilles project

Treesearch

D.J. Lodge; T.J. Baroni; S.A. Cantrell

2002-01-01

The inventory of basidiomycetes of the Greater Antilles, with special emphasis on the Luquillo Long-Term Ecological Research Site, was a 4 year project initiated in 1996 with funding from the USA National Science Foundation's (NSF) Biotic Surveys and Inventories Program. The objective was to survey and inventory all basidiomycetes except rust fungi on the...

Educating Tomorrow's Science Teachers: STEM ACT Conference Report

ERIC Educational Resources Information Center

Sternheim, Morton M.; Feldman, Allan; Berger, Joseph B.; Zhao, Yijie

2008-01-01

This document reports on the findings of an NSF-funded conference (STEM ACT) on the alternative certification of science teachers. The conference explored the issues that have arisen in science education as a result of the proliferation of alternative certification programs in the United States, and to identify the research that needs to be done…

Essential Competencies for Interdisciplinary Graduate Training: Summary Report. GS-10F-0086K

ERIC Educational Resources Information Center

Gamse, Beth C.; Espinosa, Lorelle L.; Roy, Radha

2013-01-01

The Integrative Graduate Education and Research Traineeship (IGERT) program represents a substantial investment by the National Science Foundation (NSF) to improve the quality of graduate education, and ultimately, to increase the number of graduates better prepared to address our nation's 21st century scientific and technological needs. The…

AccessSTEM: Building Capacity to Include Students with Disabilities in Science, Technology, Engineering, and Mathematics Fields

ERIC Educational Resources Information Center

DO-IT, 2007

2007-01-01

A series of activities were undertaken to understand the underrepresentation and increase the participation of people with disabilities in science, technology, engineering, and mathematics (STEM) careers. These activities were funded by the Research in Disabilities Education (RDE) program of the National Science Foundation (NSF). They were…

78 FR 68479 - Notice of Intent To Seek Approval To Renew an Information Collection

Federal Register 2010, 2011, 2012, 2013, 2014

2013-11-14

... implementing Arctic research policy, and the Director of the National Science Foundation shall ensure that the... certain regions of the Arctic sponsored by the NSF/GEO/Division of Polar Programs. The information is used... imposed by the Arctic and Antarctic continents, while also performing specific duties as specified by...

Spatially and time resolved kinetics of indirect magnetoexcitons

NASA Astrophysics Data System (ADS)

Hasling, Matthew; Dorow, Chelsey; Calman, Erica; Butov, Leonid; Wilkes, Joe; Campman, Kenneth; Gossard, Arthur

The small exciton mass and binding energy give the opportunity to realize the high magnetic field regime for excitons in magnetic fields of few Tesla achievable in lab Long lifetimes of indirect exciton give the opportunity to study kinetics of magnetoexciton transport by time-resolved optical imaging of exciton emission. We present spatially and time resolved measurements showing the effect of increased magnetic field on transport of magnetoexcitons. We observe that increased magnetic field leads to slowing down of magnetoexciton transport. Supported by NSF Grant No. 1407277. J.W. was supported by the EPSRC (Grant EP/L022990/1). C.J.D. was supported by the NSF Graduate Research Fellowship Program under Grant No. DGE-1144086.

NSF Policies on Software and Data Sharing and their Implementation

NASA Astrophysics Data System (ADS)

Katz, Daniel

2014-01-01

Since January 2011, the National Science Foundation has required a Data Management plan to be submitted with all proposals. This plan should include a description of how the proposers will share the products of the research (http://www.nsf.gov/bfa/dias/policy/dmp.jsp). What constitutes such data will be determined by the community of interest through the process of peer review and program management. This may include, but is not limited to: data, publications, samples, physical collections, software and models. In particular, “investigators and grantees are encouraged to share software and inventions created under an award or otherwise make them or their products widely available and usable.”

Nanomanufacturing-related programs at NSF

NASA Astrophysics Data System (ADS)

Cooper, Khershed P.

2015-08-01

The National Science Foundation is meeting the challenge of transitioning lab-scale nanoscience and technology to commercial-scale through several nanomanufacturing-related research programs. The goal of the core Nanomanufacturing (NM) and the inter-disciplinary Scalable Nanomanufacturing (SNM) programs is to meet the barriers to manufacturability at the nano-scale by developing the fundamental principles for the manufacture of nanomaterials, nanostructures, nanodevices, and engineered nanosystems. These programs address issues such as scalability, reliability, quality, performance, yield, metrics, and cost, among others. The NM and SNM programs seek nano-scale manufacturing ideas that are transformative, that will be widely applicable and that will have far-reaching technological and societal impacts. It is envisioned that the results from these basic research programs will provide the knowledge base for larger programs such as the manufacturing Nanotechnology Science and Engineering Centers (NSECs) and the Nanosystems Engineering Research Centers (NERCs). Besides brief descriptions of these different programs, this paper will include discussions on novel

Federal Research and Development Funding: FY2014

DTIC Science & Technology

2014-02-19

microbial contamination.29 In FY2012, four agencies—NSF, NIH, NASA , and USDA —issued a joint solicitation to provide research funding for next...Table 10. NSF Funding by Major Account .................................................................................... 38 Table 11. NASA R&D...National Aeronautics and Space Administration ( NASA ), 8.1%; National Science Foundation (NSF), 4.3%; Department of Commerce (DOC), 1.9%; and

The Benefits of Being a Student of Teacher Researchers Experiences (sotre)

NASA Astrophysics Data System (ADS)

Eubanks, E.; Guinan, E.; Chiste, M.; Lavoie, A.

2016-02-01

Being a Student of Teacher Researcher Experiences (SoTRE), gets students excited for science. Eubanks brings real, current science to the classroom because of time spent in Teacher Researcher Experiences (TRE), where she works with researchers in and out of the field. She involves students in many programs including the National Oceanographic and Atmospheric Administration (NOAA), Polar TREC (Teachers and Researchers & Exploring & Collaboration), National Science Foundation (NSF) funded researchers, (EARTH) Education and Research: Testing Hypothesis, the RJ Dunlap Marine Conservation Program, C-DEBI (Center for Dark Energy Biosphere Investigations and (STARS) Sending Teachers Aboard Research Ships. Being in these programs gives students special privileges such as understanding unique research ideas, tracking tagged sharks, following daily journals written on location, taking part in cross-continental experiments, tracking real time data, exploring current research via posters or visiting universities. Furthermore, contacts made by a TRE give students an added set of resources. When doing experiments for class or advancing their education or career goals, Mrs. Eubanks helps students connect with scientists. This gives students a unique opportunity to learn from real scientists. Being part of these relationships with NOAA, Polar TREC, EARTH, RJ Dunlap, STARS and NSF funded scientists who are actively working, makes being SoTRE the ultimate learning experience. Many students have felt so strongly about the TRE relationship that they have presented at several local and international science conferences. Their message is to encourage scientists to partner with teachers. The benefits of participation in such conferences have included abstract writing and submission, travel, poster creation, networking and presentation, all tools that they will carry with them for a lifetime.

Successes of a new NSF Research Experience for Teachers (RET): Water-Energy Education for the Next Generation (WE2NG) Empowers K-12 Educators to Train Our Future Scientists to Solve Critical STEM Issues

NASA Astrophysics Data System (ADS)

Blaine, A. C.; Martin, A. C.; Hogue, T. S.

2016-12-01

Colorado School of Mines (CSM) recently kicked-off a three year K-12 teacher training program with an inaugural six-week summer Research Experience for Teachers (RET). The WE2NG, or Water-Energy Education for the Next Generation program, hosted nine Colorado public school teachers, giving them content and tools to enhance curricula and STEM topics in the classroom. WE2NG is an NSF (National Science Foundation) RET program that seeks to advance public knowledge and dialogue on the water-energy nexus through integration of teachers, and ultimately their students, by infusing standards-based, active-learning lessons with cutting-edge research in the water-energy nexus. The teachers' experience begins with a six week summer program at CSM that consists of different activities collectively integrated to give participants a holistic understanding of STEM research from inception to actualization. Three days a week, the participants focus on integration into a mentor faculty's research projects concerning water and/or energy. During the other two days, participants benefit from research presentations and lab tours from participating faculty, technical workshops on interdisciplinary topics, interaction with industry via field trips and speakers, and professional collaborative STEM curriculum development training. However, the teachers' experience does not end with the summer program; WE2NG also establishes long-term collaborative relationships with the summer participants by providing classroom support throughout the academic year. Graduate and undergraduate students from CSM Centers on campus are paired with the teachers to provide significant, sustained support and act as liaisons throughout the academic year. This presentation will highlight successes and lessons learned during the first year of the program, including a summary of how collaboration between K-12 teachers, Mines faculty and industry leaders can radically impact STEM education in Colorado.

NAS Panel endorses science center concept

NASA Astrophysics Data System (ADS)

Science and technology centers, as proposed by President Ronald Reagan in his January 1987 State of the Union message, could make “significant contributions to science and to the nation's economic competitiveness,” according to a new report by a National Academy of Sciences (NAS) panel. What will be necessary to realize these contributions, the panel cautioned, are proper management, adequate resources, and, “above all, the selection of programs for which the centers are the most effective form of organization.”NSF plans to support science and technology centers, beginning October 1, 1988, which is the start of fiscal year 1988. NSF requested guidance from the NAS panel in implementing the program. Although other government agencies will participate in the program, NSF will play the primary role.

National Science Foundation proposed budget could see another increase

NASA Astrophysics Data System (ADS)

Showstack, Randy

2012-03-01

President Barack Obama's proposed budget for the U.S. National Science Foundation (NSF) for fiscal year (FY) 2013 would provide the agency with $7.37 billion, a $340 million increase, 4.8% above the FY 2012 estimated budget under which NSF has been operating. NSF has fared well during previous budget cycles, and the Obama administration's budget document for FY 2013 states that “NSF plays a critical role in the implementation of the President's Plan for Science and Technology.” With federal agencies operating under tighter budgets in a difficult financial climate, NSF director Subra Suresh said the budget includes substantial increases for core programs, frontier science, education, and human resources. “I am confident that NSF merits the $7.4 billion the president proposed. I'm optimistic Congress will approve the budget,” Suresh said at a 13 February NSF budget briefing.

GOLD (GEO Opportunities for Leadership in Diversity): Building capacity for broadening participation in the Geosciences

NASA Astrophysics Data System (ADS)

Jones, B.; Patino, L. C.; Rom, E. L.; Adams, A.

2017-12-01

The geosciences continue to lag other science, technology, engineering, and mathematics (STEM) disciplines in the engagement, recruitment and retention of traditionally underrepresented and underserved groups, requiring more focused and strategic efforts to address this problem. Prior investments made by the National Science Foundation (NSF) related to broadening participation in STEM have identified many effective strategies and model programs for engaging, recruiting, and retaining underrepresented students in the geosciences. These investments also have documented clearly the importance of committed, knowledgeable, and persistent leadership for making local progress in this area. Achieving diversity at larger and systemic scales requires a network of diversity "champions" who can catalyze widespread adoption of these evidence-based best practices and resources. Although many members of the geoscience community are committed to the ideals of broadening participation, the skills and competencies to achieve success must be developed. The NSF GEO Opportunities for Leadership in Diversity (GOLD) program was implemented in 2016, as a funding opportunity utilizing the Ideas Lab mechanism. Ideas Labs are intensive workshops focused on finding innovative solutions to grand challenge problems. The ultimate aim of this Ideas Lab, organized by the NSF Directorate for Geosciences (GEO), was to facilitate the design, pilot implementation, and evaluation of innovative professional development curricula that can unleash the potential of geoscientists with interests in broadening participation to become impactful leaders within the community. The expectation is that mixing geoscientists with experts in broadening participation research, behavioral change, social psychology, institutional change management, leadership development research, and pedagogies for professional development will not only engender fresh thinking and innovative approaches for preparing and empowering geoscientists as change agents for increasing diversity, but will also produce experiments that contribute to the research base regarding leader and leadership development.

Fostering Under-represented Minority Student Success and Interest in the Geosciences: Outcomes of the UNC-Chapel Hill Increasing Diversity and Enhancing Academia (IDEA) Program

NASA Astrophysics Data System (ADS)

Hughes, M. H.; Gray, K.; Drostin, M.

2016-12-01

For under-represented minority (URM) students, opportunities to meaningfully participate in academic communities and develop supportive relationships with faculty and peers influence persistence in STEM majors (Figueroa, Hurtado, & Wilkins, 2015; PCAST, 2012; Tsui, 2007). Creating such opportunities is even more important in the geosciences, where a lower percentage of post-secondary degrees are awarded to URM students than in other STEM fields (NSF, 2015; O'Connell & Holmes, 2011; NSF, 2011). Since 2011, Increasing Diversity and Enhancing Academia (IDEA), a program of the UNC-Chapel Hill Institute for the Environment (UNC-IE), has provided 39 undergraduates (predominantly URM and female students) with career-relevant research experiences and professional development opportunities, including a culminating experience of presenting their research at a campus-wide research symposium. External evaluation data have helped to characterize the effectiveness of the IDEA program. These data included pre- and post-surveys assessing students' interest in geosciences, knowledge of career pathways, and perceptions of their abilities related to a specific set of scientific research skills. Additionally, progress towards degrees and dissemination outcomes were tracked. In this presentation, we will share quantitative and qualitative data that demonstrate that participation in the IDEA program has influenced students' interest and persistence in geosciences research and careers. These data range from self-reported competencies in a variety of scientific skills (such as organizing and interpreting data and reading and interpreting science literature) to documentation of student participation in geoscience study and professions. About 69% of participants continued research begun during their internships beyond the internship; and about 38% pursued graduate degrees and secured jobs in geoscience and other STEM fields. (Nearly half are still in school.) Overall, these evaluation data have shown that the IDEA research experience, combined with program elements focused on professional development, reinforces students' sense of their science abilities, connects them to a network of supportive students and professionals and contributes to their sense of belonging within the geosciences.

An Analysis of NSF Geosciences Research Experience for Undergraduate Site Programs from 2009 to 2012

NASA Astrophysics Data System (ADS)

Rom, E. L.; Patino, L. C.; Gonzales, J.; Weiler, C. S.; Antell, L.; Colon, Y.; Sanchez, S. C.

2012-12-01

The Research Experience for Undergraduate (REU) Program at the U.S. National Science Foundation (NSF) provides undergraduate students from across the nation the opportunity to conduct research at a different institution and in an area that may not be available at their home campus. REU Sites funded by the Directorate of Geosciences provide student research opportunities in earth, ocean, atmospheric and geospace research. This paper provides an overview of the Geosciences REU Site programs run from 2009 to 2012. Information was gathered from over 45 REU sites each year on recruitment methods, student demographics, enrichment activities, and fields of research. The internet is the most widely used mechanism to recruit participants. The admissions rate for REU Sites in Geosciences varies by discipline but averages between 6% to 18% each year, with the majority of participants being rising seniors and juniors. A few Sites include rising sophomores and freshmen. Most students attend PhD granting institutions. Among the participants, gender distribution depends on discipline, with atmospheric and geospace sciences having more male than female participants, but ocean and earth sciences having a majority of female participants. Regarding ethnic diversity, the REU Sites reflect the difficulty of attracting diverse students into Geosciences as a discipline; a large majority of the participants are Caucasian or Asian students. Furthermore, participants from minority-serving institutions or community colleges constitute a small percentage of those taking part in these research experiences. The enrichment activities are very similar across the REU Sites, and mimic well activities common to the scientific community, including intellectual exchange of ideas (lab meetings, seminars, and professional meetings), networking and social activities. Results from this study will be used to examine strengths in the REU Sites in the Geosciences and opportunities for improvement in the program. The data provided here also represent an excellent benchmark by which to measure future changes in student participation and program design that may result from 2012 changes in the REU program solicitation. For example, one important change is that REU programs are now required to include greater participation of students who are attending non-research institutions.

45 CFR 689.5 - Initial NSF handling of misconduct matters.

Code of Federal Regulations, 2014 CFR

2014-10-01

... 45 Public Welfare 3 2014-10-01 2014-10-01 false Initial NSF handling of misconduct matters. 689.5... FOUNDATION RESEARCH MISCONDUCT § 689.5 Initial NSF handling of misconduct matters. (a) NSF staff who learn of alleged misconduct will promptly and discreetly inform OIG or refer informants to OIG. (b) The identity of...

45 CFR 689.5 - Initial NSF handling of misconduct matters.

Code of Federal Regulations, 2011 CFR

2011-10-01

... 45 Public Welfare 3 2011-10-01 2011-10-01 false Initial NSF handling of misconduct matters. 689.5... FOUNDATION RESEARCH MISCONDUCT § 689.5 Initial NSF handling of misconduct matters. (a) NSF staff who learn of alleged misconduct will promptly and discreetly inform OIG or refer informants to OIG. (b) The identity of...

45 CFR 689.5 - Initial NSF handling of misconduct matters.

Code of Federal Regulations, 2013 CFR

2013-10-01

... 45 Public Welfare 3 2013-10-01 2013-10-01 false Initial NSF handling of misconduct matters. 689.5... FOUNDATION RESEARCH MISCONDUCT § 689.5 Initial NSF handling of misconduct matters. (a) NSF staff who learn of alleged misconduct will promptly and discreetly inform OIG or refer informants to OIG. (b) The identity of...

45 CFR 689.5 - Initial NSF handling of misconduct matters.

Code of Federal Regulations, 2010 CFR

2010-10-01

... 45 Public Welfare 3 2010-10-01 2010-10-01 false Initial NSF handling of misconduct matters. 689.5... FOUNDATION RESEARCH MISCONDUCT § 689.5 Initial NSF handling of misconduct matters. (a) NSF staff who learn of alleged misconduct will promptly and discreetly inform OIG or refer informants to OIG. (b) The identity of...

45 CFR 689.5 - Initial NSF handling of misconduct matters.

Code of Federal Regulations, 2012 CFR

2012-10-01

... 45 Public Welfare 3 2012-10-01 2012-10-01 false Initial NSF handling of misconduct matters. 689.5... FOUNDATION RESEARCH MISCONDUCT § 689.5 Initial NSF handling of misconduct matters. (a) NSF staff who learn of alleged misconduct will promptly and discreetly inform OIG or refer informants to OIG. (b) The identity of...

Report: NSF Instrumentation and Laboratory Improvement Grants in Chemistry

NASA Astrophysics Data System (ADS)

1997-01-01

The 1996 awards in chemistry under the Instrumentation and Laboratory Improvement Program (ILI) of the Division of Undergraduate Education (DUE) have been announced and are listed below. The ILI program provides matching funds in the range of 5,000 to 100,000 for purchasing equipment for laboratory improvement. Since the recipient institution must provide matching funds equaling or exceeding the NSF award, the supported projects range in cost from 10,000 to over 200,000. The 311 chemistry proposals requesting 13 million constituted 21% of the total number of proposals submitted to the ILI program. A total of 3.9 million was awarded in support of 110 projects in chemistry. The instruments requested most frequently were high field NMRs, GC/MS instruments, computers for data analysis, and FT-IRs; next most commonly requested were UV-vis spectrophotometers, followed by HPLCs, lasers, computers for molecular modeling, AAs, and GCs. In addition, one award was made this year in chemistry within the Leadership in Laboratory Development category. The next deadline for submission of ILI proposals is November 14, 1997. Guidelines for the preparation of proposals are found in the DUE Program Announcement (NSF 96-10), which may be obtained by calling (703) 306-1666 or by e-mail: undergrad@nsf.gov. Other information about DUE programs and activities and abstracts of the funded proposals can be found on the DUE Home Page at http://www.ehr.nsf.gov/EHR/DUE/start.htm. We thank Sandra D. Nelson, Science Education Analyst in DUE, for assistance in data gathering.

Year-Long Peer Mentoring Activity to Enhance the Retention of Freshmen STEM Students in a NSF Scholarship Program

ERIC Educational Resources Information Center

Cutright, Teresa J.; Evans, Edward

2016-01-01

The last year of a National Science Foundation (NSF) funded scholarship program was used to provide pseudo-formal peer mentoring activities to engineering, mathematics, and science undergraduates. A one-credit class was used to afford time for peer mentors and mentees to interact. During the fall semester, seniors augmented each week's topics with…

Essential Competencies for Interdisciplinary Graduate Training in IGERT: Final Report. GS-10F-0086K

ERIC Educational Resources Information Center

Gamse, Beth C.; Espinosa, Lorelle L.; Roy, Radha

2013-01-01

The Integrative Graduate Education and Research Traineeship (IGERT) program represents a substantial investment by the National Science Foundation (NSF) to improve the quality of graduate education, and ultimately, to increase the number of graduates better prepared to address the nation's 21st century scientific and technological needs. The…

Coordinating Council. Eighth Meeting: Using the Internet

NASA Technical Reports Server (NTRS)

1992-01-01

This NASA Scientific and Technical Information Program Coordinating Council meeting theme was entitled 'Using Internet'. Individual topics included STI LAN migration, NSF and NREN (National Science Foundation and the National Research and Education Network), and the New NASA Headquarters LAN. Discussions are recorded for each topic and visuals are provided for STI LAN migration and NSI - NASA Science Internet.

EarthCube's Assessment Framework: Ensuring Return on Investment

NASA Astrophysics Data System (ADS)

Lehnert, K.

2016-12-01

EarthCube is a community-governed, NSF-funded initiative to transform geoscience research by developing cyberinfrastructure that improves access, sharing, visualization, and analysis of all forms of geosciences data and related resources. EarthCube's goal is to enable geoscientists to tackle the challenges of understanding and predicting a complex and evolving solid Earth, hydrosphere, atmosphere, and space environment systems. EarthCube's infrastructure needs capabilities around data, software, and systems. It is essential for EarthCube to determine the value of new capabilities for the community and the progress of the overall effort to demonstrate its value to the science community and Return on Investment for the NSF. EarthCube is therefore developing an assessment framework for research proposals, projects funded by EarthCube, and the overall EarthCube program. As a first step, a software assessment framework has been developed that addresses the EarthCube Strategic Vision by promoting best practices in software development, complete and useful documentation, interoperability, standards adherence, open science, and education and training opportunities for research developers.

Critical Components of a Successful Undergraduate Research Experience in the Geosciences for Minority Students

NASA Astrophysics Data System (ADS)

Liou-Mark, J.; Blake, R.; Chukuigwe, C.

2013-12-01

For the past five years, the New York City College of Technology has administered a successful National Science Foundation (NSF) Research Experience for Undergraduates (REU) program. The program provides rich, substantive, academic and life-transformative STEM educational experiences for students who would otherwise not pursue STEM education altogether or would not pursue STEM education through to the graduate school level. The REU Scholars are provided with an opportunity to conduct intensive satellite and ground-based remote sensing research at the National Oceanic and Atmospheric Administration Cooperative Remote Sensing Science and Technology Center (NOAA-CREST). Candidates for the program are recruited from the City University of New York's twenty-three separate campuses. These students engage in a research experience that spans the summer and the fall and spring semesters. Eighty-four percent (84%) of the program participants are underrepresented minorities in STEM, and they are involved in a plethora of undergraduate research best practice activities that include: training courses in MATLAB programming, Geographic Information Systems, and Remote Sensing; workshops in Research Ethics, Scientific Writing, and Oral and Poster Research Presentations; national, regional, and local conference presentations; graduate school support; and geoscience exposure events at national laboratories, agencies, and research facilities. To enhance their success in the program, the REU Scholars are also provided with a comprehensive series of safety nets that include a multi-tiered mentoring design specifically to address critical issues faced by this diverse population. Since the inception of the REU program in 2008, a total of 61 undergraduate students have finished or are continuing with their research or are pursuing their STEM endeavors. All the REU Scholars conducted individual satellite and ground-based remote sensing research projects that ranged from the study of hurricanes to atmospheric water vapor distribution to spectral analysis of soil moisture. Of the 61 REU Scholars, 18.0% (11) are in graduate school in the STEM disciplines, 16.5% (10) have graduated and are in the STEM workforce, and 65.5% (40) continue to pursue their STEM degrees. All of the REU Scholars have made oral and poster presentations at local, region, and/or national conferences. Five of them have won first place recognition for their research, and three students will be co-authors for three peer-reviewed publications and two book chapters. (This program is supported by NSF REU grant #1062934.)

Involving Undergraduates in Solar Physics Research

NASA Astrophysics Data System (ADS)

Lopresto, James C.; Jenkins, Nancy

1996-05-01

Via a combination of local funding, Cottrell Research Corporation and a pending NSF proposal, I am actively involved in including undergraduates in solar physics research. Severl undergraduates, about 2-3 per academic year over the past several years have participated in a combination of activities. This project has been ongoing since November of 1992. Student involvement includes; 1)acquiring image and other data via the INTERNET, 2) reducing dat via inhouse programs and image processing, 3) traveling to Kitt Peak to obtain solar spectral index data.

Developments in the photonics program at OSC

NASA Astrophysics Data System (ADS)

Peyghambarian, N.

2014-10-01

The photonics program at the College of Optical Sciences started nearly 30 years ago. In 1984, the program was focused on development of femtosecond laser sources and their use in investigating semiconductor carrier dynamics. The program grew into polymer and organic optics in late 1989 and was strengthened by the winning of the CAMP MURI from ONR in 1995 that was focused on multifunctional polymers including photorefractive polymers, organic light emitting diodes and 3D direct laser writing. Also in 1995, the areas of glass waveguide and fiber optic materials and devices were added to the program. In 2008, the optical communication and future internet research was started through winning the CIAN NSF ERC. Expertise in thin films, optical storage and the fundamental aspects of light are elements of the overall research program. Holographic 3D display, autofocus lenses, bio-medical imaging and devices for vision have also been ongoing research areas.

Teaching and sharing about the Sun in the United States and with Spanish language resources

NASA Astrophysics Data System (ADS)

Peticolas, L. M.; Craig, N.; Hawkins, I.; Walker, C.

2007-05-01

The United States has many different scientific agencies that fund research on solar science, including the National Aeronautics and Space Agency (NASA) and the National Science Foundation (NSF). Because there is a large population of Spanish-speaking people in the US, some of the resources developed by the education components of research projects take into account broader cultural perspectives on science and are developed in Spanish. We will describe the education and outreach programs of three solar programs funded by NASA and NSF, the Solar TErrestrial RElations Observatory (STEREO) program, the "We Are One Under the Sun" Program, and the National Optical Astronomy Observatory (NOAO) education program. The STEREO program aims to teach about the Sun through different venues including teacher workshops and courses, teacher materials, turning solar data from STEREO into sound, working with museums, and creating solar posters, CDs, DVDs, and lenticulars. The "We are One Under the Sun" program focuses on Native Americans and Hispanics of Native heritage. It works by merging culture, ancient observatories, and the latest NASA solar science to engage children, youth, and the general public in science and technology through solar traditions in their own indigenous culture. The NOAO Educational Outreach Program was established to make the science and scientists of NOAO more accessible to the K-12 and college-level communities. We will focus on the NOAO solar projects and Spanish-Language Astronomy Materials Educational Center program, which provides multiple types of Spanish- language materials for teachers. These programs have had different levels of outreach in Spanish-speaking countries, namely Mexico (STEREO and "We are One Under the Sun") and Chile (NOAO). We will describe these efforts and give links to the Spanish and English resources available to learn and teach about the Sun.

Cornell Center for Materials Research - An NSF MRSEC

Science.gov Websites

Cornell Center for Materials Research Cornell Center for Materials Research | An NSF MRSEC Search Research Atomic Membranes for 3D Systems Structured Materials for Strong Light-Matter Interactions Mechanisms, Materials, and Devices for Spin Manipulation Seed Projects - Exploratory Research Acknowledging

Our Story | Materials Research Laboratory at UCSB: an NSF MRSEC

Science.gov Websites

this site Materials Research Laboratory at UCSB: an NSF MRSEC logo Materials Research Laboratory at & Workshops Visitor Info Research IRG-1: Magnetic Intermetallic Mesostructures IRG 2: Polymeric Seminars Publications MRL Calendar Facilities Computing Energy Research Facility Microscopy &

Optical Science and Engineering. New Directions and Opportunities in Research and Education. NSF Workshop (Arlington, VA, May 23-24, 1994).

ERIC Educational Resources Information Center

National Science Foundation, Arlington, VA.

The National Science Foundation (NSF) workshop on Optical Science and Engineering was organized to examine approaches NSF could use to identify opportunities in optical science, engineering, and education that meet both the mission of NSF and its broader national goals. The workshop participants identified opportunities where optical science and…

Research Opportunities in Solid Earth Science (RESESS): Broadening Participation in Geology and Geophysics (Invited)

NASA Astrophysics Data System (ADS)

Eriksson, S. C.; Hubenthal, M.

2009-12-01

RESESS is a multi-year, paid, summer research internship program designed for students from underrepresented groups. The students receive extensive mentoring in science research and communication and become part of a community that provides ongoing support. This has been possible in the initial 5 years of the program through collaboration with Significant Opportunities in Atmospheric Research and Science (SOARS), where solid earth students have been an integral part of the SOARS cohort, benefiting from social as well as educational interactions. 11 students have taken part in RESESS for at least one year and of these, four students have graduated in geoscience and entered graduate programs in geophysics and one was recently awarded an NSF graduate fellowship. Students have presented over 20 posters at national science meetings, and one has co-authored a peer-reviewed article. 23 scientists have mentored students over the past 5 years and 17 percent of these mentors are from underrepresented groups in science; 19 other scientists and university/science consortia staff have mentored students in written and verbal presentations and supported their integration into the local communities. Mentorship over a period of years is one important hallmark of this program as students have benefited from the support of UNAVCO, IRIS, USGS, and university scientists and staff during the summer, academic year, and at professional meetings such as AGU, GSA, NABGG, and SACNAS as well as consortia and project science workshops (UNAVCO, IRIS, and EarthScope). One goal of the project has been to educate the scientific community on the benefits of mentoring undergraduate students from underrepresented groups in STEM fields. Increasingly, scientists are approaching RESESS to include this program in their implementation of broader impacts. RESESS has been funded by NSF for the next five years with plans to expand the number of students, geographic and scientific diversity, and sources of funding for a sustainable program. Collaboration with the IRIS REU program and major research programs such as POLENET began over the past three years. Synergistic activities will be increased with the inauguration of the IRIS Minority Speakers Series, partnership with the Colorado Diversity Initiative, and expanded recruitment and research opportunities from universities and colleges nation-wide.

The Center for Astronomy Education (CAE) and Our NSF Funded CCLI Phase III Collaboration of Astronomy Teaching Scholars (CATS) Program: Updates to Our New Community-Based Model for Astronomy Education Research

NASA Astrophysics Data System (ADS)

Brissenden, Gina; Impey, C.; Prather, E. E.; Lee, K. M.; CATS

2010-01-01

The Center for Astronomy Education (CAE) has been devoted to improving teaching & learning in Astro 101 by creating research-validated curriculum & assessment instruments for use in Astro 101 & by providing Astro 101 instructors professional development opportunities to increase their pedagogical content knowledge & instructional skills at implementing these curricula & assessment materials. To create sustainability and further expand this work, CAE, in collaboration with other national leaders in astronomy education & research, developed the Collaboration of Astronomy Teaching Scholars (CATS) Program. The primary goals of CATS are to: 1) increase the number of Astro 101 instructors conducting fundamental research in astronomy education 2) increase the amount of research-validated curriculum & assessment instruments available for use in Astro 101 3) increase the number of people prepared to develop & conduct their own CAE Teaching Excellence Workshops In our second year we have concluded a national study assessing the contribution students’ personal characteristics make to student learning gains and the effectiveness of interactive learning strategies. We have results from our classroom research validation study on the use of the "ClassAction” electronic learning system. We have begun creation of an assessment instrument designed specifically for Astro 101 to evaluate the effectiveness of our instruction in improving students’ attitudes & beliefs about science, and which is being informed by several of our studies and community input. We have also begun field-testing of our Solar System Concept Inventory. Additionally research into students’ beliefs and reasoning difficulties on topics in Cosmology is underway. We acknowledge the NSF for funding under Award No. 0715517, a CCLI Phase III Grant for the Collaboration of Astronomy Teaching Scholars (CATS) Program.

Improving Geoscience Education through the PolarTREC Teacher Research Experience Model (Invited)

NASA Astrophysics Data System (ADS)

Warburton, J.; Timm, K.; Larson, A. M.

2010-12-01

Teacher Research Experiences (TRE’s) are not new. For more than a decade, the National Science Foundation (NSF) as well as other federal agencies have been funding programs that place teachers with researchers in efforts to invigorate science education by bringing educators and researchers together through hands-on experiences. Many of the TRE’s are successful in providing a hands-on field experience for the teachers and researchers however many of the programs lack the resources to continue the collaborations and support the growing network of teachers that have had these field experiences. In 2007, NSF provided funding for PolarTREC—Teachers and Researchers Exploring and Collaborating, a program of the Arctic Research Consortium of the U.S. (ARCUS). PolarTREC is a TRE where K-12 teachers participate in polar field research, working closely with scientists as a pathway to improving science education. In just three years, it has become a successful TRE. What makes PolarTREC different than other the teacher research experience programs and how can others benefit from what we have learned? During this presentation, we will share data collected through the program evaluation and on how PolarTREC contributes to the discipline of Science, Technology, Engineering, and Mathematics (STEM) education and pedagogy through a model program conceived and organized according to current best practices, such as pre-research training, mentoring, support for classroom transfer, and long-term access to resources and support. Data shows that PolarTREC’s comprehensive program activities have many positive impacts on educators and their ability to teach science concepts and improve their teaching methods. Additionally, K-12 students polled in interest surveys showed significant changes in key areas including amount of time spent in school exploring research activities, importance of understanding science for future work, importance of understanding the polar regions as a person in today’s world, as well as increased self-reported knowledge and interest in numerous science content areas. PolarTREC provides a tested approach and a clear route for varying levels of researcher participation in the education community, therefore facilitating the types of positive benefits and understanding that ensure increased educator, student, and community understanding of science and the polar regions during times of interrelated global change.

Annual Report of the National Science Foundation on Contract NSF-C414 Task III July 1966 through June 1967.

ERIC Educational Resources Information Center

American Chemical Society, Columbus, OH. Chemical Abstracts Service.

This Annual Report describes in detail the work performed during the first year of Task III of Contract NSF-C414 and the present status of Task III work. The programs and achievements described constitute the first significant efforts to develop a user-oriented, cooperative program between major secondary scientific and technical information…

Cal-Bridge and CAMPARE: Engaging Underrepresented Students in Physics and Astronomy

NASA Astrophysics Data System (ADS)

Rudolph, Alexander L.; Smecker-Hane, Tammy A.; Cal-Bridge Team; CAMPARE Team

2018-06-01

We describe two programs, Cal-Bridge and CAMPARE, with the common mission of increasing participation of groups traditionally underrepresented in astronomy, through summer research opportunities, in the case of CAMPARE, scholarships in the case of Cal-Bridge, and significant mentoring in both programs, creating a national impact on their numbers successfully pursuing a PhD in the field. In 9 years, the CAMPARE program has sent 150 students, >80% from underrepresented groups, to conduct summer research at one of 14 major research institutions throughout the country. Of the CAMPARE scholars who have graduated with a Bachelor’s degree, almost two-thirds (65%) have completed or are pursuing graduate education in physics, astronomy, or a related field, at institutions including UCLA, UC Riverside, UC Irvine, UC Santa Barbara, USC, Stanford, Univ. of Arizona, Univ. of Washington, Univ. of Rochester, Michigan State Univ., Georgia Tech, Georgia State Univ., Kent State, Indiana Univ., Univ. of Oregon, Syracuse Univ., Montana State Univ., and the Fisk- Vanderbilt Master’s-to-PhD program. Now in its fourth year, the Cal-Bridge program is a CSU-UC Bridge program comprised of physics and astronomy faculty from 9 University of California (UC), 15 California State University (CSU), and more than 30 California Community College (CCC) campuses throughout California. In the first four years, 34 Cal-Bridge Scholars have been selected, including 22 Hispanic, 3 African-American and 13 women students, 10 of whom are from URM groups. Thirty (30) of the 34 Cal-Bridge Scholars are first generation college students. In the last three years, 17 of 21 Cal-Bridge Scholars have begun or been accepted PhD programs in physics or astronomy at top PhD programs nationally. Three (3) of these scholars have won NSF Graduate Research Fellowships; one more received an Honorable Mention. Once selected, Cal-Bridge Scholars benefit from substantial financial support, intensive, joint mentoring by CSU and UC faculty, professional development workshops, and exposure to research opportunities at the participating UC campuses. Funding for this program is provided by NSF-DUE SSTEM Grant #1356133.

NSF Geosciences Committee Focuses on Program and Budget Issues

NASA Astrophysics Data System (ADS)

Showstack, Randy

2014-04-01

The spring meeting of the National Science Foundation's (NSF) Advisory Committee for the Geosciences (AC GEO), held on 3-4 April, was filled with firsts. It was the first time that AC GEO met as a body after merging with NSF's polar advisory committee in 2012. In addition, it was the first time that France Córdova, sworn in as the new NSF director on 31 March and sworn in again during a special ceremony in the atrium at NSF headquarters on 3 April, met with AC GEO in her new capacity. Córdova, who is president emerita of Purdue University, previously was a distinguished professor of physics and astronomy at the University of California, Riverside, and NASA chief scientist.

SPIN-UP and Preparing Undergraduate Physics Majors for Careers in Industry

NASA Astrophysics Data System (ADS)

Howes, Ruth

2011-03-01

Seven years ago, the Strategic Programs for Innovations in Undergraduate Physics (SPIN-UP) Report produced by the National Task Force on Undergraduate Physics identified several key characteristics of thriving undergraduate physics departments including steps these departments had taken to prepare students better for careers in industry. Today statistical data from AIP shows that almost 40% of students graduating with a degree in physics seek employment as soon as they graduate. Successful undergraduate physics programs have taken steps to adapt their rigorous physics programs to ensure that graduating seniors have the skills they need to enter the industrial workplace as well as to go on to graduate school in physics. Typical strategies noted during a series of SPIN-UP workshops funded by a grant from NSF to APS, AAPT, and AIP include flexible curricula, early introduction of undergraduates to research techniques, revised laboratory experiences that provide students with skills they need to move directly into jobs, and increased emphasis on ``soft'' skills such as communication and team work. Despite significant success, undergraduate programs face continuing challenges in preparing students to work in industry, most significantly the fact that there is no job called ``physicist'' at the undergraduate level. supported by grant NSF DUE-0741560.

Strategic Research Partnerships: Proceedings from an NSF Workshop (Washington, D.C., October 13, 2000). Special Report.

ERIC Educational Resources Information Center

Jankowski, John E.; Link, Albert N.; Vonortas, Nicholas S.

This document contains the proceedings from the National Science Foundation (NSF) Workshop on Strategic Research Partnerships. Papers include: (1) "Strategic Research Partnerships: Results of the Workshop" (Albert N. Link and Nicholas S. Vonortas); (2) "Strategic Research Partnerships: Evidence and Analysis" (Stephen Martin);…

Promoting seismology education through collaboration between university research scientists and school teachers

NASA Astrophysics Data System (ADS)

Brunt, M. R.; Ellins, K. K.; Boyd, D.; Mote, A. S.; Pulliam, J.; Frohlich, C. A.

2012-12-01

Participation in the NSF-sponsored Texas Earth and Space Science (TXESS) Revolution teacher professional development project paved the way for several teachers to receive educational seismometers and join the IRIS Seismograph in Schools program. This, in turn, has led to secondary school teachers working with university seismologists on research projects. Examples are the NSF-EarthScope SIEDCAR (Seismic Investigation of Edge Driven Convection Associated with the Rio Grande Rift) project; field studies to compile felt-reports for Texas earthquakes, some which may have been induced by human activities; and a seismic study of the Texas Gulf Coast to investigate ocean-continent transition processes along a passive margin. Such collaborations are mutually beneficial in nature. They help scientists to accomplish their research objectives, involve teachers and their students in the authentic, inquiry-based science, promote public awareness of such projects, and open the doors to advancement opportunities for those teachers involved. In some cases, bringing together research scientists and teachers results in collaborations that produce publishable research. In order to effectively integrate seismology research into 7-12 grade education, one of us (Brunt) established the Eagle Pass Junior High Seismology Team in connection with IRIS Seismograph in Schools, station EPTX (AS-1 seismograph), to teach students about earthquakes using authentic real-time data. The concept has sparked interest among other secondary teachers, leading to the creation of two similarly organized seismology teams: WPTX (Boyd, Williams Preparatory School, Dallas) and THTX (Mote, Ann Richards School for Young Women Leaders, Austin). Although the educational seismometers are basic instruments, they are effective educational tools. Seismographs in schools offer students opportunities to learn how earthquakes are recorded and how modern seismometers work, to collect and interpret seismic data, and to experiment with ground shaking. Recognizing this value, researchers in Texas have proposed to create, maintain and promote a Texas Educational Seismic Network (TESN) as a legacy of the NSF-funded EarthScope program. If funding is obtained, 15 educational seismometers will be added to the existing network of 12 to include more university and two-year college (2YC) faculty, and secondary teachers as operators. University operators would partner with and support nearby secondary and 2YC operators.

75 FR 6651 - DOE/NSF Nuclear Science Advisory Committee

Federal Register 2010, 2011, 2012, 2013, 2014

2010-02-10

... DEPARTMENT OF ENERGY DOE/NSF Nuclear Science Advisory Committee AGENCY: Department of Energy.../NSF Nuclear Science Advisory Committee (NSAC). Federal Advisory Committee Act (Pub. L. 92- 463, 86... on scientific priorities within the field of basic nuclear science research. Tentative Agenda: Agenda...

The deep underground science and engineering laboratory at Homestake

NASA Astrophysics Data System (ADS)

Lesko, Kevin T.

2009-06-01

The US National Science Foundation and the US underground science community are well into the campaign to establish a world-class, multi-disciplinary deep underground science and engineering laboratory — DUSEL. The NSF's review committee, following the first two NSF solicitations, selected Homestake as the prime site to be developed into an international, multidisciplinary, world-class research facility. Homestake DUSEL will provide much needed underground research space to help relieve the worldwide shortage, particularly at great depth, and will develop research campuses at different depths to satisfy the research requirements for the coming decades. The State of South Dakota has demonstrated remarkable support for the project and has secured the site with the transfer of the former Homestake Gold Mine and has initiated re-entry and rehabilitation of the facility to host a modest interim science program with state funds and those from a substantial philanthropic donor. I review the scientific case for DUSEL and the progress in developing the preliminary design of DUSEL in Homestake and the initial suite of experiments to be funded along with the facility.

The Deep Underground Science and Engineering Laboratory at Homestake

NASA Astrophysics Data System (ADS)

Lesko, Kevin T.

2009-12-01

The US National Science Foundation and the US underground science community are well into the campaign to establish a world-class, multi-disciplinary deep underground science and engineering laboratory—DUSEL. The NSF's review committee, following the first two NSF solicitations, selected Homestake as the prime site to be developed into an international, multidisciplinary, world-class research facility. Homestake DUSEL will provide much needed underground research space to help relieve the worldwide shortage, particularly at great depth, and will develop research campuses at different depths to satisfy the research requirements for the coming decades. The State of South Dakota demonstrates remarkable support for the project and has secured the site with the transfer of the former Homestake Gold Mine and has initiated re-entry and rehabilitation of the facility to host a modest interim science program with state funds and those from a substantial philanthropic donor. I review the scientific case for DUSEL and the progress in developing the preliminary design of DUSEL in Homestake and the integrated suite of experiments to be funded along with the facility.

Designing Effective Undergraduate Research Experiences

NASA Astrophysics Data System (ADS)

Severson, S.

2010-12-01

I present a model for designing student research internships that is informed by the best practices of the Center for Adaptive Optics (CfAO) Professional Development Program. The dual strands of the CfAO education program include: the preparation of early-career scientists and engineers in effective teaching; and changing the learning experiences of students (e.g., undergraduate interns) through inquiry-based "teaching laboratories." This paper will focus on the carry-over of these ideas into the design of laboratory research internships such as the CfAO Mainland internship program as well as NSF REU (Research Experiences for Undergraduates) and senior-thesis or "capstone" research programs. Key ideas in maximizing student learning outcomes and generating productive research during internships include: defining explicit content, scientific process, and attitudinal goals for the project; assessment of student prior knowledge and experience, then following up with formative assessment throughout the project; setting reasonable goals with timetables and addressing motivation; and giving students ownership of the research by implementing aspects of the inquiry process within the internship.

Opportunity for academic research in a low-gravity environment - Crystal growth

NASA Technical Reports Server (NTRS)

Matthiesen, D. H.; Wargo, M. J.; Witt, A. F.

1986-01-01

The history of basic and applied research on crystal growth (CG), especially of semiconductor materials, is reviewed, stressing the dominance (at least in the U.S.) of industrial R&D projects over academic programs and the need for more extensive fundamental investigations. The NASA microgravity research program and the recommendations of the University Space Research Association are examined as they affect the availability of space facilities for academic CG research. Also included is a report on ground experiments on the effectiveness of magnetic fields in controlling vertical Bridgman CG and melt stability, using the apparatus employed in the Apollo-Soyuz experiments (Witt et al., 1978); the results are presented in graphs and briefly characterized. The role of NASA's microgravity CG program in stimulating academic work on CG, the importance of convection effects, CG work on materials other than semiconductors, and NSF support of CG research are discussed in a comment by R. F. Sekerka.

Preparing Students for Careers in Science and Industry with Computational Physics

NASA Astrophysics Data System (ADS)

Florinski, V. A.

2011-12-01

Funded by NSF CAREER grant, the University of Alabama (UAH) in Huntsville has launched a new graduate program in Computational Physics. It is universally accepted that today's physics is done on a computer. The program blends the boundary between physics and computer science by teaching student modern, practical techniques of solving difficult physics problems using diverse computational platforms. Currently consisting of two courses first offered in the Fall of 2011, the program will eventually include 5 courses covering methods for fluid dynamics, particle transport via stochastic methods, and hybrid and PIC plasma simulations. The UAH's unique location allows courses to be shaped through discussions with faculty, NASA/MSFC researchers and local R&D business representatives, i.e., potential employers of the program's graduates. Students currently participating in the program have all begun their research careers in space and plasma physics; many are presenting their research at this meeting.

NCALM: NSF Supported Center for Airborne Laser Mapping

NASA Astrophysics Data System (ADS)

Shrestha, R. L.; Carter, W. E.; Dietrich, W. E.

2003-12-01

The National Science Foundation (NSF) recently awarded a grant to create a research center to support the use of airborne laser mapping technology in the scientific community. The NSF supported Center for Airborne Laser Mapping (NCALM) will be operated jointly by the Department of Civil & Coastal Engineering, College of Engineering, University of Florida (UF) and the Department of Earth and Planetary Science, University of California-Berkeley (UCB). NCALM will use the Airborne Laser Swath Mapping (ALSM) system jointly owned by UF and Florida International University (FIU), based at the UF Geosensing Engineering and Mapping (GEM) Research Center. The state-of-the-art laser surveying instrumentation, GPS systems, which are installed in a Cessna 337 Skymaster aircraft, will collect research grade data in areas selected through the competitive NSF grant review process. The ALSM observations will be analyzed both at UF and UCB, and made available to the PI through an archiving and distribution center at UCB-building upon the Berkeley Seismological Laboratory (BSL) Northern California Earthquake Data Center system. The purpose of NCALM is to provide research grade data from ALSM technology to NSF supported research studies in geosciences. The Center will also contribute to software development that will increase the processing speed and data accuracy. This presentation will discuss NCALM operation and the process of submitting proposals to NSF. In addition, it will outline the process to request available NCALM seed project funds to help jump-start small scientific research studies. Funds are also available for travel by academic researchers and students for hands-on knowledge and experience in ALSM technology at UF and UCB.

Enrichment Programs and Professional Development in the Geosciences: Best Practices and Models (OEDG Research Report, Stony Brook University)

ERIC Educational Resources Information Center

Gafney, Leo

2017-01-01

This report is based on several evaluations of NSF-funded geoscience projects at Stony Brook University on Long Island, NY. The report reviews the status of K-12 geoscience education, identifying challenges posed by the Next Generation Science Standards (NGSS), the experiences of university faculty engaged in teacher preparation, state…

DOE Office of Scientific and Technical Information (OSTI.GOV)

Kozyr, Alex

This report presents methods, and analytical and quality control procedures for salinity, oxygen, nutrient, inorganic carbon, organic carbon, chlorofluorocarbon (CFC), and bomb carbon-14 system parameters performed during the A20_2003 and A22_2003 cruises, which took place between September 22 and November 13, 2003, aboard research vessel (R/V) Knorr under the auspices of the National Oceanic and Atmospheric Administration (NOAA) and National Science Foundation (NSF). The R/V Knorr departed Woods Hole, Massachusetts, on September 22 for the Repeat Section A20, and ended this line in Port of Spain, Trinidad, on October 20. The Repeat Section A22 started on October 23 in Portmore » of Spain, Trinidad, and finished on November 13, 2003, in Woods Hole, Massachusetts. The research conducted was one of a series of repeat hydrography sections jointly funded by NOAA and NSF as part of the Climate Variability Program (CLIVAR)/CO2/repeat hydrography/tracer program. Samples were taken from 36 depths at 88 stations on section A20 and 82 stations on section A22. The data presented in this report include the analyses of water samples for total inorganic carbon (TCO 2), total alkalinity (TALK), dissolved organic carbon (DOC), CFC, carbon-14, hydrographic, and other chemical measurements.« less

77 FR 51791 - DOE/NSF Nuclear Science Advisory Committee

Federal Register 2010, 2011, 2012, 2013, 2014

2012-08-27

... DEPARTMENT OF ENERGY DOE/NSF Nuclear Science Advisory Committee AGENCY: Department of Energy.../NSF Nuclear Science Advisory Committee (NSAC). The Federal Advisory Committee Act (Pub. L. 92-463, 86... on scientific priorities within the field of basic nuclear science research. Tentative Agenda: Agenda...

76 FR 31945 - DOE/NSF Nuclear Science Advisory Committee

Federal Register 2010, 2011, 2012, 2013, 2014

2011-06-02

... DEPARTMENT OF ENERGY DOE/NSF Nuclear Science Advisory Committee AGENCY: Department of Energy.../NSF Nuclear Science Advisory Committee (NSAC). The Federal Advisory Committee Act (Pub. L. 92-463, 86... the field of basic nuclear science research. Tentative Agenda: Agenda will include discussions of the...

Worldwide Impact: International Year of Astronomy Dark Skies Awareness Programs

NASA Astrophysics Data System (ADS)

Walker, C. E.; Pompea, S. M.; Isbell, D.

2009-12-01

The arc of the Milky Way seen from a truly dark location is part of our planet's natural heritage. More than one fifth of the world population, two thirds of the United States population and one half of the European Union population have already lost naked eye visibility of the Milky Way. This loss, caused by light pollution, is a serious and growing issue that impacts astronomical research, the economy, ecology, energy conservation, human health, public safety and our shared ability to see the night sky. For this reason, “Dark Skies Awareness” is a global cornerstone project of the International Year of Astronomy. Its goal is to raise public awareness of the impact of artificial lighting on local environments by getting people worldwide involved in a variety of programs through: - New Technology (website, podcasts, social networking, Second Life) - Educational Materials (Great Switch Out, a traveling exhibit, brochures, posters, CDs, DVDs, educational kit) - The Arts (photo contest) - Events (Earth Hour, International Dark Sky Week, World Night in Defense of Starlight, Dark Skies Discovery Sites, Sidewalk Astronomy, Nights in the Parks) - Citizen Science Programs (5 star hunting programs & Quiet Skies) Dark Skies Communities (Starlight Initiative, International Dark Sky Communities) Many countries around the world have participated in these programs. We will highlight 24 countries in particular and focus on successful techniques used in aspects of the programs, results and impact on the audience, and plans and challenges for maintaining or extending the program beyond the International Year of Astronomy. The International Year of Astronomy 2009 is partially funded from a grant from the National Science Foundation (NSF) Astronomy Division. The National Optical Astronomy Observatory is host to the IYA2009 Dark Skies Awareness programs and is operated by the Association of Universities for Research in Astronomy, Inc. under cooperative agreement with NSF.

Increasing Diversity in Geosciences: Geospatial Initiatives at North Carolina Central University

NASA Astrophysics Data System (ADS)

Vlahovic, G.; Malhotra, R.; Renslow, M.; Harris, J.; Barnett, A.

2006-12-01

Two new initiatives funded by the NSF-GEO and NSF-HRD directorates have potential to advance the geospatial program at the North Carolina Central University (NCCU). As one of only two Historically Black Colleges and Universities (HBCUs) in the southeast offering Geography as a major, NCCU is establishing a GIS Research, Innovative Teaching, and Service (GRITS) Laboratory and has partnered with American Society for Photogrammetry and Remote Sensing (ASPRS) to offer GIS certification to Geography graduates. This presentation will focus on the role that GRITS and GIS certification will play in attracting students to the geoscience majors, the planned curriculum changes, and the emerging partnership with ASPRS to develop and offer "provisional certification" to NCCU students. In addition, authors would also like to describe plans to promote geospatial education in partnership with other educational institutions. NCCUs high minority enrollment (at the present approximately 90%) and quality and tradition of geoscience program make it an ideal incubator for accreditation and certification activities and possible role model for other HBCUs.

From ivory tower to prison watchtower: The STEM Ambassador Program promotes exchange outside of traditional venues

NASA Astrophysics Data System (ADS)

Nadkarni, N.; Weber, C.

2017-12-01

Scientists can be effective in engaging the public, due to their deep content knowledge and passion for their research. However, most training programs prepare scientists to communicate with public groups who seek out informal science education (ISE) activities at science centers and zoos, but not all Americans regularly participate in ISE activities. Opportunities for scientists to exchange information with those who may not seek out science but who hold the potential to contribute novel ideas and generate political support for our discipline can enhance the scientific enterprise. With support of the National Science Foundation (NSF), we created the "STEM Ambassador Program" (STEMAP), a research and public engagement project that aims to bridge science and society by training scientists to engage audiences outside of traditional venues. Activities are based on commonalities between the scientist's research interests and/or personal characteristics, and the interests, professions, and recreational pursuits of community groups. Scientists are encouraged to work with underserved communities (e.g., senior citizens), communities facing barriers to science learning (e.g., incarcerated men and women), and non-academic stakeholders in scientific research (e.g., decision-makers). STEMAP training is derived from three NSF-funded ISE models: Portal to the Public, the Research Ambassador Program, and Design Thinking. In 2016-2017, two cohorts of 20 scientists each, representing 15 departments at the University of Utah, received training. Examples of engagement activities included: An engineer presented his work to develop air quality monitoring devices to a local government council, and invited members to participate in his understanding of regional air quality. A microbiologist provided a microscope view of the microbes that are involved in fermentation with classes at a local cooking school. An urban planning researcher met with inmates in a horticulture training program at the Salt Lake County Jail to discuss waterwise landscaping practices of the horticulture industry. STEMAP researchers and evaluators collect data from Ambassadors and community participants to inform program development. STEMAP is now expanding to offer workshop, cohort, and online formats to institutions nationwide.

Applications of Molecular and Materials Modeling

DTIC Science & Technology

2002-01-01

MSI, GdR 12090). In principle, the NSF GOALI program facilitates exchanges of people, although the paperwork and difficulty of moving people with...industrial, and national-laboratory collaborations. The NSF GOALI program was seen as a step in the right direction, limited mostly by the difficulty...cyclododecane); methyl aluminoxane models (Simeral GOALI project at LSU with Randall Hall and NIST ATP project) Drs. Gary Zhao and Larry S. Simeral http

Increasing Diversity in Global Climate Change Research for Undergraduates

NASA Astrophysics Data System (ADS)

Johnson, L. P.; Marchese, P.; Carlson, B. E.; Howard, A. M.; Peteet, D. M.; Rosenzweig, C.; Druyan, L. M.; Fulakeza, M.; Gaffin, S.; Austin, S. A.; Cheung, T. D.; Damas, M. C.; Boxe, C.; Prince, T.; Ng, C.; Frost, J.

2014-12-01

Global Climate Change and the ability to predict the effects of forcings and feedback mechanisms on global and local climate are critical to the survival of the inhabitants of planet Earth. It is therefore important to motivate students to continue their studies towards advanced degrees and pursue careers related to climate change. This is best accomplished by involving undergraduates in global climate change research. This Research Experience for Undergraduates (REU) initiative is based at the City University of New York (CUNY) and the Goddard Institute for Space Studies (GISS), and is supported by NASA and NSF. Mentors for the primarily summer research experiences include CUNY faculty and GISS scientists. Research topics include the Wetland Carbon Project, The Cooling Power Of Urban Vegetation, Internal Ocean Mixing, El Niño Southern Oscillation, Pollution Transport and Tropospheric Ozone. Students are recruited from CUNY colleges and other colleges and universities. The program maintains an emphasis on under-represented minorities and females. Approximately sixty percent of the undergraduate students are under-represented minorities and forty percent are female. The project is supported by NSF award AGS-1359293 REU Site: CUNY/GISS Center for Global Climate Research.

NSF Programs That Support Research in the Two-Year College Classroom

NASA Astrophysics Data System (ADS)

Carter, V.; Ryan, J. G.; Singer, J.

2011-12-01

The National Science Foundation recognizes the significant role provided by two-year institutions in providing high quality STEM courses to large numbers of students. For some students the STEM courses completed while attending a two-year institution represent the only STEM courses a student may take; for others the courses serve as the foundation to continue on into a STEM major at a four-year institution; and some students complete STEM courses that lead directly into the workforce. Several programs in the Division of Undergraduate Research, including the Advanced Technological Education (ATE) program, STEM Talent Expansion Program (STEP), and the Transforming Undergraduate Education in STEM (TUES) program, support the inclusion of student research experiences at two-year institutions. Information about these programs and examples of successful funded projects will be provided. Resources for faculty considering applying for support will be shared with special attention to a faculty development program designed to help faculty learn about funding opportunities and prepare proposals for submission to the TUES and ATE programs.

Advancing Space Sciences through Undergraduate Research Experiences at UC Berkeley's Space Sciences Laboratory - a novel approach to undergraduate internships for first generation community college students

NASA Astrophysics Data System (ADS)

Raftery, C. L.; Davis, H. B.; Peticolas, L. M.; Paglierani, R.

2015-12-01

The Space Sciences Laboratory at UC Berkeley launched an NSF-funded Research Experience for Undergraduates (REU) program in the summer of 2015. The "Advancing Space Sciences through Undergraduate Research Experiences" (ASSURE) program recruited heavily from local community colleges and universities, and provided a multi-tiered mentorship program for students in the fields of space science and engineering. The program was focussed on providing a supportive environment for 2nd and 3rd year undergraduates, many of whom were first generation and underrepresented students. This model provides three levels of mentorship support for the participating interns: 1) the primary research advisor provides academic and professional support. 2) The program coordinator, who meets with the interns multiple times per week, provides personal support and helps the interns to assimilate into the highly competitive environment of the research laboratory. 3) Returning undergraduate interns provided peer support and guidance to the new cohort of students. The impacts of this program on the first generation students and the research mentors, as well as the lessons learned will be discussed.

Biotechnology Process Engineering Center at MIT Home

Science.gov Websites

Research Summary Research Details of Project A (Stem Cell Vehicle Subthrust) and Project B (Targeted ) 253-0805 | Facsimile (617) 253-2400 | e-mail: bpec-www@mit.edu Current NSF ERC-Supported Research Vehicle Subthrust) Other Projects Related to NSF-Funded Research (coming soon) Home | People | Education

77 FR 12884 - Agency Information Collection Activities: Comment Request

Federal Register 2010, 2011, 2012, 2013, 2014

2012-03-02

... colleges, universities, K-12 school systems, businesses, informal science organizations and other research... welfare by supporting research and education in all fields of science and engineering.'' NSF has had a... scientists, engineers, and science and engineering educators. NSF funds research and education in most fields...

78 FR 58569 - Notice of Meeting; NSF Synchrotron Subcommittee of the Advisory Committee for Mathematical and...

Federal Register 2010, 2011, 2012, 2013, 2014

2013-09-24

... NATIONAL SCIENCE FOUNDATION Notice of Meeting; NSF Synchrotron Subcommittee of the Advisory Committee for Mathematical and Physical Sciences The National Science Foundation (NSF) announces the...--Patricia Dehmer, DOE 3. Biology/biomaterials talk--importance of materials research facilities--Pupa...

78 FR 62609 - DOE/NSF Nuclear Science Advisory Committee

Federal Register 2010, 2011, 2012, 2013, 2014

2013-10-22

... Secretariat, General Services Administration, notice is hereby given that the DOE/NSF Nuclear Science Advisory Committee (NSAC) will be renewed for a two-year period. The Committee will provide advice and... research. Additionally, the renewal of the DOE/NSF Nuclear Science Advisory Committee has been determined...

News Focus: NSF Director Erich Bloch Discusses Foundation's Problems, Outlook.

ERIC Educational Resources Information Center

Chemical and Engineering News, 1987

1987-01-01

Relates the comments offered in an interview with Erich Bloch, the National Science Foundation (NSF) Director. Discusses issues related to NSF and its funding, engineering research centers, involvement with industry, concern for science education, computer centers, and its affiliation with the social sciences. (ML)

Science and engineering research opportunities at the National Science Foundation.

PubMed

Demir, Semahat S

2004-01-01

Research at the interface of the physical sciences and life sciences has produced remarkable advances and understanding in biology and medicine over the past fifty years. These bases for many of these healthcare and research advances have been discoveries in the quantitative sciences and engineering approaches to applying them. The National Science Foundation supports research and development in the physical sciences which underpins multi-disciplinary approaches to addressing problems in biology and medicine. This presentation will cover research opportunities offered by the NSF and collaborative programs with the NIH to transfer the resulting advances and technologies.

Importance Sampling, Large Deviations, and Differential Games

DTIC Science & Technology

2002-01-01

National Science Foundation (NSF- DMS-0072004, NSF-ECS-9979250) and the Army Research Office (DAAD19-00-1-0549, DAAD19-02-1-0425). �Research of this author...supported in part by the National Science Foundation (NSF- DMS-0103669). Report Documentation Page Form ApprovedOMB No. 0704-0188 Public reporting...Process. Appl., 20:213�229, 1985. [2] S. Asmussen. Risk theory in a Markovian environment. Scand. Acturial J., pages 69�100, 1989. [3] S. Asmussen, R

Adaptive Importance Sampling for Uniformly Recurrent Markov Chains

DTIC Science & Technology

2003-01-01

the National Science Foundation (NSF- DMS-0072004, NSF-ECS-9979250) and the Army Research Office (DAAD19-00-1-0549, DAAD19-02-1-0425). †Research of this...author supported in part by the National Science Foundation (NSF- DMS-0103669). Report Documentation Page Form ApprovedOMB No. 0704-0188 Public...Appl., 20:213—229, 1985. [2] S. Asmussen. Risk theory in a Markovian environment. Scand. Acturial J., pages 69—100, 1989. [3] S. Asmussen, R

The Arctic Cooperative Data and Information System: Data Management Support for the NSF Arctic Research Program (Invited)

NASA Astrophysics Data System (ADS)

Moore, J.; Serreze, M. C.; Middleton, D.; Ramamurthy, M. K.; Yarmey, L.

2013-12-01

The NSF funds the Advanced Cooperative Arctic Data and Information System (ACADIS), url: (http://www.aoncadis.org/). It serves the growing and increasingly diverse data management needs of NSF's arctic research community. The ACADIS investigator team combines experienced data managers, curators and software engineers from the NSIDC, UCAR and NCAR. ACADIS fosters scientific synthesis and discovery by providing a secure long-term data archive to NSF investigators. The system provides discovery and access to arctic related data from this and other archives. This paper updates the technical components of ACADIS, the implementation of best practices, the value of ACADIS to the community and the major challenges facing this archive for the future in handling the diverse data coming from NSF Arctic investigators. ACADIS provides sustainable data management, data stewardship services and leadership for the NSF Arctic research community through open data sharing, adherence to best practices and standards, capitalizing on appropriate evolving technologies, community support and engagement. ACADIS leverages other pertinent projects, capitalizing on appropriate emerging technologies and participating in emerging cyberinfrastructure initiatives. The key elements of ACADIS user services to the NSF Arctic community include: data and metadata upload; support for datasets with special requirements; metadata and documentation generation; interoperability and initiatives with other archives; and science support to investigators and the community. Providing a self-service data publishing platform requiring minimal curation oversight while maintaining rich metadata for discovery, access and preservation is challenging. Implementing metadata standards are a first step towards consistent content. The ACADIS Gateway and ADE offer users choices for data discovery and access with the clear objective of increasing discovery and use of all Arctic data especially for analysis activities. Metadata is at the core of ACADIS activities, from capturing metadata at the point of data submission to ensuring interoperability , providing data citations, and supporting data discovery. ACADIS metadata efforts include: 1) Evolution of the ACADIS metadata profile to increase flexibility in search; 2) Documentation guidelines; and 3) Metadata standardization efforts. A major activity is now underway to ensure consistency in the metadata profile across all archived datasets. ACADIS is embarking on a critical activity to create Digital Object Identifiers (DOI) for all its holdings. The data services offered by ACADIS focus on meeting the needs of the data providers, providing dynamic search capabilities to peruse the ACADIS and related cyrospheric data repositories, efficient data download and some special services including dataset reformatting and visualization. The service is built around of the following key technical elements: The ACADIS Gateway housed at NCAR has been developed to support NSF Arctic data coming from AON and now broadly across PLR/ARC and related archives: The Arctic Data Explorer (ADE) developed at NSIDC is an integral service of ACADIS bringing the rich archive from NSIDC together with catalogs from ACADIS and international partners in Arctic research: and Rosetta and the Digital Object Identifier (DOI) generation scheme are tools available to the community to help publish and utilize datasets in integration and synthesis and publication.

O2(b1Σg+, v = 0, 1) Relative Yield in O(1D) + O2 Energy Transfer

NASA Astrophysics Data System (ADS)

Kostko, O.; Raj, S.; Campbell, K. M.; Pejakovic, D. A.; Slanger, T. G.; Kalogerakis, K. S.

2012-04-01

Energy transfer from excited O(1D) atoms to ground-state O2(X3Σg-) leads to production of O2 in the first two vibrational levels of the O2(b1Σg+) state: O(1D) + O2 → O(3P ) + O2(b1Σg+, v = 0, 1). Subsequent radiative decay of O2(b1Σg+, v = 0, 1) to the ground state results in the Atmospheric Band emission, a prominent feature of the terrestrial airglow. The relative yield for production of O2(b1Σg+, v = 0, 1) in the above process, k1/k0, is an important parameter in modeling of the observed O2 Atmospheric Band emission intensities. In the laboratory experiments, the output of a pulsed fluorine laser at 157 nm is used to photodissociate molecular oxygen in an O2/N2 mixture flowing through a heated gas cell. Photodissociation of O2 produces a ground-state O(3P ) atom and an excited O(1D) atom. O(1D) rapidly transfers energy to the remaining O2 to produce O2(b1Σg+, v = 0, 1). The populations of O2(b1Σg+, v = 0, 1) are monitored by observing emissions in the O2(b-X) 0-0 and 1-0 bands at 762 and 688 nm, respectively. The value of k1/k0 is extracted from the time-dependent O2(b1Σg+, v = 0, 1) fluorescence signals using computer simulations. We find that production of v = 1 is substantially larger than that of v = 0. We will present measurements on k1/k0 and its temperature dependence, and discuss the significance of these and other relevant laboratory measurements on the interpretation of the O2 Atmospheric Band emission. This work was supported by the US National Science Foundation (NSF) Aeronomy Program under grant AGS-0937317. The fluorine laser was purchased under grant ATM-0216583 from the NSF Major Research Instrumentation Program. The participation of Sumana Raj and Kendrick M. Campbell was supported by a Research Experiences for Undergraduates (REU) site, co-funded by the Division of Physics of the NSF and the Department of Defense in partnership with the NSF REU program (PHY-1002892).

Bridging the Gap: The Role of Research in Science Education

NASA Astrophysics Data System (ADS)

Adams, M. L.; Michael, P. J.

2001-12-01

Teaching in K-12 science classrooms across the country does not accurately model the real processes of science. To fill this gap, programs that integrate science education and research are imperative. Teachers Experiencing Antarctica and the Arctic (TEA) is a program sponsored and supported by many groups including NSF, the Division of Elementary, Secondary, and Informal Education (ESIE), and the American Museum of Natural History (AMNH). It places teachers in partnerships with research scientists conducting work in polar regions. TEA immerses K-12 teachers in the processes of scientific investigation and enables conveyance of the experience to the educational community and public at large. The TEA program paired me with Dr. Peter Michael from the University of Tulsa to participate in AMORE (Arctic Mid-Ocean Ridge Expedition) 2001. This international mission, combining the efforts of the USCGC Healy and RV Polarstern, involved cutting-edge research along the geologically and geophysically unsampled submarine Gakkel Ridge. While in the field, I was involved with dredge operations, CTD casts, rock cataloging/ processing, and bathymetric mapping. While immersed in these aspects of research, daily journals documented the scientific research and human aspects of life and work on board the Healy. E-mail capabilities allowed the exchange of hundreds of questions, answers and comments over the course of our expedition. The audience included students, numerous K-12 teachers, research scientists, NSF personnel, strangers, and the press. The expedition interested and impacted hundreds of individuals as it was proceeding. The knowledge gained by science educators through research expeditions promotes an understanding of what research science is all about. It gives teachers a framework on which to build strong, well-prepared students with a greater awareness of the role and relevance of scientific research. Opportunities such as this provide valauble partnerships that bridge the gap between science education and research science, and the results can greatly impact the lives of many individuals.

C-DEBI Community College Research Internship for Scientific Engagement: Effective Practices in Running a Non-Residential Research Program

NASA Astrophysics Data System (ADS)

Schroeder, S.

2016-02-01

The Center For Dark Energy Biosphere Investigations (C-DEBI), an NSF Science and Technology Center, is located in the heart of Los Angeles, surrounded by nineteen community colleges. C-DEBI recognizes the community college student as an untapped STEM resource and piloted the Community College Research Internship for Scientific Engagement (CC-RISE) in 2013. A non-residential, research-focused summer internship, the successful program expanded to UC-Santa Cruz and the Marine Biological Laboratory in 2014 and 2015, respectively. A non-residential research program gives students who are often first generation or non-traditional a stepping stone to experience the research environment while reducing transfer shock. Formal evaluation of CC-RISE indicates that in addition to providing an immersive research experience for community college students, the key components to running a successful non-residential program include weekly informal meetings to allow the students to create a cohort, as well as program aspects dedicated to professional development topics such as the transfer process and using resources at 4-year institutions to maximize success.

A Guide to NSF Science/Engineering Resources Data.

ERIC Educational Resources Information Center

National Science Foundation, Washington, DC. Directorate for Scientific, Technological and International Affairs.

The National Science Foundation (NSF) Division of Science Resources Services designs and conducts surveys related to, and supports other data collection activities dealing with, science resources. The data from these surveys and data collection efforts are used by NSF and others to analyze various research and development (R&D) funding and…

Linking research and education: an undergraduate research apprenticeship focusing on geologic and ecological impacts of the Elwha River Restoration

NASA Astrophysics Data System (ADS)

Ogston, A. S.; Eidam, E.; Webster, K. L.; Hale, R. P.

2016-02-01

Experiential learning is becoming well-rooted in undergraduate curriculum as a means of stimulating interest in STEM fields, and of preparing students for future careers in scientific research and communication. To further these goals in coastal sciences, an intensive, research-focused course was developed at the UW Friday Harbor Labs. The course revolved around an active NSF-funded research project concerning the highly publicized Elwha River Restoration project. Between 2008 and 2014, four groups of research "apprentices" spent their academic quarter in residence at a small, coastal marine lab in a learning environment that integrated interdisciplinary lectures, workshops on data analysis and laboratory methods, and the research process from proposal to oceanographic research cruise to publication. This environment helped students gain important skills in fieldwork planning and execution, laboratory and digital data analyses, and manuscript preparation from start to finish—all while elevating their knowledge of integrated earth science topics related to a coastal restoration project. Students developed their own research proposals and pursued their individual interests within the overall research topic, thereby expanding the overall breadth of the NSF-funded research program. The topics of student interest were often beyond the researcher's expertise, which ultimately led to more interdisciplinary findings beyond the quarter-long class. This also provided opportunities for student creativity and leadership, and for collaboration with fellow course participants and with students from many other disciplines in residence at the marine lab. Tracking the outcomes of the diverse student group undertaking this program indicates that these undergraduate (and post-bac) students are generally attending graduate school at a high rate, and launching careers in education, coastal management, and other STEM fields.

76 FR 6829 - National Science Board; Sunshine Act Meetings; Notice

Federal Register 2010, 2011, 2012, 2013, 2014

2011-02-08

... the National Science Board website www.nsf.gov/nsb for additional information and schedule updates... NATIONAL SCIENCE FOUNDATION National Science Board; Sunshine Act Meetings; Notice The National Science Board's Committee on Programs and Plans, pursuant to NSF regulations (45 CFR part 614), the...

Reagan: Maintain Antarctic program

NASA Astrophysics Data System (ADS)

Richman, Barbara T.

President Ronald Reagan has decided that the United States should maintain an ‘active and influential presence’ in Antarctica to support the nation's interests. Following a review of a study by the Antarctica Policy Group, Reagan issued a memorandum, dated February 5, to the heads of 14 government agencies, including the National Science Foundation (NSF), the Office of Science and Technology Policy, and the Office of Management and Budget.The U.S. presence in Antarctica ‘shall include the conduct of scientific activities in major disciplines; year-round occupation of the South Pole and two coastal stations; and availability of related necessary logistics support,’ wrote the President. In addition, NSF should continue to budget for the entire U.S. program in Antarctica. Short-term programs by other agencies require the recommendation of the Antarctica Policy Group and should be coordinated within the framework of NSF logistics support.

The Undergraduate ALFALFA Team: A Model for Involving Undergraduates in Major Legacy Astronomy Research

NASA Astrophysics Data System (ADS)

Troischt, Parker; Koopmann, Rebecca A.; Haynes, Martha P.; Higdon, Sarah; Balonek, Thomas J.; Cannon, John M.; Coble, Kimberly A.; Craig, David; Durbala, Adriana; Finn, Rose; Hoffman, G. Lyle; Kornreich, David A.; Lebron, Mayra E.; Crone-Odekon, Mary; O'Donoghue, Aileen A.; Olowin, Ronald Paul; Pantoja, Carmen; Rosenberg, Jessica L.; Venkatesan, Aparna; Wilcots, Eric M.; Alfalfa Team

2015-01-01

The NSF-sponsored Undergraduate ALFALFA (Arecibo Legacy Fast ALFA) Team (UAT) is a consortium of 19 institutions founded to promote undergraduate research and faculty development within the extragalactic ALFALFA HI blind survey project and follow-up programs. The collaborative nature of the UAT allows faculty and students from a wide ​range of public and private colleges and especially those with small astronomy programs to develop scholarly collaborations. Components of the program include an annual undergraduate workshop at Arecibo Observatory, observing runs at Arecibo, computer infrastructure, summer and academic year research projects, and dissemination at national meetings (e.g., Alfvin et al., Martens et al., Sanders et al., this meeting). Through this model, faculty and students are learning how science is accomplished in a large collaboration while contributing to the scientific goals of a major legacy survey. In the 7 years of the program, 23 faculty and more than 220 undergraduate students have participated at a significant level. 40% of them have been women and members of underrepresented groups. Faculty, many of whom were new to the collaboration and had expertise in other fields, contribute their diverse sets of skills to ALFALFA ​related projects via observing, data reduction, collaborative research, and research with students. 142 undergraduate students have attended the annual workshops at Arecibo Observatory, interacting with faculty, graduate students, their peers, and Arecibo staff in lectures, group activities, tours, and observing runs. Team faculty have supervised 131 summer research projects and 94 academic year (e.g., senior thesis) projects. 62 students have traveled to Arecibo Observatory for observing runs and 46 have presented their results at national meetings. 93% of alumni are attending graduate school and/or pursuing a career in STEM. Half of those pursuing graduate degrees in Physics or Astronomy are women. This work has been supported by NSF grants AST-0724918/0902211, AST075267/0903394, AST0725380, and AST-1211005.

Field Geophysics at SAGE: Strategies for Effective Education

NASA Astrophysics Data System (ADS)

Braile, L. W.; Baldridge, W. S.; Jiracek, G. R.; Biehler, S.; Ferguson, J. F.; Pellerin, L.; McPhee, D. K.; Bedrosian, P. A.; Snelson, C. M.; Hasterok, D. P.

2011-12-01

SAGE (Summer of Applied Geophysical Experience) is a unique program of education and research in geophysical field methods for undergraduate and graduate students from any university and for professionals. The core program is held for 4 weeks each summer in New Mexico and for an additional week in the following academic year in San Diego for U.S. undergraduates supported by the NSF Research Experience for Undergraduates (REU) program. Since SAGE was initiated in 1983, 730 students have participated in the program. NSF REU funding for SAGE began in 1990 and 319 REU students have completed SAGE through 2011. The primary objectives of SAGE are to teach the major geophysical exploration methods (seismic, gravity, magnetics, electromagnetics); apply these methods to the solution of specific problems (environmental, archaeological, hydrologic, geologic structure and stratigraphy); gain experience in processing, modeling and interpretation of geophysical data; and integrate the geophysical models and interpretations with geology. Additional objectives of SAGE include conducting research on the Rio Grande rift of northern New Mexico, and providing information on geophysics careers and professional development experiences to SAGE participants. Successful education, field and research strategies that we have implemented over the years include: 1. learn by doing; 2. mix lecture/discussion, field work, data processing and analysis, modeling and interpretation, and presentation of results; 3. a two-tier team approach - method/technique oriented teams and interpretation/integration teams (where each team includes persons representing different methods), provides focus, in-depth study, opportunity for innovation, and promotes teamwork and a multi-disciplinary approach; 4. emphasis on presentations/reports - each team (and all team members) make presentation, each student completes a written report; 5. experiment design discussion - students help design field program and consider issues - safety, constraints, data quality/quantity, research objective, educational experience, survey parameters, why multidisciplinary?, etc.; 6. knowledge of multiple geophysical field methods (each student works with all methods); 7. information on geophysics careers and networking provided by industry visitors; 8. measures of success of the program include high rate of continuation to graduate school and careers in geophysics, support and feedback from industry participants and visitors, student evaluations at end of program, presentations at professional meetings, publications, and faculty evaluation of student work.

Program in environmental sustainability uses interdisciplinary approach to cross-train students

NASA Astrophysics Data System (ADS)

Arvidson, Raymond E.; Johnson, Sarah S.

The Hewlett Program in Environmental Sustainability, an experimental educational pathway for undergraduate students interested in the study of the environment (http://wundow.wustl.edu/hewlett), is now in its third year at Washington University. About 90% of incoming students have stayed with the program through the first year and about 80% through the second year.The program's objectives and implementation closely follow the recommendations presented in a 1998 Boyer Commission Report on emphasizing and improving undergraduate education at research universities (http://notes.cc.sunysb.edu/Pres/boyer/nsf). A clustered, interdisciplinary approach is used for coursework, with key environmental problems viewed from scientific, political, cultural, and ethical perspectives. Courses are taught by instructors who conduct research in environmental areas. The program's multidisciplinary nature is considered a strong draw for faculty involvement, though retaining faculty is still an issue.

NSF Perspective on Engaging the NRC and the Community in Developing Priorities

NASA Astrophysics Data System (ADS)

Wakimoto, R. M.

2015-12-01

NSF pursued a new strategy to assess the balance between funding for core research and infrastructure in a time of limited budgets in the Division of Ocean Sciences (OCE). The latter constraint uniquely distinguished this report from previous community attempts to define future research priorities. The process that ultimately led to "Sea Change: 2015-2025: Decadal Survey of Ocean Sciences" report was closely monitored by Congress, OMB/OSTP, the National Science Board, NSF Senior Management, and the community. The Sea Change recommendations were specific and difficult but highly strategic. They also recommended immediate implementation. NSF and GEO were pleased with the outcome of a process that was initially viewed with some trepidation. Additional thoughts on the report and the process will be presented as well as future plans to engage the NAS and community in defining research priorities.

Meeting at the Museum: Sustained Research Education Partnerships Start in Your Own Back Yard

NASA Astrophysics Data System (ADS)

Morin, P. J.; Hamilton, P.; Campbell, K. M.

2007-12-01

The Science Museum of Minnesota (SMM) and the National Center for Earth-surface Dynamics (NCED) have been formal partners since 2002, when we jointly secured NSF center-level funding. We began in our local community by together creating our own "Big Back Yard", a 1.75 acre outdoor park in which museum visitors, teachers and students explore natural and engineered river systems through miniature golf and interactive exhibits. We went on to jointly design "Earthscapes" programming for students, teachers and graduate students, related directly or indirectly to the park. From there, our partnership led to a major new exhibition that begins touring nationally and around the world in late 2007. A current effort seeks to bring NCED and SMM together with five other geo-science-oriented, NSF-supported Science and Technology Centers (STCs) from around the United States to develop collaborative means by which the research and science of all six STCs can reach larger informal science education audiences. We have learned a lot along the way about how museums can help individual and teams of researchers most effectively reach formal and informal audiences. Successful partnerships require significant joint commitment and funding, dedicated staff, and meaningful formative and summative evaluation. For a research center or an individual researcher, partnering with a museum provides experience, expertise, infrastructure, collegial relationships and community visibility that significantly enhance that of the academy. For a museum, one successful and highly visible research collaboration opens many new doors in the research community, providing new opportunities to broaden and deepen the scientific content of exhibits and programming.

Cloud Computing for DoD

DTIC Science & Technology

2012-05-01

cloud computing 17 NASA Nebula Platform •  Cloud computing pilot program at NASA Ames •  Integrates open-source components into seamless, self...Mission support •  Education and public outreach (NASA Nebula , 2010) 18 NSF Supported Cloud Research •  Support for Cloud Computing in...Mell, P. & Grance, T. (2011). The NIST Definition of Cloud Computing. NIST Special Publication 800-145 •  NASA Nebula (2010). Retrieved from

NSF-OEDG Manoomin Science Camp Project: A Model for Engaging American Indian Students in Science, Technology, Engineering, and Mathematics

ERIC Educational Resources Information Center

Dalbotten, Diana; Ito, Emi; Myrbo, Amy; Pellerin, Holly; Greensky, Lowana; Howes, Thomas; Wold, Andrew; Breckenridge, Rachel; Drake, Christa; Bucar, Leslie; Kowalczak, Courtney; Lindner, Cameron; Olson, Carolyn; Ray, T. J.; Rhodes, Richard; Woods, Philip; Yellowman, Tom

2014-01-01

The Manoomin ''wild rice'' Science Camp program, a partnership between the University of Minnesota, the Fond du Lac Tribal and Community College, and the Fond du Lac Band of Lake Superior Chippewa is an example of how a community-based participatory research project can become the catalyst for STEM learning for an entire community, providing…

Defining Linkages between the GSC and NSF's LTER Program: How the Ecological Metadata Language (EML) Relates to GCDML and Other Outcomes

Treesearch

Inigo San Gil; Wade Sheldon; Tom Schmidt; Mark Servilla; Raul Aguilar; Corinna Gries; Tanya Gray; Dawn Field; James Cole; Jerry Yun Pan; Giri Palanisamy; Donald Henshaw; Margaret O' Brien; Linda Kinkel; Kathrine McMahon; Renzo Kottmann; Linda Amaral-Zettler; John Hobbie; Philip Goldstein; Robert P. Guralnick; James Brunt; William K. Michener

2008-01-01

The Genomic Standards Consortium (GSC) invited a representative of the Long-Term Ecological Research (LTER) to its fifth workshop to present the Ecological Metadata Language (EML) metadata standard and its relationship to the Minimum Information about a Genome/Metagenome Sequence (MIGS/MIMS) and its implementation, the Genomic Contextual Data Markup Language (GCDML)....

The New Mexico EPSCoR Undergraduate Research Opportunities Program: A Successful Summer Research Program for Community College and PUI College Students

NASA Astrophysics Data System (ADS)

Pullin, M. J.

2013-12-01

The statewide NSF New Mexico EPSCoR Program (Climate Change and Water in New Mexico) sponsored a summer undergraduate research program from 2009 to 2013. This program was open to undergraduates attending the state's community colleges and primarily undergraduate institutions (PUIs). Participants who are chosen for the program attend a week of workshops on climate change, hydrology, water quality and professional development. Following that, they spend eight weeks working with an EPSCoR-funded scientist at a research intensive university or related field site. Participants are paired during their research project. This strategy has been shown to be a key factor in the success and comfort level of the participants. The program concludes with a research conference and many of the participants later present their work at national and regional conferences. The program has shown to be effective at introducing students from non-research institutions to authentic research in the Earth and Environmental Sciences and improving their confidence in future success at higher degree levels. The program is also successful at recruiting underrepresented minority students, mainly from Hispanic and Native American populations. We will also present data on participant degree completions, transfers to four year colleges, STEM career attainment, and graduate school admissions.

Broadening Awareness and Participation in the Geosciences Among Underrepresented Minorities in STEM

NASA Astrophysics Data System (ADS)

Blake, R.; Liou-Mark, J.

2012-12-01

An acute STEM crisis exists nationally, and the problem is even more dire among the geosciences. Since about the middle of the last century, fewer undergraduate and graduate degrees have been granted in the geosciences than in any other STEM fields. To help in ameliorating this geoscience plight, particularly from among members of racial and ethnic groups that are underrepresented in STEM fields, the New York City College of Technology (City Tech) launched a vibrant geoscience program and convened a community of STEM students who are interested in learning about the geosciences. This program creates and introduces geoscience knowledge and opportunities to a diverse undergraduate student population that was never before exposed to geoscience courses at City Tech. This geoscience project is funded by the NSF OEDG program, and it brings awareness, knowledge, and geoscience opportunities to City Tech's students in a variety of ways. Firstly, two new geoscience courses have been created and introduced. One course is on Environmental Remote Sensing, and the other course is an Introduction to the Physics of Natural Disasters. The Remote Sensing course highlights the physical and mathematical principles underlying remote sensing techniques. It covers the radiative transfer equation, atmospheric sounding techniques, interferometric and lidar systems, and an introduction to image processing. Guest lecturers are invited to present their expertise on various geoscience topics. These sessions are open to all City Tech students, not just to those students who enroll in the course. The Introduction to the Physics of Natural Disasters course is expected to be offered in Spring 2013. This highly relevant, fundamental course will be open to all students, especially to non-science majors. The course focuses on natural disasters, the processes that control them, and their devastating impacts to human life and structures. Students will be introduced to the nature, causes, risks, effects, and prediction of natural disasters including earthquakes, volcanoes, tsunamis, landslides, subsidence, global climate change, severe weather, coastal erosion, floods, mass extinctions, wildfires, and meteoroid impacts. In addition to the brand new geoscience course offerings, City Tech students participate in geoscience - seminars, guest lectures, lecture series, and geoscience internship and fellowship workshops. The students also participate in geoscience exposure trips to NASA/GISS Columbia University, NOAA-CREST, and the Brookhaven National Laboratory. Moreover, the undergrads are provided opportunities for paid research internships via two NSF grants - NSF REU and NSF STEP. Geoscience projects are also integrated into course work, and students make geoscience group project presentations in class. Students also participate in geoscience career and graduate school workshops. The program also creates geoscience articulation agreements with the City College of New York so that students at City Tech may pursue Bachelor's and advanced degrees in the geosciences. This program is supported by NSF OEDG grant #1108281.

45 CFR 617.4 - General duties of recipients.

Code of Federal Regulations, 2010 CFR

2010-10-01

... subrecipients, and the instrument under which the Federal financial assistance is passed to the subrecipient... NONDISCRIMINATION ON THE BASIS OF AGE IN PROGRAMS OR ACTIVITIES RECEIVING FEDERAL FINANCIAL ASSISTANCE FROM NSF § 617.4 General duties of recipients. Each recipient of Federal financial assistance from NSF shall...

The Large Synoptic Survey Telescope project management control system

NASA Astrophysics Data System (ADS)

Kantor, Jeffrey P.

2012-09-01

The Large Synoptic Survey Telescope (LSST) program is jointly funded by the NSF, the DOE, and private institutions and donors. From an NSF funding standpoint, the LSST is a Major Research Equipment and Facilities (MREFC) project. The NSF funding process requires proposals and D&D reviews to include activity-based budgets and schedules; documented basis of estimates; risk-based contingency analysis; cost escalation and categorization. "Out-of-the box," the commercial tool Primavera P6 contains approximately 90% of the planning and estimating capability needed to satisfy R&D phase requirements, and it is customizable/configurable for remainder with relatively little effort. We describe the customization/configuration and use of Primavera for the LSST Project Management Control System (PMCS), assess our experience to date, and describe future directions. Examples in this paper are drawn from the LSST Data Management System (DMS), which is one of three main subsystems of the LSST and is funded by the NSF. By astronomy standards the LSST DMS is a large data management project, processing and archiving over 70 petabyes of image data, producing over 20 petabytes of catalogs annually, and generating 2 million transient alerts per night. Over the 6-year construction and commissioning phase, the DM project is estimated to require 600,000 hours of engineering effort. In total, the DMS cost is approximately 60% hardware/system software and 40% labor.

77 FR 43373 - Emergency Clearance; Public Information Collection Requirements Submitted to the Office of...

Federal Register 2010, 2011, 2012, 2013, 2014

2012-07-24

... postsecondary students in basic and applied research in STEM. If NSF must follow the normal OIRA clearance... request will assure continuation of the collection of information on student participants in the Research... undergraduate research experiences, NSF will have no other means to consistently document the number and...

An Investigation of How Black STEM Faculty at Historically Black Colleges and Universities Approach the National Science Foundation Merit Review Process

NASA Astrophysics Data System (ADS)

Rankins, Falcon

This qualitative inquiry explored the ways in which US-born, Black faculty member participants in science, technology, engineering, and mathematics (STEM) disciplines at Historically Black Colleges and Universities (HBCUs) interact with the National Science Foundation (NSF). Eight Black HBCU STEM faculty members with a range of involvement in NSF-related activities were individually interviewed. Topics of discussion with participants included their prior experiences with NSF, their understanding of the merit review process, and their understanding of their personal and institutional relationships with NSF and the STEM community. Two broad findings emerged from the conversations. The first was that issues of communities and social identity were important to the participants' work as research scientists. Participants prioritized advancing people and communities over advancing the knowledge of ambiguous, disembodied scientific disciplines, and some participants were motivated by interests in social justice. However, participants maintained strong identities as scientists and the discussions provided no evidence that other social factors influenced their application of the scientific method. The second major finding dealt with the role participants perceived their institutions playing in their involvement with NSF. All participants described challenges associated with pursuing research in HBCU environments and, in some cases, the institutional challenges served as the motivation for participants' projects, with varying consequences. The participants' discussions about their institutions also raised important questions about how well-aligned participants' visions are with the visions of their institutional leadership, regarding how research should be incorporated into the HBCU mission. Finally, this study developed and refined a theoretical framework for explaining the underrepresentation of HBCUs in NSF funding streams. In developing this framework, a brief history of the origination of HBCUs, NSF, and the NSF merit review process is presented.

The Airborne Research Instrumentation Testing Opportunity (ARISTO)

NASA Astrophysics Data System (ADS)

Wolff, C.; Romashkin, P.; Lussier, L.; Baeuerle, B.; Stith, J. L.

2016-12-01

In 2015 the National Science Foundation (NSF) began a program to sponsor an annual flight campaign on one of its research aircraft (the C-130 and GV) operated by the National Center for Atmospheric Research (NCAR). The aircraft are managed by the Research Aviation Facility (RAF), which is part of the Earth Observing Laboratory (EOL) and responsible for planning and executing the campaigns. The purpose of this program, known as the Airborne Research Instrumentation Testing Opportunity or ARISTO, is to provide regular flight test opportunities for newly developed or highly modified instruments as part of their development effort. The NSF community has expressed a strong desire for regularly scheduled flight-testing programs to be able to test instrumentation, data systems, inlets, and software. ARISTO allows this testing in a low-pressure environment where any issues or problems will not affect the scientific goals of a large-scale field campaign. For this reason it is also a good experience for students who may be learning about the operation of an instrument or have not had previous exposure to a field project. They are also able to contribute to flight planning exercises and gain experience in acting as an instrument scientist during the program. A goal of the program is to incorporate students into the project operations to prepare the next generation of airborne researchers. ARISTO is conducted at the Research Aviation Facility at Rocky Mountain Metropolitan Airport in Broomfield, Colorado. The flight campaign consists of 20 flight hours, spread over three weeks. Flights are planned to allow the ARISTO participants to successfully test their instruments based on requirements they described in the initial application. Due to the limited hours most flights are focused in and around Colorado, though some have gone as far as Oklahoma and the Pacific Northwest to find the right conditions to meet testing requirements. Two ARISTO campaigns were successfully completed in 2015 and 2016, and a summary of these projects will be presented. Preparations for the 2017 campaign are underway, with flights scheduled to take place in February and March. The next ARISTO campaign is likely to occur in the summer of 2018, and details on the schedule and how to apply will be discussed.

Resources to Transform Undergraduate Geoscience Education: Activities in Support of Earth, Oceans and Atmospheric Sciences Faculty, and Future Plans

NASA Astrophysics Data System (ADS)

Ryan, J. G.; Singer, J.

2013-12-01

The NSF offers funding programs that support geoscience education spanning atmospheric, oceans, and Earth sciences, as well as environmental science, climate change and sustainability, and research on learning. The 'Resources to Transform Undergraduate Geoscience Education' (RTUGeoEd) is an NSF Transforming Undergraduate Education in STEM (TUES) Type 2 special project aimed at supporting college-level geoscience faculty at all types of institutions. The project's goals are to carry out activities and create digital resources that encourage the geoscience community to submit proposals that impact their courses and classroom infrastructure through innovative changes in instructional practice, and contribute to making transformative changes that impact student learning outcomes and lead to other educational benefits. In the past year information sessions were held during several national and regional professional meetings, including the GSA Southeastern and South-Central Section meetings. A three-day proposal-writing workshop for faculty planning to apply to the TUES program was held at the University of South Florida - Tampa. During the workshop, faculty learned about the program and key elements of a proposal, including: the need to demonstrate awareness of prior efforts within and outside the geosciences and how the proposed project builds upon this knowledge base; need to fully justify budget and role of members of the project team; project evaluation and what matters in selecting a project evaluator; and effective dissemination practices. Participants also spent time developing their proposal benefitting from advice and feedback from workshop facilitators. Survey data gathered from workshop participants point to a consistent set of challenges in seeking grant support for a desired educational innovation, including poor understanding of the educational literature, of available funding programs, and of learning assessment and project evaluation. Many also noted that their institutions did not recognize the value of education-related scholarly activities, or undervaluing it compared to more traditional research activities. Given this reality, faculty desire strategies for balancing their time to allow time to pursue both. The current restructuring of NSF educational programs raises questions regarding future directions and the scale of support that may be available from the proposed Catalyzing Advances in Undergraduate STEM Education (CAUSE) Program. At the time of writing this abstract, specific details have not been communicated, but it appears that CAUSE could encompass components from several programs within the Division of Undergraduate Education's TUES, STEP, and WIDER programs, as well as the Geoscience Education and OEDG programs in the Geosciences Directorate. The RTUGeoEd project will continue to provide support to faculty seeking CAUSE (and other educational funding within DUE).

News & Announcements

NASA Astrophysics Data System (ADS)

1999-08-01

News from Journal House Perspective on JCE Online Recently a reader asked us for a perspective on JCE Onlinehow the chemical education community is receiving it and how the Journal staff itself views it. We share our responses below. Subscriber Numbers How many people subscribe to JCE Online+? As of June 1, 1999, our records show that 13% of individual JCE subscriptions in the USA include JCE Online+. This percentage has increased significantly during the past year- in June 1998 it was approximately 4% and December 1998 about 7%. Almost all subscribers to JCE Online subscribe to print as well. Since JCE Online has only very recently been made available to institutional subscribers, there are no numbers to report. There has been considerable interest in online from libraries. Given that JCE Online+ is a fairly recent subscriber option and that many subscribers have a wait-and-see approach to any new option, we feel that the numbers above are quite high. The steady growth is encouraging. Online Usage How many people visit our Web site? Statistics for the period January 1, 1999, through May 31, 1999, that may be of interest include:

Total Pages Served 361,115

Total Visits 138,377

Total Unique Visitors 51,744

Total Repeat Visitors 11,536

Average Visit Length 03:05

Average Requests/Visit 10.8

Average Pages/Visit 2.6

Average Daily Visits 916 Online Rationale and Expectations JCE Online is a very important part of the whole Journal, but we do not expect it to supplant print: online and print are very different media. Usage of JCE Online is growing steadily; our subscribers are realizing what we have learned: it is not possible to deliver the Journal in the print medium alone- print is no longer adequate to accomplish our mission. Examples of things not possible in print include:

·JCE Index to all 76 years of Journal issues, available all the time with responses within seconds.

·Supplementary materials that are important to only a limited number of our subscribers; materials that augment laboratory experiments are a good example.

·Supplementary videos, such as the videos, still images, and excerpts from interviews with nuclear chemists that give fuller meaning to the Viewpoints article "Chemistry of the Heaviest Elements- One Atom at a Time" referred to below.

·Internet feature columns are more effective in a dynamic medium. Two that are in place are Mathcad in the Chemistry Curriculum (edited by Theresa Zielinski) and Conceptual Questions and Challenge Problems (edited by William Robinson and Susan Nurrenbern).

·Buyers Guides have their content updated often and link to other useful sites. There is one for books and software and another for supplies and equipment. Elements Added to Periodic Table Two new transuranic elements have been added to the list in the Viewpoints article "Chemistry of the Heaviest ElementsOne Atom at a Time" by Darleane C. Hoffman and Diana M. Lee (JCE, 1999, 76, 331). The new elements have atomic numbers 118 and 116. The path to the discovery of these elements was predicted by Robert Smolanczuk, a young Polish theorist whose calculations led him to conclude that a lead-krypton collision technique could produce element 118, which then decays to element 116. Others questioned his results, but Hoffman invited him to join the team at the Lawrence Berkeley National Laboratory and a decision was made to try out his ideas. The result was almost complete verification of Smolanczuk's calculations. The experimental team was headed by Kenneth E. Gregorich; Darleane Hoffman is one of 15 codiscoverers of element 118. Awards Willard Gibbs Medal Lawrence F. Dahl of the University of Wisconsin-Madison is the recipient of 1999 Willard Gibbs Medal, the highest award of the Chicago Section of the American Chemical Society. It is awarded annually to a world-renowned scientist selected by a jury of panelists composed of eminent chemists elected by the Board of Directors of the Chicago Section. The award was presented at the Chicago Section's meeting in May 1999. Courses, Seminars, Meetings, Opportunities Grant Program for Senior Scientist Mentors The Camille and Henry Dreyfus Foundation announces a new initiative within its Special Grant Program in the Chemical Sciences: the Senior Scientist Mentors. Undergraduate participation in research is generally acknowledged to be one of the most effective ways for students to learn and appreciate chemistry. Key to a meaningful research experience is the advising and counseling a student can receive from leaders in chemical research. Application Details Emeritus faculty who maintain active research programs in the chemical sciences may apply for one of a limited number of awards that will allow undergraduates to do research under their guidance. Successful applicants, who are expected to be closely engaged in a mentoring relationship with the students, will receive grants of 10,000 annually for two years (20,000 total) for undergraduate stipends and modest research support. In approximately three pages, applicants should describe their ongoing research and the nature of the participation by undergraduates in the research activity. The role of the applicant as mentor should be clearly outlined. The application should also contain a curriculum vitae of no more than five pages that includes representative publications; a letter of support from the department chair that also commits appropriate space and facilities for the undergraduate participants; and a letter of support from a colleague (preferably from outside the department) who is familiar with the applicant's research and teaching. This initiative is open to all institutions that offer bachelor's or higher degrees in the chemical sciences. Use the standard cover page for the Special Grant Program in the Chemical Sciences, which is available at www.dreyfus.org. "Senior Scientist Mentors" should be entered as the project title. An original and five copies of the application are required. Applications should be received in the Foundation office (555 Madison Avenue, Suite 1305, New York, NY 10022) by September 1, 1999; awards will be announced toward the end of January 2000.

Proposal Deadlines

National Science Foundation Division of Undergraduate Education (DUE)

• Course, Curriculum, and Laboratory Improvement (CCLI) June 7, 1999
• NSF Collaboratives for Excellence in Teacher Preparation (CETP) Preliminary proposals, Track 1 May 1, 1999 Formal proposals, Track 1 September 1, 1999
• DUE online 1999 guidelines, NSF 99-53 available at http://www.nsf.gov/cgi-bin/getpub?nsf9953

The Camille and Henry Dreyfus Foundation, Inc.

• Camille Dreyfus Teacher-Scholar Awards Program: November 16, 1998
• Henry Dreyfus Teacher-Scholar Awards Program: July 1, 1999
• New Faculty Awards Program: May 14, 1999
• Faculty Start-up Grants for Undergraduate Institutions: May 14, 1999
• Scholar/Fellow Program for Undergraduate Institutions: July 1, 1999
• Special Grant Program in the Chemical Sciences: July 15, 1999
• Postdoctoral Program in Environmental Chemistry: February 26, 1999

Research Corporation

• Cottrell College Science Awards: May 15 and November 15
• Cottrell Scholars: First regular business day in September
• Partners in Science: December 1 (the final opportunity for this program is summer 1999)
• Research Opportunity Awards: May 1 and October 1
• Research Innovation Awards: May 1

The National Science Foundation CAREER Award: A Unique Solution to the Challenges of the Tenure Process

NASA Astrophysics Data System (ADS)

Fouch, M. J.

2011-12-01

There is a dichotomy inherent in the tenure process at most research-strong universities. Most institutions require strong performance in research production and grant acquisition, while at the same time very good to excellent teaching performance. However, in the first several years of the tenure process, many new faculty spend most of their time preparing lectures for new classes and writing grant proposals, leaving little time to forge new directions and define their individual paths in their research, which, somewhat ironically, is the primary factor by which tenure is either granted or denied. The CAREER grant is a unique solution to this problem, as it enables beginning faculty members to directly thread their research into their teaching, and vice versa. My CAREER award, the first granted by the (at the time) fledgling EarthScope Science program at NSF, enabled me to bring EarthScope data and science directly into the classroom. One cadre of efforts was a focus on software development, which is a critical roadblock in geophysics for students who do not have extensive experience with Unix-based coding. For example, Kevin Eagar developed the MATLAB-based FuncLab software system that enables one to quickly and efficiently analyze receiver functions, allowing one to image layers within Earth's interior, such as the crust-mantle boundary. This system is now publically available at http://geophysics.asu.edu/funclab. At Arizona State University, 5 undergraduate students and 2 graduate students have already used this software package to produce publishable scientific results over the past 2 years, enabling them to experience research firsthand and learn a range of key research skills for their future endeavors. The CAREER award also provided ample opportunities for my research group and me to forge into new research directions given the broad scope of the proposed work. Ultimately, this freedom has led to a number of new and exciting results regarding the nature of deformation in Earth's crust, Earth's response to moderate sized earthquakes occurring hundreds of kilometers away, and further new software development to handle these new, massive, datasets provided by the EarthScope program. The culmination of these efforts allowed me a much smoother path toward tenure, given that the CAREER grant enabled new directions and production through integration of my teaching and research (as well as my national service to the EarthScope program). The challenges to this integration were quite modest given that I was able to fold my group's research directly into some of my teaching. Finally, while the program is very good at present, I will present a few ideas for program improvement. For example, it is essential that NSF continue to fully inform and educate peer reviewers of the special nature of CAREER awards, since it is a major challenge for most reviewers to fully and adequately judge both research and teaching. Further, because of the unique nature of the CAREER proposal, NSF might consider extending the length of the proposal by 2-3 pages to provide additional room for extended project timelines, etc.

45 CFR 617.10 - Mediation.

Code of Federal Regulations, 2010 CFR

2010-10-01

... 45 Public Welfare 3 2010-10-01 2010-10-01 false Mediation. 617.10 Section 617.10 Public Welfare... OF AGE IN PROGRAMS OR ACTIVITIES RECEIVING FEDERAL FINANCIAL ASSISTANCE FROM NSF § 617.10 Mediation. (a) NSF will refer to the Federal Mediation and Conciliation Service all complaints that fall within...

Studies on Ammonia Spectral Signatures Relevant to Jupiter's Clouds

NASA Astrophysics Data System (ADS)

Kalogerakis, Konstantinos S.; Oza, A. U.; Marschall, J.; Wong, M. H.

2006-09-01

Observational evidence and thermochemical models indicate an abundance of ammonia ice clouds in Jupiter's atmosphere. However, spectrally identifiable ammonia ice clouds are found covering less than 1% of Jupiter's atmosphere, notably in turbulent areas [1,2]. Current literature suggests two possible explanations: coating by a hydrocarbon haze and/or photochemical processing ("tanning") [2,3]. We are pursuing a research program investigating the above hypotheses. In the experiments, thin films of ammonia ices are deposited in a cryogenic apparatus, coated with hydrocarbons, and characterized by infrared spectroscopy. The ice films can be irradiated by ultraviolet light to study their photochemistry. The spectroscopic measurements aim to identify the processes that control the optical properties of the ice mixtures and quantify their dependence on the identity of the coating, the temperature, and the ice composition. We have observed a consistent suppression of the ammonia absorption feature at 3 μm with coverage by thin layers of hydrocarbons. Modeling calculations of the multi-layer thin films assist in the interpretation of the experimental results and reveal the role of optical interference in masking the aforementioned ammonia spectral feature. The implications of these results for Jupiter's atmosphere will be discussed. Funding from the NSF Planetary Astronomy Program under grant AST-0206270 and from the NASA Outer Planets Research Program under grant NNG06GF37G is gratefully acknowledged. The participation of Anand Oza (Princeton University) was made possible by the NSF Research Experiences for Undergraduates Program under grant PHY-0353745. 1. S. K. Atreya, A.-S. Wong, K. H. Baines, M. H. Wong, T. C. Owen, Planet. Space Science 53, 498 (2005). 2. K. H. Baines, R. W. Carlson, and L. W. Kamp, Icarus 159, 74 (2002). 3. A.-S. Wong, Y. L. Yung, and A. J. Friedson, Geophys. Res. Lett. 30, 1447 (2003).

Studies on Ammonia Spectral Signatures Relevant to Jupiter's Clouds

NASA Astrophysics Data System (ADS)

Oza, A. U.; Marschall, J.; Wong, M. H.; Kalogerakis, K. S.

2006-12-01

Observational evidence and thermochemical models indicate an abundance of ammonia ice clouds in Jupiter's atmosphere. However, spectrally identifiable ammonia ice clouds are found covering less than 1% of Jupiter's atmosphere, notably in turbulent areas [1,2]. Current literature suggests two possible explanations: coating by a hydrocarbon haze and/or photochemical processing ("tanning")[2,3]. We are pursuing a research program investigating the above hypotheses. In the experiments, thin films of ammonia ices are deposited in a cryogenic apparatus, coated with hydrocarbons, and characterized by infrared spectroscopy. The ice films can be irradiated by ultraviolet light to study their photochemistry. The spectroscopic measurements aim to identify the processes that control the optical properties of the ice mixtures and quantify their dependence on the identity of the coating, the temperature, and the ice composition. We have observed a consistent suppression of the ammonia absorption feature at 3 μm with coverage by thin layers of hydrocarbons. Modeling calculations of the multi-layer thin films assist in the interpretation of the experimental results and reveal the role of optical interference in masking the aforementioned ammonia spectral feature. The implications of these results for Jupiter's atmosphere will be discussed. Funding from the NSF Planetary Astronomy Program under grant AST-0206270 and from the NASA Outer Planets Research Program under grant NNG06GF37G is gratefully acknowledged. The participation of Anand Oza (Princeton University) was made possible by the NSF Research Experiences for Undergraduates Program under grant PHY-0353745. 1. S. K. Atreya, A.-S. Wong, K. H. Baines, M. H. Wong, T. C. Owen, Planet. Space Science 53, 498 (2005). 2. K. H. Baines, R. W. Carlson, and L. W. Kamp, Icarus 159, 74 (2002). 3. A.-S. Wong, Y. L. Yung, and A. J. Friedson, Geophys. Res. Lett. 30, 1447 (2003).

GOLD: Building capacity for broadening participation in the Geosciences

NASA Astrophysics Data System (ADS)

Adams, Amanda; Patino, Lina; Jones, Michael B.; Rom, Elizabeth

2017-04-01

The geosciences continue to lag other science, technology, engineering, and mathematics (STEM) disciplines in the engagement, recruitment and retention of traditionally underrepresented and underserved minorities, requiring more focused and strategic efforts to address this problem. Prior investments made by the National Science Foundation (NSF) related to broadening participation in STEM have identified many effective strategies and model programs for engaging, recruiting, and retaining underrepresented students in the geosciences. These investments also have documented clearly the importance of committed, knowledgeable, and persistent leadership for making local progress in broadening participation in STEM and the geosciences. Achieving diversity at larger and systemic scales requires a network of diversity "champions" who can catalyze widespread adoption of these evidence-based best practices and resources. Although many members of the geoscience community are committed to the ideals of broadening participation, the skills and competencies that empower people who wish to have an impact, and make them effective as leaders in that capacity for sustained periods of time, must be cultivated through professional development. The NSF GEO Opportunities for Leadership in Diversity (GOLD) program was implemented in 2016, as a funding opportunity utilizing the Ideas Lab mechanism. Ideas Labs are intensive workshops focused on finding innovative solutions to grand challenge problems. The ultimate aim of this Ideas Lab, organized by the NSF Directorate for Geosciences (GEO), was to facilitate the design, pilot implementation, and evaluation of innovative professional development curricula that can unleash the potential of geoscientists with interests in broadening participation to become impactful leaders within the community. The expectation is that mixing geoscientists with experts in broadening participation research, behavioral change, social psychology, institutional change management, leadership development research, and pedagogies for professional development will not only engender fresh thinking and innovative approaches for preparing and empowering geoscientists as change agents for increasing diversity, but will also produce experiments that contribute to the research base regarding leader and leadership development.

NSF appointment

NASA Astrophysics Data System (ADS)

President Ronald Reagan has announced his intention to nominate Richard S. Nicholson as assistant director of the National Science Foundation (NSF) for mathematical and physical sciences. Nicholson has been acting deputy director and staff director of NSF since 1983.A research chemist by training, Nicholson was an associate professor of chemistry at Michigan State University before joining NSF in 1970. He served in a number of capacities at NSF, including executive director of the National Science Board commission on precollege education in mathematics, science, and technology, deputy assistant director for the mathematical and physical sciences, and senior planning officer for mathematical and physical sciences. The nomination is subject to Senate confirmation.

Internships and UNAVCO: Training the Future Geoscience Workforce Through the NSF GAGE Facility

NASA Astrophysics Data System (ADS)

Morris, A. R.; MacPherson-Krutsky, C. C.; Charlevoix, D. J.; Bartel, B. A.

2015-12-01

Facilities are uniquely positioned to both serve a broad, national audience and provide unique workforce experience to students and recent graduates. Intentional efforts dedicated to broadening participation in the future geoscience workforce at the NSF GAGE (Geodesy Advancing Geosciences and EarthScope) Facility operated by UNAVCO, are designed to meet the needs of the next generation of students and professionals. As a university-governed consortium facilitating research and education in the geosciences, UNAVCO is well-situated to both prepare students for geoscience technical careers and advanced research positions. Since 1998, UNAVCO has offered over 165 student assistant or intern positions including engineering, data services, education and outreach, and business support. UNAVCO offers three formal programs: the UNAVCO Student Internship Program (USIP), Research Experiences in Solid Earth Science for Students (RESESS), and the Geo-Launchpad (GLP) internship program. Interns range from community college students up through graduate students and recent Masters graduates. USIP interns gain real-world work experience in a professional setting, collaborate with teams toward a common mission, and contribute their knowledge, skills, and abilities to the UNAVCO community. RESESS interns conduct authentic research with a scientist in the Front Range area as well as participate in a structured professional development series. GLP students are in their first 2 years of higher education and work alongside UNAVCO technical staff gaining valuable work experience and insight into the logistics of supporting scientific research. UNAVCO's efforts in preparing the next generation of scientists largely focuses on increasing diversity in the geosciences, whether continuing academic studies or moving into the workforce. To date, well over half of our interns and student assistants come from backgrounds historically underrepresented in the geosciences. Over 80% of former interns continue to pursue careers or education in the geosciences. This presentation will highlight elements of the programs that can be easily replicated in other facilities as well as activities that may be incorporated into university-based experiences.

Report on the Partnership for Excellence in Teacher Education: An NSF Funded Project (NSF DUE-9343612).

ERIC Educational Resources Information Center

Blake, Sally; Tchoshanov, Mourat; Della-Piana, Connie Kubo; Pacheco, Arturo; Brady, Tom

2001-01-01

Reports on the Partnership for Excellence in Teacher Education (PETE), an NSF-funded project to promote reform in mathematics and science teacher preparation that features the redesign of teacher preparation to reflect current research on learning and teaching. Concludes that new tools of technology have the potential for enhancing education but…

Networking for Successful Diversity Recruiting: Creating a Highly Diverse Research Experiences for Undergraduates Program by Networking with Mentors, Faculty, and Students.

NASA Astrophysics Data System (ADS)

Dalbotten, D. M.; Berthelote, A.; Watts, N. B.

2017-12-01

Successfully recruiting for diversity begins as you plan your program and make sure that all elements of the program support diverse participation. The REU on Sustainable Land and Water Resources continues to be one of the most diverse NSF-funded Research Experience for Undergraduate Programs in the geosciences. Every aspect of the program, from recruiting, the application process, selecting participants, and the methods developed to support participant success have been scrutinized and tailored towards broadening participation. While the focus of the research has been on collaboration with Native American reservations to create community-based participatory research projects and improving access for Native American students, the PIs strive for ethnic and cultural diversity of the participants. Emphasis on networking and building relationships with minority-serving institutions has led to increasing numbers of underrepresented students applying to the REU. In 2017, a full 30% of our applications were from underrepresented groups. The authors will discuss methods for improved diversity recruiting, as well as ways to make every aspect of your program support diversity in the geosciences.

A Radio Astronomy Curriculum for the Middle School Classroom

NASA Astrophysics Data System (ADS)

Davis, J.; Finley, D. G.

2000-12-01

In the summer of 2000, two teachers working on a Masters of Science Teaching program at New Mexico Institute of Mining and Technology, spent eight weeks as interns at the Array Operations Center for the National Radio Astronomy Observatory (NRAO) in Socorro, New Mexico, under the auspices of the National Science Foundation's (NSF) Research Experience for Teachers (RET) program. The resulting projects will directly benefit students in the indvidual classrooms, as well as provide an easy-to-access resource for other educators. One of the products is a Radio Astronomy Curriculum for upper middle school classes. Radio astronomy images, based on scientific research results using NRAO's Very Large Array, are featured on trading cards which include an explanation, a ``web challenge'', and in some cases, a comparison of radio and optical images. Each trading card has corresponding lesson plans with background information about the images and astronomy concepts needed to do the lessons. Comparison of optical and radio astronomy is used as much as possible to explain the information from research using visible and radio wavelengths. New Mexico's Content Standards and Benchmarks (developed using national standards) for science education was used as a guide for the activities. The three strands of science listed in the standards, Unifying Concepts and Processes, Science as Inquiry, and Science Content are addressed in the lessons. Higher level thinking and problem solving skills are featured throughout the curriculum. The National Radio Astronomy Observatory is a facility of the National Science Foundation, operated under cooperative agreement by Associated Universities, Inc. The NSF's RET program is gratefully acknowledged.

SEARCH: Study of Environmental Arctic Change—A System-scale, Cross-disciplinary Arctic Research Program

NASA Astrophysics Data System (ADS)

Wiggins, H. V.; Eicken, H.; Fox, S. E.; Search Science Steering Committee

2010-12-01

The Study of Environmental Arctic Change (SEARCH) is a multi-agency effort to understand system-scale arctic change. Interrelated environmental changes in the Arctic are affecting ecosystems and living resources and are impacting local and global communities. The SEARCH program is guided by the Science Steering Committee (SSC), the Interagency Program Management Committee (IPMC), and focused panels. Over 150 projects and activities contribute to SEARCH implementation. The Observing Change component is underway through the National Science Foundation’s (NSF) Arctic Observing Network (AON), NOAA-sponsored atmospheric and sea ice observations, and other relevant national and international efforts. The Understanding Change component of SEARCH consists of modeling and analysis efforts, with strong linkages to relevant programs such as NSF’s Arctic System Science (ARCSS) Program. The SEARCH Sea Ice Outlook (http://www.arcus.org/search/seaiceoutlook/index.php) is an "Understanding Change" synthesis effort that aims to advance our understanding of the arctic sea ice system. The Responding to Change element currently includes initial planning efforts by the International Study of Arctic Change (ISAC) program as well as a newly-launched "Sea Ice for Walrus Outlook," which is a weekly report of sea ice conditions geared to Alaska Native walrus subsistence hunters, coastal communities, and others interested in sea ice and walrus (http://www.arcus.org/search/siwo). SEARCH is sponsored by eight U.S. agencies, including: the National Science Foundation (NSF), the National Oceanic and Atmospheric Administration (NOAA), the National Aeronautics and Space Administration (NASA), the Department of Defense (DOD), the Department of Energy (DOE), the Department of the Interior (DOI), the Smithsonian Institution, and the U.S. Department of Agriculture (USDA). The U.S. Arctic Research Commission participates as an IPMC observer. For further information, please visit the website: http://www.arcus.org/search or contact: Helen V. Wiggins: helen@arcus.org, SEARCH Project Office, Arctic Research Consortium of the U.S. (ARCUS); or Hajo Eicken, hajo.eicken@gi.alaska.edu, SEARCH SSC Chair.

Mock X-ray Observations of Localized LMC Outflows

NASA Astrophysics Data System (ADS)

Tomesh, Teague; Bustard, Chad; Zweibel, Ellen

2018-01-01

The Milky Way’s nearest neighbor, the Large Magellanic Cloud (LMC), is a perfect testing ground for modeling a variety of astrophysical phenomena. Specifically, the LMC provides a unique opportunity for the study of possible localized outflows driven by star formation and their x-ray signatures. We have developed FLASH simulations of theoretical outflows originating in the LMC that we have used to generate predicted observations of X-ray luminosity. This X-ray emission can be a useful probe of the hot gas in these winds which may couple to the cool gas and drive it from the disk. Future observations of the LMC may provide us with valuable checks on our model. This work is partially supported by the National Science Foundation (NSF) Graduate Research Fellowship Program under grant No. DGE-125625 and NSF grant No. AST-1616037.

Research Misconduct: Policy and Practice at the NSF

NASA Astrophysics Data System (ADS)

Manka, Aaron

2004-03-01

Under NSF's Office of Inspector General mandate to prevent fraud, waste, abuse, or mismanagement involving NSF's proposals and awards, our office also investigates allegations of research misconduct. I will discuss our office's handling of such matters, focusing on the ethical and legal obligations of proposal submitters and awardees and the role of the scientific community. To illustrate some other points that are of interest to the physics community, I will also discuss some of our investigative activities relevant to: duplicate funding, the accuracy of information in proposals, and collaborations.

Participant Trends in the Geosciences Research Experiences for Undergraduates Program

NASA Astrophysics Data System (ADS)

Walters, C. K.; Patino, L. C.; Rom, E. L.; Adams, A. S.

2016-12-01

The National Science Foundation (NSF) supports programs for undergraduate students to gain experience in research. In 2016, there were nearly 60 active Research Experience for Undergraduate (REU) sites across the nation that provided research opportunities in Geosciences (GEO). At these REU sites, students carried out independent research projects and had the chance to present the information at national conferences. The participants often joined research groups that included other undergraduate and graduate students, postdoctoral scholars, and investigators. Between 2009 and 2016, there were over 26,000 applications to GEO REU sites and about 1,953 applicants were selected to participate. Data for GEO REU sites has been collected using two mechanisms, direct queries to the REU site managers (2009-2012, and 2016) and analysis of award progress reports (2014-2015). The information collected since 2009 has provided a temporal description of who is participating in the GEO REU sites (e.g. gender, demographics, academic level). The analysis of the trends in the REU sites has shown an increase of women participating in the research opportunities across all disciplines, to the point that in some sites there is need to increase the participation of men. The number of minority and underrepresented students has also increased. Throughout this period, the academic level of the participants in GEO REU sites has also changed; the number of students who have completed only the first or second year of college has increased. The trends in the data allow NSF to understand who is participating in the REUs and to incentivize the research community to engage students who will benefit from these experiences, but who are not currently participating.

Interagency Collaboration in Support of Climate Change Education

NASA Astrophysics Data System (ADS)

Schoedinger, S. E.; Chambers, L. H.; Karsten, J. L.; McDougall, C.; Campbell, D.

2011-12-01

NASA, NOAA and NSF support climate change education (CCE) through their grant programs. As the agencies' investment in CCE has grown, coordination among the agencies has become increasingly important. Although the political landscape and budgets continue to change, the agencies are committed to continued coordination and collaboration. To date, this has taken the form of jointly hosted principal investigator (PI) meetings, the largest of which was held last February (see Eos Vol. 92, No. 24, 14 June 2011). The joint goals are: (1) increased collaboration among grantees and across programs; (2) building capacity among grantees in areas of mutual interest; (3) identification of gaps in investments to date; and (4) identification of opportunities for coordination of evaluation efforts. NOAA's primary funding opportunity for CCE projects is its Environmental Literacy Grant (ELG) Program. Although not exclusively focused on climate, there has been increased emphasis on this area since 2009. Through ELG, NOAA encourages the use of NOAA assets (data, facilities, educational resources, and people) in grantees' work. Thirty awards with a primary focus on CCE have been awarded to institutions of higher education, informal science education, and non-profit organizations involved in K-12 and informal/non-formal education. We anticipate this funding opportunity will continue to support the improvement of climate literacy among various audiences of learners in the future. NASA supported efforts in CCE in an ad hoc way for years. It became a focus area in 2008 with the launch of the NASA Global Climate Change Education (GCCE) Project. This project funded 57 awards in 2008-2010, the vast majority of them in teacher professional development, or use of data, models, or simulations. Beginning in FY11, NASA moved the project into the Minority University Research and Education Program. Fourteen awards were made to minority higher education institutions, non-profit organizations, and community colleges. These efforts are expected to continue in FY12 and beyond under NASA Innovations in Climate Education (NICE). A solicitation for the NICE project is currently anticipated in Summer 2012. Through its core programs, NSF supports a variety of efforts designed to improve teaching and learning about CCE in formal and informal settings, often through leveraging NSF-supported climate research. In 2009, dedicated CCE funding supported 10 new awards aimed at focusing NSF investments in key areas: preparing innovators for the workforce; strategies for scaling up and disseminating effective curricula and instructional resources; assessment of student learning of complex climate issues; and, increasing access to CCE and professional development for learners, educators, and policymakers. Phase I of the Climate Change Education Partnership (CCEP) program, launched in 2010, supports strategic planning activities within 15 regional and thematic partnerships that bring together climate scientists, learning scientists, and education practitioners. A solicitation for CCEP Phase II implementation is anticipated in Fall 2011. We will discuss agency funding opportunities, examples of collaborations, and common metrics/sharing tools for evaluation of CCE projects.

Progress Report for the Joint Services Electronics Program

DTIC Science & Technology

1991-06-30

AIGaAs MODFET layers. Both wet etching and reactive ion etching have been used to fabricate the channels. The CAIBE method will also be investigated in...potential for fabricating nanometer scale device structures through surface modification of various types. Using this JSEP research as a foundation...Kerkhoven, "Calculation of velocity overshoot in submicron devices using an augmented drift-diffusion model," Solid-State Electron. (to appear). (JSEP/NSF

Professional Development in Remote Sensing for Community College Instructors

NASA Astrophysics Data System (ADS)

Allen, J. E.; Cruz, C.

2014-11-01

The ingredients for the highly successful, ongoing educator professional development program, "Integrated Geospatial Education and Technology Training-Remote Sensing (iGETT-RS)" came into place in 2006 when representatives of public and private organizations convened a two-day workshop at the National Science Foundation (NSF) to explore issues around integrating remote sensing with Geographic Information Systems (GIS) instruction at two-year (community and Tribal) colleges. The results of that 2006 workshop informed the shape of a grant proposal, and two phases of iGETT-RS were funded by NSF's Advanced Technological Education Program (NSF DUE #0703185, 2007-2011, and NSF DUE #1205069, 2012-2015). 76 GIS instructors from all over the country have been served. Each of them has spent 18 months on the project, participating in monthly webinars and two Summer Institutes, and creating their own integrated geospatial exercises for the classroom. The project will be completed in June 2015. As the external evaluator for iGETT expressed it, the impact on participating instructors "can only be described as transformative." This paper describes how iGETT came about, how it was designed and implemented, how it affected participants and their programs, and what has been learned by the project staff about delivering professional development in geospatial technologies for workforce preparedness.

The Undergraduate ALFALFA Team: Outcomes for Over 250 Undergraduate Participants

NASA Astrophysics Data System (ADS)

Troischt, Parker; Koopmann, Rebecca A.; Haynes, Martha P.; ALFALFA Team

2016-01-01

The NSF-sponsored Undergraduate ALFALFA (Arecibo Legacy Fast ALFA) Team (UAT) is a consortium of 19 institutions founded to promote undergraduate research and faculty development within the extragalactic ALFALFA HI blind survey project and follow-up programs. In this talk we present outcomes for the more than 250 undergraduate students who have who have participated in the program during the 8 years of funding. 40% of these students have been women and members of underrepresented groups. To date 148 undergraduate students have attended annual workshops at Arecibo Observatory, interacting with faculty, graduate students, their peers, and Arecibo staff in lectures, group activities, tours, and observing runs. Team faculty have supervised 159 summer research projects and 120 academic year (e.g., senior thesis) projects. 68 students have traveled to Arecibo Observatory for observing runs and 55 have presented their results at national meetings such as the AAS. Through participation in the UAT, students are made aware of career paths they may not have previously considered. More than 90% of alumni are attending graduate school and/or pursuing a career in STEM. 42% of those pursuing graduate degrees in Physics or Astronomy are women. This work has been supported by NSF grants AST-0724918/0902211, AST-075267/0903394, AST-0725380, and AST-1211005

Center of Microbial Oceanography Research and Education (C-MORE) Initiatives Toward Promoting Diversity in the Ocean Sciences

NASA Astrophysics Data System (ADS)

Bruno, B. C.

2007-05-01

The ocean sciences suffer from a lack of diversity, particularly among indigenous peoples, despite the fact that indigenous peoples often have deep, cultural knowledge about the marine environment. Nowhere is this inequity more glaring than in Hawaii. Traditional knowledge in marine science enabled Native Hawaiians and Pacific Islanders (NHPI) to become world leaders in transpacific canoe voyaging, aquaculture, and fisheries. Yet today, NHPI are severely underrepresented in the ocean sciences (and in STEM fields in general) at all levels of education and employment. When compared to other ethnic and racial groups in Hawaii, NHPI students as a group have among the poorest educational performance, indicated in part by underrepresentation in college enrolment and pre-college gifted and talented programs, as well as overrepresentation in eligibility for special education and free and reduced lunch programs. The Center of Microbial Oceanography Research and Education (C-MORE), a NSF-funded, multi-institutional Science and Technology Center based at the University of Hawai (UH), is determined to address this inequity. C- MORE is committed to increasing diversity in the ocean sciences, particularly among NHPI, at all levels of education and research. Our approach is to work with existing programs with a track record of increasing diversity among NHPI. We are currently developing culturally relevant materials including educational games for K-12 students, mentorships for high school and community college students, and laboratory and shipboard experiences for teachers and undergraduates in partnership with minority-serving organizations. Some of our main partners are EPSCoR (Experimental Program to Stimulate Competitive Research), Ka `Imi `Ike (an NSF- funded program to recruit and retain NHPI undergraduates in geosciences), Upward Bound (an enrichment program for economically disadvantaged high school students which includes intensive summer courses), the UH Center on Disability Studies (which is developing culturally relevant curriculum to address the overrepresentation of NHPI in special education classes) and the UH Louis Stokes Program (which we plan to use as a model). For more information, please refer to: http:cmore.soest.hawaii.edu

Professional development and teacher impacts: The NSF GK-12 experience

NASA Astrophysics Data System (ADS)

Camasta, Susan Fullett

Professional development is a central piece in the continuing education of teachers. The purpose of this study was to examine professional development for teachers, in particular, the impact of one program that has the potential to positively influence educators as their careers evolve. Twenty-seven teachers who served as participants in the National Science Foundation (NSF) Graduate STEM (science, technology, engineering and mathematics) Fellows in K-12 Education Program (GK-12) volunteered to be interviewed about their experiences as teacher partners with graduate student Fellows who were considered experts in their content area and research methods. The teachers taught 1st through 12th grades in 22 different schools, and represented nine GK-12 programs in six states. The data collected in this qualitative study indicate enduring impacts on teachers and those included: affective impacts, as well as impacts on their practice, their colleagues and their professional involvement. In addition, Fellow and student impacts were reported. The teacher reports indicate that the design and goals of the GK-12 program---which is meant to impact graduate student Fellows, teachers and students---are consistent with the literature on best-practice professional development including facilitating teacher change. Thus, this program can serve as a model for designing effective professional development. A limitation of this study is that most of the data collected were from teacher reports.

Doing science, technology and society in the National Science Foundation : commentary on: "Engaged, embedded, enjoined: science and technology studies in the National Science Foundation".

PubMed

Gorman, Michael E

2011-12-01

The author describes his efforts to become a participant observer while he was a Program Director at the NSF. He describes his plans for keeping track of his reflections and his goals before he arrived at NSF, then includes sections from his reflective diary and comments after he had completed his two-year rotation. The influx of rotators means the NSF has to be an adaptive, learning organization but there are bureaucratic obstacles in the way.

The NSF IUSE-EHR Program: What's New (and Old) About It, and Resources for Geoscience Proposers

NASA Astrophysics Data System (ADS)

Singer, J.; Ryan, J. G.

2015-12-01

The NSF Division of Undergraduate Education recently released a new solicitation for the IUSE program -- the latest iteration in a succession of funding programs dating back over 30 years (including the Instrumentation and Laboratory Improvement Program (ILI), the Course and Curriculum Development Program (CCD), the Course Curriculum and Laboratory Improvement Program (CCLI), and the Transforming Undergraduate STEM Education Program (TUES). All of these programs sought/seek to support high quality STEM education for majors and non-majors in lower- and upper-division undergraduate courses. The current IUSE-EHR program is described in a 2-year solicitation that includes two tracks: Engaged Student Learning, and Institutional & Community Transformation. Each track has several options for funding level and project duration. A wide range of activities can be proposed for funding, and the program recognizes the varying needs across STEM disciplines. Geoscientists and other potential IUSE proposers are strongly encouraged to form collaborations with colleagues that conduct educational research and to propose projects that build upon the educational knowledge base in the discipline as well as contribute to it. Achieving this may not be immediately obvious to many geoscientists who have interests in improving student learning in their courses, but are not fluent in the scholarship of education in their field. To lower the barriers that have historically prevented larger numbers of geoscientists from developing their ideas into competitive education-related proposals, we have explored strategies for building and leveraging partnerships, sought to identify available resources for proposers, and explored a range of strategies for engaging and supporting larger numbers of potential geoscience proposers.

Community Colleges and Appropriate Technology.

ERIC Educational Resources Information Center

American Association of Community and Junior Colleges, Washington, DC.

A roundtable on Appropriate Technology (AT) was sponsored by the American Association of Community and Junior Colleges (AACJC) and supported by the National Science Foundation (NSF) as a result of a mandate from Congress to develop an AT program. The roundtable report first discusses the role of the NSF in including community colleges in the…

76 FR 38429 - Notice of Availability of Final Programmatic Environmental Impact Statement/Overseas...

Federal Register 2010, 2011, 2012, 2013, 2014

2011-06-30

... marine geophysical scientific research using seismic surveys that are funded by NSF or conducted by the... Statement/Overseas Environmental Impact Statement (PEIS/OEIS) for Marine Seismic Research Funded by the National Science Foundation (NSF) or Conducted by the U.S. Geological Survey (USGS) AGENCY: National...

The Center for Astronomy Education (CAE) Ushers in a New Community-Based Model for Astronomy Education Research with the NSF Funded CCLI Phase III Collaboration of Astronomy Teaching Scholars (CATS) Program

NASA Astrophysics Data System (ADS)

Brissenden, Gina; Impey, C.; Prather, E.; Lee, K.; Duncan, D.

2009-01-01

The Center for Astronomy Education (CAE) has been devoted to improving teaching & learning in Astro 101 by creating research-validated curriculum & assessment instruments for use in Astro 101 & by providing Astro 101 instructors professional development opportunities to increase their pedagogical content knowledge & instructional skills at implementing these curricula & assessment materials. To create sustainability and further expand this work, CAE, in collaboration with other national leaders in astronomy education & research, developed the Collaboration of Astronomy Teaching Scholars (CATS) Program. The primary goals of CATS are to: 1) increase the number of Astro 101 instructors conducting fundamental research in astronomy education 2) increase the amount of research-validated curriculum & assessment instruments available for use in Astro 101 3) increase the number of people prepared to develop & conduct their own CAE Teaching Excellence Workshops In our first year we have concluded a national study assessing the teaching & learning of Astro 101 & the effect of interactive instruction. We have begun the initial analysis of the demographics data of this study. We have begun a classroom research validation study on the use of the "ClassAction” electronic learning system. We have begun to analyze data from two different studies on students’ attitudes & understanding of science to inform the creation of an assessment instrument designed specifically for Astro 101 to evaluate the effectiveness of our instruction in improving students’ attitudes & beliefs about science. We have also begun the development of a Solar System Concept Inventory. Additionally the development of the Solar System Concept Inventory and research into students’ beliefs and reasoning difficulties on topics in Cosmology are well underway. We acknowledge the NSF for funding under Award No. 0715517, a CCLI Phase III Grant for the Collaboration of Astronomy Teaching Scholars (CATS) Program.

OceanGLOBE: an Outdoor Research and Environmental Education Program for K-12 Students

NASA Astrophysics Data System (ADS)

Perry, R. B.; Hamner, W. M.

2006-12-01

OceanGLOBE is an outdoor environmental research and education program for upper elementary, middle and high school students, supplemented by online instructional materials that are available without charge to any educator. OceanGLOBE was piloted in 1995 with support from a National Science Foundation Teacher Enhancement project, "Leadership in Marine Science" (award no.ESI-9454413 to UCLA). Continuing support by a second NSF Teacher Enhancement project (award no. ESI-9819424 to UCLA) and by COSEE-West (NSF awards OCE-215506 to UCLA and OCE-0215497 to USC) has enabled OceanGLOBE to expand to a growing number of schools and to provide an increasingly robust collection of marine science instructional materials on its website, http://www.msc.ucla.edu/oceanglobe/ OceanGLOBE provides a mechanism for students to conduct inquiry-based, hands-on marine science research, providing experiences that anchor the national and state science content standards learned in the classroom. Students regularly collect environmental and biological data from a beach site over an extended period of time. In the classroom they organize, graph and analyze their data, which can lead to a variety of student-created science products. Beach research is supported by instructional marine science materials on the OceanGLOBE website. These online materials also can be used in the classroom independent of the field component. Annotated PowerPoint slide shows explain research protocols and provide marine science content. Field guides and photographs of marine organisms (with emphasis on the Southern California Bight) and a growing collection of classroom investigations (applicable to any ocean location) support the science content presented in the beach research program and slide shows. In summary, OceanGLOBE is a comprehensive learning package grounded in hands-on, outdoor marine science research project in which students are the principal investigators. By doing scientific work repetitively over an extended time period students learn about how science is done as much as they learn science content.

Incorporating Cutting Edge Scientific Results from the Margins-Geoprisms Program into the Undergraduate Curriculum: The Subduction Factory

NASA Astrophysics Data System (ADS)

Penniston-Dorland, S.; Stern, R. J.; Edwards, B. R.; Kincaid, C. R.

2014-12-01

The NSF-MARGINS Program funded a decade of research on continental margin processes. The NSF-GeoPRISMS Mini-lesson Project, funded by NSF-TUES, is designed to integrate fundamental results from the MARGINS program into open-source college-level curriculum. Three Subduction Factory (SubFac) mini-lessons were developed as part of this project. These include hands-on examinations of data sets representing 3 key components of the subduction zone system: 1) Heat transfer in the subducted slab; 2) Metamorphic processes happening at the plate interface; and 3) Typical magmatic products of arc systems above subduction zones. Module 1: "Slab Temperatures Control Melting in Subduction Zones, What Controls Slab Temperature?" allows students to work in groups using beads rolling down slopes as an analog for the mathematics of heat flow. Using this hands-on, exploration-based approach, students develop an intuition for the mathematics of heatflow and learn about heat conduction and advection in the subduction zone environment. Module 2: "Subduction zone metamorphism" introduces students to the metamorphic rocks that form as the subducted slab descends and the mineral reactions that characterize subduction-related metamorphism. This module includes a suite of metamorphic rocks available for instructors to use in a lab, and exercises in which students compare pressure-temperature estimates obtained from metamorphic rocks to predictions from thermal models. Module 3: "Central American Arc Volcanoes, Petrology and Geochemistry" introduces students to basic concepts in igneous petrology using the Central American volcanic arc, a MARGINS Subduction Factory focus site, as an example. The module relates data from two different volcanoes - basaltic Cerro Negro (Nicaragua) and andesitic Ilopango (El Salvador) including hand sample observations and major element geochemistry - to explore processes of mantle and crustal melting and differentiation in arc volcanism.

The SC State NSF PAARE Program

NASA Astrophysics Data System (ADS)

Walter, Donald; Ajello, Marco; Brittain, Sean; Cash, Jennifer; Fogle, Bryan; Hartmann, Dieter; Ho, Shirley; Howell, Steve; King, Jeremy; Leising, Mark; Smith, Daniel

2018-01-01

We report on the activities of our NSF PAARE program during Year 3 of the project. Our partnership under this award includes South Carolina State University (a Historically Black College/University), Clemson University (a Ph.D. granting institution) and individual investigators at NASA Ames and elsewhere. Our partnership with the Citizen CATE Experiment and involvement in the total solar eclipse which passed through our campus on August 21, 2017, will be discussed. The PAARE project continues to strengthen our partnership with Clemson. We are close to completing a memorandum of agreement between the two institutions that will allow for the seamless transfer of an undergraduate from SC State to Clemson’s graduate program in physics and astronomy. Additionally, we have worked together under the Citizen CATE project and through other research activities. SC State is a member of the National Astronomy Consortium (NAC) and participates through its faculty and undergraduates, one of whom (Wesley Red) is reporting on his summer internship at this conference. We also served as the state coordinator for South Carolina for the Citizen CATE Experiment. The August 21st path of totality crossed through our campus and the campus of our partner Clemson University. Additional colleges, universities and citizen scientist groups partnered with us to provide 7 sites of coverage across South Carolina from the foothills of the Appalachian mountains to the Atlantic Ocean near the site of departure of the shadow from the continental U.S. Support for this work includes our NSF PAARE award AST-1358913 as well as resources and support provided by Clemson University and the National Optical Astronomy Observatory. CATE work has been supported by NASA SMD award NNX16AB92A to the National Solar Observatory. Additional details can be found at: http://physics.scsu.edu

Informal Geoscience Education partnerships via the EarthScope Program

NASA Astrophysics Data System (ADS)

Lillie, R. J.; Trehu, A. M.; Goddard, C.; Braunmiller, J.

2008-05-01

EarthScope is a National Science Foundation (NSF)-supported program to explore the structure and evolution of the North American continent and understand the processes controlling earthquakes and volcanic eruptions. It consists of three observatories, funded through NSF's Major Research Equipment and Facilities Construction program. 1) The Plate Boundary Observatory (PBO) consists of GPS and other geodetic instruments to measure deformation of the active plate boundary that characterizes the western United States. 2) The San Andreas Fault Observatory at Depth (SAFOD) is a hole drilled to sample and instrument an active strand of an earthquake fault. 3) USArray is a network of seismometers and other geophysical instruments to record earthquakes and image the velocity and electrical conductivity structure from the Pacific to the Atlantic oceans. This nationwide recording effort and large-scale scientific objective provides a unique opportunity to partner with the U. S. National Park Service and other state, federal and private organizations that inform the public about the natural world. In particular, the EarthScope National Office (ESNO) is developing thematic displays to link multiple parks through their common geodynamic origin. These displays are being tested and refined through a series of workshops during which park and museum personnel, K-12 teachers, and active research scientists work together to develop programs to introduce the public to the forces that shape our continent. The first of these workshops, held in April, 2008, at the Mount Rainier National Park Education Center in Washington State, focused on earthquake, volcanic, and other tectonic processes that form the dynamic landscape of the Pacific Northwest.

Overview of the University of Washington's Pre-Major in Astronomy Program

NASA Astrophysics Data System (ADS)

Haggard, Daryl; Pre-Major in Astronomy Program

2015-01-01

The fraction of science PhDs awarded to women, African American, Latino, and other minority students is currently far smaller than the fraction of the general population that these groups constitute (NSF 06-320, NSF 04-317). The future of Physics and Astronomy in the United States depends on recruiting and retaining these students in STEM majors and careers (Norman et al., 2009). The greatest obstacles for persistence in science reported by students are loss of interest, intimidation, poor advising, and lack of acceptance (Seymour & Hewitt, 1997). In 2005, a group of University of Washington graduate students created the Pre-Major in Astronomy Program (Pre-MAP) to connect incoming undergraduate students to authentic research experiences as a means of recruiting and retaining them in STEM. Pre-MAP was one of only 13 initiatives supported by the President's Diversity Appraisal Implementation Fund and has proved to be one of its greatest success stories. At its core is a 10-week seminar in which undergraduates learn astronomical research techniques (e.g., computing, data analysis, documentation, statistics, and literature review) and apply them to projects conducted in small groups, under the supervision of faculty and postdocs. Now in its tenth year, Pre-MAP has engaged more than 100 undergraduates — its ongoing success has made it a model for similar programs at UW and other universities.I will outline the beginnings, funding streams, and structure of this long-running diversity program. The Pre-MAP sessions that follow will highlight our best practices and lessons learned, and feature first-hand accounts from several of our fantastic Pre-MAP alumni.

Congressional geohazards showcase presented by NSF and AGU

NASA Astrophysics Data System (ADS)

Uhlenbrock, Kristan

2011-10-01

On Wednesday, 7 September 2011, two weeks after the magnitude 5.8 earthquake in Mineral, Va., and a week after Hurricane Irene struck the U.S. East Coast, AGU cosponsored a showcase of National Science Foundation (NSF)—funded hazards research in recognition of National Preparedness Month. This annual event highlights NSF—funded hazards research from all over the United States, with more than 30 exhibitors demonstrating the latest research and technology on hurricanes, earthquakes, tornadoes, volcanoes, tsunamis, and oil spills, as well as emergency and social responses to these events. The event took place at the Hart Senate Office Building, where many members of Congress and their staff could attend and discuss the importance of hazards research with the researchers and NSF staff. Sen. Bill Nelson (D-Fla.) kicked off with a panel of speakers, which included remarks by Mary Voytek, a member of the AGU Board of Directors, and Subra Suresh, director of NSF. Expert presentations were also given on hazard prediction, human safety, and social response. Following the event, Senate Majority Leader Harry Reid (D-Nev.) hosted a small event to meet directly with a few of the exhibitors to discuss the importance of investment in scientific research and development.

Sub-Ocean Drilling

NASA Technical Reports Server (NTRS)

1981-01-01

The National Science Foundation (NSF) initialized a new phase of exploration last year, a 10 year effort jointly funded by NSF and several major oil companies, known as the Ocean Margin Drilling Program (OMDP). The OMDP requires a ship with capabilities beyond existing drill ships; it must drill in 13,000 feet of water to a depth 20,000 feet below the ocean floor. To meet requirements, NSF is considering the conversion of the government-owned mining ship Glomar Explorer to a deep ocean drilling and coring vessel. Feasibility study performed by Donhaiser Marine, Inc. analyzed the ship's characteristics for suitability and evaluated conversion requirement. DMI utilized COSMIC's Ship Motion and Sea Load Computer program to perform analysis which could not be accomplished by other means. If approved for conversion, Glomar Explorer is expected to begin operations as a drillship in 1984.

Design of a Teacher-Student Research Program Using the Spitzer Space Telescope

NASA Astrophysics Data System (ADS)

Pompea, S. M.; Daou, D.; Thaller, M.

2004-12-01

Under the sponsorship of the NASA Spitzer Science Center, we have designed a program for teacher and student research using observing time on the Spitzer Space Telescope. The participating teachers attended a fall, 2004 workshop to become familiar with the Spitzer Science Center Archives, observation planning process, and telescope and instrument capabilities in order to plan observations. They also received fundamental training in infrared astronomy and infrared observational techniques, before they began planning their observing program. This program has as its goals the fundamental NASA goals of inspiring and motivating students to pursue careers in science, technology, engineering, and mathematics as well as to engage the public in shaping and sharing the experience of exploration and discovery. Our educational plan addresses the OSS/NASA objectives of improving student proficiency in science and improving science instruction by providing a unique opportunity to a group of teachers and students to observe with the Spitzer Space Telescope and work with infrared archival data. This program allows a team of 12 teachers and their students to utilize up to 3 hours of Director's discretionary observing time on the Spitzer Space Telescope for educational observations. With the goal of leveraging on a well-established teacher professional development, the program serves teachers in the NSF-sponsored Teacher Leaders in Research Based Science Education (TLRRBSE), an ongoing Public Affairs and Educational Outreach Department program at the National Optical Astronomy Observatory (NOAO) in Tucson. The program touches the formal education community through a national audience of well-trained and supported middle and high school teachers. There are currently 68 teachers (and their students) participating in TLRBSE with an additional 57 teachers in the still-supported precursor RBSE program. The Spitzer educational research program also reaches an additional national audience of students through an informal education program based at the University of Arizona's Astronomy Camp, directed by Dr. Don McCarthy, who has been active in both the RBSE and TLRBSE programs. The TLRBSE Project is funded by the National Science Foundation under ESI 0101982, funded through the AURA/NSF Cooperative Agreement AST-9613615. NOAO is operated by the Association of Universities for Research in Astronomy (AURA), Inc. under cooperative agreement with the National Science Foundation. JPL manages the Spitzer Space Telescope mission for NASA's Science Mission Directorate, Washington. Science operations are conducted at the Spitzer Science Center at the California Institute of Technology in Pasadena. JPL is a division of Caltech.

Astrophysicist nominated to head NSF

NASA Astrophysics Data System (ADS)

Gwynne, Peter

2013-09-01

US president Barack Obama has nominated astrophysicist France Córdova as the next director of the National Science Foundation (NSF) - the country's biggest funder of basic research with an annual budget of 7bn.

76 FR 76769 - National Science Board; Sunshine Act Meetings

Federal Register 2010, 2011, 2012, 2013, 2014

2011-12-08

.... FY 2012 Transfer Authority. Update on NSF FY 2013 Budget Development. Policies and planning for... STEM education plan. Discussion of the NSF STEM education research portfolio: getting from theory to...

News and Announcements

NASA Astrophysics Data System (ADS)

1999-07-01

New Source of Information from Advertisers The Journal has a new feature effective with the June 1999 issue. If you would like additional information about our advertisers or their products, the quickest and easiest way to get it is via JCE Online: go to http://jchemed.chem.wisc.edu click on Ad Index This will take you to the list of advertisers, each conveniently linked to their home page. When you do contact our advertisers, be sure to tell them that you saw their ad in the Journal of Chemical Education. This is important to them, and to us. JCE Software Receives Award The Journal recently received notice that JCE Software portion of JCE Online has been selected as a Links2Go Key Resource for the topic of chemistry software. According to Links2Go (www.links2go.com), JCE Software's home page is one of the top fifty most accessed online resources in the area of chemistry software (currently ranked 45). Thanks to all of you who have visited JCE Online and the JCE Software area to make this possible. If you haven't visited the site yet, you can go there directly (http://jchemed.chem.wisc.edu/JCESoft/index.html ) as well as via our JCE Online home page. You will be greeted with a short video of nitrogen triiodide exploding and be able to get a wealth of information about our latest releases, software, CD-ROMs/Video, student resources, materials for authors and software developers. You can see color graphics from our CD-ROMs, video, and software,... Actually, if you are familiar with our Catalog, this is much better. 1999 Welch Chemistry Prize Richard N. Zare, the Marguerite Blake Wilbur Professor of Natural Science at Stanford University, has been named the 1999 recipient of the Welch Award in Chemistry for his lifetime achievements in physical and analytical chemistry. Zare's interests focus on the development and application of lasers and other novel instruments to explore chemical frontiers, ranging from molecules to chemical processes, from the inside of cells to the inside of meteorites. Zare and colleague Andrew Alexander are contributors to the Journal's Viewpoints series, sponsored by the Camille and Henry Dreyfus Foundation: "Anatomy of Elementary Chemical Reactions", JCE, 1998, 75, 1105. The Welch Award in Chemistry has been given by the Welch Foundation since 1972 to honor lifetime achievements in the field. Zare will be honored and presented with a $300,000 prize and gold medallion during the Foundation's annual award banquet held in Houston in October. NEACT Conference: Chemistry of Materials and Material Science The 61st Summer Conference of NEACT, the New England Association of Chemistry Teachers, will be held from Monday, August 9, through Thursday, August 12, at Massachusetts Institute of Technology in Cambridge, MA. The four-day conference will feature an exploration of the chemistry of materials and material science and effective methods of presenting these in the classroom and laboratory. The keynote address is "Teaching Solid State Chemistry at MIT" by Ron Latanision of MIT's Department of Material Science. Other presentations include "Driving Force", James Livingston; "The Colorful Nanoworld", Moungi Bawendi; "Molecular Wire-Based Amplification in Chemical Sensors", Timothy Swager; "Putting Solids in the Foundation", Arthur Ellis, George Lisensky, and Karen Nordell; "Miracle Materials", Valerie Wilcox; "Teaching About Polymers to Chemistry Students", Richard Stein; and "Using Software in Teaching About Polymers to Chemistry Students", William Vining. There will be a selection of workshops on the conference theme as well. The conference is open to all. The program chairperson is Peter J. Nassiff, Science Department Chairperson at Burlington High School. For further information contact Nassiff at 80 Gregory Road, Framingham, MA 01701; email: pnassiff@massed.net. Call for Symposia, Papers, & Workshops: 16th BCCE The Web site for the 16th Biennial Conference on Chemical Education, July 30-August 3, 2000, at the University of Michigan in Ann Arbor, is up and running at http://www.umich.edu/ bcce. Organizers of symposia and workshops as well as proposers of papers are invited to submit their ideas over the Web or in writing to the Program Chair, Brian Coppola; phone: 734/764-7329; email: bcoppola@umich.edu, or to the Workshop Coordinator, Evelyn Jackson; phone: 517/355-9715 ext 204; email: ejackson@argus.cem.msu.edu. For general information please contact Seyhan Ege, phone: 734/764-7340, email: snege@umich.edu. ChemCareers Debuts on ChemCenter The ACS ChemCenter website has recently launched a moderated career forum where chemists, chemical engineers, scientists in related fields, students, and other interested persons pose their questions related to career development in the chemical sciences. At the site you can hear what your peers think about preparing for, launching, maintaining, and advancing a career in chemistry. You can bring questions, share experiences, or offer advice. The forum is moderated by ACS career consultants who offer their expert opinions as a part of the discussion. The address is http://www.chemcenter.org. Click on the "discussions" hypertext link under "Discover Chemistry." Green Chemistry The closing date for grant funding from the EPA/NSF Technologies for a Sustainable Environment Solicitation is July 26, 1999. For specific grant information, visit the Web site www.nsf.gov/pubs/1999/nsf99108/nsf99108.txt. For general grant information about green chemistry, go to www.epa.gov/greenchemistry, es.epa.gov/ncerqa/grants, and www.nsf.gov; phone: 202/260-2659. Grad Resources Hotline A national crisis hotline sponsored by Grad Resources was set up effective April 1999. Graduate students who face overwhelming stress or despair may call 1/877-GRAD-HLP, toll-free, 24 hours a day, every day, to speak anonymously with a counselor specially trained in graduate issues. Grad Resources is a non-profit organization serving graduate students. For further references and information, visit the Grad Resources Website at www.gradresources.org or contact Nick Repak at 1-800/867-0188. Proposal Deadlines National Science Foundation Division of Undergraduate Education (DUE)

• Course, Curriculum, and Laboratory Improvement (CCLI) June 7, 1999
• NSF Collaboratives for Excellence in Teacher Preparation (CETP) Preliminary proposals, Track 1 May 1, 1999 Formal proposals, Track 1 September 1, 1999
• DUE online 1999 guidelines, NSF 99-53 available at http://www.nsf.gov/cgi-bin/getpub?nsf9953 For further information about NSF DUE programs consult the DUE Web site, http://www.ehr.nsf.gov/EHR/DUE/start.htm. Program deadlines are at http://www.ehr.nsf.gov/EHR/DUE/programs/programs.htm . To contact the DUE Information Center, phone: 703/306-1666; email: undergrad@nsf.gov. The Camille and Henry Dreyfus Foundation, Inc.
  • Camille Dreyfus Teacher-Scholar Awards Program: November 16, 1998
  • Henry Dreyfus Teacher-Scholar Awards Program: July 1, 1999
  • New Faculty Awards Program: May 14, 1999
  • Faculty Start-up Grants for Undergraduate Institutions: May 14, 1999
  • Scholar/Fellow Program for Undergraduate Institutions: July 1, 1999
  • Special Grant Program in the Chemical Sciences: July 15, 1999
  • Postdoctoral Program in Environmental Chemistry: February 26, 1999
  Further information may be obtained from The Camille and Henry Dreyfus Foundation, Inc., 555 Madison Avenue, Suite 1305, New York, NY 10022; phone: 212/753-1760; email: admin@dreyfus.org; WWW: http://www.dreyfus.org/ Research Corporation
  • Cottrell College Science Awards: May 15 and November 15
  • Cottrell Scholars: First regular business day in September
  • Partners in Science: December 1 (the final opportunity for this program is summer 1999)
  • Research Opportunity Awards: May 1 and October 1
  • Research Innovation Awards: May 1
  Further information may be obtained from Research Corporation, 101 North Wilmot Road, Suite 250, Tucson, AZ 85711-3332; phone: 520/571-1111; fax: 520/571-1119; email: awards@rescorp.org; www: http://www.rescorp.org ACS Division of Chemical Education Change in 1999 Election of Officers The notice of the 1999 election of CHED officers originally appeared on page 755 of the June 1999 issue of the Journal. The slate has changed because Frank Torre has withdrawn as a candidate for Treasurer. His new responsibilities as department chair at Springfield College will not permit him to devote the time necessary to serve the Division well. The Committee on Personnel and Nominations has submitted to the Executive Committee the name of Tamar (Uni) Susskind to replace Torre, and the Executive Committee has approved this change. As a result, the candidates on the revised 1999 ballot are below. Candidate statements for Chair-Elect and Treasurer are on JCE Online at http://jchemed.chem.wisc.edu/Journal/Issues/1999/Jul /p896_4.html Treasurer (2000-2002) (amended)
  • Tamar (Uni) Susskind, Oakland Community College, Auburn Hills, MI
  • Anna Wilson, Purdue University, West Lafayette, IN
  For Chair-Elect (Chair in 2001) Arlene Russell, UCLA, Los Angeles, CA
• Conrad Stanitski, University of Central Arkansas, Conway, AR

• Craig Bowen, Clemson University, Clemson, SC
• Mark Freilich, University of Memphis, Memphis, TN
• Marcy Towns, Ball State University, Muncie, IN
• Carol White, Athens Area Technical Institute, Athens, GA

Scientific Ocean Drilling: A Legacy of ODP Education and Community Engagement by JOI/USSSP

NASA Astrophysics Data System (ADS)

Johnson, A.; Cortes, M.; Farrell, J. W.

2003-12-01

The U.S. Science Support Program (USSSP) was established in 1986 to support the participation of U.S. scientists in the international Ocean Drilling Program (ODP). Since inception, USSSP has been managed by Joint Oceanographic Institutions (JOI), through a cooperative agreement with NSF, and guided by the U.S. Science Advisory Committee (USSAC). One of USSSP's primary goals has been to enhance the scientific contribution of ocean drilling and to maintain its vitality through a broad range of education and outreach activities. USSSP's first educational program, the Schlanger Ocean Drilling Fellowship, was established to encourage doctoral candidates to conduct research aboard the ODP drill ship, JOIDES Resolution. Since 1987, 74 fellowships have been awarded and the program has been expanded to include shorebased ODP-related research and Masters degree candidates. USSSP's second major educational activity is the Distinguished Lecturer Series. To date, 70 scientists have spoken about their ODP research at 334 institutions, effectively reaching new and diverse educational communities. In addition, USSSP has developed and distributed two interactive educational CD-ROMs (ODP: Mountains to Monsoons and Gateways to Glaciation) and an educational poster (Blast from the Past). All three items are popular supplements in classrooms from middle school to college because they present accessible scientific content, demonstrate the scientific method, and illustrate the collaborative and international nature of scientific research. USSSP's outreach efforts have included publishing the JOI/USSAC Newsletter since 1988 and ODP's Greatest Hits (abstracts written by U.S. scientists). The latter is broadly used because it communicates exciting scientific results in lay terms. USSSP has sponsored other educational efforts including a workshop to seek recommendations for educational activities to be associated with future scientific ocean drilling. NSF is currently considering the response to their solicitation of proposals to manage a successor program to USSSP, which will support the involvement of U.S. scientists in the new Integrated Ocean Drilling Program. The educational and outreach component of the new USSSP will target students at all levels, building upon improving on the USSSP-ODP achievements.

Top-Down, Routinized Reform in Low-Income, Rural Schools: NSF's Appalachian Rural Systemic Initiative.

ERIC Educational Resources Information Center

Bickel, Robert; Tomasek, Terry; Eagle, Teresa Hardman

2000-01-01

Describes and evaluates the Appalachian Rural Systemic Initiative, a six-state consortium for academic improvement supported by the National Science Foundation (NSF), that focuses on low-income rural schools. The 1-day, one-school site visits that constitute program reviews in this initiative are unlikely to enhance achievement in either science…

NSF-Sponsored Biological and Chemical Oceanography Data Management Office

NASA Astrophysics Data System (ADS)

Allison, M. D.; Chandler, C. L.; Copley, N.; Galvarino, C.; Gegg, S. R.; Glover, D. M.; Groman, R. C.; Wiebe, P. H.; Work, T. T.; Biological; Chemical Oceanography Data Management Office

2010-12-01

Ocean biogeochemistry and marine ecosystem research projects are inherently interdisciplinary and benefit from improved access to well-documented data. Improved data sharing practices are important to the continued exploration of research themes that are a central focus of the ocean science community and are essential to interdisciplinary and international collaborations that address complex, global research themes. In 2006, the National Science Foundation Division of Ocean Sciences (NSF OCE) funded the Biological and Chemical Oceanography Data Management Office (BCO-DMO) to serve the data management requirements of scientific investigators funded by the National Science Foundation’s Biological and Chemical Oceanography Sections. BCO-DMO staff members work with investigators to manage marine biogeochemical, ecological, and oceanographic data and information developed in the course of scientific research. These valuable data sets are documented, stored, disseminated, and protected over short and intermediate time frames. One of the goals of the BCO-DMO is to facilitate regional, national, and international data and information exchange through improved data discovery, access, display, downloading, and interoperability. In May 2010, NSF released a statement to the effect that in October 2010, it is planning to require that all proposals include a data management plan in the form of a two-page supplementary document. The data management plan would be an element of the merit review process. NSF has long been committed to making data from NSF-funded research publicly available and the new policy will strengthen this commitment. BCO-DMO is poised to assist in creating the data management plans and in ultimately serving the data and information resulting from NSF OCE funded research. We will present an overview of the data management system capabilities including: geospatial and text-based data discovery and access systems; recent enhancements to data search tools; data export and download utilities; and strategic use of controlled vocabularies to facilitate data integration and improve interoperability.

ARCUS Internet Media Archive (IMA): A Window into the Arctic - An Online Resource For Education and Outreach

NASA Astrophysics Data System (ADS)

Buxbaum, T. M.; Warnick, W. K.; Polly, B.; Breen, K. J.

2007-12-01

The ARCUS Internet Media Archive (IMA) is a collection of photos, graphics, videos, and presentations about the Arctic and Antarctic that are shared through the Internet. It provides the polar research community and the public at large with a centralized location where images and video pertaining to polar research can be browsed and retrieved for a variety of uses. The IMA currently contains almost 6,500 publicly accessible photos, including 4,000 photos from the National Science Foundation (NSF) funded Teachers and Researchers Exploring and Collaborating (TREC) program, an educational research experience in which K-12 teachers participate in arctic research as a pathway to improving science education. The IMA is also the future home of all electronic media from the NSF funded PolarTREC program, a continuation of TREC that now takes place in both the Arctic and Antarctic. The IMA includes 450 video files, 270 audio files, nearly 100 graphics and logos, 28 presentations, and approximately 10,000 additional resources that are being prepared for public access. The contents of this archive are organized by file type, photographer's name, event, or by organization, with each photo or file accompanied by information on content, contributor source, and usage requirements. All the files are keyworded and all information, including file name and description, is completely searchable. ARCUS plans to continue to improve and expand the IMA with a particular focus on providing graphics depicting key arctic research results and findings as well as edited video archives of relevant scientific community meetings. To submit files or for more information and to view the ARCUS Internet Media Archive, please go to: http://media.arcus.org or email photo@arcus.org.

LC21-Hopes and Cautions for the Library of Congress; The NSF National Science, Mathematics, Engineering, and Technology Education Digital Library (NSDL) Program: A Progress Report; A Grammar of Dublin Core; Measuring the Impact of an Electronic Journal Collection on Library Costs: A Framework and Preliminary Observations; Emulation As a Digital Preservation Strategy.

ERIC Educational Resources Information Center

O'Donnell, James J.; Zia, Lee L.; Baker, Thomas; Montgomery, Carol Hansen; Granger, Stewart

2000-01-01

Includes five articles: (1) discusses Library of Congress efforts to include digital materials; (2) describes the National Science Foundation (NSF) digital library program to improve science, math, engineering, and technology education; (3) explains Dublin Core grammar; (4) measures the impact of electronic journals on library costs; and (5)…

Administration's Proposed NSF Budget Includes a 5.5% Increase for Geosciences

NASA Astrophysics Data System (ADS)

Showstack, Randy

2013-04-01

The fiscal year (FY) 2014 proposed federal budget for the U.S. National Science Foundation (NSF) is $7.63 billion, 7.3% above the FY 2012 actual amount. NSF acting director Cora Marrett said the budget reflects the administration's recognition of NSF and the importance of funding basic research. "We are pleased about where we stand and hope that Congress will be just as pleased with the budget proposal and will help move things forward," she said during a meeting of the NSF Advisory Committee for Geosciences on 11 April. Budget comparisons are to FY 2012 because the 2013 appropriations were enacted at the end of March, less than 2 weeks before President Barack Obama sent the proposed budget to Congress.

Teaching Teachers of Science

NASA Astrophysics Data System (ADS)

Lockman, F. J.; Heatherly, S. A.

2001-05-01

Most K-12 teachers of science have never actually done research, and this creates considerable confusion and misunderstanding about the nature of science. For more than 10 years the NRAO at Green Bank has conducted programs of teacher training, funded by the NSF, which provide a research experience in radio astronomy that can be generalized and applied in the classroom. Our program is under the direction of educators from the NRAO and WVU, but uses the unique facilities of the Observatory and the active participation of its scientific staff. Evaluations have shown that the two-week programs are effective in making significant, positive changes in attitude and understanding of the participants. We are in the process of expanding our educational activities so that every student in the region and the State will be able to participate in at least one program at the Observatory before they graduate from high school.

Joint Services Electronics Program.

DTIC Science & Technology

1985-03-31

COJNRACT ON GRANT NuuSER(.j M. Tinkham N00014-84-K-0465 S. PeRFOR MING ORGANIZATION NAME AND ADORESS 𔃺. PROGRAM EL.,IT. P0OJECT. TASA Division of...2 7 R.W. Brockett DlAG29-83-K-0040 TW.osbr AFosR- 81-7401 R.W. Brockett -: DE -FGD2-84-EEw4O1 5B T.T. Wui sER xB-2-02144-l W. Paul JOINT SERVICES...0465, NSF DMR-81-08327 and SERI Subcontract XB-2-02144-1 of DOE Prime Contract DE -AC-02-83-CHI0093; Research Unit 2 (former #3). During this period we

Cosmic Ray Acceleration from Multiple Galactic Wind Shocks

NASA Astrophysics Data System (ADS)

Cotter, Cory; Bustard, Chad; Zweibel, Ellen

2018-01-01

Cosmic rays still have an unknown origin. Many mechanisms have been suggested for their acceleration including quasars, pulsars, magnetars, supernovae, supernova remnants, and galactic termination shocks. The source of acceleration may be a mixture of these and a different mixture in different energy regimes. Using numerical simulations, we investigate multiple shocks in galactic winds as potential cosmic rays sources. By having shocks closer to the parent galaxy, more particles may diffuse back to the disk instead of being blown out in the wind, as found in Bustard, Zweibel, and Cotter (2017, ApJ) and also Merten, Bustard, Zweibel, and Tjus (to be submitted to ApJ). Specifically, this flux of cosmic rays could contribute to the unexplained "shin" region between the well-known "knee" and "ankle" of the cosmic ray spectrum. We would like to acknowledge support from the National Science Foundation (NSF) Graduate Research Fellowship Program under grant No. DGE-125625 and NSF grant No. AST-1616037.

Clinton Administration announces FY 2001 budget request

NASA Astrophysics Data System (ADS)

Showstack, Randy

Blessed with a strong US. economy the Clinton Administration on February 7 released a fiscal year 2001 federal budget request totaling a whopping $1,835 billion. Most of the funding request is slated for big ticket items including Social Security defense spending, Medicaid, Medicare, and paying down the federal debt. However, within the 19% of the budget that funds non-defense discretionary programs,science agencies receive fairly healthy increases.The National Science Foundation (NSF) budget request would increase NSF funding by 17.3% $675 million and bring the total budget request to $4.6 billion. This includes significant increases for several initiatives: biocomplexity in the environment, information technology research, nanoscale science and engineering, and 21st century workforce. Among the major Earth science projects are launching the Earthscope initiative which includes the US Array and San Andreas Fault Observatory at Depth (SAFOD) and the National Ecological Observatory Network (NEON).

NSF GK-12 Fellows as Mentors for K-12 Teachers Participating in Field Research Experiences

NASA Astrophysics Data System (ADS)

Ellins, K.; Perry, E.

2005-12-01

The University of Texas Institute for Geophysics (UTIG) recognizes the value of providing educational opportunities to K-12 teachers who play a critical role in shaping the minds of young people who are the future of our science. To that end, UTIG established the "Texas Teachers in the Field" program in 2000 to formalize the participation of K-12 teachers in field programs that included UTIG scientists. In 2002, "Texas Teachers in the Field" evolved through UTIG's involvement in a University of Texas at Austin GK-12 project led by the Environmental Sciences Institute, which enabled UTIG to partner a subset of GK-12 Fellows with teachers participating in geophysical field programs. During the three years of the GK-12 project, UTIG successfully partnered four GK-12 Fellows with five K-12 teachers. The Fellows served as mentors to the teachers, as liaisons between UTIG scientists leading field programs and teachers and their students, and as resources in science, mathematics, and technology instruction. Specifically, Fellows prepared teachers and their students for the field investigations, supervised the design of individual Teacher Research Experience (TRE) projects, and helped teachers to develop standards-aligned curriculum resources related to the field program for use in their own classrooms, as well as broader distribution. Although all but one TRE occurred during the school year, Texas school districts and principals were willing to release teachers to participate because the experience and destinations were so extraordinary (i.e., a land-based program in Tierra del Fuego, Argentina; and research cruises to the Southeast Caribbean Sea and Hess Deep in the Pacific Ocean) and carried opportunities to work with scientists from around the world. This exceptional collaboration of GK-12 Fellows, K-12 teachers and research scientists enriches K-12 student learning and promotes greater enthusiasm for science. The level of mentoring, preparation and follow-up provided by the GK-12 Fellows was important in helping teachers transfer components of a challenging field research experience to their students. Participating research scientists were able to convey the importance of their science to a wider audience. NSF GK-12 Fellows gained valuable experience in communicating scientific knowledge and field skills to K-12 teachers and students, became more knowledgeable about K-12 science education and were exposed to advances in pedagogy.

PhAst: A Flexible IDL Astronomical Image Viewer

NASA Astrophysics Data System (ADS)

Rehnberg, Morgan; Crawford, R.; Trueblood, M.; Mighell, K.

2012-01-01

We present near-Earth asteroid data analyzed with PhAst, a new IDL astronomical image viewer based on the existing application ATV. PhAst opens, displays, and analyzes an arbitrary number of FITS images. Analysis packages include image calibration, photometry, and astrometry (provided through an interface with SExtractor, SCAMP, and missFITS). PhAst has been designed to generate reports for Minor Planet Center reporting. PhAst is cross platform (Linux/Mac OSX/Windows for image viewing and Linux/Mac OSX for image analysis) and can be downloaded from the following website at NOAO: http://www.noao.edu/staff/mighell/phast/. Rehnberg was supported by the NOAO/KPNO Research Experiences for Undergraduates (REU) Program which is funded by the National Science Foundation Research Experiences for Undergraduates Program and the Department of Defense ASSURE program through Scientific Program Order No. 13 (AST-0754223) of the Cooperative Agreement No. AST-0132798 between the Association of Universities for Research in Astronomy (AURA) and the NSF.

2012 Summer Research Experiences for Undergraduates at Pisgah Astronomical Research Institute

NASA Astrophysics Data System (ADS)

Castelaz, Michael W.; Cline, J. D.; Whitworth, C.; Clavier, D.; Owen, L.

2013-01-01

Pisgah Astronomical Research Institute (PARI) offers research experiences for undergraduates (REU). PARI receives support for the internships from the NC Space Grant Consortium, NSF awards, private donations, and industry partner funding. The PARI REU program began in 2001 with 4 students and has averaged 6 students per year over the past 11 years. This year PARI hosted 8 funded REU students. Mentors for the interns include PARI’s Science, Education, and Information Technology staff and visiting faculty who are members of the PARI Research Faculty Affiliate program. Students work with mentors on radio and optical astronomy research, electrical engineering for robotic control of instruments, software development for instrument control and software for citizen science projects, and science education by developing curricula and multimedia and teaching high school students in summer programs at PARI. At the end of the summer interns write a paper about their research which is published in the annually published PARI Summer Student Proceedings. Several of the students have presented their results at AAS Meetings. We will present a summary of specific research conducted by the students with their mentors and the logistics for hosting the PARI undergraduate internship program.

Federal role in science will grow, NSF Director predicts

NASA Astrophysics Data System (ADS)

Simarski, Lynn Teo

1992-01-01

Walter Massey, director of the National Science Foundation, recently called for a fundamental reassessment of the relationship between the federal government and research institutions. On January 15, Massey, now in his ninth month at NSF, described great changes in the government-university “partnership” since the “golden age” of the 1960s. Speaking in Washington, D.C. at a seminar of George Washington University's Center for International Science and Technology Policy, he predicted that his own term at the foundation would not be “business as usual.”Science and technology have shifted from being a peripheral concern of the government to a central policy issue, Massey said. The United States now sees science as too important to leave its agenda for scientists to set themselves. In response, the federal government is launching the initiatives of the Federal Coordinating Council for Science, Engineering, and Technology. Some of last year's FCCSET budget initiatives, spanning a number of federal agencies, dealt with math and science education, global change, and high-performance computing. Such programs “are research agenda put forth from the federal side—they are not things put forth from the [research] community,” Massey pointed out.

STAIRSTEP -- a research-oriented program for undergraduate students at Lamar University

NASA Astrophysics Data System (ADS)

Bahrim, Cristian

2011-03-01

The relative low number of undergraduate STEM students in many science disciplines, and in particular in physics, represents a major concern for our faculty and the administration at Lamar University. Therefore, a collaborative effort between several science programs, including computer science, chemistry, geology, mathematics and physics was set up with the goal of increasing the number of science majors and to minimize the retention rate. Lamar's Student Advancing through Involvement in Research Student Talent Expansion Program (STAIRSTEP) is a NSF-DUE sponsored program designed to motivate STEM students to graduate with a science degree from one of these five disciplines by involving them in state-of-the-art research projects and various outreach activities organized on-campus or in road shows at the secondary and high schools. The physics program offers hands-on experience in optics, such as computer-based experiments for studying the diffraction and interference of light incident on nettings or electronic wave packets incident on crystals, with applications in optical imaging, electron microscopy, and crystallography. The impact of the various activities done in STAIRSTEP on our Physics Program will be discussed.

NSF Director to resign

NASA Astrophysics Data System (ADS)

Richman, Barbara T.

Edward A. Knapp, director of the National Science Foundation (NSF) since late 1982, will resign his post later this year to return to research at the Los Alamos National Laboratory. President Ronald Reagan has announced his intention to nominate Erich Bloch, vice president for technical personnel development at the IBM Corp., as Knapp's successor.Following formal nomination by President Reagan, the Senate must confirm Bloch as NSF director. If Bloch is confirmed, he is likely to bring to NSF the greater emphasis on engineering that the agency has sought in response to requests from Congress and the engineering community during the last year.

National resource for computation in chemistry, phase I: evaluation and recommendations

DOE Office of Scientific and Technical Information (OSTI.GOV)

Not Available

1980-05-01

The National Resource for Computation in Chemistry (NRCC) was inaugurated at the Lawrence Berkeley Laboratory (LBL) in October 1977, with joint funding by the Department of Energy (DOE) and the National Science Foundation (NSF). The chief activities of the NRCC include: assembling a staff of eight postdoctoral computational chemists, establishing an office complex at LBL, purchasing a midi-computer and graphics display system, administering grants of computer time, conducting nine workshops in selected areas of computational chemistry, compiling a library of computer programs with adaptations and improvements, initiating a software distribution system, providing user assistance and consultation on request. This reportmore » presents assessments and recommendations of an Ad Hoc Review Committee appointed by the DOE and NSF in January 1980. The recommendations are that NRCC should: (1) not fund grants for computing time or research but leave that to the relevant agencies, (2) continue the Workshop Program in a mode similar to Phase I, (3) abandon in-house program development and establish instead a competitive external postdoctoral program in chemistry software development administered by the Policy Board and Director, and (4) not attempt a software distribution system (leaving that function to the QCPE). Furthermore, (5) DOE should continue to make its computational facilities available to outside users (at normal cost rates) and should find some way to allow the chemical community to gain occasional access to a CRAY-level computer.« less

Civic Engagement, Graduate Education, and the Broader Impacts Criterion of the National Science Foundation

ERIC Educational Resources Information Center

Lima, Marybeth

2017-01-01

The National Science Foundation (NSF) funds research proposals on the basis of two review criteria: intellectual merit (IM) and broader impacts (BI). The intellectual merit criterion is well-established and understood, but the broader impacts criterion, which is focused on the ways in which research can benefit society and/or meet NSF-identified…

Impacts and Feedbacks in a Warming Arctic: Engaging Diverse Learners in Geoscience Education and Research

NASA Astrophysics Data System (ADS)

Sparrow, Elena; Spellman, Katie; Fabbri, Cindy; Verbyla, David; Yoshikawa, Kenji; Fochesatto, Gilberto; Comiso, Josefino; Chase, Malinda; Jones, Debra; Bacsujlaky, Mara

2016-04-01

A warming climate has changed the timing of the seasons in the Arctic and elsewhere. Our project will engage learners in the investigation of the shifting seasons' impacts on vegetation, soils, hydrology, infrastructure, livelihoods, and communities and the feedbacks between these factors. Primary and secondary students, pre- and in-service teachers and lifelong learners will use historical and current National Aeronautics and Space Agency (NASA) data, NASA experts, and the Global Learning and Observations to Benefit the Environment (GLOBE) methods to help uncover the surprises from and consequences of earlier springs, warmer and later falls, changing ice cover, later freeze-up and earlier break-up of rivers and lakes. Key objectives are to: 1) provide new opportunities to bring NASA assets to learners of all ages, 2) enhance Science, Technology, Engineering and Mathematics (STEM) learning and understanding of the Earth system, 3) improve STEM instruction, 4) enhance STEM experience of undergraduate students, and 5) increase participation of groups historically underrepresented in STEM such as Native Americans who are also more vulnerable to climate change impacts. Incorporating issues of local importance with national and global implications, into educational experiences will make learning relevant which may be helpful to communities in developing strategies for adaptation. We intend to use NASA assets (e.g. MODIS snow data, NDVI, Cloudsat, and SMAP data), GLOBE methodologies (classic and new ground observations and measurements) to develop and deliver curriculum materials including culturally responsive learning activities, course/modules, professional development workshops, and educational experiences using best practices in pedagogy such as constructivism, inquiry- and place- based, interdisciplinary and systems approach, and cutting-edge technology to reach a variety of target audiences, while improving STEM education. Audiences include K-12 teachers and their students, home-schooled students, pre-service teachers, undergraduate students, and community members as citizen scientists. Those served will include groups historically under-represented in STEM fields (e.g. Alaska Natives). Learners will be engaged using face-to-face, online, and mobile technologies. Formative and summative assessments as well as outcome-based metrics will be developed to evaluate the success of program efforts. To accomplish objectives and leverage efforts, this project brings together subject matter experts, educational professionals, and practitioners in a teaming arrangement as well as leveraged partnerships that include the GLOBE Program, NASA Langley Education Program, NASA Goddard Space Flight Center, International Arctic Research Institute, School of Education, School of Natural Resources and Extension, Geophysical Institute, Institute of Arctic Biology, University of Alaska Fairbanks, Association of Interior Native Educators, Kenaitze Tribe Environmental Education Program, Urban and Rural School Districts, 4-H Program, Goldstream Group, Inc., National Science Foundation (NSF) Alaska Experimental Program to Stimulate Competitive Research, NSF Bonanza Creek Long Term Ecological Research and the NSF Polar Learning and Responding Climate Change Education Partnership.

The use of drilling by the U.S. Antarctic program

DOE Office of Scientific and Technical Information (OSTI.GOV)

Wade, M.C.; Webb, J.W.; Hedberg, W.H.

1994-08-01

This report on drilling in the Antarctic has been prepared by the U.S. National Science Foundation (NSF) to assist principal investigators and others in complying with the National Environmental Policy Act (NEPA) and the Antarctic Treaty of 1961. Implementing regulations for NEPA are spelled out in 40 CFR 1500-1508. Environmental protection under the Antarctic Treaty is addressed in the Protocol on Environmental Protection to the Antarctic Treaty (hereafter referred to as the Protocol), which was adopted by 26 countries in 1991. In the United States, responsibility for compliance with these requirements rests with the NSF Office of Polar Programs (OPP),more » which manages the U.S. Antarctic Program (USAP). The USAP recognizes the potentially profound impacts that its presence and activities can have on the antarctic environment. In its extensive support of operations and research in Antarctica, the USAP uses all practical means to foster and maintain natural conditions while supporting scientific endeavors in a safe and healthful manner. Reducing human impacts on the antarctic environment is a major goal of the USAP. The USAP`s operating philosophy is based on broad yet reasonable and practical assumptions concerning environmental protection. The USAP maintains three year-round stations on the continent to support scientific research. Research and associated support operations at these stations and camps sometimes involve drilling into ice, soil, or ocean sediments. In order to comply with NEPA and the Protocol, it is necessary for principal investigators and others to assess the environmental effects of drilling. This report has been prepared to assist in this process by describing various drilling technologies currently available for use in Antarctica, generally characterizing the potential environmental impacts associated with these drilling techniques, and identifying possible mitigation measures to reduce impacts.« less

From Start to Finish: Retention of Physics Undergraduates

NASA Astrophysics Data System (ADS)

Hammer, Donna; Uher, Tim

The University of Maryland Physics Department's NSF Scholarships in Science Technology, Engineering and Mathematics (S-STEM) project is a unique program that aims to reduce the attrition of students that occurs in the ``pre-major-to-major'' gap - i.e., students who begin at the university intending to study physics, but do not graduate with a physics degree. To increase the retention of admitted students, the UMD S-STEM program is designed to provide student with financial assistance, a strong sense of community, academic support, and career planning. We will discuss how the program has been integrated into the curriculum and culture of the physics department, and focus on developing key components of the program: a nurturing environment, dedicated mentorship, early research experience, and professional development.

ENVIRONMENTAL TECHNOLOGY VERIFICATION JOINT (NSF-EPA) VERIFICATION STATEMENT AND REPORT PERFORMANCE OF INDUCTION MIXERS FOR DISINFECTION OF WET WEATHER FLOWS, GAS MASTRRR SERIES 32 SUBMERSIBLE CHEMICAL INDUCTION MIXERS

EPA Science Inventory

The Wet-Weather Flow Technologies Pilot of the EPA's Environmental Technology Verification (ETV) Program under a partnership with NSF International has verified the performance of the GAS MASTRRR Series 32 Submersible Chemical Induction Mixers used for disinfection of wet-weather...

Effective Professional Development for Teacher Leaders: Lessons Learned from K-6 Mathematics Teacher Enhancement Program.

ERIC Educational Resources Information Center

Friel, Susan N.; Bright, George W.

The National Science Foundation (NSF) has supported a wide variety of teacher enhancement projects in order to identify and explore strategies that are effective in bringing genuine, long-term teacher change, and, ultimately, long-term systemic change in schools. In November 1994, with funding provided from NSF (Grant Number ESI-9452859), a small,…

Reviews of Data on Science Resources, No. 29. Current and Future Utilization of Scientific and Technical Personnel in Energy-Related Activities.

ERIC Educational Resources Information Center

National Science Foundation, Washington, DC. Div. of Science Resources Studies.

This National Science Foundation (NSF) bulletin summarizes the NSF program of energy manpower studies that assessed the impact of past energy developments and future options for scientific and technical manpower. This document summarizes the utilization of scientific personnel in energy-related activities in private industry in 1975 and shortages…

Planning for the Future of Geo-Cybereducation: Outcomes of the Workshop, Challenges, and Future Directions

NASA Astrophysics Data System (ADS)

Ryan, J. G.; Eriksson, S. C.

2010-12-01

Inspired by the recommendations of the NSF report “Fostering Learning in the Networked World: The Cyberlearning Opportunity and Challenge” (NSF08204), the NSF National STEM Digital Learning program funded “Planning for the Future of Geocybereducation” Workshop sought to bring together leaders from the geoscience education community, from major geoscience research initiatives, and from the growing public- and private-sector geoscience information community. The objectives of the workshop were to begin conversations aimed at identifying best practices and tools for geoscience cyber-education, in the context of both the changing nature of learners and of rapidly evolving geo-information platforms, and to provide guidance to the NSF as to necessary future directions and needs for funding. 65 participants met and interacted live for the two-day workshop, with ongoing post-meeting virtual interactions via a collaborative workspace (www.geocybered.ning.com). Topics addressed included the rapidly changing character of learners, the growing capabilities of geoscience information systems and their affiliated tools, and effective models for collaboration among educators, researchers and geoinformation specialists. Discussions at the meeting focused on the implications of changing learners on the educational process, the challenges for teachers and administrators in keeping pace, and on the challenges of communication among these divergent professional communities. Ongoing virtual discussions and collaborations have produced a draft workshop document, and the workshop conveners are maintaining the workshop site as a venue for ongoing discussion and interaction. Several key challenges were evident from the workshop discussions and subsequent interactions: a) the development of most of the large geoinformatics and geoscience research efforts were not pursued with education as a significant objective, resulting in limited financial support for such activities after the fact; b) the “playing field” of cybertechnologies relevant to geoscience education, research and informatics changes so rapidly that even committed “players” find that staying current is challenging; c) the scholarly languages of geoscience education, geoscience research, and geoinformatics are different, making easy communication about respective needs and constraints surprisingly difficult; and d) the impact of “everyday” cybertechnologies on learner audiences is profound and (so far) not well addressed by educators. Discussions on these issues are ongoing in a number of other venues.

California State University Long Beach: Model for a Terminal Master's Program as a Bridge to PhD

NASA Astrophysics Data System (ADS)

Bill, Andreas; Kenealy, Patrick; Kwon, Chuhee; Papp, Zoltan; Pickett, Galen T.

The department of Physics & Astronomy at California State University Long Beach has redesigned its Master's program in 2008 with the goal to provide a true graduate experience in Physics. The hallmarks of the program are five core graduate courses and a research-based MS thesis. During the last five years, 42% of MS recipients (24 students) were accepted to PhD programs, 41% started private-sector STEM careers, and 17% decided on teaching and other paths. The program doubled in size during that period. In 2013 we also became one of six Bridge Sites and only non-PhD granting institution of the American Physical Society (APS). We will describe the structure of the MS program, its goals and its place in the University degree plan landscape. We will also discuss how the APS Bridge Program has been implemented in our institution and has influenced our MS program. We gratefully acknowledge support from a variety of sources that contributed to establish the MS program, including the APS Bridge Program, individual NSF and Army Research Laboratory Grants.

SEARCH: Study of Environmental Arctic Change--A System-scale, Cross-disciplinary, Long-term Arctic Research Program

NASA Astrophysics Data System (ADS)

Wiggins, H. V.; Schlosser, P.; Fox, S. E.

2009-12-01

The Study of Environmental Arctic Change (SEARCH) is a multi-agency effort to observe, understand, and guide responses to changes in the changing arctic system. Under the SEARCH program, guided by the Science Steering Committee (SSC), the Observing, Understanding, and Responding to Change panels, and the Interagency Program Management Committee (IPMC), scientists with a variety of expertise work together to achieve goals of the program. Over 150 projects and activities contribute to SEARCH implementation. The Observing Change component is underway through the NSF’s Arctic Observing Network (AON), NOAA-sponsored atmospheric and sea ice observations, and other relevant national and international efforts, including the EU-sponsored Developing Arctic Modeling and Observing Capabilities for Long-term Environmental Studies (DAMOCLES) Program. The Understanding Change component of SEARCH consists of modeling and analysis efforts, including the Sea Ice Outlook project, an international effort to provide a community-wide summary of the expected September arctic sea ice minimum. The Understanding Change component also has strong linkages to programs such as the NSF Arctic System Science (ARCSS) Program. The Responding to Change element will be launched through stakeholder-focused research and applications addressing social and economic concerns. As a national program under the International Study of Arctic Change (ISAC), SEARCH is working to expand international connections. The State of the Arctic Conference (soa.arcus.org), to be held 16-19 March 2010 in Miami, will be a milestone activity of SEARCH and will provide an international forum for discussion of future research directions aimed toward a better understanding of the arctic system and its trajectory. SEARCH is sponsored by eight U.S. agencies that comprise the IPMC, including: the National Science Foundation (NSF), the National Oceanic and Atmospheric Administration (NOAA), the National Aeronautics and Space Administration (NASA), the Department of Defense (DOD), the Department of Energy (DOE), the Department of the Interior (DOI), the Smithsonian Institution, and the U.S. Department of Agriculture (USDA). The U.S. Arctic Research Commission (USARC) participates as an IPMC observer. For more information, visit the website at: http://www.arcus.org/search or contact: Helen V. Wiggins: helen@arcus.org, SEARCH Project Office, ARCUS; or Peter Schlosser, schlosser@ldeo.columbia.edu, SEARCH SSC Chair.

Ocean FEST (Families Exploring Science Together)

NASA Astrophysics Data System (ADS)

Bruno, B. C.; Wiener, C. S.

2009-12-01

Ocean FEST (Families Exploring Science Together) exposes families to cutting-edge ocean science research and technology in a fun, engaging way. Research has shown that family involvement in science education adds significant value to the experience. Our overarching goal is to attract underrepresented students (including Native Hawaiians, Pacific Islanders and girls) to geoscience careers. A second goal is to communicate to diverse audiences that geoscience is directly relevant and applicable to their lives, and critical in solving challenges related to global climate change. Ocean FEST engages elementary school students, parents, teachers, and administrators in family science nights based on a proven model developed by Art and Rene Kimura of the Hawaii Space Grant Consortium. Our content focuses on the role of the oceans in climate change, and is based on the transformative research of the NSF Center for Microbial Oceanography: Research and Education (C-MORE) and the Hawaii Institute of Marine Biology (HIMB). Through Ocean FEST, underrepresented students and their parents and teachers learn about new knowledge being generated at Hawaii’s world-renowned ocean research institutes. In the process, they learn about fundamental geoscience concepts and career opportunities. This project is aligned with C-MORE’s goal of increasing the number of underrepresented students pursuing careers in the ocean and earth sciences, and related disciplines. Following a successful round of pilot events at elementary schools on Oahu, funding was obtained through NSF Opportunities for Enhancing Diversity in the Geosciences to implement a three-year program at minority-serving elementary schools in Hawaii. Deliverables include 20 Ocean FEST events per year (each preceded by teacher professional development training), a standards-based program that will be disseminated locally and nationally, three workshops to train educators in program delivery, and an Ocean FEST science kit. In addition, we are currently conducting a series of pilot events at the middle school level at underserved schools at neighbor islands, funded through the Hawaii Innovation Initiative (Act 111). Themes addressed include community outreach, capacity building, teacher preparation, and use of technology.

U.S. Geological Survey Global Seismographic Network - Five-Year Plan 2006-2010

USGS Publications Warehouse

Leith, William S.; Gee, Lind S.; Hutt, Charles R.

2009-01-01

The Global Seismographic Network provides data for earthquake alerting, tsunami warning, nuclear treaty verification, and Earth science research. The system consists of nearly 150 permanent digital stations, distributed across the globe, connected by a modern telecommunications network. It serves as a multi-use scientific facility and societal resource for monitoring, research, and education, by providing nearly uniform, worldwide monitoring of the Earth. The network was developed and is operated through a partnership among the National Science Foundation (http://www.nsf.gov), the Incorporated Research Institutions for Seismology (http://www.iris.edu/hq/programs/gsn), and the U.S. Geological Survey (http://earthquake.usgs.gov/gsn).

Center for Alternative Fuels Research Program | College of Engineering &

Science.gov Websites

Applied Science A B C D E F G H I J K L M N O P Q R S T U V W X Y Z D2L PAWS Email My UW Visit Apply Give to UWM Jobs D2L PAWS Email My UW-System University of Wisconsin-Milwaukee College Olympiad Girls Who Code Club FIRST Tech Challenge NSF I-Corps Site of Southeastern Wisconsin UW-Milwaukee

The National Nanotechnology Initiative: Research and Development Leading to a Revolution in Technology and Industry. Supplement to the President’s FY 2010 Budget

DTIC Science & Technology

2009-05-01

both space and terrestrial (defense, automotive , computer, etc.) uses . NSF, EPA: These agencies funded the second Center for Environmental...performance of nanomaterials in commercial products within widely different industries , including aerospace, automotive , chemical, food, forest products...each of its nanotechnology R&D programs in order to foster a rapid transition from R&D to agency/ industry dual- use . Industry partners have included

Queries and Views of Programs Using a Relational Database System

DTIC Science & Technology

1983-12-01

look different but you have changed. I’m looking through you, you’re not the same! - from the song I’m looking through you by the Beatles Seeing...Berkeley, CA 94720 December 1983 Submitted in partial satisfaction of the requirements for the degree of Doctor of Philosophy in Computer Science...in the Graduate Division of the University of California, Berkeley. Copyright© 1983 by Mark A. Linton Research supported by NSF grant MCS-8010686

Increasing Access for Economically Disadvantaged Students: The NSF/CSEM & S-STEM Programs at Louisiana State University

NASA Astrophysics Data System (ADS)

Wilson, Zakiya S.; Iyengar, Sitharama S.; Pang, Su-Seng; Warner, Isiah M.; Luces, Candace A.

2012-10-01

Increasing college degree attainment for students from disadvantaged backgrounds is a prominent component of numerous state and federal legislation focused on higher education. In 1999, the National Science Foundation (NSF) instituted the "Computer Science, Engineering, and Mathematics Scholarships" (CSEMS) program; this initiative was designed to provide greater access and support to academically talented students from economically disadvantaged backgrounds. Originally intended to provide financial support to lower income students, this NSF program also advocated that additional professional development and advising would be strategies to increase undergraduate persistence to graduation. This innovative program for economically disadvantaged students was extended in 2004 to include students from other disciplines including the physical and life sciences as well as the technology fields, and the new name of the program was Scholarships for Science, Technology, Engineering and Mathematics (S-STEM). The implementation of these two programs in Louisiana State University (LSU) has shown significant and measurable success since 2000, making LSU a Model University in providing support to economically disadvantaged students within the STEM disciplines. The achievement of these programs is evidenced by the graduation rates of its participants. This report provides details on the educational model employed through the CSEMS/S-STEM projects at LSU and provides a path to success for increasing student retention rates in STEM disciplines. While the LSU's experience is presented as a case study, the potential relevance of this innovative mentoring program in conjunction with the financial support system is discussed in detail.

A Year-Long Research Experience Program in Solar and Atmospheric Physics at the Queensborough Community College of the City University of New York (CUNY)

NASA Astrophysics Data System (ADS)

Damas, M. C.; Cheung, T. D.; Ngwira, C.; Mohamed, A.; Knipp, D. J.; Johnson, L. P.; Zheng, Y.; Paglione, T.

2015-12-01

The Queensborough Community College (QCC) of the City University of New York (CUNY), a Hispanic and minority-serving institution, is the recipient of a 2-year NSF EAGER (Early Concept Grants for Exploratory Research) grant to design and implement a high-impact practice integrated research and education program in solar and atmospheric physics. Through a strong collaboration with CUNY/City College of New York and NASA Goddard Space Flight Center's Community Coordinated Modeling Center (CCMC), the project engages underrepresented community college students in geosciences-related STEM fields through a year-long research experience with two components: 1) during the academic year, students are enrolled in a course-based introductory research (CURE) where they conduct research on real-world problems; and 2) during the summer, students are placed in research internships at partner institutions. We will present the results of the first year-long research experience, including successes and challenges.

Prospective faculty developing understanding of teaching and learning processes in science

NASA Astrophysics Data System (ADS)

Pareja, Jose I.

Historically, teaching has been considered a burden by many academics at institutions of higher education, particularly research scientists. Furthermore, university faculty and prospective faculty often have limited exposure to issues associated with effective teaching and learning. As a result, a series of ineffective teaching and learning strategies are pervasive in university classrooms. This exploratory case study focuses on four biology graduate teaching fellows (BGF) who participated in a National Science Foundation (NSF) GK-12 Program. Such programs were introduced by NSF to enhance the preparation of prospective faculty for their future professional responsibilities. In this particular program, BGF were paired with high school biology teachers (pedagogical mentors) for at least one year. During this yearlong partnership, BGF were involved in a series of activities related to teaching and learning ranging from classroom teaching, tutoring, lesson planning, grading, to participating in professional development conferences and reflecting upon their practices. The purpose of this study was to examine the changes in BGF understanding of teaching and learning processes in science as a function of their pedagogical content knowledge (PCK). In addition, the potential transfer of this knowledge between high school and higher education contexts was investigated. The findings of this study suggest that understanding of teaching and learning processes in science by the BGF changed. Specific aspects of the BGF involvement in the program (such as classroom observations, practice teaching, communicating with mentors, and reflecting upon one's practice) contributed to PCK development. In fact, there is evidence to suggest that constant reflection is critical in the process of change. Concurrently, BGFs enhanced understanding of science teaching and learning processes may be transferable from the high school context to the university context. Future research studies should be designed to explore explicitly this transfer phenomenon.

Global nanotechnology development from 1991 to 2012: patents, scientific publications, and effect of NSF funding

NASA Astrophysics Data System (ADS)

Chen, Hsinchun; Roco, Mihail C.; Son, Jaebong; Jiang, Shan; Larson, Catherine A.; Gao, Qiang

2013-09-01

In a relatively short interval for an emerging technology, nanotechnology has made a significant economic impact in numerous sectors including semiconductor manufacturing, catalysts, medicine, agriculture, and energy production. A part of the United States (US) government investment in basic research has been realized in the last two decades through the National Science Foundation (NSF), beginning with the nanoparticle research initiative in 1991 and continuing with support from the National Nanotechnology Initiative after fiscal year 2001. This paper has two main goals: (a) present a longitudinal analysis of the global nanotechnology development as reflected in the United States Patent and Trade Office (USPTO) patents and Web of Science (WoS) publications in nanoscale science and engineering (NSE) for the interval 1991-2012; and (b) identify the effect of basic research funded by NSF on both indicators. The interval has been separated into three parts for comparison purposes: 1991-2000, 2001-2010, and 2011-2012. The global trends of patents and scientific publications are presented. Bibliometric analysis, topic analysis, and citation network analysis methods are used to rank countries, institutions, technology subfields, and inventors contributing to nanotechnology development. We then, examined how these entities were affected by NSF funding and how they evolved over the past two decades. Results show that dedicated NSF funding used to support nanotechnology R&D was followed by an increased number of relevant patents and scientific publications, a greater diversity of technology topics, and a significant increase of citations. The NSF played important roles in the inventor community and served as a major contributor to numerous nanotechnology subfields.

Proceedings of the 25th Himalaya-Karakoram-Tibet Workshop

USGS Publications Warehouse

Leech, Mary L.; Klemperer, Simon L.; Mooney, Walter D.

2010-01-01

For a quarter of a century the Himalayan-Karakoram-Tibet (HKT) Workshop has provided scientists studying the India-Asia collision system a wonderful opportunity for workshop-style discussion with colleagues working in this region. In 2010, HKT returns to North America for the first time since 1996. The 25th international workshop is held from June 7 to10 at San Francisco State University, California. The international community was invited to contribute scientific papers to the workshop, on all aspects of geoscience research in the geographic area of the Tibetan Plateau and its bounding ranges and basins, from basic mapping to geochemical and isotopic analyses to large-scale geophysical imaging experiments. In recognition of the involvement of U.S. Geological Survey (USGS) scientists in a wide range of these activities, the USGS agreed to publish the extended abstracts of the numerous components of HKT-25 as an online Open-File Report, thereby ensuring the wide availability and distribution of these abstracts, particularly in the HKT countries from which many active workers are precluded by cost from attending international meetings. In addition to the workshop characterized by contributed presentations, participants were invited to attend a pre-meeting field trip from the Coast Ranges to the Sierra Nevada, to allow the international group to consider how the tectonic elements of the Pacific margin compare to those of the Himalayan belt. Following the workshop, the National Science Foundation (NSF) sponsored a workshop on the 'Future directions for NSF-sponsored geoscience research in the Himalaya/Tibet' intended to provide NSF Program Directors with a clear statement and vision of community goals for the future, including the scientific progress we can expect if NSF continues its support of projects in this geographic region, and to identify which key geoscience problems and processes are best addressed in the Himalaya and Tibet, what key datasets are needed, and how NSF can best support the evolving need for interdisciplinary investigations. This workshop also has clear societal relevance. Recent earthquakes have brought international attention to active tectonics and earthquake hazards in the HKT region. Prominent examples include the Mw 7.8 Kokoxili (Qinghai, China) earthquake of 2001, the Mw 7.6 Kashmir (Pakistan) earthquake of 2005, the Mw 7.9 Wenchuan (Sichuan, China) earthquake of 2008, and this year the Mw 6.9 Yushu (Qinghai, China) earthquake. Geological and geophysical field work conducted both before these earthquakes, as well as in response to them, has helped to define the active faults and regional tectonics in the HKT region. The research presented at this workshop provides the framework necessary for improved seismic hazard assessments in this region. The organizers gratefully acknowledge the support of NSF's Continental Dynamics Program and its Office of International Science and Engineering, through award EAR-0965796. We thank San Francisco State University's Sheldon Axler, Dean of the College of Science and Engineering, and Toby Garfield, Director of the Romberg Tiburon Center, for use of their conference facilities; and the Department of Geosciences, particularly Deb Shulman and Miriam Knof, for administrative support. The California Academy of Sciences generously hosted a reception for visiting delegates, and Brad Ritts (Chevron Exploration Technology Company), Todd Greene (California State University, Chico) and John Shervais (Utah State University) together co-led the pre-conference field trip. Technical editing of this volume was led by Roxanne Renedo (U.S. Geological Survey) with assistance from Margaret Milia (Stanford University). We are grateful to the U.S. Geological Survey (USGS) Earthquake Hazards Program and the USGS Menlo Park (California) Publishing Service Center for making this online report possible.

Alignment and Calibration of an Airborne Infrared Spectrometer

NASA Astrophysics Data System (ADS)

Vira, A.

2017-12-01

The airborne infrared spectrometer (AIR-Spec) will measure the coronal plasma emission lines in the infrared at high spatial and spectral resolution. These results will enhance our understanding of the coronal dynamics and improve solar forecasting models. To measure the infrared coronal emission lines, the airborne system will fly on the NSF/NCAR High-Performance Instrumented Airborne Platform for Environmental Research (HIAPER) during the total solar eclipse in August 2017. The flight path was calculated to maximize the observation time. A detailed analysis of our flight path will be reported. The optical system consists of a fast steering mirror, telescope, grating spectrometer, and slit-jaw imager. Light from the sun is directed into the f/15 telescope by a fast steering mirror. The telescope focuses the light on the slitjaw and the remaining light enters the grating spectrometer through the slit. The poster will include a discussion of the alignment procedures for the telescope and spectrograph. All of the spectrometer optics are cooled to cryogenic temperatures, which complicates the alignment process. After the telescope and spectrometer are aligned independently, the telescope needs to be precisely aligned to the spectrometer. Several alignment methods were used to ensure that the telescope is focused at the slitjaw and normal to the spectrometer. In addition to the optical alignment, there are a few calibrations to complete: 1) flat field, 2) spectral, and 3) radiometric. The flat field gives us a measure of the pixel to pixel variations. The spectral calibration is used to determine the conversion factor between wavelength and pixel. The radiometric calibration is used to map the camera output to radiance. All these calibrations are necessary for processing our data from the solar eclipse. We will report on our methods and results for the optical alignment and calibration for AIR-Spec. AIR-Spec is supported by NSF and Smithsonian Institution through the Major Research Instrumentation program. This work is supported by the NSF-REU solar physics program at SAO, grant number AGS-1560313.

Short-term, informal, and low-stakes scientific laboratory and field experiences improve STEM student retention and academic success

NASA Astrophysics Data System (ADS)

Hintz, C.; Pride, C. J.; Cox, T.

2017-12-01

Formal internship experiences strongly improve student success in the STEM fields. Classical programs like NSF's Research Experiences for Undergraduates are highly successful for traditional and non-traditional students. Moreover when early undergraduate and at-risk (e.g., low income, academically-challenged) students engage in these experiences, their career paths are re-enforced or changed, academic progress and retention improves, and they are encouraged to continue into graduate school. Students build connections to their course-based learning and experience the life of a working scientist. However, NSF formal experiences are relatively expensive to provide (>5000 per student per experience) and are available to fewer than 5% of geoscience majors each year. Although other funded formal internship opportunities exist, they are likely available to no more than 10% of total enrolled geoscience students. These high-quality programs cannot impact enough early undergraduate students to encourage their remaining in science and improve the current overall retention and graduation rates in the US. Savannah State University faculty successfully completed multiple grants funding low-stakes undergraduate field-science experiences. These short-term (semester to year), part-time (5-10h/week) experiences provide similar classroom-to-real-world science connections, offer students direct laboratory and field experiences, build skill sets, and provide a small source of revenue assisting financially-challenged students to stay on campus rather than seeking off-campus employment. For a much lower investment in time and grant resources (500-1500 per student per experience), participant graduation rates exceeded 80%, well above the university 27-34% graduation rate during the same time period. Relatively small infusions of research dollars targeting undergraduate experiences in the field and laboratory could significantly impact long-term student outcomes in STEM disciplines. These findings supported by NSF OCE-1460457, OCE-1156525, GEO-0914680; ONR N00014-12-1-0969.

Industrial Funding of Academic R&D Continues to Decline in FY 2004. Info Brief. NSF 06-315

ERIC Educational Resources Information Center

Britt, Ronda

2006-01-01

Industrial funding for research and development in academic science and engineering (S&E) dropped by 2.6 percent in FY 2004, the third consecutive year of declining support from this sector, according to data from the National Science Foundation (NSF) Survey of Research and Development Expenditures at Universities and Colleges (table 1). The…

Geoscience Digital Data Resource and Repository Service

NASA Astrophysics Data System (ADS)

Mayernik, M. S.; Schuster, D.; Hou, C. Y.

2017-12-01

The open availability and wide accessibility of digital data sets is becoming the norm for geoscience research. The National Science Foundation (NSF) instituted a data management planning requirement in 2011, and many scientific publishers, including the American Geophysical Union and the American Meteorological Society, have recently implemented data archiving and citation policies. Many disciplinary data facilities exist around the community to provide a high level of technical support and expertise for archiving data of particular kinds, or for particular projects. However, a significant number of geoscience research projects do not have the same level of data facility support due to a combination of several factors, including the research project's size, funding limitations, or topic scope that does not have a clear facility match. These projects typically manage data on an ad hoc basis without limited long-term management and preservation procedures. The NSF is supporting a workshop to be held in Summer of 2018 to develop requirements and expectations for a Geoscience Digital Data Resource and Repository Service (GeoDaRRS). The vision for the prospective GeoDaRRS is to complement existing NSF-funded data facilities by providing: 1) data management planning support resources for the general community, and 2) repository services for researchers who have data that do not fit in any existing repository. Functionally, the GeoDaRRS would support NSF-funded researchers in meeting data archiving requirements set by the NSF and publishers for geosciences, thereby ensuring the availability of digital data for use and reuse in scientific research going forward. This presentation will engage the AGU community in discussion about the needs for a new digital data repository service, specifically to inform the forthcoming GeoDaRRS workshop.

Recipients of major scientific awards: A descriptive and predictive analysis

NASA Astrophysics Data System (ADS)

Barbee, Andrew Calvin

Recent trends demonstrate an increase of women in leadership roles, STEM fields, and participating in higher education including graduate and doctoral programs, which is a result of Title IX. This quantitative study considered major scientific awards awarded to females and examines demographic characteristics of awardees from the Nobel, National Academy of Sciences (NAS), and National Science Foundation (NSF). More specifically, the following awards were examined the Nobel Prize in Chemistry, the NAS Public Welfare Medal, and the NSF National Medal of Science within the discipline of Physical Science. Also, this study focused on equality to determine if a fair playing field and equal opportunity for women in academics has improved since Title IX. A limited amount of research has explored female award recipients. Specifically, existing research, has not examined the pinnacle of academic performance in the form of national and international awards. In the present study, I posed research questions relating to demographic characteristics of award recipients from the Nobel, NAS, and NSF between 1975 and 2015. Additionally, I examined if sex and age of the awardees could predict early career award obtainment. Through the frame of Social cognitive theory (Bandura, 1986, 1997, and 2005) I considered how perceptions of gender roles are a product of influence by society and the possible connection to performance. Results indicated a limited number of females have received these scientific awards and the awardees age could predict receiving an award early in their career. Additionally, the study provided insight into the progression of Title IX within the context of athletics and academics. It addressed the incremental and systematic increase in academics for women at high school, college, career, and scientific awards. Perhaps most importantly, it identified an observed pattern for female science award recipients reaching a critical mass and a tipping point.

Excellence in Physics Education Award Talk: Revitalizing Introductory Physics at Community Colleges and More

NASA Astrophysics Data System (ADS)

Hieggelke, Curtis

2009-05-01

This project started because many community college physics instructors wanted to improve the learning and understanding of their students in physics. However, these teachers, at that time, were isolated from many of the emerging developments in physics education research and computer technology such as MBL (microcomputer based laboratories). While there were some opportunities within the American Association of Physics Teachers to learn about recent educational developments, there was nothing targeted directly to the unique needs of the two-year college physics community; nor did many of the curriculum developers have much knowledge about this group. The initial goal of this project was to design and provide hands-on workshops to introduce new computer technology, software, curricular materials and approaches arising from physics education research to community college physics teachers. They would then have the background to decide if these new ideas were worthy of adoption and feasible at their institutions. NSF's Division of Undergraduate Education supported these workshop efforts by funding seven different grants from three different programs. These grants have led to 61 workshops with 52 workshop leaders, which were held at 23 community colleges in 14 states for over 1300 participants. This presentation will provide more details about these workshops, and about the subsequent development of the Conceptual Survey on Electricity and Magnetism, and a book on Ranking Tasks edited by us, but written by many participants in the early workshops. In addition, grants were received from NSF for the acquisition and development of computer lab technology that was later featured in some of the workshops. Finally, three NSF grants were received for the development of new educational materials called TIPERs (Tasks Inspired by Physics Education Research) that will be described.

The START Collaboratory: Broadening Participation in Astronomy Research

NASA Astrophysics Data System (ADS)

Pennypacker, C. R.; Raddick, M. J.; Greenberg, G. J.; Hoette, V.; Meredith, K.

2005-12-01

The START Collaboratory is a three-year, NSF-funded project to create a Web-based national astronomy research collaboratory for high school students that will bring authentic scientific research to classrooms across the country. The project brings together the resources and experience of Hands-On Universe at the University of California at Berkeley, the Sloan Digital Sky Survey / National Virtual Observatory at Johns Hopkins University and the Northwestern University Collaboratory Project. START Collaboratory documents enable students to create, share and discuss Web-based astronomy research notebooks and research reports. These documents include seamless access to gigabytes of searchable data from the SDSS and the NVO. The START Collaboratory also supports observation requests to a "Telescope Request Broker" that automatically coordinates access to telescopes around the world, and a Web Visualization Tool for visualization and measurement of FITS files from professional observatories or user observations. The project has developed a set of research scenarios that use real astronomical problems to introduce students to the resources and tools available through the START Collaboratory. These scenarios also introduce a model for network-based collaboration that engages students, teachers and professional scientists. Great attention has been paid to ensuring that the research scenarios result in accurate and authentic research products that are of real interest to working astronomers. With the START Collaboratory, students will study science by doing science, generating useful scientific results just as professional astronomers do. As the third and last year of the project finalizes integrating tools and resources, an NSF-funded two-year CI-TEAM project with the Adler Planetarium will begin to create a professional development program for high school teachers interested in learning how to use the START Collaboratory to engage their students in astrophysical research. Through this program, we will begin to implement the tools and research scenarios that we have designed.

Modern Process Studies in Kongsfjord, Svalbard: Arctic Geoscience Research Experience for U.S. Undergraduates (Svalbard REU)

NASA Astrophysics Data System (ADS)

Powell, R. D.; Brigham-Grette, J.

2011-12-01

The Svalbard REU (Research Experience for Undergraduates) program focuses on understanding how high latitude glaciers, meltwater streams, and sedimentation in lakes and fjords respond to changing climate. Since summer of 2004, six under-graduate students have been selected to participate in the summer field program. Students work on individual projects and in close conjunction with faculty advisors and other student researchers. They formulate their own research questions, develop their project, and complete their field research during a five-week program on Svalbard, Norway. Following the summer program, students complete their projects at their home institution during the following academic year as a senior thesis. A spring symposium brings all participants back together again with their final results. The most recent field season was completed in Kongsfjord (79N) showing that the contemporary studies of tidewater glacier margins provide an unparalleled opportunity for introducing motivated third year undergraduate students to the challenges and rewards of polar geoscientific field research. Rates of rapid change in this high-latitude Arctic environment emphasize the complexity of the Earth System at the interface of the ocean, atmosphere and cryosphere. Given background information in glacial and marine geology, glaciology, hydrology, climatology and fjord oceanography not routinely offered in undergraduate curricula, students develop the science questions to be addressed and establish a field plan for instrumentation and sampling. Working together in small boats in one of the most challenging natural environments, the students expand their leadership skills, learn the value of teamwork and collaborative data sharing while maintaining a strong sense of ownership over their individual science projects. The rigors of studying an actively calving tidewater glacier also builds on their outdoor skills, especially when it is necessary to improvise and become resourceful due to instrumentation failures or weather-related delays. Self-confidence and problem solving skills emerge from both field and laboratory research operations when students draw upon and expand their base of practical knowledge via trial and error. Logistical facilities in Ny Alesund offer an international experience with opportunities for dialog with scientists of a wide variety of disciplines working at research stations representing more than 12 different European and Asian countries. The program is funded by the NSF's Office of Polar Programs and has close ties and collaboration with the Norwegian University in Svalbard (UNIS) and Norsk Polar Institute scientists. NSF also funds a science teacher as a PolarTREC participant.

Localization Protection and Symmetry Breaking in One-dimensional Potts Chains

NASA Astrophysics Data System (ADS)

Friedman, Aaron; Vasseur, Romain; Potter, Andrew; Parameswaran, Siddharth

Recent work on the 3-state Potts and Z3 clock models has demonstrated that their ordered phases are connected by duality to a phase that hosts topologically protected parafermionic zero modes at the system's boundary. The analogy with Kitaev's example of the one-dimensional Majorana chain (similarly related by duality to the Ising model) suggests that such zero modes may also be stabilized in highly excited states by many-body localization (MBL). However, the Potts model has a non-Abelian S3 symmetry believed to be incompatible with MBL; hence any MBL state must spontaneously break this symmetry, either completely or into one of its abelian subgroups (Z2 or Z3), with the topological phase corresponding to broken Z3 symmetry. We therefore study the excited state phase structure of random three-state Potts and clock models in one dimension using exact diagonalization and real-space renormalization group techniques. We also investigate the interesting possibility of a direct excited-state transition between MBL phases that break either Z3 or Z2 symmetry, forbidden within Landau theory. NSF DGE-1321846 (AJF), NSF DMR-1455366 and President's Research Catalyst Award No. CA-15-327861 from the University of California Office of the President (SAP), LDRD Program of LBNL (RV), NSF PHY11-25915 at the KITP (AJF, RV, SAP).

Spike frequency adaptation is a possible mechanism for control of attractor preference in auto-associative neural networks

NASA Astrophysics Data System (ADS)

Roach, James; Sander, Leonard; Zochowski, Michal

Auto-associative memory is the ability to retrieve a pattern from a small fraction of the pattern and is an important function of neural networks. Within this context, memories that are stored within the synaptic strengths of networks act as dynamical attractors for network firing patterns. In networks with many encoded memories, some attractors will be stronger than others. This presents the problem of how networks switch between attractors depending on the situation. We suggest that regulation of neuronal spike-frequency adaptation (SFA) provides a universal mechanism for network-wide attractor selectivity. Here we demonstrate in a Hopfield type attractor network that neurons minimal SFA will reliably activate in the pattern corresponding to a local attractor and that a moderate increase in SFA leads to the network to converge to the strongest attractor state. Furthermore, we show that on long time scales SFA allows for temporal sequences of activation to emerge. Finally, using a model of cholinergic modulation within the cortex we argue that dynamic regulation of attractor preference by SFA could be critical for the role of acetylcholine in attention or for arousal states in general. This work was supported by: NSF Graduate Research Fellowship Program under Grant No. DGE 1256260 (JPR), NSF CMMI 1029388 (MRZ) and NSF PoLS 1058034 (MRZ & LMS).

STEM on the radio

NASA Astrophysics Data System (ADS)

Showstack, Randy

2011-10-01

Looking for an Internet radio station focusing on programing about science, technology, engineering, and math (STEM)? The U.S. National Science Foundation (NSF) announced on 26 September the launch of Science360 Radio, which it says is the first Internet radio stream dedicated to STEM programing. Science360 includes more than 100 radio shows and podcasts that are available on the Web as well as on iPhone and Android devices. The shows originate from a variety of sources, including NSF, other U.S. government agencies, science organizations, universities, and media outlets. For more information, see http://science360.gov/files/.

Graduate Enrollment in Science and Engineering Grew Substantially in the Past Decade but Slowed in 2010. InfoBrief. NSF 12-317

ERIC Educational Resources Information Center

Kang, Kelly

2012-01-01

Approximately 632,700 graduate students were enrolled in science, engineering, and health (SEH) programs in the United States as of fall 2010, a 30% increase from approximately 493,300 students in 2000, according to the National Science Foundation's (NSF's) Survey of Graduate Students and Postdoctorates in Science and Engineering (GSS). The growth…

Vertical Temperature Simulation of Pegasus Runway, McMurdo Station, Antarctica

DTIC Science & Technology

2015-01-01

Report Approved for public release; distribution is unlimited. Prepared for National Science Foundation , Division of Polar Programs, Antarctic...45 ERDC/CRREL TR-15-2 vii Preface This study was conducted for the National Science Foundation (NSF), Di- vision of Polar...Development Center GPR Ground-Penetrating Radar MIS McMurdo Ice Self NSF National Science Foundation PIR Precision Infrared Radiometer PLR Division of

ENVIRONMENTAL TECHNOLOGY VERIFICATION REPORT - ON-SITE GENERATION OF SODIUM HYPOCHLORITE CLORTEC, DIVISION OF CAPITAL CONTROLS, CLORTEC MODEL MC100 - NSF 00/16/EPADW395

EPA Science Inventory

THE EPA and NSF verified the performance of the ClorTec Model MC100 System under the EPA's ETV program. The concentrated hypochlorite generator stream from the treatment system underwent a twice-daily analysis from 3/8-4/6/00. The chlorine analyses were conducted onsite in United...

ENVIRONMENTAL TECHNOLOGY VERIFICATION JOINT (NSF-EPA) VERIFICATION STATEMENT AND REPORT, PERFORMANCE OF INDUCTION MIXERS FOR DISINFECTION OF WET WEATHER FLOWS, US FILTER/STRANCO PRODUCTS WATER CHAMP R F SERIES CHEMICAL INDUCTION SYSTEM

EPA Science Inventory

The Wet-Weather Flow Technologies Pilot of the EPA's Technology Verification (ETV) Program under a partnership with NSF International has verified the performawnce of the USFilter/Stranco Products chemical induction mixer used for disinfection of wet-weather flows. The USFilter t...

A Legacy of Leadership and Lessons Learned: Results from the Rural Systemic Initiatives for Improving Mathematics and Science Education

ERIC Educational Resources Information Center

Harmon, Hobart L.; Smith, Keith

2007-01-01

This report pays tribute to the National Science Foundation's (NSF) Rural Systemic Initiatives (RSIs), an investment of more than $140 million to improve mathematics and science education in some of rural America's most impoverished communities. The report illustrates the impact of NSF's RSI program on a national scale. Each RSI planned a project…

Differential Experiences of Women and Minority Engineering Students in a Cooperative Education Program

NASA Astrophysics Data System (ADS)

Fifolt, Matthew M.; Abbott, Gypsy

Although slight gains have been made in attracting women and minority students to the field of engineering, the differences are not great enough to meet current economic demands [National Academy of Sciences (2007). Rising above the gathering storm: Energizing and employing America for a brighter economic future, Washington, DC: National Academies Press]. Therefore, it has become imperative that colleges and universities increase efforts to both recruit and retain these students who express interest in the STEM fields [National Science Foundation (2006), Women, minorities, and persons with disabilities in science and engineering, NSF 4-311, Arlington, VA: NSF]. In engineering, one promising venue for students to gain professional experience as part of their undergraduate training is through cooperative education (co-op). However, there is a dearth of information in the research literature regarding how co-op programs can be structured to address the needs of diverse students. There is consensus, however, about one aspect of addressing the needs of diverse students, namely, mentoring and role models are key strategies for success. In this study, a mixed methods design was used to examine students' perceptions of mentoring in a cooperative education program in a southeastern university. Using Noe's [Noe, R. (1988). An investigation of the determinants of successful assigned mentoring relationships. Personnel Psychology, 1, 457-479] mentoring functions scales, which described psychosocial and career-related support, research findings indicated a statistically significant difference between gender and the psychosocial aspect of mentoring. Analysis of the qualitative data further confirmed differences in cooperative education experiences with respect to both gender and ethnicity.

Master's Degree Programs for the Preparation of Secondary Earth Science Teachers.

ERIC Educational Resources Information Center

Passero, Richard Nicholas

Investigated were master's degree programs for the preparation of secondary school earth science teachers. Programs studied were classified as: (1) noninstitute college programs, and (2) National Science Foundation (NSF) institute programs. A total of 289 students enrolled in noninstitute programs contributed data by personal visits and…

The ASM-NSF Biology Scholars Program: An Evidence-Based Model for Faculty Development.

PubMed

Chang, Amy L; Pribbenow, Christine M

2016-05-01

The American Society for Microbiology (ASM) established its ASM-NSF (National Science Foundation) Biology Scholars Program (BSP) to promote undergraduate education reform by 1) supporting biologists to implement evidence-based teaching practices, 2) engaging life science professional societies to facilitate biologists' leadership in scholarly teaching within the discipline, and 3) participating in a teaching community that fosters disciplinary-level science, technology, engineering, and mathematics (STEM) reform. Since 2005, the program has utilized year-long residency training to provide a continuum of learning and practice centered on principles from the scholarship of teaching and learning (SoTL) to more than 270 participants ("scholars") from biology and multiple other disciplines. Additionally, the program has recruited 11 life science professional societies to support faculty development in SoTL and discipline-based education research (DBER). To identify the BSP's long-term outcomes and impacts, ASM engaged an external evaluator to conduct a study of the program's 2010-2014 scholars (n = 127) and society partners. The study methods included online surveys, focus groups, participant observation, and analysis of various documents. Study participants indicate that the program achieved its proposed goals relative to scholarship, professional society impact, leadership, community, and faculty professional development. Although participants also identified barriers that hindered elements of their BSP participation, findings suggest that the program was essential to their development as faculty and provides evidence of the BSP as a model for other societies seeking to advance undergraduate science education reform. The BSP is the longest-standing faculty development program sponsored by a collective group of life science societies. This collaboration promotes success across a fragmented system of more than 80 societies representing the life sciences and helps catalyze biology education reform efforts.

My Teacher got a Trip to Kitt Peak Observatory, but all I got was This Lousy Data CD: Lessons Learned in Optimizing a Teacher Professional Development Program for Solar Research

NASA Astrophysics Data System (ADS)

Walker, C. E.; Hill, F.; Plymate, C.

2005-12-01

The solar project in "Teacher Leaders in Research-Based Science Education" program provides the opportunity for teachers to study the Sun with the world's largest solar telescope. This exciting program is designed for middle and high school science teachers with more than 5 years experience teaching science. Funded by a National Science Foundation (NSF) Teacher Retention and Renewal grant, teachers learn how to acquire astronomy data and support their students in conducting authentic astronomy research projects. In addition, the program enhances their skills as leaders and mentors for those science teachers new to the profession. The TLRBSE program includes: 1) A 14-week online distance learning program with an emphasis on spectroscopy and data imaging; 2) A 2-week in-residence workshop at the National Optical Astronomy Observatory in Tucson, including several nights of research observing at a world-class observatory; 3) A program of ongoing mentoring support for beginning teachers; and 4) Partial funding to attend a national NSTA meeting with the mentees; 5) A journal to publish student and teacher research results and 6) Access to ongoing research, via further observing runs or archival data. Various factors have played a part in the evolution of the solar project. It began as an activity that used sunspots to measure the solar rotation rate. Then it progressed to a comparison of active regions (e.g., the areas of sunspots) at various wavelengths, to measuring the splitting of infrared spectral lines due to strong magnetic fields in active regions, and to measuring the amount of polarization due to weak magnetic fields. Challenges were presented as the project evolved from an activity to a hands-on observing experience fully reflecting the scientific research process. Some of the issues and trade-offs we will discuss are hands-on observing experience vs. remote observing, archival data retrieval vs. talking data, and more vs. less scientific assistance in the project. Group dynamics among the teachers also played a significant role in determining the cohort's success in research. The move to accommodate a minimum in the solar cycle dictated a change in the scientific program. Cross-platform issues arose as the software reduction and analysis became more sophisticated. Future instrumentation and telescopes offered further changes in scientific goals. Factors beyond the preparation of the course and observing material, training of the teachers, maintaining the program and on-going support of the teachers will also be discussed. These aspects of the solar project will be highlighted as we continue to morph into an improved version of the project. The TLRBSE Program is funded by the National Science Foundation under ESI 0101982, funded through the AURA/NSF Cooperative Agreement AST-9613615. NOAO is operated by the Association of Universities for Research in Astronomy (AURA), Inc. under cooperative agreement with the National Science Foundation.

U.S. Geological Survey Scientific Activities in the Exploration of Antarctica: Introduction to Antarctica (Including USGS Field Personnel: 1946-59)

USGS Publications Warehouse

Tony K. Meunier Edited by Williams, Richard S.; Ferrigno, Jane G.

2007-01-01

3) significant changes that have occurred in Antarctic exploration and research since World War II will be discussed at the end of this report. Subsequent Open-File Reports will provide a year-by-year documentation of USGS scientific activities and accomplishments in Antarctica beginning with the post-IGY, 1959-60 research team. One Open-File Report is planned to be written for each field-based season. For an example of the series format, see Open-File Reports 2006-1113 (Meunier, 2007a) and 2006-1114 (Meunier, 2007b). This report is a companion document to Open-File Report 2006-1116 (Meunier, 2007c). The USGS mapping and science programs in Antarctica are among the longest continuously funded projects in the United States Antarctic Program (USAP). The 2005-06 field season is the 56th consecutive U.S. expedition in which USGS scientists have been participants, starting in 1946. USGS and the National Science Foundation (NSF) cooperation began with the establishment by NSF of the U.S. Antarctic (Research) Program [USA(R)P] in 1958-59 under Operation Deep Freeze IV (DF IV) and was given the responsibility for the principal coordination and management of all U.S. scientific activities in Antarctica in Deep Freeze 60 (DF 60) (1959-60). Financial support from NSF, mostly in the form of Memorandum of Understandings (MOUs) and Cooperative Agreements, extends back to this period and can be attributed to the need for accurate geologic, geophysical, and topographic base maps of specific field areas or regions where NSF-funded science projects were planned. The epoch of Antarctic exploration during the IGY was driven by science and, in a spirit of peaceful cooperation, the international scientific community wanted to limit military activities on the continent to logistical support (Meunier, 1979 [2007], p. 38). The USGS, a Federal civilian science agency in the Department of the Interior, has, since its founding in 1879, carried out numerous field-based national (and some international) programs in biology, geology, geophysics, hydrology, and mapping. Therefore, the USGS was the obvious choice for these tasks, because it already had a professional staff of experienced mapmakers, scientists, and program managers with the foresight, dedication, and understanding of the need for accurate maps to support the science programs in Antarctica when asked to do so by the U.S. National Academy of Sciences. Public Laws 85-743 and 87-626, signed in August 1958, and in September 1962, respectively, authorized the Secretary, U.S. Department of the Interior, through the USGS, to support mapping and scientific work in Antarctica (Meunier, 1979 [2007], appendix A). Open-File Report 2006-1116 includes scanned facsimiles of postal cachets. It has become an international practice to create postal cachets to commemorate special events and projects in Antarctica. A cachet is defined as a seal or commemorative design printed or stamped on an envelope to mark a philatelic or special event. The inked impression illustrates to the scientist, historian, stamp collector, and general public the multidisciplinary science projects staffed by USGS and collaborating scientists during the field season. Since 1960, philatelic cachets have been created by team members for each USGS field season and, in most cases, these cachets depict the specific geographic areas and field season program objectives. The cachets become a convenient documentation of the people, projects, and geographic places of interest for that year. Because the cachets are representative of USGS activities, each year's cachet is included as a digital facsimile in that year's Open-File Report. In the 1980s, multiple USGS cachets were prepared each year, one for use by the winter team at Amundsen-Scott South Pole Station and the other for the project work areas of the austral summer field season programs.

Creating a Research-Rich Curriculum at Miami University

NASA Astrophysics Data System (ADS)

Rauckhorst, William H.

2007-10-01

Miami University has attempted in recent years to build upon a collection of individual student research participation opportunities at the University, and develop a comprehensive ``research-rich'' undergraduate curriculum. A major step in this direction was the creation of the Undergraduate Summer Scholars (USS) program. This program provides 10-week summer research experiences with faculty mentors for 100 juniors or seniors each year. The USS Program is not limited to science and engineering areas, as approximately 30 academic departments participate annually. Development of the USS program at Miami was motivated by the University's prior experience with student research appointments funded by the National Science Foundation, the Howard Hughes Medical Institute, and other sponsoring agencies. The University's evaluation of these earlier student research experiences provided evidence that such experiences were at least as significant in a student's education as formal course work. A second important step in Miami's effort was obtaining a grant from the National Science Foundation's Comprehensive Reform of Undergraduate Education program. This funding enabled the University to enhance the Undergraduate Summer Scholars (USS) Program and evaluate student intellectual growth within the program. Two outcomes of this NSF-funded project are noteworthy: first, the USS program now is firmly established within the University's offerings; second, the evaluation ndicated profound student intellectual growth as a result of mentored research experiences. We will describe the development of the Undergraduate Summer Scholars Program, our evaluation of the Program, and ongoing efforts to extend the benefits of research experience to more students by incorporating research components within traditional coursework.

Conference OKs science budgets

NASA Astrophysics Data System (ADS)

With the budget process all but complete for next fiscal year, the National Science Foundation and the National Aeronautics and Space Administration observers were saying that science had not done that badly in Congress, for an election year. NSF got half the budget increase it requested, NASA two-thirds. The Space Station did well, at the expense of environmental and social programs, which are funded by Congress from the same pot of money as NASA and NSF.A House-Senate conference finished work on a $59 billion appropriations bill for the Department of Housing and Urban Development and independent agencies, including EPA, NASA, and NSF, in early August. The House and Senate then quickly passed the measure before their recess; the President is expected to sign it soon. Included in the Fiscal Year 1989 spending bill are $1,885 billion for NSF, a 9.8% increase over FY 1988, and $10.7 billion for NASA, 18.5% more than the year before.

Enhancing Women's Undergraduate Experience in Physics and Chemistry Through a PUI/MRSEC Collaboration Emphasizing Materials Research

NASA Astrophysics Data System (ADS)

Goldberg, Velda; Malliaras, George; Schember, Helene; Singhota, Nevjinder

2002-04-01

This three-year collaboration between a predominately undergraduate women's college (Simmons College) and a NSF-supported Materials Research Science and Engineering Center (the Cornell Center for Materials Research (CCMR)) provides opportunities for physics and chemistry students to participate in materials-related research throughout their undergraduate careers, have access to sophisticated instrumentation, and gain related work experience in industrial settings. As part of the project, undergraduate students are involved in all aspects of a collaborative Simmons/Cornell research program concentrating on degradation processes in electroluminescent materials. This work is particularly interesting because an understanding and control of these processes will ultimately influence the use of these materials in various types of consumer products.

Applicability of NASA Polar Technologies to British Antarctic Survey Halley VI Research Station

NASA Technical Reports Server (NTRS)

Flynn, Michael

2005-01-01

From 1993 through 1997 NASA and the National Science Foundation (NSF), developed a variety of environmental infrastructure technologies for use at the Amundsen-Scott South Pole Station. The objective of this program was to reduce the cost of operating the South Pole Station, reduce the environmental impact of the Station, and to increase the quality of life for Station inhabitants. The result of this program was the development of a set of sustainability technologies designed specifically for Polar applications. In the intervening eight years many of the technologies developed through this program have been commercialized and tested in extreme environments and are now available for use throughout Antarctica and circumpolar north. The objective of this document is to provide information covering technologies that might also be applicable to the British Antarctic Survey s (BAS) proposed new Halley VI Research Station. All technologies described are commercially available.

45 CFR 680.11 - Staff involvement with NSF proposals and awards.

Code of Federal Regulations, 2010 CFR

2010-10-01

... teaching careers to spend a year or two at NSF and then return to research and teaching, usually at the... investigator and his or her laboratory or group (if any) in the same general field of science, engineering, or...

Summary Report of the NSF/EPA WATERS Network Workshop

EPA Science Inventory

The National Science Foundation (NSF) and The U.S. Environmental Protection Agency (EPA) organized a workshop to support The WATer and Environmental Research Systems (WATERS) Network project. The WATERS Network is a new joint initiative of the environmental engineering and hydrol...

A Review of NASA Human Research Program's Scientific Merit Processes: Letter Report

NASA Technical Reports Server (NTRS)

Pawelczyk, James A. (Editor); Strawbridge, Larisa M. (Editor); Schultz, Andrea M. (Editor); Liverman, Catharyn T. (Editor)

2012-01-01

At the request of the National Aeronautics and Space Administration (NASA), the Institute of Medicine (IOM) convened the Committee on the Review of NASA Human Research Program's (HRP's) Scientific Merit Assessment Processes in December 2011. The committee was asked to evaluate the scientific merit assessment processes that are applied to directed research tasks2 funded through the HRP and to determine best practices from similar assessment processes that are used in other federal agencies. This letter report and its recommendations are the product of a 10-member ad hoc committee, which included individuals who had previously conducted research under the HRP, were familiar with the HRP s research portfolio and operations, had specific knowledge of peer review processes, or were familiar with scientific merit assessment processes used in other organizations and federal agencies, such as the Canadian Institutes of Health Research (CIHR); National Institutes of Health (NIH); National Science Foundation (NSF); and U.S. Departments of Agriculture (USDA), Defense (DOD), and Transportation.

Teachers as Science Champions: The Legacy of 15 Years of NSF Investment in Science Education Improvement. A Retrospective Study of Bay Area Schools for Excellence in Education (BASEE), Partnership for Student Success in Science (PS[superscript 3]), and Noyce Master Teacher Program (NMTP)

ERIC Educational Resources Information Center

Heenan, Barbara; Helms, Jenifer V.

2013-01-01

Inverness Research has conducted a "legacy study" focusing on a series of philanthropic investments aimed at improving science education in the San Francisco South Bay Area that extended for over 15 years. Roughly nine school districts enjoyed a steady stream of support for science education improvement that began with funding from the…

Interfacial Layer Effects in Ba(1-x)Sr(x)TiO3 Thick Films Prepared by Plasma Spray

DTIC Science & Technology

2003-04-01

in Materials Development for Direct Write technologies, edited by D. B. Chrisey, D. R. Gamota, H . Helvajian , and D. P. Taylor, (Mater. Res. Soc. Proc...Direct Write technologies, edited by D. B. Chrisey, D. R. Gamota, H . Helvajian , and D. P. Taylor, (Mater. Res. Soc. Proc. 624, San Francisco, CA, 2000...Research Center at Northwestern University supported by the MRSEC program under a NSF grant (DMR-0076097). REFERENCES 1. K. H . Church, C. Fore, T. Feeley

Provenance through Time

NASA Astrophysics Data System (ADS)

Chandler, C. L.; Groman, R. C.; Shepherd, A.; Allison, M. D.; Kinkade, D.; Rauch, S.; Wiebe, P. H.; Glover, D. M.

2014-12-01

The ability to reproduce scientific results is a cornerstone of the scientific method, and access to the data upon which the results are based is essential to reproducibility. Access to the data alone is not enough though, and research communities have recognized the importance of metadata (data documentation) to enable discovery and data access, and facilitate interpretation and accurate reuse. The Biological and Chemical Oceanography Data Management Office (BCO-DMO) was first funded in late 2006 by the National Science Foundation (NSF) Division of Ocean Sciences (OCE) Biology and Chemistry Sections to help ensure that data generated during NSF OCE funded research would be preserved and available for future use. The BCO-DMO was formed by combining the formerly independent data management offices of two marine research programs: the United States Joint Global Ocean Flux Study (US JGOFS) and the US GLOBal Ocean ECosystems Dynamics (US GLOBEC) program. Since the US JGOFS and US GLOBEC programs were both active (1990s) there have been significant changes in all aspects of the research data life cycle, and the staff at BCO-DMO has modified the way in which we manage data contributed to the office. The supporting documentation that describes each dataset was originally displayed as a human-readable text file retrievable via a Web browser. BCO-DMO still offers that form because our primary audience is marine researchers using Web browser clients; however we are seeing an increased demand to support machine client access. Metadata records from the BCO-DMO data system are now extracted and published out in a variety of formats. The system supports ISO 19115, FGDC, GCMD DIF, schema.org Dataset extension, formal publication with a DOI, and RDF with semantic markup including PROV-O, FOAF and more. In the 1990s, data documentation helped researchers locate data of interest and understand the provenance sufficiently to determine fitness for purpose. Today, providing data documentation in a machine interpretable form enables researchers to make more effective use of machine clients to discover and access data. This presentation will describe the challenges associated with and benefits realized from layering modern Semantic Web technologies on top of a legacy data system. http://bco-dmo.org/

Creating Successful Scientist-Teacher-Student Collaborations: Examples From the GLOBE Program

NASA Astrophysics Data System (ADS)

Geary, E.; Wright, E.; Yule, S.; Randolph, G.; Larsen, J.; Smith, D.

2007-12-01

Actively engaging students in research on the environment at local, regional, and globe scales is a primary objective of the GLOBE (Global Learning and Observations to Benefit the Environment) Program. During the past 18 months, GLOBE, an international education and science program in 109 countries and tens of thousands of schools worldwide, has been working with four NSF-funded Earth System Science Projects to involve K-12 students, teachers, and scientists in collaborative research investigations of Seasons and Biomes, the Carbon Cycle, Local and Extreme Environments, and Watersheds. This talk will discuss progress to date in each of these investigation areas and highlight successes and challenges in creating effective partnerships between diverse scientific and educational stakeholders. More specifically we will discuss lessons learned in the following areas: (a) mutual goal and responsibility setting, (b) resource allocation, (c) development of adaptable learning activities, tools, and services, (d) creation of scientist and school networks, and (e) development of evaluation metrics, all in support of student research.

CELSS Antarctic Analog Project (CAAP): A New Paradigm for Polar Life Support and CELSS Research

NASA Technical Reports Server (NTRS)

Bubenheim, David L.; Straight, Christian; Flynn, Michael; Bates, Maynard; Harper, Lynn D. (Technical Monitor)

1994-01-01

The CELSS Antarctic Analog Project (CAAP) is a joint National Science Foundation (NSF) and National Aeronautics and Space Administration (NASA) project for the development, deployment and operation of CELSS technologies at the Amundsen-Scott South Pole Station. CAAP is implemented through the joint NSF/NASA Antarctic Space Analog Program (ASAP), initiated to support the pursuit of future NASA missions and to promote the transfer of space technologies to the NSF. Under a Memorandum of Agreement, the CAAP represents an example of a working dual agency cooperative project. NASA goals are operational testing of CELSS technologies and the conduct of scientific study to facilitate . technology selection, system design and methods development, including human dynamics as required for the operation of a CELSS. Although not fully closed, food production, water purification, and waste recycle and reduction provided by CAAP will improve the quality of life for the South Pole inhabitants, reduce logistics dependence, and minimize environmental impacts associated with human presence on the polar plateau. The CAAP facility will be highly integrated with the new South Pole Station infrastructure and will be composed of a deployed hardware facility and a research activity. This paper will include a description of CAAP and its functionality, conceptual designs, component selection and sizing for the crop growth chamber, crop production expectations, and a brief report on an initial on-site visit. This paper will also provide a discussion of issues associated with power and energy use and the applicability of CAAP to direct technology transfer to society in general and remote communities in particular.

How Does Climate Change Affect the Bering Sea Ecosystem?

NASA Astrophysics Data System (ADS)

Sigler, Michael F.; Harvey, H. Rodger; Ashjian, Carin J.; Lomas, Michael W.; Napp, Jeffrey M.; Stabeno, Phyllis J.; Van Pelt, Thomas I.

2010-11-01

The Bering Sea is one of the most productive marine ecosystems in the world, sustaining nearly half of U.S. annual commercial fish catches and providing food and cultural value to thousands of coastal and island residents. Fish and crab are abundant in the Bering Sea; whales, seals, and seabirds migrate there every year. In winter, the topography, latitude, atmosphere, and ocean circulation combine to produce a sea ice advance in the Bering Sea unmatched elsewhere in the Northern Hemisphere, and in spring the retreating ice; longer daylight hours; and nutrient-rich, deep-ocean waters forced up onto the broad continental shelf result in intense marine productivity (Figure 1). This seasonal ice cover is a major driver of Bering Sea ecology, making this ecosystem particularly sensitive to changes in climate. Predicted changes in ice cover in the coming decades have intensified concern about the future of this economically and culturally important region. In response, the North Pacific Research Board (NPRB) and the U.S. National Science Foundation (NSF) entered into a partnership in 2007 to support the Bering Sea Project, a comprehensive $52 million investigation to understand how climate change is affecting the Bering Sea ecosystem, ranging from lower trophic levels (e.g., plankton) to fish, seabirds, marine mammals, and, ultimately, humans. The project integrates two research programs, the NSF Bering Ecosystem Study (BEST) and the NPRB Bering Sea Integrated Ecosystem Research Program (BSIERP), with substantial in-kind contributions from the U.S. National Oceanic and Atmospheric Administration (NOAA) and the U.S. Fish and Wildlife Service.

CAISE: A NSF Resource Center for Informal Science Education

NASA Astrophysics Data System (ADS)

Dickow, Benjamin

2012-01-01

Informal science education (ISE) is playing an increasingly important role in how and where the public engages with science. A growing body of research is showing that people learn the majority of their science knowledge outside of school (Falk & Dierking, 2010). The ISE field includes a wide variety of sources, including the internet, TV programs, magazines, hobby clubs and museums. These experiences touch large numbers of people throughout their lifetimes. If you would like to share your research with the public, ISE can be an effective conduit for meaningful science communication. However, because the ISE field is so diverse, it can be overwhelming with its multiple entry points. If you already are part of an ISE initiative, knowing how to access the most useful resources easily can also be daunting. CAISE, the Center for Advancement of Informal Science Education, is a resource center for the ISE field funded by the National Science Foundation (NSF). CAISE can help connect you to the knowledge and people of ISE, through its website, products and in-person convenings. The proposed CAISE presentation will outline the diversity of the field and concisely present data that will make the case for the impact of ISE. We will focus on examples of successful programs that connect science with the public and that bring together AAS's science research community with practitioners and researchers within ISE. Pathways to various ISE resources in the form of current CAISE initiatives will be described as well. The presentation will include an interview section in which a CAISE staff member will ask questions of a scientist involved in an ISE initiative in order to detail one example of how ISE can be a valuable tool for engaging the public in science. Time for audience Q&A also will be included in the session.

Temperature Dependence of O2(b1Σ ^+g, v = 0 and 1) Relative Yield in O(1D) + O2 Energy Transfer

NASA Astrophysics Data System (ADS)

Kostko, O.; Raj, S.; Campbell, K.; Pejakovic, D. A.; Kalogerakis, K.

2011-12-01

Energy transfer from excited O(1D) atoms to ground-state O2(X3Σ ^-g) leads to production of O2 in the first two vibrational levels of the O2 (b1Σ ^+g) state: O(1D) + O2 -> O(3P) + O2(b1Σ ^+g, v = 0, 1). Subsequent radiative decay of O2(b1Σ ^+g, v = 0, 1) to the ground state results in the Atmospheric Band emission, a prominent feature of the terrestrial airglow. The relative yield for production of O2(b1Σ ^+g, v = 0 and 1) in the above process, k1/k0, is an important parameter in modeling of the observed Atmospheric Band emission intensities. Recent measurements at room temperature have shown that production of O2(b1Σ ^+g, v = 1) dominates that of O2(b1Σ ^+g, v = 0), with k1/k0 having a value of approximately 3.5 [1]. In the laboratory experiments, the output of a pulsed fluorine laser at 157 nm is used to photodissociate molecular oxygen in an O2/N2 mixture flowing through a heated gas cell. Photodissociation of O2 produces a ground-state O(3P) atom and an excited O(1D) atom. O(1D) rapidly transfers energy to the remaining O2 to produce O2(b1Σ ^+g, v = 0, 1). The populations of O2(b1Σ ^+g, v = 0 and 1) are monitored by observing emissions in the O2(b--X) 0--0 and 1--0 bands at 762 and 688 nm, respectively. The value of k1/k0 is extracted from the time-dependent O2(b1Σ ^+g, v = 0 and 1) fluorescence signals using computer simulations. We will present measurements on the temperature dependence of k1/k0 and discuss their atmospheric significance. This work was supported by the US National Science Foundation (NSF) Aeronomy Program under grant AGS-0937317. The fluorine laser was purchased under grant ATM-0216583 from the NSF Major Research Instrumentation Program. S. Raj and K. M. Campbell participated in a Research Experiences for Undergraduates (REU) site, co-funded by the Division of Physics of the NSF and the Department of Defense in partnership with the NSF REU program under grant PHY-1002892. [1] K. S. Kalogerakis, D. A. Pejaković, R. A. Copeland, T. G. Slanger (2005), Relative Yield of O2(b1Σ ^+g, v = 0 and 1) in O(1D) + O2 Collisions, Eos Trans. AGU, 86(52), Fall Meet. Suppl., Abstract SA11A-0220.

The ASM-NSF Biology Scholars Program: An Evidence-Based Model for Faculty Development

PubMed Central

Chang, Amy L.; Pribbenow, Christine M.

2016-01-01

The American Society for Microbiology (ASM) established its ASM-NSF (National Science Foundation) Biology Scholars Program (BSP) to promote undergraduate education reform by 1) supporting biologists to implement evidence-based teaching practices, 2) engaging life science professional societies to facilitate biologists’ leadership in scholarly teaching within the discipline, and 3) participating in a teaching community that fosters disciplinary-level science, technology, engineering, and mathematics (STEM) reform. Since 2005, the program has utilized year-long residency training to provide a continuum of learning and practice centered on principles from the scholarship of teaching and learning (SoTL) to more than 270 participants (“scholars”) from biology and multiple other disciplines. Additionally, the program has recruited 11 life science professional societies to support faculty development in SoTL and discipline-based education research (DBER). To identify the BSP’s long-term outcomes and impacts, ASM engaged an external evaluator to conduct a study of the program’s 2010–2014 scholars (n = 127) and society partners. The study methods included online surveys, focus groups, participant observation, and analysis of various documents. Study participants indicate that the program achieved its proposed goals relative to scholarship, professional society impact, leadership, community, and faculty professional development. Although participants also identified barriers that hindered elements of their BSP participation, findings suggest that the program was essential to their development as faculty and provides evidence of the BSP as a model for other societies seeking to advance undergraduate science education reform. The BSP is the longest-standing faculty development program sponsored by a collective group of life science societies. This collaboration promotes success across a fragmented system of more than 80 societies representing the life sciences and helps catalyze biology education reform efforts. PMID:27158300

Position Paper. Cutting the NSF-OSIS Budget: Potential Disaster for Information Science and Technology

ERIC Educational Resources Information Center

Smith, Joshua I.

1974-01-01

A statement submitted on behalf of ASIS to the Subcommitte on Science Research and Development of the Committee on Science and Astronautics of the U.S. House of Representatives on the NSF Authorization Act 1975, HR 12816. (Author/JB)

Incorporating Cutting Edge Scientific Results from the Margins-Geoprisms Program into the Undergraduate Curriculum, Rupturing Continental Lithosphere Part I: Introducing Seismic Interpretation and Isostasy Principles Using Gulf of California Examples

NASA Astrophysics Data System (ADS)

Lamb, M. A.; Cashman, S. M.; Dorsey, R. J.; Bennett, S. E. K.; Loveless, J. P.; Goodliffe, A. M.

2014-12-01

The NSF-MARGINS Program funded a decade of research on continental margin processes. The NSF-GeoPRISMS Mini-lesson Project, funded by NSF-TUES, is designed to integrate the significant findings from the MARGINS program into open-source college-level curriculum. The Gulf of California (GOC) served as the focus site for the Rupturing Continental Lithosphere initiative, which addressed several scientific questions: What forces drive rift initiation, localization, propagation and evolution? How does deformation vary in time and space, and why? How does crust evolve, physically and chemically, as rifting proceeds to sea-floor spreading? What is the role of sedimentation and magmatism in continental extension? We developed two weeks of curriculum designed for an upper-division structural geology, tectonics or geophysics course. The curriculum includes lectures, labs, and in-class activities that can be used as a whole or individually. The first set of materials introduces the RCL initiative to students and has them analyze the bathymetry and oblique-rifting geometry of the GOC in an exercise using GeoMapApp. The second set of materials has two goals: (1) introduce students to fundamental concepts of interpreting seismic reflection data via lectures and in-class interpretation of strata, basement, and faults from recent GOC seismic data, and (2) encourage students to discover the structural geometry and rift evolution, including the east-to-west progression of faulting and transition from detachment to high-angle faulting in the northern GOC, and changes in deformation style from north to south. In the third set of materials, students investigate isostatic affects of sediment fill in GOC oblique rift basins. This activity consists of a problem set, introduced in a lecture, where students integrate their findings from the previous bathymetry- and seismic-interpretation exercises.

Management and Stewardship of Airborne Observational Data for the NSF/NCAR HIAPER (GV) and NSF/NCAR C-130 at the National Center for Atmospheric Research (NCAR) Earth Observing Laboratory (EOL)

NASA Astrophysics Data System (ADS)

Aquino, J.

2014-12-01

The National Science Foundation (NSF) provides the National Center for Atmospheric Research (NCAR) Earth Observing Laboratory (EOL) funding for the operation, maintenance and upgrade of two research aircraft: the NSF/NCAR High-performance Instrumented Airborne Platform for Environmental Research (HIAPER) Gulfstream V and the NSF/NCAR Hercules C-130. A suite of in-situ and remote sensing airborne instruments housed at the EOL Research Aviation Facility (RAF) provide a basic set of measurements that are typically deployed on most airborne field campaigns. In addition, instruments to address more specific research requirements are provided by collaborating participants from universities, industry, NASA, NOAA or other agencies. The data collected are an important legacy of these field campaigns. A comprehensive metadata database and integrated cyber-infrastructure, along with a robust data workflow that begins during the field phase and extends to long-term archival (current aircraft data holdings go back to 1967), assures that: all data and associated software are safeguarded throughout the data handling process; community standards of practice for data stewardship and software version control are followed; simple and timely community access to collected data and associated software tools are provided; and the quality of the collected data is preserved, with the ultimate goal of supporting research and the reproducibility of published results. The components of this data system to be presented include: robust, searchable web access to data holdings; reliable, redundant data storage; web-based tools and scripts for efficient creation, maintenance and update of data holdings; access to supplemental data and documentation; storage of data in standardized data formats; comprehensive metadata collection; mature version control; human-discernable storage practices; and procedures to inform users of changes. In addition, lessons learned, shortcomings, and desired upgrades will be discussed.

78 FR 37590 - Agency Information Collection Activities: Submission for OMB Review; Comment Request

Federal Register 2010, 2011, 2012, 2013, 2014

2013-06-21

...: Program Evaluation of the Scholarships in Science, Technology, Engineering, and Mathematics (S-STEM... Mathematics (S-STEM) Program, which operates within NSF's Division of Undergraduate Education. The evaluation...

Program for the Increased Participation of Minorities in NASA-Related Research

NASA Technical Reports Server (NTRS)

2003-01-01

The goal of this program is to increase the participation of minorities in NASA related research and "Science for the Nation s Interest". Collaborative research projects will be developed involving NASA-MSFC, National Space Science and Technology Center (NSSTC), other government agencies, industries and minority serving institutions (MSIs). The primary focus for the MSIs will be on Alabama A&M University and Tuskegee University, which are in partnership with the NSSTC. These schools have excellent Ph.D. programs in physics and materials science and engineering, respectively. The first phase of this program will be carried out at Alabama A&M University in the "Research and Development Office" in collaboration with Dr. Dorothy Huston, Vice President of Research and Development. The development assignment will be carried out at the NSSTC with Sandy Coleman/ RS01 and this will primarily involve working with Tuskegee University.A portion of the program will be devoted to identifying and contacting potential funding sources for use in establishing collaborative research projects between NASA-MSFC, other government agencies, NSSTC, industries, and MSIs. These potential funding sources include the National Science Foundation (NSF), National Institute of Health (NIH), Department of Defense (DOD), Army, Navy, and Air Force. Collaborative research projects will be written mostly in the following research areas: a. Cosmic radiation shielding materials b. Advanced propulsion material c. Biomedical materials and biosensors d. In situ resource utilization e. Photonics for NASA applications

'Ike Wai Professional Development Model for Students and Post-docs

NASA Astrophysics Data System (ADS)

Bruno, B. C.

2016-12-01

'Ike Wai: Securing Hawaii's Water Future, funded by NSF EPSCoR, is an interdisciplinary research collaboration among geophysicists, geochemists, engineers, microbiologists, computational modelers, data scientists and social scientists. Key questions include: How much water is there? How does it flow? How long will it last? Undergraduate students, graduate students and post-docs are actively involved in the research, and their professional development is a key part of the project. An underlying principle is that students assume responsibility for their own learning and professional development. Based on the model created by the NSF Center for Microbial Oceanography: Research and Education (C-MORE) (Bruno et al, 2008; Guannel et al 2014, Bottjer et al 2014), the 'Ike Wai professional development program includes (1) Leadership. Each student and post-doc creates an Individualized Professional Development plan, which includes leadership training (provided by external facilitators) and assuming leadership roles (such as developing and implementing trainings for their peers). (2) EDventures. Based on the C-MORE model, EDventures combines proposal-writing training with the incentive of seed money. Rather than providing training a priori, the EDventures model encourages students and post-docs to write a proposal based on guidelines provided. Training occurs during a two-stage review stage: proposers respond to panel reviews and resubmit their proposal within a single review cycle. C-MORE EDventures alumni self-report statistically significant confidence gains on all questions posed. Their subsequent proposal success is envious: of the 12 proposals submitted by to NSF, 50% were funded. (Wood Charlson & Bruno, 2015) (3) Layered Mentoring Network. All ´Ike Wai participants serve as both mentor and mentee. Students are matched with a non-research mentor in addition to their advisor to promote a holistic approach to career development. They will also serve as mentors to more junior students. All mentors are trained and mentoring relationships are carefully monitored to allow for sharing of best practices and early detection of issues that could adversely impact retention.

Earth Institute at Columbia University ADVANCE Program: Addressing Needs for Women in Earth and Environmental Sciences

NASA Astrophysics Data System (ADS)

Bell, R. E.; Cane, M.; Mutter, J.; Miller, R.; Pfirman, S.; Laird, J.

2004-12-01

The Earth Institute has received a major NSF ADVANCE grant targeted at increasing the participation and advancement of women scientists and engineers in the Academy through institutional transformation. The Earth Institute at Columbia University includes 9 research institutes including Lamont-Doherty Earth Observatory, Center for Environmental Research and Conservation (CERC), Center for International Earth Science Information Network (CIESIN), International Research Institute (IRI) for Climate Prediction, Earth Engineering Center, NASA-Goddard Institute for Space Studies, Center for Risks and Hazards, Center for Globalization and Sustainable Development, and Center for Global Health and Economic Development and six academic departments including Ecology, Evolution and Environmental Biology (E3B, School of Arts and Sciences), Earth and Environmental Engineering (DEEE, School of Engineering and Applied Sciences), Department of Environmental Health (School of Public Health), Department of Earth and Environmental Sciences (DEES, School of Arts and Sciences), Department of International and Public Affairs (School of International and Policy Affairs), and Barnard College Department of Environmental Science. The Earth Institute at Columbia University's ADVANCE program is based both on a study of the status of women at Columbia and research on the progression of women in science elsewhere. The five major targets of the Columbia ADVANCE program are to (1) change the demographics of the faculty through intelligent hiring practices, (2) provide support to women scientists through difficult life transitions including elder care and adoption or birth of a child, (3) enhance mentoring and networking opportunities, (4) implement transparent promotion procedures and policies, and (5) conduct an institutional self study. The Earth Institute ADVANCE program is unique in that it addresses issues that tend to manifest themselves in the earth and environmental fields, such as extended field programs, which lay the foundation for leadership positions, but which may be difficult for young faculty. The strategy is to use the Earth Institute as a test bed for institutional change, and then expand the successful programs to other Columbia Science and Engineering Departments, as appropriate. Columbia's administration is committed to changing policies and supporting successful programs beyond the completion of the NSF grant. Earth Institute ADVANCE programs include (a) a self study including a climate survey modeled after the 1999 MIT study, (b) a senior faculty working group that will facilitate recruitment and retention by providing support for searches, faculty development, and retention, (c) internal funding competitions designed to recruit and retain women scientists and engineers, and (d) focused workshops and conferences. The ADVANCE program will establish offices both on the Morningside campus in Manhattan and Lamont campus in Palisades, NY.

Congressional hearing reviews NSF major research and facilities projects

NASA Astrophysics Data System (ADS)

Showstack, Randy

2012-03-01

An 8 March congressional hearing about the U.S. National Science Foundation's Major Research Equipment and Facilities Construction (NSF MREFC) account focused on fiscal management and accountability of projects in that account and reviewed concerns raised by NSF's Office of Inspector General (OIG). NSF established the MREFC account in 1995 to better plan and manage investments in major equipment and facilities projects, which can cost from tens of millions to hundreds of millions of dollars, and the foundation has funded 17 MREFC projects since then. The Obama administration's proposed fiscal year (FY) 2013 budget includes funding for four MREFC projects: Advanced Laser Gravitational-Wave Observatory (AdvLIGO), Advanced Technology Solar Telescope (ATST), National Ecological Observatory (NEON), and Ocean Observatories Initiative (OOI). The hearing, held by a subcommittee of the House of Representatives' Committee on Science, Space, and Technology, reviewed management oversight throughout the life cycles of MREFC projects and concerns raised in recent OIG reports about the use of budget contingency funds. NSF's February 2012 manual called "Risk management guide for large facilities" states that cost contingency is "that portion of the project budget required to cover `known unknowns,'" such as planning and estimating errors and omissions, minor labor or material price fluctuations, and design developments and changes within the project scope. Committee members acknowledged measures that NSF has made to improve the MREFC oversight process, but they also urged the agency to continue to take steps to ensure better project management.

Use of antarctic analogs to support the space exploration initiative

NASA Technical Reports Server (NTRS)

Wharton, Robert; Roberts, Barney; Chiang, Erick; Lynch, John; Roberts, Carol; Buoni, Corinne; Andersen, Dale

1990-01-01

This report has discussed the Space Exploration Initiative (SEI) and the U.S. Antarctic Program (USAP) in the context of assessing the potential rationale and strategy for conducting a cooperative NASA/NSF (National Science Foundation) effort. Specifically, such an effort would address shared research and data on living and conducting scientific research in isolated, confined, hostile, and remote environments. A review of the respective goals and requirements of NASA and the NSF indicates that numerous opportunities exist to mutually benefit from sharing relevant technologies, data, and systems. Two major conclusions can be drawn: (1) The technologies, experience, and capabilities existing and developing in the aerospace community would enhance scientific research capabilities and the efficiency and effectiveness of operations in Antarctica. The transfer and application of critical technologies (e.g., power, waste management, life support) and collaboration on crew research needs (e.g., human behavior and medical support needs) would streamline the USAP operations and provide the scientific community with advancements in facilities and tools for Antarctic research. (2) Antarctica is the most appropriate earth analog for the environments of the the Moon and Mars. Using Antarctica in this way would contribute substantially to near- and long-term needs and plans for the SEI. Antarctica is one of the few ground-based analogs that would permit comprehensive and integrated studies of three areas deemed critical to productive and safe operations on the Moon and Mars: human health and productivity; innovative scientific research techniques; and reliable, efficient technologies and facilities.

Use of antarctic analogs to support the space exploration initiative

NASA Astrophysics Data System (ADS)

Wharton, Robert; Roberts, Barney; Chiang, Erick; Lynch, John; Roberts, Carol; Buoni, Corinne; Andersen, Dale

1990-12-01

This report has discussed the Space Exploration Initiative (SEI) and the U.S. Antarctic Program (USAP) in the context of assessing the potential rationale and strategy for conducting a cooperative NASA/NSF (National Science Foundation) effort. Specifically, such an effort would address shared research and data on living and conducting scientific research in isolated, confined, hostile, and remote environments. A review of the respective goals and requirements of NASA and the NSF indicates that numerous opportunities exist to mutually benefit from sharing relevant technologies, data, and systems. Two major conclusions can be drawn: (1) The technologies, experience, and capabilities existing and developing in the aerospace community would enhance scientific research capabilities and the efficiency and effectiveness of operations in Antarctica. The transfer and application of critical technologies (e.g., power, waste management, life support) and collaboration on crew research needs (e.g., human behavior and medical support needs) would streamline the USAP operations and provide the scientific community with advancements in facilities and tools for Antarctic research. (2) Antarctica is the most appropriate earth analog for the environments of the the Moon and Mars. Using Antarctica in this way would contribute substantially to near- and long-term needs and plans for the SEI. Antarctica is one of the few ground-based analogs that would permit comprehensive and integrated studies of three areas deemed critical to productive and safe operations on the Moon and Mars: human health and productivity; innovative scientific research techniques; and reliable, efficient technologies and facilities.

Information for Graduate Research Fellows.

ERIC Educational Resources Information Center

National Science Foundation, Arlington, VA. Directorate for Education and Human Resources.

This booklet, intended for recipients of National Science Foundation (NSF) Graduate Fellowships, provides specific information in 14 sections covering: (1) the awarding agency and conditions; (2) communication with NSF; (3) the coordinating official at the college or university; (4) procedure for changing address or name; (5) the fellowship period…

Inner-shell photoionization of atomic chlorine near the 2p-1 edge: a Breit-Pauli R-matrix calculation

NASA Astrophysics Data System (ADS)

Felfli, Z.; Deb, N. C.; Manson, S. T.; Hibbert, A.; Msezane, A. Z.

2009-05-01

An R-matrix calculation which takes into account relativistic effects via the Breit-Pauli (BP) operator is performed for photoionization cross sections of atomic Cl near the 2p threshold. The wavefunctions are constructed with orbitals generated from a careful large scale configuration interaction (CI) calculation with relativistic corrections using the CIV3 code of Hibbert [1] and Glass and Hibbert [2]. The results are contrasted with the calculation of Martins [3], which uses a CI with relativistic corrections, and compared with the most recent measurements [4]. [1] A. Hibbert, Comput. Phys. Commun. 9, 141 (1975) [2] R. Glass and A. Hibbert, Comput. Phys. Commun. 16, 19 (1978) [3] M. Martins, J. Phys. B 34, 1321 (2001) [4] D. Lindle et al (private communication) Research supported by U.S. DOE, Division of Chemical Sciences, NSF and CAU CFNM, NSF-CREST Program. Computing facilities at Queen's University of Belfast, UK and of DOE Office of Science, NERSC are appreciated.

New crystal structures in hexagonal CuInS2 nanocrystals

NASA Astrophysics Data System (ADS)

Shen, Xiao; Hernández-Pagan, Emil A.; Zhou, Wu; Puzyrev, Yevgeniy S.; Idrobo, Juan C.; MacDonald, Janet E.; Pennycook, Stephen J.; Pantelides, Sokrates T.

2013-03-01

CuInS2 is one of the best candidate materials for solar energy harvesting. Its nanocrystals with a hexagonal lattice structure that is different from the bulk chalcopyrite phase have been synthesized by many groups. The structure of these CuInS2 nanocrystals has been previously identified as the wurtzite structure in which the copper and indium atoms randomly occupy the cation sites. Using first-principles total energy and electronic structure calculations based on density functional theory, UV-vis absorption spectroscopy, X-ray diffraction, and atomic resolution Z-contrast images obtained in an aberration-corrected scanning transmission electron microscope, we show that CuInS2 nanocrystals do not form random wurtzite structure. Instead, the CuInS2 nanocrystals consist of several wurtzite- related crystal structures with ordered cation sublattices, some of which are reported for the first time here. This work is supported by the NSF TN-SCORE (JEM), by NSF (WZ), by ORNL's Shared Research Equipment User Program (JCI) sponsored by DOE BES, by DOE BES Materials Sciences and Engineering Division (SJP, STP), and used resources of the National Energy Research Scientific Computing Center, supported by the DOE Office of Science under Contract No. DE-AC02-05CH11231.

Vision and change in biology undergraduate education: Vision and change from the funding front.

PubMed

Holm, Bethany; Carter, Virginia Celeste; Woodin, Terry

2011-01-01

The purpose of this short article is to (a) briefly summarize the findings of two important recent resources concerning the future of biology in the 21(st) century; one, Vision and Change, A Call to Action [AAAS, 2009. AAAS, Washington, DC], concerned with undergraduate education in biology, the other, A New Biology for the 21st Century [National Research Council, 2009. National Academies Press, Washington, DC], concerned with advances within the discipline itself; (b) urge you, the reader of BAMBED, to review the material on the Vision and Change website [AAAS, 2009. AAAS: Washington, DC] and then to think how you might change things at your own institution and within your courses, and; (c) make readers aware of the programs at the National Science Foundation (NSF) that might support change efforts, as well as refer you to efforts other funding agencies are making to help biology undergraduate education respond to the challenges and opportunities chronicled in these two reports. Although NSF funding opportunities are specifically available to US investigators, the recommendations of the two reports should be of interest to a wide spectrum of international researchers. Copyright © 2011 Wiley Periodicals, Inc.

News and Announcements

NASA Astrophysics Data System (ADS)

1999-06-01

1999 EAS Awards The Eastern Analytical Symposium (EAS) announces the winners of their 1999 awards, which will be presented during their annual meeting, to be held November 14-19, 1999, at the Garden State Convention Center in Somerset, NJ. ACS Analytical Chemistry Division, Findeis Young Investigator Award

• David Clemmer, Indiana University

• Milton L. Lee, Brigham Young University

• Phil Williams, Grain Research Laboratory, Winnipeg, Canada

• Frank A. L. Anet, University of California, Los Angeles (Emeritus)

• Catherine Fenselau, University of Maryland at College Park

• Harald Martens, Norwegian University of Science and Technology

• Course, Curriculum, and Laboratory Improvement (CCLI) June 7, 1999
• NSF Collaboratives for Excellence in Teacher Preparation (CETP)
• Preliminary proposals, Track 1 May 1, 1999
• Formal proposals, Track 1 September 1, 1999
• DUE online 1999 guidelines, NSF 99-53 available at http://www.nsf.gov/cgi-bin/getpub?nsf9953

The Camille and Henry Dreyfus Foundation, Inc.

• Camille Dreyfus Teacher-Scholar Awards Program: November 16, 1998
• Henry Dreyfus Teacher-Scholar Awards Program: July 1, 1999
• New Faculty Awards Program: May 14, 1999
• Faculty Start-up Grants for Undergraduate Institutions: May 14, 1999
• Scholar/Fellow Program for Undergraduate Institutions: July 1, 1999
• Special Grant Program in the Chemical Sciences: July 15, 1999
• Postdoctoral Program in Environmental Chemistry: February 26, 1999

• Cottrell College Science Awards: May 15 and November 15
• Cottrell Scholars: First regular business day in September
• Partners in Science: December 1 (the final opportunity for this program is summer 1999)
• Research Opportunity Awards: May 1 and October 1
• Research Innovation Awards: May 1

• Andrew Sinclair, Royal Melbourne Institute of Technology-University of Australia

• Edwin N. Frankel, University of California at Davis

• High School Chemistry (May 19-21)
• Physical Chemistry (June 9-11)
• General Chemistry (June 16-18)
• Advanced Organic Chemistry (June 23-25)
• Environmental Chemistry (June 30-July 2)
• Biochemistry (July 7-9)
• Inorganic Chemistry (Aug. 9-11)
• Electrochemistry (Nov. 10-12)

• Arlene Russell, UCLA, Los Angeles, CA
• Conrad Stanitski, University of Central Arkansas, Conway, AR

• Frank Torre, Springfield College, Springfield, MA
• Anna Wilson, Purdue University, West Lafayette, IN

• Craig Bowen, Clemson University, Clemson, SC
• Mark Freilich, University of Memphis, Memphis, TN
• Marcy Towns, Ball State University, Muncie, IN
• Carol White, Athens Area Technical Institute, Athens, GA

The National Science Foundation and the philosophy of chemistry.

PubMed

Seely, Bruce E

2003-05-01

Since its founding in 1950, the National Science Foundation has provided support for a variety of studies in history, philosophy, and social studies of science. The fact that a relatively small number of projects dealing with the philosophy of chemistry have received NSF support is due to the small number of such proposals that have been submitted. The NSF Science and Technology Studies Program (STS) welcomes proposals dealing with philosophy of chemistry.

NanoJapan: international research experience for undergraduates program: fostering U.S.-Japan research collaborations in terahertz science and technology of nanostructures

NASA Astrophysics Data System (ADS)

Phillips, Sarah R.; Matherly, Cheryl A.; Kono, Junichiro

2014-09-01

The international nature of science and engineering research demands that students have the skillsets necessary to collaborate internationally. However, limited options exist for science and engineering undergraduates who want to pursue research abroad. The NanoJapan International Research Experience for Undergraduates Program is an innovative response to this need. Developed to foster research and international engagement among young undergraduate students, it is funded by a National Science Foundation Partnerships for International Research and Education (PIRE) grant. Each summer, NanoJapan sends 12 U.S. students to Japan to conduct research internships with world leaders in terahertz (THz) spectroscopy, nanophotonics, and ultrafast optics. The students participate in cutting-edge research projects managed within the framework of the U.S-Japan NSF-PIRE collaboration. One of our focus topics is THz science and technology of nanosystems (or `TeraNano'), which investigates the physics and applications of THz dynamics of carriers and phonons in nanostructures and nanomaterials. In this article, we will introduce the program model, with specific emphasis on designing high-quality international student research experiences. We will specifically address the program curriculum that introduces students to THz research, Japanese language, and intercultural communications, in preparation for work in their labs. Ultimately, the program aims to increase the number of U.S. students who choose to pursue graduate study in this field, while cultivating a generation of globally aware engineers and scientists who are prepared for international research collaboration.

NSF Anticipates Pushing Boundaries on Open-Access Plan

ERIC Educational Resources Information Center

Basken, Paul

2013-01-01

The National Science Foundation (NSF), in carrying out the Obama administration's new push for greater public access to research published in scientific journals, will consider exclusivity periods shorter than the 12-month standard in the White House directive, as well as trade-offs involving data-sharing and considerations of publishers'…

National Science Foundation - Annual Report 1985. Thirty-Fifth Annual Report for Fiscal Year 1985.

ERIC Educational Resources Information Center

National Science Foundation, Washington, DC.

The 35th Annual Report of the National Science Foundation (NSF) describes recent achievements of NSF sponsored research in viral structure, semiconductors, genetic engineering, Mayan culture, astronomy, physiology, paleontology, robotics, physics, material science and pollution. Major 1985 initiatives included: (1) establishing six university…

An International Collaborative Undergraduate Research Program between Ithaca College and Leiden University

NASA Astrophysics Data System (ADS)

Koch, Andrew S.; Koch, Heinz F.; Lodder, Gerrit

1997-10-01

Heinz Koch and Gerrit Lodder met in 1971 while on leave at the University of California, Berkeley. Heinz was an NSF Science Faculty Fellow affiliated with Andrew Streitwieser, while Gerrit was a postdoctoral researcher with William Dauben. They commuted between Lafayette and Berkeley for two years, which allowed plenty of time to discuss education, philosophy, politics and even chemistry. In summer 1974, Heinz spent several days in Leiden with the Lodders before the 2nd IUPAC Conference on Physical Organic Chemistry in the Netherlands. The next summer, Gerrit and his family stayed with the Kochs at their summer cottage on an island in Georgian Bay, Canada.

Probing Protoplanetary Disk Upper Atmospheres for Heating and Dust Settling Using Synthetic CO Spectra

NASA Astrophysics Data System (ADS)

Lewis, Josiah; Brittain, S. D.

2010-01-01

CO emission is a useful probe of the warm gas distribution in the planet forming regions of disks around Herbig Ae/Be stars. We model UV fluoresced and thermally excited CO in the circumstellar disks of several HAeBes. We find indications of dust settling in the upper atmospheres of HD 141569 and HD 7048 and a correlation between PAH luminosity and gas heating in these two systems. This project was funded by a partnership between the National Science Foundation (NSF AST-0552798), Research Experiences for Undergraduates (REU), and the Department of Defense (DoD) ASSURE (Awards to Stimulate and Support Undergraduate Research Experiences) programs.

Undergraduate research in geochemistry at a larger university: developing a community of undergraduate and graduate researchers.

NASA Astrophysics Data System (ADS)

Ryan, J. G.

2003-12-01

Faculty at state research universities can find the paired requirements of establishing research programs and developing a "pipeline" of graduate students to be the most challenging aspects of their jobs, especially with shrinking pools of graduate applicants. These problems may be more acute for laboratory-based geochemists, as few graduate candidates possess the requisite quantitative and chemical backgrounds. The need to "get my research going" at the University of South Florida led me to work primarily with undergraduates, as a) they were available and interested, b) they required no more laboratory training than M.S. students; and c) small-dollar funds were available to support them, both in-house and via NSF REU Supplements. Some senior colleagues argued that this approach would hinder my developing a graduate program as is necessary for tenure. This contention turned out to be untrue. My success in undergraduate research draws funding (in NSF REU Site and disciplinary research grants), has attracted outside MS and Ph.D. candidates, and has retained quality in-house students seeking MS degrees. Students working with me join a laboratory community in which undergraduate and graduate researchers are on equal footing in terms of access to instrumentation and other facilities. I work with all my students, irrespective of rank, as members of a cooperative research group. I encourage and expect that technical instruction I provide to any individual will be passed on to their colleagues, which helps develop a "lab culture" of best practices, and ingrains new knowledge and skills through the act of teaching them to others. Maintaining this research environment requires active recruitment of capable graduate AND undergraduate students, regular monitoring of laboratory practices, and ready availability for consultation and mentoring. One must be cognizant of the differing time commitment issues of undergraduates and graduates, and set research goals appropriately. Undergraduate research projects in which 3-4 students work together to collect necessary data can get around the class vs. research scheduling issues they face as they can share the laboratory workload through the week. Group projects can thus collect larger bodies of data, allowing students to address more substantive problems.

Using Research Data to Stimulate Critical Thinking in Undergraduate Geoscience Courses: Examples and Future Directions

NASA Astrophysics Data System (ADS)

Reed, D. L.; Moore, G. F.; Bangs, N. L.; Tobin, H.

2007-12-01

The results of major research initiatives, such as NSF-MARGINS, IODP and its predecessors DSDP and ODP, Ridge 2000, and NOAA's Ocean Explorer and Vents Programs provide a rich library of resources for inquiry-based learning in undergraduate classes in the geosciences. These materials are scalable for use in general education courses for the non-science major to upper division major and graduate courses, which are both content-rich and research-based. Examples of these materials include images and animations drawn from computer presentations at research workshops and audio/video clips from web sites, as well as data repositories, which can be accessed through GeoMapApp, a data exploration and visualization tool developed as part of the Marine Geoscience Data System by researchers at the LDEO (http://www.geomapapp.org/). Past efforts have focused on recreating sea-going research experiences by integrating and repurposing these data in web-based virtual environments to stimulate active student participation in laboratory settings and at a distance over the WWW. Virtual expeditions have been created based on multibeam mapping of the seafloor near the Golden Gate, bathymetric transects of the major ocean basins, subduction zone seismicity and related tsunamis, water column mapping and submersible dives at hydrothermal vents, and ocean drilling of deep-sea sediments to explore climate change. Students also make use of multichannel seismic data provided through the Marine Seismic Data Center of UTIG to study subduction zone processes at convergent plate boundaries. We will present the initial stages of development of a web-based virtual expedition for use in undergraduate classes, based on a recent 3-D seismic survey associated with the NanTroSEIZE program of NSF-MARGINS and IODP to study the properties of the plate boundary fault system in the upper limit of the seismogenic zone off Japan.

BCO-DMO: Enabling Access to Federally Funded Research Data

NASA Astrophysics Data System (ADS)

Kinkade, D.; Allison, M. D.; Chandler, C. L.; Groman, R. C.; Rauch, S.; Shepherd, A.; Gegg, S. R.; Wiebe, P. H.; Glover, D. M.

2013-12-01

In a February, 2013 memo1, the White House Office of Science and Technology Policy (OSTP) outlined principles and objectives to increase access by the public to federally funded research publications and data. Such access is intended to drive innovation by allowing private and commercial efforts to take full advantage of existing resources, thereby maximizing Federal research dollars and efforts. The Biological and Chemical Oceanography Data Management Office (BCO-DMO; bco-dmo.org) serves as a model resource for organizations seeking compliance with the OSTP policy. BCO-DMO works closely with scientific investigators to publish their data from research projects funded by the National Science Foundation (NSF), within the Biological and Chemical Oceanography Sections (OCE) and the Division of Polar Programs Antarctic Organisms & Ecosystems Program (PLR). BCO-DMO addresses many of the OSTP objectives for public access to digital scientific data: (1) Marine biogeochemical and ecological data and metadata are disseminated via a public website, and curated on intermediate time frames; (2) Preservation needs are met by collaborating with appropriate national data facilities for data archive; (3) Cost and administrative burden associated with data management is minimized by the use of one dedicated office providing hundreds of NSF investigators support for data management plan development, data organization, metadata generation and deposition of data and metadata into the BCO-DMO repository; (4) Recognition of intellectual property is reinforced through the office's citation policy and the use of digital object identifiers (DOIs); (5) Education and training in data stewardship and use of the BCO-DMO system is provided by office staff through a variety of venues. Oceanographic research data and metadata from thousands of datasets generated by hundreds of investigators are now available through BCO-DMO. 1 White House Office of Science and Technology Policy, Memorandum for the Heads of Executive Departments and Agencies: Increasing Access to the Results of Federally Funded Scientific Research, February 23, 2013. http://www.whitehouse.gov/sites/default/files/microsites/ostp/ostp_public_access_memo_2013.pdf

High-School Teams Joining Massive Pulsar Search

NASA Astrophysics Data System (ADS)

2008-09-01

High school students and teachers will join astronomers on the cutting edge of science under a program to be operated by the National Radio Astronomy Observatory (NRAO) and West Virginia University (WVU), and funded by the National Science Foundation (NSF). The program, called the Pulsar Search Collaboratory, will engage West Virginia students and teachers in a massive search for new pulsars using data from the Robert C. Byrd Green Bank Telescope (GBT). Sue Ann Heatherly Sue Ann Heatherly, NRAO Education Officer CREDIT: Bill Saxton, NRAO/AUI/NSF (Click on image for larger version) The NSF announced a $892,838 grant to NRAO and WVU to conduct the three-year program. The project will involve 60 teachers and some 600 students in helping astronomers analyze data from 1500 hours of observing time on the GBT. The 120 terabytes of data produced by some 70,000 individual pointings of the giant, 17-million-pound telescope is expected to reveal dozens of previously-unknown pulsars. "The students in this program will be partners in frontier research, discovering new pulsars and measuring changes in pulsars already known," said Sue Ann Heatherly, the NRAO Education Officer in Green Bank and Principal Investigator in the project. Pulsars are superdense neutron stars, the corpses of massive stars that have exploded as supernovae. As the neutron star spins, lighthouse-like beams of radio waves, streaming from the poles of its powerful magnetic field, sweep through space. When one of these beams sweeps across the Earth, radio telescopes can capture the pulse of radio waves. Pulsars serve as exotic laboratories for studying the physics of extreme conditions. Scientists can learn valuable new information about the physics of subatomic particles, electromagnetics, and General Relativity by observing pulsars and the changes they undergo over time. The Pulsar Search Collaboratory (PSC) combines the capabilities of NRAO and WVU to provide a unique opportunity for teachers and students to join in cutting-edge scientific research. The GBT has discovered more than 60 pulsars over the past five years, including the fastest-rotating pulsar ever found, a speedster spinning 716 times per second. At WVU, astronomers Maura McLaughlin and Duncan Lorimer are experienced pulsar specialists who use the GBT regularly for their research. Pulsar Graphic Pulsars Are Spinning Neutron Stars CREDIT: Bill Saxton, NRAO/AUI/NSF (Click on image for larger version) The PSC program will include training for teachers and student leaders at Green Bank, and an annual scientific seminar at WVU where all participants can present their research. During the year, participants will share information through an online collaboration site called the "collaboratory," operated by Northwestern University. Student teams will receive parcels of data from the GBT and analyze the data to discover pulsars. To do so, they will need to learn to use analysis software and to recognize man-made radio interference that contaminates the data. Each portion of the data will be analyzed by multiple teams. Of the 1500 hours of GBT observing data in the project, taken during the summer of 2007, some 300 hours is reserved for analysis by the student teams. This reserved data set is expected to include tens of new pulsars and about 100 known pulsars. "Because multiple teams will analyze each portion of the data, every student in the project is virtually guaranteed to discover a new pulsar," Heatherly said. "This will give West Virginia high school students the chance to make groundbreaking discoveries like finding exotic pulsar binary systems, pulsars with planetary systems, or pulsars spinning faster than currently thought possible," McLaughlin said. The project will begin recruiting teachers in February of 2008. The National Radio Astronomy Observatory is a facility of the National Science Foundation, operated under cooperative agreement by Associated Universities, Inc.

Science initiative for international development

NASA Astrophysics Data System (ADS)

Showstack, Randy

2011-07-01

A new initiative to use science to address global development challenges was launched by the U.S. National Science Foundation (NSF) and the U.S. Agency for International Development (USAID) on 7 July. Partnerships for Enhanced Engagement in Research (PEER) will capitalize on competitively awarded investments to support and build scientific and technical capacity in the developing world, according to the agencies. USAID has allocated $7 million for PEER, which the agencies indicate could leverage an additional $25-50 million in NSFfunded research at U.S. institutions to focus on issues including climate change, disaster mitigation, water, renewable energy, and food security. The program is beginning with six pilot programs in Asia and Africa, including fostering a Bangladeshi seismological community, studying the impacts of land use on biodiversity dynamics in Burkina Faso, and examining climate change and integrated resource management around Agougou Natural Pond in Mali.

Modeling Spectral Variations of Dusty Circumstellar Envelopes During Microlensing Events

NASA Astrophysics Data System (ADS)

Bunker, Christina; Ignace, R.; Bjorkman, J. E.

2007-12-01

Microlensing surveys have proven to be tremendously fruitful in providing valuable data products for many fields of astrophysics, from eclipse lightcurves for substellar candidates to limb darkening in stellar atmospheres. We report on a program of modeling observables from microlensing of circumstellar envelopes, particularly those of red giant stars that are the most likely to show finite source effects. Recent modeling results for the time dependent spectral energy distributions from microlensing of dusty winds are presented. In effect, wavelength-dependent continuum variations that occur as the lens-star separation changes can provide information about the emissivity distribution of dust in the wind. This project was funded by a partnership between the National Science Foundation (NSF AST-0552798), Research Experiences for Undergraduates (REU), and the Department of Defense (DoD) ASSURE (Awards to Stimulate and Support Undergraduate Research Experiences) programs.

76 FR 61757 - Agency Information Collection Activities: Proposed Collection; Comment Request

Federal Register 2010, 2011, 2012, 2013, 2014

2011-10-05

... become K-12 mathematics and science teachers. The program provides funds to institutions of higher... Foundation's (NSF) Robert Noyce Teacher Scholarship (Noyce) Program. Title of Collection: Evaluation of the Robert Noyce Teacher Scholarship Program. OMB Control No.: 3145-0217. Expiration Date of Approval: June...

Digital Game-Based Learning to Encourage Secondary Students to Purse STEM Related Careers Using Arecibo Observatory

NASA Astrophysics Data System (ADS)

Ortiz-Correa, Z. M.; Lautenbach, J.; Franco-Diaz, E.; Raizada, S.; Ghosh, T.; Rivera-Valentín, E.; Ortiz, A.

2017-12-01

This project was developed to encourage secondary students to pursue STEM related careers through exposure to the interdisciplinary nature of the Arecibo Observatory (AO) in Puerto Rico. The idea for this project was initiated due to the NSF-funded Research Experience for Teachers (RET) Summer Program. The AO RET summer program allows teaching faculty from public schools to collaborate with scientist on their ongoing research or instrument development projects at the AO for five weeks. Subsequently, the research is disseminated among secondary students through several workshops and hands-on activities. Through the workshops and hands-on activities underrepresented secondary students will learn about the research conducted at the AO to study Earth's upper atmosphere, asteroids and other Solar System bodies, as well as stars and galaxies beyond. Afterwards, students will develop virtual worlds simulating the different AO facilities (Lidar Laboratory, Radio Telescope, Planetary Radar System, HF Facility, Visitor Center, among others) and showing their functions using digital game-based learning.

Flow of colloidal suspensions and gels

NASA Astrophysics Data System (ADS)

Zia, Roseanna

Our recent studies of yield of colloidal gels under shear show that yield in such gels occurs in distinct stages. Under fixed stress, yield follows a finite delay period of slow solid-like creep. Post yield, the gel fluidizes and may undergo long-time viscous flow or, in some cases, may re-solidify. Under imposed strain rate, the transition from equilibrium to long-time flow is characterized by one or more stress overshoots, signifying a yield process here as well. These rheological changes are accompanied by evolution in morphology and dynamics of the gel network. Similar regimes have been observed in gels subjected to gravitational forcing; the gel initially supports its own weight, or perhaps undergoes slow, weak compaction. This may be followed by a sudden transition to rapid compaction or sedimentation. Various models have been put forth to explain these behaviors based on structural evolution, but this detail is difficult to observe in experiment. Here we examine the detailed microstructural evolution and rheology of reversible colloidal gels as they deform under gravity, identifying the critical buoyant force at which yield occurs, the role played by ongoing gel coarsening, and similarities and differences compared to yield under shear. We gratefully acknowledge the support of the NSF XSEDE Computational Resource, the NSF Early CAREER Program, and the Office of Naval Research Young Investigator Program.

Cornell Astronomy REU: Casting a Wide Net to Increase Access to Research Opportunities

NASA Astrophysics Data System (ADS)

Fernandez de Castro, Patricia; Haynes, Martha P.

2018-01-01

We describe a Research Experience for Undergraduates program in astrophysics and planetary science hosted in a major university setting that is geared especially but not exclusively to students who matriculate at smaller colleges and universities without major astronomy research programs, have not previously had off-campus research experiences and/or have non-traditional academic backgrounds.Individual research projects which students undertake with faculty mentors and their research groups are the keystone of the program. Built around this central activity are a set of other components that aim to expose students to the broad areas of astrophysical and planetary science research and to foster their appreciation of the research enterprise and their possible place within it. We describe the professional development activities that are offered to students, including lectures and workshops on a broad range of topics in astrophysics and planetary science, research group meetings, tutorials on research and scientific presentation skills, participation in outreach, education on the graduate school experience and application process, and discussions of the scientific enterprise, career paths and options in astronomy and related fields as well as the role REU group meetings with the program director (which complement meetings students attend within the context of their research group) play in developing students’ scientific competencies and pre-professional development. Also described are program elements that aim to make the program accessible to all students, including older students, those in relationships or with children as well as cohort building. Finally, we discuss lessons learned on how recruiting on merit and suitability to the research projects on offer, with a strong emphasis on smaller colleges and universities without major astronomy research programs can work towards a broader and more inclusive recruitment.This work was supported by NSF award AST-1156780.

Enabling Arctic Research Through Science and Engineering Partnerships

NASA Astrophysics Data System (ADS)

Kendall, E. A.; Valentic, T. A.; Stehle, R. H.

2014-12-01

Under an Arctic Research Support and Logistics contract from NSF (GEO/PLR), SRI International, as part of the CH2M HILL Polar Services (CPS) program, forms partnerships with Arctic research teams to provide data transfer, remote operations, and safety/operations communications. This teamwork is integral to the success of real-time science results and often allows for unmanned operations which are both cost-effective and safer. The CPS program utilizes a variety of communications networks, services and technologies to support researchers and instruments throughout the Arctic, including Iridium, VSAT, Inmarsat BGAN, HughesNet, TeleGreenland, radios, and personal locator beacons. Program-wide IT and communications limitations are due to the broad categories of bandwidth, availability, and power. At these sites it is essential to conserve bandwidth and power through using efficient software, coding and scheduling techniques. There are interesting new products and services on the horizon that the program may be able to take advantage of in the future such as Iridium NEXT, Inmarsat Xpress, and Omnispace mobile satellite services. Additionally, there are engineering and computer software opportunities to develop more efficient products. We will present an overview of science/engineering partnerships formed by the CPS program, discuss current limitations and identify future technological possibilities that could further advance Arctic science goals.

76 FR 48182 - Notice of Permit Application Received Under the Antarctic Conservation Act of 1978

Federal Register 2010, 2011, 2012, 2013, 2014

2011-08-08

.... Designated pollutants would be associated with camp operations [typically air emissions and waste water... (NSF) has received a waste management permit application for operation of a field research camp located...: NSF's Antarctic Waste Regulation, 45 CFR part 671, requires all U.S. citizens and entities to obtain a...

NSF in a Changing World: The National Science Foundation's Strategic Plan.

ERIC Educational Resources Information Center

National Science Foundation, Washington, DC.

The National Science Foundation's (NSF) role as a leader and steward of the Nation's science and engineering enterprise faces new tests--promoting new approaches to research, education, and workforce training that reach all Americans; responding to the increased importance of science and engineering in many aspects of daily life; modernizing the…

Hand-held Calculators: Past, Present, and Future

ERIC Educational Resources Information Center

Bell, Max; And Others

1977-01-01

Recommendations of several publications with regard to the use of hand-held calculators in the mathematics curriculum are presented. Relevant portions of the NACOME and Euclid Conference reports are cited as well as a report to NSF and recommendations from an NIE/NSF conference. Recommendations support expanded use of, and research concerning,…

National Science Foundation FY 2004 Performance and Accountability Report.

ERIC Educational Resources Information Center

National Science Foundation, 2004

2004-01-01

The information provided in this report documents that the National Science Foundation (NSF) is a well-managed and effective organization with an outstanding staff dedicated to ensuring that America's future is secure and prosperous. Despite its small size, NSF is widely recognized as the catalyst for the advancement of basic research in America.…

Equity: Ownership by Minorities and Women of Research Projects.

ERIC Educational Resources Information Center

Wilkinson, Patricia; Sher, Lawrence

Beginning in 1987, a reform movement was heavily funded by the National Science Foundation (NSF) to change the teaching of calculus. Borough of Manhattan Community College (BMCC) received seven NSF grants over an eight-year period, allowing the college to: establish a state-of-the-art calculus computer lab; purchase calculators, graphing…

Leveraging the NSF Broader-Impacts Criterion for Change in STEM Education

ERIC Educational Resources Information Center

Mathieu, Robert D.; Pfund, Christine; Gillian-Daniel, Don

2009-01-01

In an attempt to move, if not balance, the scales of activity toward increasing scientific capability across a diverse national population, U.S. federal funding agencies are purposefully linking research funding to broad national impact. Among United States federal agencies, the National Science Foundation (NSF) has led the way in the integration…

Significant Opportunities in Atmospheric Research and Science (SOARS)

NASA Astrophysics Data System (ADS)

Wyndam, T.

2002-12-01

Science education is rapidly changing. It is becoming more exciting and challenging, and also more accessible. Little more than a decade ago, the dreams of students from historically underrepresented groups to successfully pursue careers in science were admirable, but mostly elusive. Today, while African Americans, Chicano/Hispanic/LatinoAmericans, and Native Americans make up 25% of the U.S.A. population, these groups combined constitute fewer than 7% of scientists and engineers in the labor force and approximately 3% of the current AMS membership. Achieving the goal of a diverse, internationally competitive, and globally engaged workforce of scientists, engineers, and well prepared citizens calls for different educational goals and strategies. In 1995 UCAR teamed up with NSF and established a program, SOARS, that extends science education and encourages university students from diverse backgrounds to sustain interests, develop skills, and create paths that lead them to careers in the atmospheric and related sciences. SOARS combines research opportunities with a comprehensive mentoring component and a number of other proven learning strategies to create a student (protégé) centered learning community. To date, seventy-two protégés have traveled this pathway. Thirteen protégés have completed their master's degrees and are SOARS alumni: Ten have entered the professional scientific workforce; four are enrolled in Ph.D. programs; and two are Ph.D. candidates. Twenty-four protégés are enrolled in graduate programs: Three are AMS graduate fellows; one an NSF graduate fellow. Forty-two protégés have completed bachelor's degrees; three have completed associate's degrees and are now enrolled in a four-year research university. SOARS sponsorship has expanded to include DOE, NASA, and NOAA. Though SOARS continues to learn from the experiences of its community of protégés and mentors, results to date suggest that it is a successful model.

Using Teleducation and Field Experiences to further the Understanding of Coastal Environments

NASA Astrophysics Data System (ADS)

Macko, S. A.; Szuba, T. A.; Shugart, H.

2007-05-01

This project is an outreach and education program with a partner in the K-12 schools at Accomack County on the Eastern Shore of Virginia. It endeavors to build a community knowledgeable of the importance the ocean plays daily in our lives, and our own impact on the ocean. It is an program built in stages that: 1) Establish high speed live interactive classes (teleducation) linkages with the Eastern Shore High Schools with earth science teachers enabling them to remotely participate in University of Virginia classes in Oceanography (designed on a faculty development basis or acquire NSTA certification in Earth Science Education, as well as participation by seniors in the Accomack Schools; 2) Establish field experiences for teachers and selected students that involve travel to both the Virginia Coast Reserve Long Term Ecological Research (VCR/LTER) Center, UVA to observe first- hand the science programs at those locations and participate in cutting edge coastal marine research efforts. These experiences improve student understanding of the ocean-atmosphere biogeophysical system and encourage students to explore the sciences as a field of study and possible vocation. Advanced high school students and science teachers from Accomack County Public Schools participated in an experience involving field and laboratory methods employed in a NSF-sponsored study of the coupled natural-human dynamics on the Eastern Shore of Virginia over the past 500 years (NSF-Biocomplexity). Students and teachers worked with researchers of the VCR facility in Oyster, VA, collected sediment cores from Chesapeake Bay tributaries, and traveled to the Organic Geochemistry Laboratory at UVA, in Charlottesville, VA to prepare and analyze samples for isotopic and palynological information. In a first of its kind connectivity, in June/July, 2006, using high speed internet connections, a summer class in Oceanography was live, interactively broadcast (teleducation) from UVA to Arcadia High School on the Eastern Shore, allowing teachers in the Accomack School district to receive university credit without leaving their home classrooms 250 miles from UVA.

Excellence and Diversity in Physics, and the Quest for Other Worlds

NASA Astrophysics Data System (ADS)

Stassun, Keivan

A major concern for American competitiveness today is the full engagement of US citizens in the STEM enterprise. Of particular concern is the ongoing under-representation of African Americans, Hispanic Americans, and Native Americans, who comprise 35% of the US college-age population but only 2% of physical science PhDs Awarded in the US. Since 2004, with initial funding from an NSF CAREER Grant and then from a Research Corp Cottrell Scholar Award, the Fisk-Vanderbilt Masters-to-PhD Bridge Program has attracted 98 students, 79 of them under-represented minorities, 50% of them women, and with a PhD retention rate of 90%. Fisk has become the top producer of Black U.S. recipients of the master's degree in physics, and Vanderbilt has become the top research university to Award the PhD to under-represented minorities in physics, astronomy, and materials science. Among the many ``firsts'' of the program are: the first member of the Sioux Nation to earn an advanced physics degree, the first Native Hawaiian woman to receive the prestigious NSF Graduate Research Fellowship, the first African American to receive NASA's top Hubble Postdoctoral Fellowship, and the first African American woman to publish an astronomy paper as first author in the prestigious journal Nature. Indeed, this latter example represents the groundbreaking discovery that the sizes and ages of stars--and therefore the sizes and ages and compositions of the planets that orbit those stars--can be measured directly and accurately via the ``flicker'' of the stars' light. This discovery has transformed the ability of astronomers to understand the physical nature of the exoplanets that are now being found by the thousands around distant stars.

Monitoring the Earth's Dynamic Magnetic Field

USGS Publications Warehouse

Love, Jeffrey J.; Applegate, David; Townshend, John B.

2008-01-01

The mission of the U.S. Geological Survey's Geomagnetism Program is to monitor the Earth's magnetic field. Using ground-based observatories, the Program provides continuous records of magnetic field variations covering long timescales; disseminates magnetic data to various governmental, academic, and private institutions; and conducts research into the nature of geomagnetic variations for purposes of scientific understanding and hazard mitigation. The program is an integral part of the U.S. Government's National Space Weather Program (NSWP), which also includes programs in the National Aeronautics and Space Administration (NASA), the Department of Defense (DOD), the National Oceanic and Atmospheric Administration (NOAA), and the National Science Foundation (NSF). The NSWP works to provide timely, accurate, and reliable space weather warnings, observations, specifications, and forecasts, and its work is important for the U.S. economy and national security. Please visit the National Geomagnetism Program?s website, http://geomag.usgs.gov, where you can learn more about the Program and the science of geomagnetism. You can find additional related information at the Intermagnet website, http://www.intermagnet.org.

Retaining undergrads, and preparing grads for academic jobs: the PFPF program

NASA Astrophysics Data System (ADS)

Stewart, Gay

2001-04-01

When we embarked upon an NSF supported curriculum development project, it became clear that the greatest need for educational reform to be sustained was for future faculty to be prepared to be as professional about roles as educators as roles as researchers. A new faculty member may find themselves preparing to teach a class for the first time, with little guidance. Complaints employers have about those hired for research positions involve interpersonal skills. More researchers are being called upon to do outreach. Teaching and outreach activities develop these skills. We are adding these kinds of activities to the graduate program, with the same sort of mentoring that accompanies the development of research skills, without extending the time to degree. Also, a new MA for those that find themselves unmotivated by research, but still loving physics, provides a route straight into teaching at very low resource cost. These interests helped us become one of four pilot sites for the Preparing Future Physics Faculty program. The early results of our efforts will be presented: increased undergraduate enrollment and satisfaction with the departmental climate, recognition from the university administration for doing a superior job in student preparation, and graduate students more comfortable in the classroom.

Retaining undergrads, and preparing grads for academic jobs: the PFPF program

NASA Astrophysics Data System (ADS)

Stewart, Gay

2001-03-01

When we embarked upon an NSF supported curriculum development project, it became clear that the greatest need for educational reform to be sustained was for future faculty to be prepared to be as professional about roles as educators as roles as researchers. A new faculty member may find themselves preparing to teach a class for the first time, with little guidance. Complaints employers have about those hired for research positions involve interpersonal skills. More researchers are being called upon to do outreach. Teaching and outreach activities develop these skills. We are adding these kinds of activities to the graduate program, with the same sort of mentoring that accompanies the development of research skills, without extending the time to degree. Also, a new MA for those that find themselves unmotivated by research, but still loving physics, provides a route straight into teaching at very low resource cost. These interests helped us become one of four pilot sites for the Preparing Future Physics Faculty program. The early results of our efforts will be presented: increased undergraduate enrollment and satisfaction with the departmental climate, recognition from the university administration for doing a superior job in student preparation, and graduate students more comfortable in the classroom.

Sharing Polar Science with Secondary Students: Polartrec and Beyond

NASA Astrophysics Data System (ADS)

Herrmann, N. E.

2014-12-01

This session will provide a variety of resources and lesson ideas for educators interested in effectively communicating polar science. Ms. Herrmann will share evidence of the direct impacts on secondary students that resulted from her collaboration with polar scientists in both the Arctic and Antarctic. Ms. Herrmann's interest in polar science began in 2009, when she worked as a field assistant in Kangerlussuaq, Greenland for scientists examining the effects of climate change on caribou. In 2011, she was selected to participate in PolarTREC (Teachers and Researchers Exploring and Collaborating), a professional development program for teachers and researchers, funded by NSF and coordinated by the Arctic Research Consortium of the United States (ARCUS). The opportunity provides teachers opportunities to collaborate with scientists and to share real world science with students. Ms. Herrmann will discuss her experience working with researchers at Palmer Station, Antarctica and how it led to her continued professional development with the Palmer Station Research Experience for Teachers (RET) program and with Polar Eduators (PEI), including a recent Master Class she presented with Dr. Richard Alley. She will also discuss her development of a program called Polar Ambassadors, in which older students become mentors to younger students in the field of polar science.

NEWPATH: An Innovative Program to Nurture IT Entrepreneurs

ERIC Educational Resources Information Center

Soundarajan, Neelam; Camp, Stephen M.; Lee, David; Ramnath, Rajiv; Weide, Bruce W.

2016-01-01

The number of freshmen interested in entrepreneurship has grown dramatically in the last few years. In response, many universities have created entrepreneurship programs, including ones focused on engineering entrepreneurship. In this paper, we report on NEWPATH, an innovative NSF-supported program at Ohio State, designed to nurture students to…

Advanced Technological Education Program Fact Sheet, June 2007

ERIC Educational Resources Information Center

Ritchie, Liesel A.; Gullickson, Arlen R.; Wygant, Barbara

2007-01-01

This fact sheet summarizes data gathered in the 2007 annual survey for the National Science Foundation's (NSF) Advanced Technological Education (ATE) program. This was the eighth annual survey of ATE projects and centers conducted by The Evaluation Center at Western Michigan University. Included here are statistics about the program's grantees and…

Longitudinal Nanotechnology Development (1991-2002): National Science Foundation Funding and its Impact on Patents

NASA Astrophysics Data System (ADS)

Huang, Zan; Chen, Hsinchun; Yan, Lijun; Roco, Mihail C.

2005-10-01

Nanotechnology holds the promise to revolutionize a wide range of products, processes and applications. It is recognized by over sixty countries as critical for their development at the beginning of the 21st century. A significant public investment of over 1 billion annually is devoted to nanotechnology research in the United States. This paper provides an analysis of the National Science Foundation (NSF) funding of nanoscale science and engineering (NSE) and its relationship to the innovation as reflected in the United States Patent and Trade Office (USPTO) patent data. Using a combination of bibliometric analysis and visualization tools, we have identified several general trends, the key players, and the evolution of technology topics in the NSF funding and commercial patenting activities. This study documents the rapid growth of innovation in the field of nanotechnology and its correlation to funding. Statistical analysis shows that the NSF-funded researchers and their patents have higher impact factors than other private and publicly funded reference groups. This suggests the importance of fundamental research on nanotechnology development. The number of cites per NSF-funded inventor is about 10 as compared to 2 for all inventors of NSE-related patents recorded at USPTO, and the corresponding Authority Score is 20 as compared to 1.8.

HRP Chief Scientist's Office: Conducting Research to Enable Deep Space Exploration

NASA Technical Reports Server (NTRS)

Charles, J. B.; Fogarty, J.; Vega, L.; Cromwell, R. L.; Haven, C. P.; McFather, J. C.; Savelev, I.

2017-01-01

The HRP Chief Scientist's Office sets the scientific agenda for the Human Research Program. As NASA plans for deep space exploration, HRP is conducting research to ensure the health of astronauts, and optimize human performance during extended duration missions. To accomplish this research, HRP solicits for proposals within the U.S., collaborates with agencies both domestically and abroad, and makes optimal use of ISS resources in support of human research. This session will expand on these topics and provide an opportunity for questions and discussion with the HRP Chief Scientist. Presentations in this session will include: NRA solicitations - process improvements and focus for future solicitations, Multilateral Human Research Panel for Exploration - future directions (MHRPE 2.0), Extramural liaisons - National Science Foundation (NSF) and Department of Defense (DOD), Standardized Measures for spaceflight, Ground-based Analogs - international collaborations, and International data sharing.

Synthesizing International Understanding of Changes in the Arctic Hydrological System

NASA Astrophysics Data System (ADS)

Pundsack, J. W.; Vorosmarty, C. J.; Hinzman, L. D.

2009-12-01

There are several notable gaps in our current level of understanding of Arctic hydrological systems. At the same time, rapidly emerging data sets, technologies, and modeling resources provide us with an unprecedented opportunity to move substantially forward. The Arctic Community-Wide Hydrological Analysis and Monitoring Program (Arctic-CHAMP), funded by NSF/ARCSS, was established to initiate a major effort to improve our current monitoring of water cycle variables, and to foster collaboration with the many relevant U.S. and international arctic research initiatives. These projects, funded under ARCSS through the ‘Freshwater Integration (FWI) study’, links CHAMP, the Arctic/Subarctic Ocean Fluxes (ASOF) Programme, and SEARCH. As part of the overall synthesis and integration efforts of the NSF-ARCSS Freshwater Integration (FWI) study, the program carried-out a major International Synthesis Capstone Workshop in Fall 2009 as an International Polar Year (IPY) affiliated meeting. The workshop, "Synthesizing International Understanding of Changes in the Arctic Hydrological System,” was held 30 September to 4 October 2009 in Stockholm at the Beijer Auditorium of the Royal Swedish Academy. The workshop was sponsored by the NSF-ARCSS Arctic-CHAMP Science Management Office (City College of New York / Univ. of New Hampshire), the International Study of Arctic Change (ISAC), and the International Arctic Research Center (IARC; Univ. of Alaska Fairbanks). The overarching goals of the meeting were to stage a post-IPY lessons-learned workshop with co-equal numbers of FWI, IPY, and ICARP-II researchers, using insights from recent scientific findings, data, and strategies to afford synthesis. The workshop aimed to: (1) take stock of recent advances in our understanding of changes in the Arctic hydrological system; (2) identify key remaining research gaps / unanswered questions; and (3) gather insight on where to focus future research efforts/initiatives (nationally and internationally). The workshop brought together approximately 40 participants, with roughly equal numbers from North America and Europe/Scandinavia, and included representatives from Canada, Russia, Germany, Iceland, Sweden, Norway, Finland, Denmark/Greenland, and the US. This talk will focus on findings of the workshop, highlighting advances in Arctic research that have taken flight over the last decade, specifically stimulated by considering the hydrologic cycle as an integrating force and fundamental building block uniting atmospheric, oceanic, cryospheric and terrestrial domains of the pan-Arctic system. The authors will present a future vision for systems-level science of Arctic hydrology and affiliated energy and carbon cycles. A scientific roadmap will be introduced, outlining the main research priorities, robust global and regional geo-information data products, improved models and effective data assimilation systems to forward the science of water in the Arctic.

Astronomy Outreach Activites through the University of California, Irvine

NASA Astrophysics Data System (ADS)

Thornton, Carol E.; Smecker-Hane, T.

2006-06-01

We discuss our efforts to bring astronomy to local schools and classrooms through the UCI Astronomy Outreach program. This is part of a faculty-led outreach program entitled Outreach in Astronomy & Astrophysics with the UCI Observatory, funded by an NSF FOCUS grant to the University of California, Irvine. We primarily schedule visits with K-12 teachers in the Compton, Newport/Mesa and Santa Ana Unified School Districts, but often see scout troops and classes from other nearby schools. Often these schools don’t have the funding needed to bring their students to us, so we take small, portable telescopes to the schools, for both day and night visits, to give the students a chance to not only see a telescope, but to use one as well. For the schools that can find transportation to bring their students to campus, we include a tour of our observatory dome housing a 24-inch telescope used for outreach events and undergraduate research. In addition, we give interactive lectures and demonstrations to involve the students and get them excited about careers in science and science in general. We find that we help stimulate discussions before and after our visits, which can often help start or end a unit of astronomy within the schools’ curricula. We show feedback from teachers we have visited including the strengths of the program and suggestions/improvements for the future. For more information, see http://www.physics.uci.edu/%7Eobservat/tour_program.htmlFunding provided by NSF grant EHR-0227202 (PI: Ronald Stern).

Should Data Frameworks be Inherently Multiscalar? A Use Case of the Living Atlas of the World

NASA Astrophysics Data System (ADS)

Wright, D. J.

2015-12-01

In addition to an individual research project, many researchers are involved in at least one major partnership, perhaps one ocean observatory, or one collaborative. The accompanying data framework may be focused on a subdiscipline of oceanography (i.e., marine geology and geophysics, physical oceanography, marine ecology, etc.) or particular study region. The data framework obviously exists to support research, but also collaboration in data collection, spatial analysis, visualization, and communication of the science to multiple audience. These interactions likely take place at multiple scales: the scale of the individual researcher, of small workgroups within a lab, or of inter-organizational collaboration. There are also frameworks that cut horizontally across discipline and region, connecting to broader national or global initiatives such as NSF EarthCube, other NSF-funded Research Coordination Networks, GEOSS, or ODIP. The Living Atlas of the World is presented as a use case of a data framework seeking to cut effectively across multiple spatial and temporal scales. The Living Atlas was first created in 2014 to make authoritative geographic information accessible via hosted cloud services so that users could more quickly address scientific and societal problems and decisions at spatial scales ranging from a small study area the entire globe, while using a range of interactive map functions to tell engaging narratives along the way (aka "story maps"). What began as a way to build trusted, authoritative, and freely available *basemaps* from data contributed online by the GIS community, has grown to a larger program extending far beyond basemap layers to satellite imagery, bathymetry, water column layers, and hydrology, as well elevation, human population, and 3D web scenes. The Living Atlas is continually under construction with new efforts that now extend beyond just the reading and serving of dataset, to the provisioning of spatial analysis on these *data services* in the cloud, as well as the crosswalking and sharing of workflows and use cases, additional apps for mobile, web, and desktop, community-building events where people gather face-to-face, and close interlinkages to other platforms such as ODIP and NSF EarthCube.

The Future of Nearshore Processes Research: U.S. Integrated Coastal Research Program

NASA Astrophysics Data System (ADS)

Elko, N.; Feddersen, F.; Foster, D. L.; Hapke, C. J.; Holman, R. A.; McNinch, J.; Mulligan, R. P.; Ozkan-Haller, H. T.; Plant, N. G.; Raubenheimer, B.

2016-02-01

The authors, representing the acting Nearshore Advisory Council, have developed an implementation plan for a U.S. Nearshore Research Program based on the 2015 Future of Nearshore Processes report that was authored by the nearshore community. The objectives of the plan are to link research programs across federal agencies, NGOs, industry, and academia into an integrated national program and to increase academic and NGO participation in federal agency nearshore processes research. A primary recommendation is interagency collaboration to build a research program that will coordinate and fund U.S. nearshore processes research across three broad research themes: 1) long-term coastal evolution due to natural and anthropogenic processes; 2) extreme events; and 3) physical, biological and chemical processes impacting human and ecosystem health. The plan calls for a new program to be developed by an executive committee of federal agency leaders, NGOs, and an academic representative, created similarly to the existing NOPP program. This leadership will be established prior to the 2016 Ocean Sciences meeting and will have agreed on responsibilities and a schedule for development of the research program. To begin to understand the scope of today's U.S. coastal research investment, a survey was distributed to ten federal agency R&D program heads. Six of the ten agencies indicated that they fund coastal research, with a combined annual coastal research budget of nearly 100 million (NSF has not responded). The priority of the three research themes were ranked nearly equally and potential research support ranged from 15-19 million for each theme, with approximately 12 million as direct contribution to academic research. Beyond addressing our fundamental science questions, it is critical that the nearshore community stay organized to represent academic interests on the new executive committee. The program goal is the integration of academic, NGO, and federal agencies.

Accelerated Learning: Undergraduate Research Experiences at the Texas A&M Cyclotron Institute

NASA Astrophysics Data System (ADS)

Yennello, S. J.

The Texas A&M Cyclotron Institute (TAMU CI) has had an NSF funded Research Experiences for Undergraduates program since 2004. Each summer about a dozen students from across the country join us for the 10-week program. They are each imbedded in one of the research groups of the TAMU CI and given their own research project. While the main focus of their effort is their individual research project, we also have other activities to broaden their experience. For instance, one of those activities has been involvement in a dedicated group experiment. Because not every experimental group will run during those 10 weeks and the fact that some of the students are in theory research groups, a group research experience allows everyone to actually be involved in an experiment using the accelerator. In stark contrast to the REU students' very focused experience during the summer, Texas A&M undergraduates can be involved in research projects at the Cyclotron throughout the year, often for multiple years. This extended exposure enables Texas A&M students to have a learning experience that cannot be duplicated without a local accelerator. The motivation for the REU program was to share this accelerator experience with students who do not have that opportunity at their home institution.

News and Announcements

NASA Astrophysics Data System (ADS)

1999-05-01

Supplementary Materials The number of supplementary materials that accompany print articles has grown and also become more varied. The new guidelines for lab experiments call for supplementary materials in most cases, so that the actual materials used in lab can be made available. The From Past Issues column edited by Kathryn Williams and many of the technology columns frequently have supplements for JCE Online. An especially interesting supplement that we would like to call to the attention of readers is a collection of videos from the E. O. Lawrence Berkeley National Laboratory, based on interviews with nuclear chemists who have discovered and studied the heaviest elements. These movies accompany the Viewpoints article, "Chemistry of the Heaviest Elements-One Atom at a Time" by Darleane C. Hoffman and Diana M. Lee. The titles of the movies are listed below; illustrative stills are shown at the bottom of the page. Researchers involved with the segments about Lawrencium include Robert Silva, Torbjorn Sikkeland, Matti Nurmia, Robert Latimer, and Albert Ghiorso, all of whom are from the Lawrence Berkeley Laboratory. (QuickTime 3 is needed in order to view the videos; it can be downloaded free from http://www.apple.com.)

• A Brief Note about Plutonium, by Glenn Seaborg
• Plutonium and Why It Was Kept a Secret
• The Prediction of the Actinide Series, by Glenn Seaborg
• First Chemical Separation of Lawrencium at Lawrence Radiation Laboratory in 1970
• The HILAC or Heavy-Ion Linear Accelerator
• Discovery of Lawrencium
• How To Collect Lawrencium Atoms
• The Discovery of Element 106-Finally
• The Naming of Element 106
• The Limits of Discovering the Heavy Elements
• What Good Is a Heavy Element?

June 16-19: TBA, Minneapolis, MN June 23-26: Southwest Texas State Univ., San Marcos, TX July 7-10: University of Nevada-Reno, Reno, NV July 14-17: Northeastern University, Boston, MA August 3-6: College of Charleston, Charleston, SC August 16-19: TBA, Seattle, WA

• Course, Curriculum, and Laboratory Improvement (CCLI) June 7, 1999
• NSF Collaboratives for Excellence in Teacher Preparation (CETP) Preliminary proposals, Track 1 May 1, 1999 Formal proposals, Track 1 September 1, 1999
• DUE online 1999 guidelines, NSF 99-53 available at http://www.nsf.gov/cgi-bin/getpub?nsf9953

• Camille Dreyfus Teacher-Scholar Awards Program: November 16, 1998
• Henry Dreyfus Teacher-Scholar Awards Program: July 1, 1999
• New Faculty Awards Program: May 14, 1999
• Faculty Start-up Grants for Undergraduate Institutions: May 14, 1999
• Scholar/Fellow Program for Undergraduate Institutions: July 1, 1999
• Special Grant Program in the Chemical Sciences: July 15, 1999
• Postdoctoral Program in Environmental Chemistry: February 26, 1999

• Cottrell College Science Awards: May 15 and November 15
• Cottrell Scholars: First regular business day in September
• Partners in Science: December 1 (the final year for this program is summer 1999)
• Research Opportunity Awards: May 1 and October 1
• Research Innovation Awards: May 1

Building Geosciences Departments for the Future: Geospatial Initiatives at North Carolina Central University

NASA Astrophysics Data System (ADS)

Vlahovic, G.; Malhotra, R.; Renslow, M.; Albert, B.; Harris, J.

2007-12-01

Two ongoing initiatives funded by the NSF-GEO and NSF-HRD directorates are being used to enhance the geospatial program at the North Carolina Central University (NCCU) to make it a leader, regionally and nationally, in geoscience education. As one of only two Historically Black Colleges and Universities (HBCUs) in the southeast offering Geography as a major, NCCU has established a Geospatial Research, Innovative Teaching, and Service (GRITS) Center and has partnered with American Society for Photogrammetry and Remote Sensing (ASPRS) to offer "Provisional" GIS certification to students graduating with Geography degrees. This presentation will focus on the role that ongoing geospatial initiatives are playing in attracting students to this program, increasing opportunities for academic and industry internships and employment in the field after graduation, and increasing awareness of the NCCU geosciences program among GIS professionals in North Carolina. Some of the program highlights include "Provisional" ASPRS certification recently awarded to three NCCU graduate students - the first three students in the nation to complete the provisional certification process. This summer GRITS Center faculty conducted two GIS workshops for academic users and three more are planned in the near future for North Carolina GIS professionals. In addition, a record number of students were awarded paid internship positions with government agencies, non profit organizations and the industry. This past summer our students worked at NOAA, NC Conservation Fund, UNC Population Center, and Triangle Aerial Surveys. NCCUs high minority enrollment (at the present above 90%) and quality and tradition of geoscience program make it an ideal incubator for accreditation and certification activities and a possible role model for other HBCUs.

Evolution of a Teacher Professional Development Program that Promotes Teacher and Student Research

NASA Astrophysics Data System (ADS)

Pompea, S. M.; Croft, S. K.; Garmany, C. D.; Walker, C. E.

2005-12-01

The Research Based Science Education (RBSE) and Teacher Leaders in Research Based Science (TLRBSE) programs at the National Optical Astronomy Observatory have been evolving for nearly ten years. Our current program is actually a team of programs aiding teachers in doing research with small telescopes, large research-grade telescopes, astronomical data archives, and the Spitzer Space Telescope. Along the way, as these programs evolved, a number of basic questions were continuously discussed by the very talented program team. These questions included: 1) What is real research and why should we encourage it? 2) How can it be successfully brought to the classroom? 3) What is the relative importance of teacher content knowledge versus science process knowledge? 4) How frustrating should an authentic research experience be? 5) How do we measure the success of our professional development program? 6) How should be evaluate and publish student work? 7) How can teachers work together on a team to pursue research? 8) What is the model for interaction of teachers and researchers - equal partners versus the graduate student/apprentice model? 9) What is the ideal mix of skills for a professional development team at NOAO? 10) What role can distance learning play in professional preparation? 11) What tools are needed for data analysis? 12) How can we stay funded? Our evolving program has also been used as a test bed to examine new models of teacher's professional development that may aid our outreach efforts in the Large Synoptic Survey Telescope program, the Thirty-Meter Telescope program, and the National Virtual Observatory program. We will describe a variety of lessons learned (and relearned) and try to describe best practices in promoting teacher and student research. The TLRBSE Program is funded by the National Science Foundation under ESI 0101982, funded through the AURA/NSF Cooperative Agreement AST-9613615. NOAO is operated by the Association of Universities for Research in Astronomy (AURA), Inc. under cooperative agreement with the National Science Foundation.

Institutional transformation: An analysis of change initiatives at NSF ADVANCE institutions

NASA Astrophysics Data System (ADS)

Plummer, Ellen W.

The purpose of this study was to examine how institutional culture promoted or impeded the implementation of round one and two NSF ADVANCE initiatives designed to improve academic climates for women in science and engineering. This study was conducted in two phases. In phase one, 35 participants from 18 institutions were interviewed to answer three research questions. Participants identified a policy, process, or program designed to improve academic cultures for women in science and engineering fields. Participants also identified strategies that promoted the implementation of these efforts, and discussed factors that impeded these efforts. In phase two, site visits were conducted at two institutions to answer a fourth research question. How did institutional culture shape the design and implementation of faculty search processes? Policies, processes, and programs were implemented by participants at the institutional, departmental, and individual levels and included family friendly and dual career policies at the institutional level, improved departmental faculty search and climate improvement processes, and mentoring programs and training for department heads at the individual level. Communication and leadership strategies were key to the successful implementation of policies, processes, and programs designed to achieve institutional transformation. Communication strategies involved shaping change messages to reach varied audiences often with the argument that change efforts would improve the climate for everyone not just women faculty members. Administrative and faculty leaders from multiple levels proved important to change efforts. Institutional Transformation Institutional culture shaped initiatives to improve faculty search processes. Faculty leaders in both settings used data to persuade faculty members of the need for change. At one site, data that included national availability information was critical to advancing the change agenda. At the other site, social science data that illustrated gender bias was persuasive. Faculty members who were effective as change agents were those who were credible with their peers in that setting.

CHEMICAL INDUCTION MIXER VERIFICATION - ENVIRONMENTAL TECHNOLOGY VERIFICATION PROGRAM

EPA Science Inventory

The Wet-Weather Flow Technologies Pilot of the Environmental Technology Verification (ETV) Program, which is supported by the U.S. Environmental Protection Agency and facilitated by NSF International, has recently evaluated the performance of chemical induction mixers used for di...

The Impact of a "Framework"-Aligned Science Professional Development Program on Literacy and Mathematics Achievement of K-3 Students

ERIC Educational Resources Information Center

Paprzycki, Peter; Tuttle, Nicole; Czerniak, Charlene M.; Molitor, Scott; Kadervaek, Joan; Mendenhall, Robert

2017-01-01

This study investigates the effect of a Framework-aligned professional development program at the PreK-3 level. The NSF funded program integrated science with literacy and mathematics learning and provided teacher professional development, along with materials and programming for parents to encourage science investigations and discourse around…

Impact of the Siena College Tech Valley Scholars Program on Student Outcomes

ERIC Educational Resources Information Center

Medsker, Larry; Allard, Lee; Tucker, Lucas J.; O'Donnell, Jodi L.; Sterne-Marr, Rachel; Bannon, Jon; Finn, Rose; Weatherwax, Allan

2016-01-01

The Tech Valley Scholars (TVS) program included 38 students who joined this program over the course of three academic years, from 2009 to 2012. These students comprise the experimental group for this study to determine if participating in the NSF-funded Tech Valley Scholars program improved academic outcomes. The experimental group was compared to…

The University of Minnesota Morris (UMM) STEP Program: an initiative to encourage the participation of Native Americans in the sciences

NASA Astrophysics Data System (ADS)

Cotter, J. F.

2009-12-01

The goal of the UMM STEP program is to increase the number of graduates in STEM fields through innovative curricular, recruiting and mentoring strategies. A unique focus of the UMM STEP program is increasing the number of Native American science majors. The STEP program fosters a summer research environment where peer interaction and mentoring creates a web of support. To do so we will establish a supportive and fulfilling pipeline that: 1) Identifies Native American students and involves them in research while they are high school; 2) Mentors and prepares participants for university academics the summer before their freshman year; 3) Provides a complete tuition waiver, mentoring and a support network throughout their undergraduate career; and 4) Involves participants in an active and dynamic summer undergraduate research environment where under-represented individuals are in the majority. The third and fourth components of this pipeline are in very good shape. The Morris campus was originally established as an Indian School in 1887. When the federal government deeded the Indian school campus to the University of Minnesota a stipulation was that Native American students attend the college for free. At present, 196 Native Americans are enrolled at UMM (50 are STEM majors). The UMM STEP research experience provides the unique opportunity to interact with a scientific community that both breaks down a number of traditional barriers and aids in the maturation of these students as scientists. In Summer 2008, 4 students were involved in summer research and in 2009 seven Native American students participated. Early efforts of the UMM STEP program are encouraging. UMM Admissions staff used the UMM STEP program to recruit Native American students and the P.I. phoned “uncommitted admits”, visited reservations and hosted reservation student visits. The result was an increase in freshman Native American Science majors from 7 in Fall 2007, 15 in fall 2008 and 20 in fall 2009. Overall, Native American Science majors increased from 33 (2007) to 39 (2008) and now 50 (2009). One UMM STEP participant from summer of 2008 graduated and is now in the University of Wisconsin Pharmacy Program. The biggest challenge to date for the UMM STEP program is making contact with rising junior and senior High School students. As a result, the envisioned UMM STEP “pipeline” remains without a solid foundation. Strategies employed to resolve this situation include: 1) writing to all educators with announcements and advertisements for summer opportunities for High School Juniors, 2) contacting alumni who educators in school districts with a significant number of Native American students, 3) utilizing the UMM STEP review board to make additional contacts in reservations, and 4) bringing UMM STEP students to High Schools to talk about their experiences and answer questions about UMM. This research is funded by the NSF STEP program (NSF/DUE-0653063).

Using Data-Collection Sensors to Improve Reasoning About Experiment Design and Hypothesis Testing: An Undergraduate Course for Underrepresented Minorities Pursuing Careers Astrophysics Research

NASA Astrophysics Data System (ADS)

Robbins, Dennis M.; Ford, K. E. Saavik

2015-01-01

Strategies to improve the retention of underrepresented students in STEM fields include directly targeted programs and specialized courses. The NSF-supported 'AstroCom NYC' program, a collaboration of the City University of New York, American Museum of Natural History (AMNH), and Columbia University is one example of such a program with the explicit goal of increasing the participation of underrepresented minorities in astronomy and astrophysics through pedagogical mentoring and research experiences for undergraduate students. In addition, 'AstroCom NYC' provides students with a semester-long specialized course emphasizing scientific reasoning and mathematical modeling. The course curriculum uses computers and interfaced digital probeware (sensors) in a laboratory environment that encourages collaborative and active learning.We share course materials on preparing students to reason about control of variable experiment design and hypothesis testing and provide course data on student understanding of scientific reasoning, mathematical modeling and views about science.

Strategies for Success of Women Faculty in Science: The ADVANCE Program at the University of Rhode Island

NASA Astrophysics Data System (ADS)

Wishner, K.; Silver, B.; Boudreaux-Bartels, F.; Harlow, L.; Knickle, H.; Mederer, H.; Peckham, J.; Roheim, C.; Trubatch, J.; Webster, K.

2004-12-01

The NSF-funded ADVANCE program seeks to increase the recruitment and retention of women faculty in science, technology, engineering, and mathematics (STEM) disciplines as part of a national goal of creating a broad-based scientific workforce able to effectively address societal demands. The University of Rhode Island, a recipient of an Institutional Transformation ADVANCE grant in 2003, has begun a campus-wide initiative. The 5 goals are (1) to increase the numbers of women STEM faculty, (2) to provide faculty development opportunities, (3) to improve networks of professional and social support, (4) to assess the academic work environment for all faculty, and (5) to implement long-term changes throughout the university that promote a supportive work environment for women STEM faculty. Accomplishments during the first year include (1) hiring several ADVANCE Assistant Professors, (2) developing workshops on critical skills for junior faculty (grant writing, negotiations, mentoring), (3) initiating a series of lunch meetings where pertinent topical and work-family issues are discussed informally, (4) awarding small Incentive grants for research and other projects that enhance the careers of women STEM faculty, (5) developing and modifying university policies on family leave and dual career couple recruitment, (6) developing and implementing quantitative and qualitative assessment tools for baseline and ongoing campus-wide work climate surveys within the context of a theoretical model for change, and (7) offering directed self-study workshops for entire departments using a trained facilitator. The ADVANCE Assistant Professor position, unique to URI's program, allows a new hire to spend the first 2-3 years developing a research program without teaching obligations. ADVANCE pays their salary during this time, at which point they transition to a regular faculty position. During this first of five years of NSF funding, the ADVANCE program has been met with campus wide enthusiasm and interest from both faculty and administration. Further, the program has the potential for invigorating not only STEM departments, but also the wider university, in offering innovative and engaging workshops and policies, as well as providing an opportunity for ongoing self-study through bi-annual surveys across the university.

A Comparative Analysis of Information on National Industrial R&D Expenditures. Special Report.

ERIC Educational Resources Information Center

Burke, Mary V.

The National Science Foundation (NSF) annually publishes information generated by its survey of research and development (R&D) expenditures by United States industry. These data are collected for NSF by the U.S. Bureau of the Census. Other organizations also publish information on industrial R&D expenditures collected by surveys or derived…

Coast Guard Polar Icebreaker Modernization: Background, Issues, and Options for Congress

DTIC Science & Technology

2011-04-14

entirely in some other part of the federal budget, such as the Department of Defense (DOD) budget, the National Science Foundation (NSF) budget, or...4 One National Science Foundation Ship............................................................................5 Summary...Alaska. Operations to support National Science Foundation (NSF) research activities in the Arctic and Antarctic has accounted in the past for a

Commentary: The Course, Curriculum, and Laboratory Improvement (CCLI) Program: What's New about the Current Solicitation and Suggestions for the Geosciences' Community

ERIC Educational Resources Information Center

Singer, Jill

2009-01-01

The Course, Curriculum, and Laboratory Improvement (CCLI) program recently released the program guidelines (NSF 09-529) for the next round of the program. There are several changes to the CCLI program and a new program opportunity that invites proposals for projects that would provide leadership and contribute to transforming undergraduate STEM…

Stormwater pollution in suburban ecosystems: the role of residential rooftop connectivity

NASA Astrophysics Data System (ADS)

Miles, B.; Band, L. E.

2013-12-01

Stormwater pollution has been recognized as a major concern of urban sustainability. Understanding interactions between urban landcover and stormwater pollution can be advanced through the development of spatially explicit ecohydrology models that simulate fine-scale residential stormwater management; this requires high-resolution LIDAR and landcover data, as well as field observation at the household scale. The objective of my research is to improve understanding of how parcel-scale heterogeneity of impervious and previous surfaces effect stormwater volume. In support of this objective, I present results from work to: (1) perform field observation of existing patterns of residential rooftop connectivity to nearby impervious surfaces; (2) modify the Regional Hydro-Ecological Simulation System (RHESSys) to explicitly represent non-topographic surface flow routing of rooftops; and (3) develop RHESSys models for urban-suburban headwater watersheds in Baltimore, MD (as part of the Baltimore Ecosystem Study (BES) NSF Long-Term Ecological Research (LTER) site) and Durham, NC (as part of the NSF Urban Long-Term Research Area (ULTRA) program). I use these models to simulate stormwater volume resulting from both baseline residential rooftop impervious connectivity and for disconnection scenarios (e.g. roof drainage to lawn v. engineered rain garden, upslope v. riparian). This research will help to improve representation of fine-scale surface flow features in urban ecohydrology modeling while informing policy decisions over how best to implement parcel-scale retrofits in existing neighborhoods to reduce stormwater pollution at the watershed scale.

Creating Authentic Geoscience Research Experiences for Underrepresented Students in Two-Year Undergraduate Programs

NASA Astrophysics Data System (ADS)

Liou-Mark, J.; Blake, R.

2014-12-01

With community college and two-year program students playing pivotal roles in advancing the nation's STEM agenda now and throughout the remainder of this young millennia, it is incumbent on educators to devise innovative and sustainable STEM initiatives to attract, retain, graduate, and elevate these students to four-year programs and beyond. Involving these students in comprehensive, holistic research experiences is one approach that has paid tremendous dividends. The New York City College of Technology (City Tech) was recently awarded a National Science Foundation Research Experiences for Undergraduates (REU) supplemental grant to integrate a community college/two-year program component into its existing REU program. The program created an inviting and supportive community of scholars for these students, nurtured them through strong, dynamic mentoring, provided them with the support structures needed for successful scholarship, and challenged them to attain the same research prominence as their Bachelor degree program companions. Along with their colleagues, the community college/two-year program students were given an opportunity to conduct intensive satellite and ground-based remote sensing research at the National Oceanic and Atmospheric Administration Cooperative Remote Sensing Science and Technology Center (NOAA-CREST) at City College and its CREST Institute Center for Remote Sensing and Earth System Science (ReSESS) at City Tech. This presentation highlights the challenges, the rewards, and the lessons learned from this necessary and timely experiment. Preliminary results indicate that this paradigm for geoscience inclusion and high expectation has been remarkably successful. (The program is supported by NSF REU grant #1062934.)

Reaching Your Program Goals: The Secret to a Successful Relationship with Your Evaluator

NASA Astrophysics Data System (ADS)

Warburton, J.; Crowley, S.; Larson, A.

2012-12-01

PolarTREC (Teachers and Researchers Exploring and Collaborating) is a National Science Foundation (NSF) funded program in which K-12 teachers participate in hands-on field research experiences in the Polar Regions. PolarTREC has become a leader in the evaluation of teacher research experiences (TREs) and offers a model for outside evaluation for education and public outreach. Programs such as TRE's offer a direct package of outreach opportunities for effective broader impacts. This presentation offers a model for the evaluative process beginning with project design and goals, which involve an outside evaluator, and that provide funders with an outlined scope of projects as well as outcomes and products for use by the public to advance scientific understanding. Outcomes are determined before the program is developed to ensure that all components are striving for program efficacy. Formative and summative evaluations for all audiences ensure robust program reports via survey's, knowledge assessments, conference calls, outreach implementation plans for multiple diverse audiences and in-depth case studies with teachers back in their classrooms. PolarTREC has become part of a larger, international working group of evaluators and program managers on program assessment. As part of this working group, sharing best practices for effective evaluation to better support science efforts, inform funders, and communicate with the public, has been integral to the evolution and advancement of our successful evaluation model.

Bringing Inquiry Science to K-5 Classrooms

NASA Astrophysics Data System (ADS)

Schachtel, Paula L.; Messina, D. L.; McDermott, L. C.

2006-12-01

As a science coach in the Seattle School District, I am responsible for helping other elementary teachers teach science. For several years, I have been participating in a program that consists of intensive NSF Summer Institutes and an ongoing academic-year Continuation Course. Teachers in this program work through modules in Physics by Inquiry, a research-based curriculum developed by the Physics Education Group at the University of Washington.1 I will discuss how this type of professional development has deepened my understanding of topics in physical science, helped me to teach science by inquiry to my own students, and enabled me to assist my colleagues in implementing inquiry science in their K-5 classrooms. Sponsored by Lillian C. McDermott. 1. A research-based curriculum developed by L.C. McDermott and the Physics Education Group at the University of Washington, Physics by Inquiry, New York, NY, John Wiley & Sons, Inc. (1996.)

Institutionalization and Sustainability of the National Science Foundation's Advanced Technological Education Program.

ERIC Educational Resources Information Center

Bailey, Thomas R.; Matsuzuka, Yukari; Jacobs, James; Morest, Vanessa Smith; Hughes, Katherine L.

This document reports on a study conducted by the National Science Foundation (NSF) that examines the Advanced Technological Education (ATE) program. ATE aims to promote systemic reform of the nation's science, technology, engineering, and mathematics (STEM) education. The study analyzed the influence of the ATE program on the nature of STEM…

Integration of Vocational and Academic Curricula through the NSF Advanced Technological Education Program (ATE).

ERIC Educational Resources Information Center

Bailey, Thomas R.; Matsuzuka, Yukari

A study examined the impact of the Advanced Technological Education (ATE) program on efforts in academic and vocational integration. A case study of 10 community colleges housing ATE-funded projects collected data through interviews with administrators, faculty, ATE program practitioners, and faculty and administrators at collaborating high…

Future Workforce: NSF's Advanced Technological Education Program Celebrates 20 Years of Connecting Students with STEM Careers

ERIC Educational Resources Information Center

Patton, Madeline

2014-01-01

With the leadership of community college educators and their industry partners, the National Science Foundation's Advanced Technological Education (ATE) program has achieved an impressive record of incubating innovative science, technology, engineering, and mathematics (STEM) programs. ATE's mission to increase the quality of technicians working…

Summer Research Experiences for Science and Art Teachers to Explore Astrobiology

NASA Astrophysics Data System (ADS)

Cola, J.; Gaucher, E.; Snell, T.; Greenwood, J.; Angra, A.; Zimmerman, C.; Williams, L. D.

2012-12-01

The Georgia Tech Center for Ribosomal Origins and Evolution, a center funded by the NASA Astrobiology Institute, developed an educational program titled, "Life on the Edge: Astrobiology." The purpose of the program was to provide high school educators with the exposure, materials, and skills necessary to prepare our future workforce and to foster student interest in scientific discovery on Earth and throughout the universe. In an effort to promote and encourage entry into teaching careers, Georgia Tech paired teachers in the Georgia Intern-Fellowship for Teachers (GIFT) program with undergraduate students interested in becoming a teacher through the NSF Pre-Teaching REU program. The GIFT and Pre-Teaching fellows investigated extremophiles, which became the focus of a week-long, "Life on the Edge: Astrobiology " summer program developed by three high school educators, two undergraduate students and faculty in the Schools of Biology, and Chemistry and Biochemistry at Georgia Tech. Twenty high school students were introduced to hands-on activities, such as astrobiology inspired art and techniques such as genomic DNA purification, gel electrophoresis, and Polymerase Chain Reaction (PCR). The impact of the Astrobiology program on the GIFT researchers, Pre-Teaching REU students, high school students, and faculty are discussed.

Sputnik and United States K-12 science education

NASA Astrophysics Data System (ADS)

Hare, Donna Leigh

The intention of this study was to examine the relationships of the United States space program, education (especially science education), politics, and the National Science Foundation (NSF) to each other and the effects set in motion by the Russian's launch of Sputnik I upon those entities and their relationships. It provides a preliminary assessment of developments in United States rocket science as well as science education to the early 1950s. The scope of this investigation was confined to the historical development of four distinct yet related entities; (1) U.S. science education, (2) space exploration, (3) government and politics, and (4) the National Science Foundation. Its focus was on the years 1957 to 1966. The launch of Sputnik I in 1957, the passage of the National Defense Education Act (NDEA) in 1958, the Secondary Education Act in 1965 and the end of the Gemini program in 1966 represent the defining benchmarks for this study. 169 The most significant and durable outcomes of the Sputnik crisis in relation to science education were: (1) a formalized linkage between science education and national defense; (2) federal funding to education; (3) the passage of the NDEA with its entitlements; (4) the alignment of the NSF with precollege science education issues; (5) NSF Summer Institutes for Science Teachers and NSF Science Course Improvement Projects; and (6) the establishment of response to perceived threat to national defense as a legislative and funding support mechanism for science education.

Highlights from the First Ever Demographic Study of Solar Physics, Space Physics, and Upper Atmospheric Physics

NASA Astrophysics Data System (ADS)

Moldwin, M.; Morrow, C. A.; White, S. C.; Ivie, R.

2014-12-01

Members of the Education & Workforce Working Group and the American Institute of Physics (AIP) conducted the first ever National Demographic Survey of working professionals for the 2012 National Academy of Sciences Solar and Space Physics Decadal Survey to learn about the demographics of this sub-field of space science. The instrument contained questions for participants on: the type of workplace; basic demographic information regarding gender and minority status, educational pathways (discipline of undergrad degree, field of their PhD), how their undergraduate and graduate student researchers are funded, participation in NSF and NASA funded spaceflight missions and suborbital programs, and barriers to career advancement. Using contact data bases from AGU, the American Astronomical Society's Solar Physics Division (AAS-SPD), attendees of NOAA's Space Weather Week and proposal submissions to NSF's Atmospheric, Geospace Science Division, the AIP's Statistical Research Center cross correlated and culled these data bases resulting in 2776 unique email addresses of US based working professionals. The survey received 1305 responses (51%) and generated 125 pages of single space answers to a number of open-ended questions. This talk will summarize the highlights of this first-ever demographic survey including findings extracted from the open-ended responses regarding barriers to career advancement which showed significant gender differences.

The Southern California Earthquake Center/Undergraduate Studies in Earthquake Information Technology (SCEC/UseIT) Internship Program

NASA Astrophysics Data System (ADS)

Perry, S.; Jordan, T.

2006-12-01

Our undergraduate research program, SCEC/UseIT, an NSF Research Experience for Undergraduates site, provides software for earthquake researchers and educators, movies for outreach, and ways to strengthen the technical career pipeline. SCEC/UseIT motivates diverse undergraduates towards science and engineering careers through team-based research in the exciting field of earthquake information technology. UseIT provides the cross-training in computer science/information technology (CS/IT) and geoscience needed to make fundamental progress in earthquake system science. Our high and increasing participation of women and minority students is crucial given the nation"s precipitous enrollment declines in CS/IT undergraduate degree programs, especially among women. UseIT also casts a "wider, farther" recruitment net that targets scholars interested in creative work but not traditionally attracted to summer science internships. Since 2002, SCEC/UseIT has challenged 79 students in three dozen majors from as many schools with difficult, real-world problems that require collaborative, interdisciplinary solutions. Interns design and engineer open-source software, creating increasingly sophisticated visualization tools (see "SCEC-VDO," session IN11), which are employed by SCEC researchers, in new curricula at the University of Southern California, and by outreach specialists who make animated movies for the public and the media. SCEC-VDO would be a valuable tool for research-oriented professional development programs.

Undergraduate Student Involvement in International Research - The IRES Program at MAX-lab, Sweden

NASA Astrophysics Data System (ADS)

Briscoe, William; O'Rielly, Grant; Fissum, Kevin

2014-03-01

Undergraduate students associated with The George Washington University and UMass Dartmouth have had the opportunity to participate in nuclear physics research as a part of the PIONS@MAXLAB Collaboration performing experiments at MAX-lab at Lund University in Sweden. This project has supported thirteen undergraduate students during 2009 - 2011. The student researchers are involved with all aspects of the experiments performed at the laboratory, from set-up to analysis and presentation at national conferences. These experiments investigate the dynamics responsible for the internal structure of the nucleon through the study of pion photoproduction off the nucleon and high-energy Compton scattering. Along with the US and Swedish project leaders, members of the collaboration (from four different countries) have contributed to the training and mentoring of these students. This program provides students with international research experiences that prepare them to operate successfully in a global environment and encourages them to stay in areas of science, technology, engineering and math (STEM) that are crucial for our modern, technology-dependent society. We will present the history, goals and outcomes in both physics results and student success that have come from this program. This work supported by NSF OISE/IRES award 0553467.

Watershed Watch: The Importance of Mentors in Student-driven Full Inquiry Undergraduate Research Projects as the Foundation for an Introductory Course in Biogeoscience

NASA Astrophysics Data System (ADS)

Rock, B. N.; Hale, S. R.; Graham, K. J.; Hayden, L.; Barber, L.; Perry, C.; Schloss, J.; Sullivan, E.; Yuan, J.; Abebe, E.; Mitchell, L.; Abrams, E.; Gagnon, M.

2008-12-01

Watershed Watch (NSF 0525433) engages early undergraduate students from two-year and four-year colleges in student-driven full inquiry-based instruction in the biogeosciences. Program goals for Watershed Watch are to test if inquiry-rich student-driven projects sufficiently engage undeclared students (or noncommittal STEM majors) to declare a STEM major (or remain with their STEM major). A significant component of this program is an intensive two-week Summer course, in which undeclared freshmen research various aspects of a local watershed. Students develop their own research questions and study design, collect and analyze data, and produce a scientific or an oral poster presentation. The course objectives, curriculum and schedule are presented as a model for dissemination for other institutions and programs seeking to develop inquiry-rich courses designed to attract students into biogeoscience disciplines. Data from self-reported student feedback indicated the most important factors explaining high-levels of student motivation and research excellence in the course are 1) working with committed, energetic, and enthusiastic faculty mentors; and 2) faculty mentors demonstrating high degrees of teamwork and coordination.

Ocean Wireless Networking and Real Time Data Management

NASA Astrophysics Data System (ADS)

Berger, J.; Orcutt, J. A.; Vernon, F. L.; Braun, H. W.; Rajasekar, A.

2001-12-01

Recent advances in technology have enabled the exploitation of satellite communications for high-speed (> 64 kbps) duplex communications with oceanographic ships at sea. Furthermore, decreasing costs for high-speed communications have made possible continuous connectivity to the global Internet for delivery of data ashore and communications with scientists and engineers on the ship. Through support from the Office of Naval Research, we have planned a series of tests using the R/V Revelle for real time data delivery of large quantities of underway data (e.g. continuous multibeam profiling) to shore for quality control, archiving, and real-time data availability. The Cecil H. and Ida M. Green Institute of Geophysics and Planetary Physics (IGPP) and the San Diego Supercomputer Center (SDSC) were funded by the NSF Information Technology Research (ITR) Program, the California Institute for Telecommunications and Information Technology [Cal-(IT)2] and the Scripps Institution of Oceanography for research entitled: "Exploring the Environment in Time: Wireless Networks & Real-Time Management." We will describe the technology to be used for the real-time seagoing experiment and the planned expansion of the project through support from the ITR grant. The short-term goal is to exercise the communications system aboard ship in various weather conditions and sea states while testing and developing the real-time data quality control and archiving methodology. The long-term goal is to enable continuous observations in the ocean, specifically supporting the goals of the DEOS (Dynamics of Earth and Ocean Systems) observatory program supported through a NSF Major Research Equipment (MRE) program - a permanent presence in the oceans. The impact on scientific work aboard ships, however, is likely to be fundamental. It will be possible to go to sea in the future with limited engineering capability for scientific operations by allowing shore-based quality control of data collected and videoconferencing for problem resolution. Costs for shipboard measurements will be reduced significantly while, at the same time, the quality of data collected will increase and ex-post-facto data archiving will no longer be necessary.

Evaluating Research Ethics Training in the Maryland Sea Grant REU Program

NASA Astrophysics Data System (ADS)

Allen, M. R.; Kumi, G. A.; Kumi, B. C.; Moser, F. C.

2016-02-01

The NSF's Research Experiences for Undergraduates (REU) program is an opportunity to cultivate responsible research practices in researchers at an early stage in their career. However, teaching responsible research conduct and science ethics in this program has been challenging because of a lack of consensus regarding which instructional methods are most effective for educating students about ethical concepts and establishing the process of ethical decision-making. Over the last 15 years, Maryland Sea Grant's REU ethics program has evolved by exploring different teaching models and looking for ways to effectively engage upper level undergraduates throughout their summer experience in ethical responsibility training. Since 2007, we have adopted a concerted experiential learning approach that includes an ethics seminar, role playing, case studies, and reflection. Currently, our summer long ethics training includes: 1) an interactive seminar; 2) a workshop with role playing and case studies; 3) 1-2 readings; and 4) a roundtable discussion with faculty mentors and their mentees to discuss researchers' real-world experiences with ethical dilemmas. Within the last 3 years, we have expanded our student learning outcomes assessments by administering pre- and post-program surveys to assess ethical skills students acquire through the program. Reevaluations administered three and six years after the REU experience will measure long term effectiveness of the training. Results from the first group of students reveal a greater awareness of ethical issues following our summer program. Students show a high level of competence about "black and white" issues (falsification, fabrication, plagiarism), but are more challenged by ethical "gray areas" such as data ownership and authorship. Results suggest many undergraduates come to research programs with basic ethics training, but benefit from our additional focus on complex ethical dilemmas.

A review of the practices and results of the UTMB to South Pole teledermatology program over the past six years.

PubMed

Sun, Angel; Lanier, Russell; Diven, Dayna

2010-01-15

There is no place on earth more remote and inaccessible than Antarctica. In 2002, Raytheon Polar Services Co. (RPS) awarded The University of Texas Medical Branch (UTMB) at Galveston the contract to provide specialty medical services via telemedicine to the approximately 3,500 National Science Foundation (NSF) researchers and support personnel who rotate through Antarctica in a given year. We present the practices and results of the UTMB to the South Pole teledermatology program over the past six years, from 2003 to 2008. Issues encountered include logistics of sending out biopsies for pathologic diagnosis, limited bandwidth, and satellite availability for data transmission. The UTMB to the South Pole teledermatology program demonstrates the clinical practicality of telemedicine in providing dermatologic care to remote populations in extreme climate conditions.

Developing a Program to Increase Diversity in the Geosciences

NASA Astrophysics Data System (ADS)

Prendeville, J. C.

2001-05-01

The Geosciences have a history of poor participation by minorities- African Americans, Hispanics, Native Americans and persons with disabilities. Demographic data concerning population trends over the next decades make it clear that, without intervention, underrepresentation of these groups in the geosciences will only worsen. The Directorate for Geosciences of the National Science Foundation has acknowledged the problem of underrepresentation and the loss of intellectual resources that it represents. The Directorate has established a program to create a pool of students from underrepresented groups who will take their place in the future as both scientific researchers and educators, as well as scientifically knowledgeable citizens. The strategy employed in developing the Geosciences Diversity program emphasizes community direction and inclusion. Steps in developing the program included examining data that demonstrate where the "leaks" in the educational pipeline occur; reviewing the programs that are offered by the NSF, by other federal agencies and by professional societies; and gaining insights from individuals who have developed or managed programs that have similar goals.

Access-Control Schemes for Real-Time and Store-and-Forward Multiple-Access Communication Channels

DTIC Science & Technology

1980-01-01

N00014-78-C-0778 and SThe National Science Foundation under Grant NSF-EN677- 20799 Reproduction in whole or in part is permitted for any purpose of the...by the Naval Research Laboratory under Contract NRL-N00014-78-C-0778 and by the National Science Foundation under Grant NSF-ENG77- 20799 . Special thanks

Advanced teaching labs in physics - celebrating progress; challenges ahead

NASA Astrophysics Data System (ADS)

Peterson, Richard

A few examples of optical physics experiments may help us first reflect on significant progress on how advanced lab initiatives may now be more effectively developed, discussed, and disseminated - as opposed to only 10 or 15 years back. Many cooperative developments of the last decade are having profound impacts on advanced lab workers and students. Central to these changes are the programs of the Advanced Laboratory Physics Association (ALPhA) (Immersions, BFY conferences), AAPT (advlab-l server, ComPADRE, apparatus competitions, summer workshops/sessions), APS (Reichert Award, FEd activities and sessions), and the Jonathan F. Reichert Foundation (ALPhA support and institution matched equipment grants for Immersion participants). Broad NSF support has helped undergird several of these initiatives. Two of the most significant challenges before this new advanced lab community are (a) to somehow enhance funding opportunities for teaching equipment and apparatus in an era of minimal NSF equipment support, and (b) to help develop a more complementary relationship between research-based advanced lab pedagogies and the development of fresh physics experiments that help enable the mentoring and experimental challenge of our students.

Progress towards two double-dot qubits in Si/SiGe: quadruple quantum dots

NASA Astrophysics Data System (ADS)

Foote, Ryan H.; Ward, Daniel R.; Kim, Dohun; Thorgrimsson, Brandur; Smith, Luke; Savage, D. E.; Lagally, M. G.; Friesen, Mark; Coppersmith, S. N.; Eriksson, M. A.

We present the fabrication and electrical characterization of two types of gate-defined quadruple quantum dot devices formed in Si/SiGe heterostructures. We compare two designs, one which uses three layers of tightly overlapping gates and is similar to the work found in, and one which uses only two layers of gates and has significantly more open space between neighboring gates. We demonstrate charge-state conditional quantum oscillations in the more open device, we compare the tunability of both devices with each other, and we discuss the implications of these measurements on a path towards larger numbers of coupled quantum dot qubits. This work is supported in part by ARO (W911NF-12-1-0607), NSF (DMR-1206915, PHY-1104660), ONR (N00014-15-1-0029) and the Department of Defense. Development and maintenance of the growth facilities used for fabricating samples supported by DOE (DE-FG02-03ER46028). DK acknowledges support from the Korea Institute of Science and Technology Institutional Program (Project No. 2E26681). This research utilized facilities supported by the NSF (DMR-0832760, DMR-1121288).

Evaluation Report III: The Robert Noyce Scholarship Program at CSUB

ERIC Educational Resources Information Center

Wang, Jianjun

2013-01-01

California State University, Bakersfield (CSUB) received funding from National Science Foundation's (NSF) Robert Noyce Teacher Scholarship Program to recruit Noyce Scholars from upper-division science, technology, engineering, and mathematics (STEM) majors, graduate students, and professionals switched to STEM teaching from other fields (NSF…

Resource Guide to Federal Funding for Technology in Education.

ERIC Educational Resources Information Center

Department of Education, Washington, DC.

This guide provides information about funding resources available from the Federal government for programs involving educational technology. Funding programs are included for the following government agencies: U.S. Department of Education; Department of Commerce; National Science Foundation (NSF); Department of Energy (DOE); National Aeronautics…

Becoming physics people: Development of physics identity in self-concept and practice through the Learning Assistant experience

NASA Astrophysics Data System (ADS)

Close, Eleanor

2016-03-01

The physics department at Texas State University has implemented a Learning Assistant (LA) program with reform-based instructional changes in our introductory course sequences. We are interested in how participation in the LA program influences LAs' identity both as physics students and as physics teachers; in particular, how being part of the LA community changes participants' self-concepts and their day-to-day practice. We analyze video of weekly LA preparation sessions and interviews with LAs as well as written artifacts from program applications, pedagogy course reflections, and evaluations. Our analysis of self-concepts is informed by the identity framework developed by Hazari et al., and our analysis of practice is informed by Lave and Wenger's theory of Communities of Practice. Regression models from quantitative studies show that the physics identity construct strongly predicts intended choice of a career in physics; the goal of our current project is to understand the details of the impacts of participation in the LA experience on participants' practice and self-concept, in order to identify critical elements of LA program structure that positively influence physics identity and physics career intentions for students. Our analysis suggests that participation in the LA program impacts LAs in ways that support both stronger ``physics student'' identity and stronger ``physics instructor'' identity, and that these identities are reconciled into a coherent integrated physics identity. In addition to becoming more confident and competent in physics, LAs perceive themselves to have increased competence in communication and a stronger sense of belonging to a supportive and collaborative community; participation in the LA program also changes their ways of learning and of being students, both within and beyond physics. This research and the TXST LA program are supported by NSF DUE-1240036, NSF DUE-1431578, and the Halliburton Foundation.

(3) He Spin Filter for Neutrons.

PubMed

Batz, M; Baeßler, S; Heil, W; Otten, E W; Rudersdorf, D; Schmiedeskamp, J; Sobolev, Y; Wolf, M

2005-01-01

The strongly spin-dependent absorption of neutrons in nuclear spin-polarized (3)He opens up the possibility of polarizing neutrons from reactors and spallation sources over the full kinematical range of cold, thermal and hot neutrons. This paper gives a report on the neutron spin filter (NSF) development program at Mainz. The polarization technique is based on direct optical pumping of metastable (3)He atoms combined with a polarization preserving mechanical compression of the gas up to a pressure of several bar, necessary to run a NSF. The concept of a remote type of operation using detachable NSF cells is presented which requires long nuclear spin relaxation times of order 100 hours. A short survey of their use under experimental conditions, e.g. large solid-angle polarization analysis, is given. In neutron particle physics NSFs are used in precision measurements to test fundamental symmetry concepts.

Toward a geoinformatics framework for understanding the social and biophysical influences on urban nutrient pollution due to residential impervious service connectivity

NASA Astrophysics Data System (ADS)

Miles, B.; Band, L. E.

2012-12-01

Water sustainability has been recognized as a fundamental problem of science whose solution relies in part on high-performance computing. Stormwater management is a major concern of urban sustainability. Understanding interactions between urban landcover and stormwater nutrient pollution requires consideration of fine-scale residential stormwater management, which in turn requires high-resolution LIDAR and landcover data not provided through national spatial data infrastructure, as well as field observation at the household scale. The objectives of my research are twofold: (1) advance understanding of the relationship between residential stormwater management practices and the export of nutrient pollution from stormwater in urbanized ecosystems; and (2) improve the informatics workflows used in community ecohydrology modeling as applied to heterogeneous urbanized ecosystems. In support of these objectives, I present preliminary results from initial work to: (1) develop an ecohydrology workflow platform that automates data preparation while maintaining data provenance and model metadata to yield reproducible workflows and support model benchmarking; (2) perform field observation of existing patterns of residential rooftop impervious surface connectivity to stormwater networks; and (3) develop Regional Hydro-Ecological Simulation System (RHESSys) models for watersheds in Baltimore, MD (as part of the Baltimore Ecosystem Study (BES) NSF Long-Term Ecological Research (LTER) site) and Durham, NC (as part of the NSF Urban Long-Term Research Area (ULTRA) program); these models will be used to simulate nitrogen loading resulting from both baseline residential rooftop impervious connectivity and for disconnection scenarios (e.g. roof drainage to lawn v. engineered rain garden, upslope v. riparian). This research builds on work done as part of the NSF EarthCube Layered Architecture Concept Award where a RHESSys workflow is being implemented in an iRODS (integrated Rule-Oriented Data System) environment. Modeling the ecohydrology of urban ecosystems in a reliable and reproducible manner requires a flexible scientific workflow platform that allows rapid prototyping with large-scale spatial datasets and model refinement integrating expert knowledge with local datasets and household surveys.

The Climate Variability & Predictability (CVP) Program at NOAA - Recent Program Advancements

NASA Astrophysics Data System (ADS)

Lucas, S. E.; Todd, J. F.

2015-12-01

The Climate Variability & Predictability (CVP) Program supports research aimed at providing process-level understanding of the climate system through observation, modeling, analysis, and field studies. This vital knowledge is needed to improve climate models and predictions so that scientists can better anticipate the impacts of future climate variability and change. To achieve its mission, the CVP Program supports research carried out at NOAA and other federal laboratories, NOAA Cooperative Institutes, and academic institutions. The Program also coordinates its sponsored projects with major national and international scientific bodies including the World Climate Research Programme (WCRP), the International and U.S. Climate Variability and Predictability (CLIVAR/US CLIVAR) Program, and the U.S. Global Change Research Program (USGCRP). The CVP program sits within NOAA's Climate Program Office (http://cpo.noaa.gov/CVP). The CVP Program currently supports multiple projects in areas that are aimed at improved representation of physical processes in global models. Some of the topics that are currently funded include: i) Improved Understanding of Intraseasonal Tropical Variability - DYNAMO field campaign and post -field projects, and the new climate model improvement teams focused on MJO processes; ii) Climate Process Teams (CPTs, co-funded with NSF) with projects focused on Cloud macrophysical parameterization and its application to aerosol indirect effects, and Internal-Wave Driven Mixing in Global Ocean Models; iii) Improved Understanding of Tropical Pacific Processes, Biases, and Climatology; iv) Understanding Arctic Sea Ice Mechanism and Predictability;v) AMOC Mechanisms and Decadal Predictability Recent results from CVP-funded projects will be summarized. Additional information can be found at http://cpo.noaa.gov/CVP.

Scripps museum receives NSF grant

NASA Astrophysics Data System (ADS)

Scripps Institution of Oceanography has been awarded a $500,000 grant from the National Science Foundation for a 37,000-square-foot museum exhibition on ocean sciences entitled “Exploring the Blue Planet.” The exhibition will be installed in the Scripps Hall of Oceanography of the new Stephen Birch Aquarium-Museum. The facility is under construction at the University of California, San Diego, and is scheduled to open in fall 1992.NSF is providing approximately half of the funds required for “Exploring the Blue Planet,” which is designed to help visitors explore the many fields of oceanography. “This NSF grant will fund interactive exhibits and changing displays featuring the latest Scripps research that will allow children and adults to experience science as an approachable, creative process that can be used to understand the changing world,” said Luther Williams, NSF Assistant Director for Education and Human Resources.

Students Engaged in Climate Change Research Through Vegetation Phenology Studies

NASA Astrophysics Data System (ADS)

Sparrow, E. B.; Verbyla, D. L.; White, M. A.; Gordon, L. S.

2004-12-01

The project goal is to engage students in scientific research as a way of learning science, math, and technology in K-12 classrooms by providing an opportunity for student-scientist collaborations. This NSF-funded GLOBE project is of significance to scientists who track plant phenological changes as an indicator of climate change and study carbon cycling. To students it is a means of studying Earth as a system. Plants and their phenology stages reflect and integrate the effects of weather and other environmental parameters that are components of the Earth system. Remotely sensed data indicate that the plant growing season has increased in northern latitudes. The greenness estimates could vary due to possible interference from clouds and other atmospheric properties, low sun angles at high latitudes and aging of satellite detectors; hence the need for ground-based observations to help validate satellite-derived estimates of plant growing season lengths. GLOBE plant phenology measurements (protocols) of Green-up and Green-down for deciduous trees and shrubs, and for grasses were developed at the University of Alaska Fairbanks, and Budburst at Utah State University. These were pilot- tested, and revised several times with input from teachers and GLOBE personnel. Learning activities to support understanding of science concepts, were also developed and/or adapted. The protocols and learning activities were aligned to national science standards and incorporated in the "Earth as a System" chapter in the 2003 GLOBE Teacher Guide published and also posted on the GLOBE website (www.globe.gov). Phenology protocols and learning activities are being used in Alaska by teachers and students who participate in different NSF and NASA-funded science education programs, such as the Schoolyard Long Term Ecological Research Project, the Global Change Education Using Western Science and Native Observations (OLCG) Project, the Alaska GLOBE program and the EPSCoR Rural Research Partnership Education Outreach program. Pre-college students and their teachers from 77 schools in 11 countries have engaged in GLOBE plant phenology research and entered phenology data on the GLOBE web server. Thus, collaborative efforts in research and education among science education projects in Alaska and in other countries have been facilitated. Scientists now have access to global plant phenology data-ground-based observations that previously have been very rare. Students have also used the phenology protocols for their own investigations.

Opportunities for Funding at NSF

NASA Astrophysics Data System (ADS)

Kafafi, Zakya H.

2009-03-01

Materials science, inter- and multi-disciplinary in nature, provides the bridge to many areas of fundamental and applied sciences such as biology, chemistry, physics, mathematics, computer sciences, and engineering. Strong links that may exist between materials science and other disciplines, such as biology or chemistry or physics, very often lead to novel applications and enable technologies of great benefit to our society. The Division of Materials Research (DMR) invested 274.0 M in FY 2008 and is estimated to invest 324.6 M in FY 2009 funding research and education as well as enabling tools & instrumentation for individual investigators, groups, centers, and national facilities. DMR programs cover a wide spectrum of materials research and education ranging from condensed matter and materials physics, solid-state and materials chemistry, multifunctional, hybrid, electronic, photonic, metallic, ceramic, polymeric, bio-materials, composites and nanostructures to list a few. New modes of funding, research opportunities and directions, such as the recent SOLAR solicitation, will be described. This Solar Energy Initiative launched jointly by three divisions, namely Chemistry, Materials Research and Mathematical Science is aimed at supporting truly interdisciplinary efforts that address the scientific challenges of highly efficient harvesting, conversion, and storage of solar energy. The goal of this new program is to create a new modality of linking the mathematical with the chemical and materials sciences to develop transformative paradigms based on the integrated expertise and synergy from three disciplinary communities. DMR is also seeking new ways to transform materials science and education, and make it more attractive as a career for bright, young women & men. A description will be given of several workshops held this year and planned for next year with this purpose in mind. Outreach programs that emphasize how the innovations resulting from materials research lead to a better quality of life and improved economic development for people all over the world will also be given. As science is becoming increasingly global, DMR is particularly interested in preparing students to be agile thinkers in this universal environment and in forging collaborations and cooperation among scientists and engineers around the world. Free movement of knowledge without any obstacles can only be achieved through a more coordinated approach for international collaboration. Following the presentation there will be a question-and-answer period. For additional information, visit the DMR Web page at www.nsf.gov/materials

Recruiting and Supporting Diverse Geoscience and Environmental Science Students

NASA Astrophysics Data System (ADS)

Doser, Diane I.; Manduca, Cathy; Rhodes, Dallas

2014-08-01

Producing a workforce that will be successful in meeting global environmental and resource challenges requires that we attract diverse students into the geosciences, support them fully in our programs, and assist them as they move into the profession. However, geoscience has the lowest ethnic and racial diversity of any of the science, technology, engineering, and mathematics (STEM) disciplines (National Science Foundation (NSF), "Women, Minorities, and Persons with Disabilities in Science and Engineering," http://www.nsf.gov/statistics/wmpd/2013/start.cfm) and is often viewed as a difficult choice for students with physical disabilities.

Conformal Solid T-spline Construction from Boundary T-spline Representations

DTIC Science & Technology

2012-07-01

TITLE AND SUBTITLE Conformal Solid T-spline Construction from Boundary T-spline Representations 5a. CONTRACT NUMBER 5b. GRANT NUMBER 5c. PROGRAM...Zhang’s ONR-YIP award N00014-10-1-0698 and an ONR Grant N00014-08-1-0653. The work of T. J.R. Hughes was supported by ONR Grant N00014-08-1-0992, NSF...GOALI CMI-0700807/0700204, NSF CMMI-1101007 and a SINTEF grant UTA10-000374. References 1. M. Aigner, C. Heinrich, B. Jüttler, E. Pilgerstorfer, B

Volumetric T-spline Construction Using Boolean Operations

DTIC Science & Technology

2013-07-01

SUBTITLE Volumetric T-spline Construction Using Boolean Operations 5a. CONTRACT NUMBER 5b. GRANT NUMBER 5c. PROGRAM ELEMENT NUMBER 6. AUTHOR(S) 5d...Acknowledgements The work of L. Liu and Y. Zhang was supported by ONR-YIP award N00014- 10-1-0698 and an ONR Grant N00014-08-1-0653. T. J.R. Hughes was sup- 16...T-spline Construction Using Boolean Operations 17 ported by ONR Grant N00014-08-1-0992, NSF GOALI CMI-0700807/0700204, NSF CMMI-1101007 and a SINTEF

Solid T-spline Construction from Boundary Triangulations with Arbitrary Genus Topology

DTIC Science & Technology

2012-04-01

Topology 5a. CONTRACT NUMBER 5b. GRANT NUMBER 5c. PROGRAM ELEMENT NUMBER 6. AUTHOR(S) 5d. PROJECT NUMBER 5e. TASK NUMBER 5f. WORK UNIT NUMBER 7...Acknowledgements Y. Zhang, W. Wang and L. Liu were supported in part by ONR Grant N00014-08-1-0653. T. J.R. Hughes was sup- ported by ONR Grant N00014-08-1-0992, NSF...blue) and one pillowed layer (magenta); and (h) the isogeometric analysis result. 11 0700807/0700204, NSF CMMI-1101007 and a grant from SINTEF. The

A Teacher Professional Development Program for an Authentic Citizen-Science Program: GLOBE at Night

NASA Astrophysics Data System (ADS)

Walker, C. E.; Pompea, S. M.; Sparks, R.

2009-12-01

An authentic science research program in the classroom can take many forms as can the teacher professional development that accompanies the programs. One different approach invites educators to invoke 21st century skills with their students while focusing on a real-world issue of both local and global concern. The citizen-science program on light pollution, GLOBE at Night, has students and the general public measure the darkness of their local skies and contribute observations online to a world map. They do this by looking toward Orion for the faintest stars and matching what they see to one of seven different star maps. (For more precise measurements, digital sky-brightness meters are used.) These measurements can be compared with data from the previous 4 years, as well as with satellite data, population densities, and electrical power-usage maps. Measurements can be examined online via Google Earth or other tools and are downloadable as datasets from the website. Data from multiple locations in one city or region are especially interesting, and have been used as the basis of research in a classroom or science fair project or even to inform the development of public policy. This year, GLOBE at Night has been expanding its role in training educators on fundamental concepts and data collection to include more data analysis for a topical variety of local projects. Many on-site workshops have and are being given to teachers in grades 5 through high school. Some of the U.S. school communities created mini-campaigns that combined local students with public advocates and representatives from local city and county governments, and also collaborated with students in Wales, Canada, Romania and north-central Chile (near major observatories). Internationally, training has been given via on-line forums, telecon-powerpoint presentations, videoconferencing via Skype, and blogs. Informal educators have come from national and international networks of science, technology and nature centers, as well as amateur astronomer associations. From these various experiences, we will discuss success stories and lessons learned as well as future plans for sustainability. This work was supported by a grant from the National Science Foundation (NSF) Astronomy Division. GLOBE at Night is hosted by the National Optical Astronomy Observatory, which is operated by the Association of Universities for Research in Astronomy (AURA), Inc. under cooperative agreement with NSF.

Female Participation in ATE-Funded Programs: A Ten-Year Trend

ERIC Educational Resources Information Center

Westine, Carl D.; Gullickson, Arlen R.; Wingate, Lori A.

2010-01-01

It is widely known that women are generally underrepresented in STEM disciplines (science, technology, engineering, and mathematics). The National Science Foundation (NSF) Advanced Technological Education (ATE) program has persistently worked to reduce this disparity. For example, the 2000 solicitation specified "increasing the participation of…

Diversifying the STEM Pipeline: The Model Replication Institutions Program

ERIC Educational Resources Information Center

Cullinane, Jenna

2009-01-01

In 2006, the National Science Foundation (NSF) began funding the Model Replication Institutions (MRI) program, which sought to improve the quality, availability, and diversity of science, technology, engineering, and mathematics (STEM) education. Faced with pressing national priorities in the STEM fields and chronic gaps in postsecondary…

Solar energy research and utilization

NASA Technical Reports Server (NTRS)

Cherry, W. R.

1974-01-01

The role is described that solar energy will play in the heating and cooling of buildings, the production of renewable gaseous, liquid and solid fuels, and the production of electric power over the next 45 years. Potential impacts on the various energy markets and estimated costs of such systems are discussed along with illustrations of some of the processes to accomplish the goals. The conclusions of the NSF/NASA Solar Energy Panel (1972) are given along with the estimated costs to accomplish the 15 year recommended program and also the recent and near future budget appropriations and recommendations are included.

First Results from the August 21, 2017, Total Solar Eclipse

NASA Astrophysics Data System (ADS)

Pasachoff, Jay M.

2017-08-01

I report on the observations planned and, weather permitting, made from our site in Salem, Oregon, at the August 21, 2017, total solar eclipse. I also give a first report on collaborators' successes, including Megamovie and simultaneous space observations. We also describe our participation in PBS's NOVA on the eclipse that was to be aired on public television on eclipse night. Our eclipse expedition is supported in large part by grants from the Solar Terrestrial Program of the Atmospheric Sciences Division of NSF and by the Committee for Research and Exploration of the National Geographic Society.

Status of wind-energy conversion

NASA Technical Reports Server (NTRS)

Thomas, R. L.; Savino, J. M.

1973-01-01

The utilization of wind energy is technically feasible as evidenced by the many past demonstrations of wind generators. The cost of energy from the wind has been high compared to fossil fuel systems. A sustained development effort is needed to obtain economical systems. The variability of the wind makes it an unreliable source on a short-term basis. However, the effects of this variability can be reduced by storage systems or connecting wind generators to fossil fuel systems, hydroelectric systems, or dispersing them throughout a large grid network. The NSF and NASA-Lewis Research Center have sponsored programs for the utilization of wind energy.

HEDSA Town Hall Meeting

NASA Astrophysics Data System (ADS)

Afeyan, Bedros

2017-10-01

HEDSA will hold its Town Hall meeting on Wednesday October 25 at 12:30pm in the Wisconsin Center. The new steering committee members and HEDSA leadership will be announced. A report will be given on 2017 HEDSA activities. Program Managers from Federal Funding Agencies such as OFES, NNSA, AFOSR and NSF will provide updates on the state of sponsored research in HED plasmas, and to engage the community in an open dialogue. The HEDSA Town Hall is a ``bring your own lunch'' meeting. Current members of HEDSA and all graduate students are strongly encouraged to attend. To join HEDSA please visit HEDSA.org

The Kinetics of Oxygen Atom Recombination in the Presence of Carbon Dioxide

NASA Astrophysics Data System (ADS)

Jamieson, C. S.; Garcia, R. M.; Pejakovic, D.; Kalogerakis, K.

2009-12-01

Understanding processes involving atomic oxygen is crucial for the study and modeling of composition, energy transfer, airglow, and transport dynamics in planetary atmospheres. Significant gaps and uncertainties exist in the understanding of these processes and often the relevant input from laboratory measurements is missing or outdated. We are conducting laboratory experiments to measure the rate coefficient for O + O + CO2 recombination and investigating the O2 excited states produced following the recombination. These measurements will provide key input for a quantitative understanding and reliable modeling of the atmospheres of the CO2 planets and their airglow. An excimer laser providing pulsed output at either 193 nm or 248 nm is employed to produce O atoms by dissociating carbon dioxide, nitrous oxide, or ozone. In an ambient-pressure background of CO2, O atoms recombine in a time scale of a few milliseconds. Detection of laser-induced fluorescence at 845 nm following two-photon excitation near 226 nm monitors the decay of the oxygen atom population. From the temporal evolution of the signal the recombination rate coefficient is extracted. Fluorescence spectroscopy is used to detect the products of O-atom recombination and subsequent relaxation in CO2. This work is supported by the US National Science Foundation’s (NSF) Planetary Astronomy Program. Rosanne Garcia’s participation was funded by the NSF Research Experiences for Undergraduates (REU) Program.