NSF Forms - College of Engineering and Applied Science

Transcription

02 INFORMATION ABOUT PRINCIPAL INVESTIGATORS/PROJECT DIRECTORS(PI/PD) and
co-PRINCIPAL INVESTIGATORS/co-PROJECT DIRECTORS
Submit only ONE copy of this form for each PI/PD and co-PI/PD identified on the proposal. The form(s) should be attached to the original
proposal as specified in GPG Section II.B. Submission of this information is voluntary and is not a precondition of award. This information will
not be disclosed to external peer reviewers. DO NOT INCLUDE THIS FORM WITH ANY OF THE OTHER COPIES OF YOUR PROPOSAL AS
THIS MAY COMPROMISE THE CONFIDENTIALITY OF THE INFORMATION.
PI/PD Name:
Jugal Kalita
Gender:
Male
Female
Ethnicity: (Choose one response)
Hispanic or Latino
Race:
(Select one or more)
American Indian or Alaska Native
Not Hispanic or Latino
Asian
Black or African American
Native Hawaiian or Other Pacific Islander
White
Disability Status:
Hearing Impairment
Visual Impairment
Mobility/Orthopedic Impairment
Other
None
Citizenship:
(Choose one)
U.S. Citizen
Permanent Resident
Other non-U.S. Citizen
Check here if you do not wish to provide any or all of the above information (excluding PI/PD name):
REQUIRED: Check here if you are currently serving (or have previously served) as a PI, co-PI or PD on any federally funded
project
Ethnicity Definition:
Hispanic or Latino. A person of Mexican, Puerto Rican, Cuban, South or Central American, or other Spanish culture or origin, regardless
of race.
Race Definitions:
American Indian or Alaska Native. A person having origins in any of the original peoples of North and South America (including Central
America), and who maintains tribal affiliation or community attachment.
Asian. A person having origins in any of the original peoples of the Far East, Southeast Asia, or the Indian subcontinent including, for
example, Cambodia, China, India, Japan, Korea, Malaysia, Pakistan, the Philippine Islands, Thailand, and Vietnam.
Black or African American. A person having origins in any of the black racial groups of Africa.
Native Hawaiian or Other Pacific Islander. A person having origins in any of the original peoples of Hawaii, Guam, Samoa,
or other Pacific Islands.
White. A person having origins in any of the original peoples of Europe, the Middle East, or North Africa.
WHY THIS INFORMATION IS BEING REQUESTED:
The Federal Government has a continuing commitment to monitor the operation of its review and award processes to identify and address
any inequities based on gender, race, ethnicity, or disability of its proposed PIs/PDs. To gather information needed for this important
task, the proposer should submit a single copy of this form for each identified PI/PD with each proposal. Submission of the requested
information is voluntary and will not affect the organization’s eligibility for an award. However, information not submitted will seriously undermine
the statistical validity, and therefore the usefulness, of information recieved from others. Any individual not wishing to submit some or all the
information should check the box provided for this purpose. (The exceptions are the PI/PD name and the information about prior Federal support, the
last question above.)
Collection of this information is authorized by the NSF Act of 1950, as amended, 42 U.S.C. 1861, et seq. Demographic data allows NSF to
gauge whether our programs and other opportunities in science and technology are fairly reaching and benefiting everyone regardless of
demographic category; to ensure that those in under-represented groups have the same knowledge of and access to programs and other
research and educational oppurtunities; and to assess involvement of international investigators in work supported by NSF. The information
may be disclosed to government contractors, experts, volunteers and researchers to complete assigned work; and to other government
agencies in order to coordinate and assess programs. The information may be added to the Reviewer file and used to select potential
candidates to serve as peer reviewers or advisory committee members. See Systems of Records, NSF-50, "Principal Investigator/Proposal
File and Associated Records", 63 Federal Register 267 (January 5, 1998), and NSF-51, "Reviewer/Proposal File and Associated Records",
63 Federal Register 268 (January 5, 1998).
PI/PD Name:
T S Kalkur
Gender:
Male
Female
Hispanic or Latino
Race:
Asian
White
Disability Status:
Hearing Impairment
Visual Impairment
Other
None
Citizenship:
(Choose one)
U.S. Citizen
Permanent Resident
project
of race.
Race Definitions:
PI/PD Name:
James W Stevens
Gender:
Male
Female
Hispanic or Latino
Race:
Asian
White
Disability Status:
Hearing Impairment
Visual Impairment
Other
None
Citizenship:
(Choose one)
U.S. Citizen
Permanent Resident
project
of race.
Race Definitions:
List of Suggested Reviewers or Reviewers Not To Include (optional)
SUGGESTED REVIEWERS:
Not Listed
REVIEWERS NOT TO INCLUDE:
Not Listed
COVER SHEET FOR PROPOSAL TO THE NATIONAL SCIENCE FOUNDATION
PROGRAM ANNOUNCEMENT/SOLICITATION NO./CLOSING DATE/if not in response to a program announcement/solicitation enter NSF 04-23
NSF 06-527
NSF PROPOSAL NUMBER
04/12/06
FOR CONSIDERATION BY NSF ORGANIZATION UNIT(S)
0631129
(Indicate the most specific unit known, i.e. program, division, etc.)
DUE - S-STEM:SCHLR SCI TECH ENG&MATH
DATE RECEIVED NUMBER OF COPIES DIVISION ASSIGNED FUND CODE DUNS#
04/12/2006
8
11040000 DUE
EMPLOYER IDENTIFICATION NUMBER (EIN) OR
TAXPAYER IDENTIFICATION NUMBER (TIN)
FOR NSF USE ONLY
1536
FILE LOCATION
(Data Universal Numbering System)
186192829
04/12/2006 5:18pm
IS THIS PROPOSAL BEING SUBMITTED TO ANOTHER FEDERAL
AGENCY?
YES
NO
IF YES, LIST ACRONYM(S)
SHOW PREVIOUS AWARD NO. IF THIS IS
A RENEWAL
AN ACCOMPLISHMENT-BASED RENEWAL
846000555
NAME OF ORGANIZATION TO WHICH AWARD SHOULD BE MADE
ADDRESS OF AWARDEE ORGANIZATION, INCLUDING 9 DIGIT ZIP CODE
University of Colorado at Colorado Springs
1420, Austin Bluffs Parkway
Colorado Springs, CO. 80933
AWARDEE ORGANIZATION CODE (IF KNOWN)
0045096000
NAME OF PERFORMING ORGANIZATION, IF DIFFERENT FROM ABOVE
ADDRESS OF PERFORMING ORGANIZATION, IF DIFFERENT, INCLUDING 9 DIGIT ZIP CODE
PERFORMING ORGANIZATION CODE (IF KNOWN)
IS AWARDEE ORGANIZATION (Check All That Apply)
(See GPG II.C For Definitions)
TITLE OF PROPOSED PROJECT
MINORITY BUSINESS
IF THIS IS A PRELIMINARY PROPOSAL
WOMAN-OWNED BUSINESS THEN CHECK HERE
NSF Engineering Scholarships at UCCS
REQUESTED AMOUNT
500,000
$
SMALL BUSINESS
FOR-PROFIT ORGANIZATION
PROPOSED DURATION (1-60 MONTHS)
48
REQUESTED STARTING DATE
09/01/06
months
SHOW RELATED PRELIMINARY PROPOSAL NO.
IF APPLICABLE
CHECK APPROPRIATE BOX(ES) IF THIS PROPOSAL INCLUDES ANY OF THE ITEMS LISTED BELOW
BEGINNING INVESTIGATOR (GPG I.A)
HUMAN SUBJECTS (GPG II.D.6)
DISCLOSURE OF LOBBYING ACTIVITIES (GPG II.C)
Exemption Subsection
PROPRIETARY & PRIVILEGED INFORMATION (GPG I.B, II.C.1.d)
INTERNATIONAL COOPERATIVE ACTIVITIES: COUNTRY/COUNTRIES INVOLVED
or IRB App. Date
HISTORIC PLACES (GPG II.C.2.j)
(GPG II.C.2.j)
SMALL GRANT FOR EXPLOR. RESEARCH (SGER) (GPG II.D.1)
VERTEBRATE ANIMALS (GPG II.D.5) IACUC App. Date
PI/PD DEPARTMENT
PI/PD POSTAL ADDRESS
P.O. Box 7150
Dept. of Computer Science
PI/PD FAX NUMBER
Colorado Springs, CO 80933
United States
719-262-3369
NAMES (TYPED)
HIGH RESOLUTION GRAPHICS/OTHER GRAPHICS WHERE EXACT COLOR
REPRESENTATION IS REQUIRED FOR PROPER INTERPRETATION (GPG I.G.1)
High Degree
Yr of Degree
Telephone Number
Electronic Mail Address
PhD
1990
719-262-3432
[email protected]
PhD
1986
719-262-3147
[email protected]
PhD
1991
719-262-3581
[email protected]
PI/PD NAME
Jugal Kalita
CO-PI/PD
T S Kalkur
CO-PI/PD
James W Stevens
CO-PI/PD
CO-PI/PD
Page 1 of 2
Electronic Signature
CERTIFICATION PAGE
Certification for Authorized Organizational Representative or Individual Applicant:
By signing and submitting this proposal, the individual applicant or the authorized official of the applicant institution is: (1) certifying that
statements made herein are true and complete to the best of his/her knowledge; and (2) agreeing to accept the obligation to comply with NSF
award terms and conditions if an award is made as a result of this application. Further, the applicant is hereby providing certifications
regarding debarment and suspension, drug-free workplace, and lobbying activities (see below), as set forth in Grant
Proposal Guide (GPG), NSF 04-23. Willful provision of false information in this application and its supporting documents or in reports required
under an ensuing award is a criminal offense (U. S. Code, Title 18, Section 1001).
In addition, if the applicant institution employs more than fifty persons, the authorized official of the applicant institution is certifying that the institution has
implemented a written and enforced conflict of interest policy that is consistent with the provisions of Grant Policy Manual Section 510; that to the best
of his/her knowledge, all financial disclosures required by that conflict of interest policy have been made; and that all identified conflicts of interest will have
been satisfactorily managed, reduced or eliminated prior to the institution’s expenditure of any funds under the award, in accordance with the
institution’s conflict of interest policy. Conflicts which cannot be satisfactorily managed, reduced or eliminated must be disclosed to NSF.
Drug Free Work Place Certification
By electronically signing the NSF Proposal Cover Sheet, the Authorized Organizational Representative or Individual Applicant is providing the Drug Free Work Place Certification
contained in Appendix C of the Grant Proposal Guide.
Debarment and Suspension Certification
(If answer "yes", please provide explanation.)
Is the organization or its principals presently debarred, suspended, proposed for debarment, declared ineligible, or voluntarily excluded
from covered transactions by any Federal department or agency?
Yes
No
By electronically signing the NSF Proposal Cover Sheet, the Authorized Organizational Representative or Individual Applicant is providing the Debarment and Suspension Certification
contained in Appendix D of the Grant Proposal Guide.
Certification Regarding Lobbying
This certification is required for an award of a Federal contract, grant, or cooperative agreement exceeding $100,000 and for an award of a Federal loan or
a commitment providing for the United States to insure or guarantee a loan exceeding $150,000.
Certification for Contracts, Grants, Loans and Cooperative Agreements
The undersigned certifies, to the best of his or her knowledge and belief, that:
(1) No federal appropriated funds have been paid or will be paid, by or on behalf of the undersigned, to any person for influencing or attempting to influence
an officer or employee of any agency, a Member of Congress, an officer or employee of Congress, or an employee of a Member of Congress in connection
with the awarding of any federal contract, the making of any Federal grant, the making of any Federal loan, the entering into of any cooperative agreement,
and the extension, continuation, renewal, amendment, or modification of any Federal contract, grant, loan, or cooperative agreement.
(2) If any funds other than Federal appropriated funds have been paid or will be paid to any person for influencing or attempting to influence an officer or
employee of any agency, a Member of Congress, an officer or employee of Congress, or an employee of a Member of Congress in connection with this
Federal contract, grant, loan, or cooperative agreement, the undersigned shall complete and submit Standard Form-LLL, ‘‘Disclosure of Lobbying
Activities,’’ in accordance with its instructions.
(3) The undersigned shall require that the language of this certification be included in the award documents for all subawards at all tiers including
subcontracts, subgrants, and contracts under grants, loans, and cooperative agreements and that all subrecipients shall certify and disclose accordingly.
This certification is a material representation of fact upon which reliance was placed when this transaction was made or entered into. Submission of this
certification is a prerequisite for making or entering into this transaction imposed by section 1352, Title 31, U.S. Code. Any person who fails to file the
required certification shall be subject to a civil penalty of not less than $10,000 and not more than $100,000 for each such failure.
AUTHORIZED ORGANIZATIONAL REPRESENTATIVE
SIGNATURE
DATE
NAME
Gwendolyn L Gennaro
TELEPHONE NUMBER
719-262-3153
Electronic Signature
ELECTRONIC MAIL ADDRESS
Apr 12 2006 5:17PM
FAX NUMBER
[email protected]
719-262-3706
*SUBMISSION OF SOCIAL SECURITY NUMBERS IS VOLUNTARY AND WILL NOT AFFECT THE ORGANIZATION’S ELIGIBILITY FOR AN AWARD. HOWEVER, THEY ARE AN
INTEGRAL PART OF THE INFORMATION SYSTEM AND ASSIST IN PROCESSING THE PROPOSAL. SSN SOLICITED UNDER NSF ACT OF 1950, AS AMENDED.
Page 2 of 2
NATIONAL SCIENCE FOUNDATION
Division of Undergraduate Education
NSF FORM 1295: PROJECT DATA FORM
The instructions and codes to be used in completing this form are provided in Appendix II.
1. Program-track to which the Proposal is submitted: S-STEM:SCHLR SCI TECH ENG&MATH
2. Name of Principal Investigator/Project Director (as shown on the Cover Sheet):
Kalita, Jugal
3. Name of submitting Institution (as shown on Cover Sheet):
4. Other Institutions involved in the project’s operation:
Project Data:
A. Major Discipline Code: 31
B. Academic Focus Level of Project: BO
C. Highest Degree Code: D
D.
E.
F.
G.
H.
I.
Category Code:
Business/Industry Participation Code: NA
Audience Code: WM
Institution Code: PUBL
Strategic Area Code:
Project Features: 1 2 3 4 5
Estimated number in each of the following categories to be directly affected by the activities of the project
during its operation:
J. Undergraduate Students: 140
K. Pre-college Students: 0
L. College Faculty: 25
M. Pre-college Teachers: 25
N. Graduate Students: 10
NSF Form 1295 (10/98)
Project Summary
The College of Engineering and Applied Science (EAS) is one of the six academic units in the University of
Colorado at Colorado Springs (UCCS) with about 800 full-time equivalent students. The campus has a total
enrollment of 7,600. The College consists of 3 departments: Computer Science, Electrical and Computer
Engineering, and Mechanical and Aerospace Engineering; and offers 4 Bachelors degrees (Computer Science,
Computer Engineering, Electrical Engineering and Mechanical Engineering), several Masters degrees and a
single integrated Ph.D. in Engineering. UCCS is the fastest growing public university in Colorado and one of
the fastest growing in the nation that serves Southern Colorado including the Pikes Peak Region which is home
to a large number of high technology companies and several major military installations. UCCS has achieved a
93% satisfaction rate among its graduate alumni and a 95.9% rate among graduating seniors. Its academic
programs are well regarded nationally. While the EAS College is closely linked to the local industry and its
programs are well tuned to the local needs, it can improve its support of the region by producing more
graduates in engineering and computer science.
The students at UCCS are usually self-supported, with approximately 43% of EAS freshmen and 70% of
seniors working during the academic year. This significantly increases their time to graduation. Because
UCCS has very few scholarships available, students must work longer hours than those on many other
campuses. UCCS also serves a sizeable under-represented minority (13.9%, not including Asians) and rural
population. These students often have lower family incomes and need to work to pay for their education. To
enhance enrollment, retention and graduation rates, and to increase the quality of students, the College
proposes to seek the NSF S-STEM grant for 36 scholarships: 2 at $7,500/year, 4 at $5,000/year and 30 at
$2,450/year. The total request, which includes student support and administrative costs, is $125,000 per year
for four years. The scholarships will enable the recipients to pursue studies full-time, enhance their educational
experience, and enter the workforce in Computer Science and Engineering fields. The scholarships will be
awarded to freshmen, sophomores, juniors and seniors, after a rigorous selection process. The students will be
selected based on two sets of criteria: academic and professional. Academic criteria include high GPA, strong
letters of reference, and a well-thought out written plan of study. Professional criteria include participation in
mentoring or other service activities, student organizations, leadership roles, career goals, and interviews.
Students receiving current NSF CSEMS Scholarships that expire will also be eligible based on stringent
renewal criteria. Awardees will be monitored carefully and will meet every month with their assigned mentors
and other faculty.
Intellectual Merit: The proposed scholarships will enable our best students to concentrate on studies, and
reduce the time spent obtaining a degree. The program will enhance the quality and depth of their educational
experience. The recipients will be encouraged to explore creative and original ideas through senior design
projects, participation in regional and national contests, independent study credits, and internships. As the
recipients will be encouraged to take up leadership roles, the program will also improve the overall education
in the College.
Broader Impact: As uplift of the overall undergraduate education in the College will help the College in the
development of qualified workers in crucial Computer Science and Engineering areas for local companies.
The program will also benefit the underrepresented minority, rural, women and disabled students. It will
enhance UCCS’s already-close relationship with local industry, leading to improved cooperation in research
and technology transfer as well.
TABLE OF CONTENTS
For font size and page formatting specifications, see GPG section II.C.
Total No. of
Pages
Page No.*
(Optional)*
Cover Sheet for Proposal to the National Science Foundation
Project Summary
(not to exceed 1 page)
1
Table of Contents
1
Project Description (Including Results from Prior
NSF Support) (not to exceed 15 pages) (Exceed only if allowed by a
specific program announcement/solicitation or if approved in
advance by the appropriate NSF Assistant Director or designee)
15
References Cited
1
Biographical Sketches
(Not to exceed 2 pages each)
Budget
10
7
(Plus up to 3 pages of budget justification)
Current and Pending Support
7
Facilities, Equipment and Other Resources
0
Special Information/Supplementary Documentation
0
Appendix (List below. )
(Include only if allowed by a specific program announcement/
solicitation or if approved in advance by the appropriate NSF
Assistant Director or designee)
Appendix Items:
*Proposers may select any numbering mechanism for the proposal. The entire proposal however, must be paginated.
Complete both columns only if the proposal is numbered consecutively.
I. Project Description
a. Results from Prior NSF Support
The PI, the Co-PIs and the Senior Personnel listed in this grant have received the following support from
NSF in prior years.
NSF CSEM Scholarship Grant, 2004-2008 (PI: Jugal Kalita)
The $395,920 grant was awarded in late August 2004 for a period of 4 years. The purpose is to foster the
development of well-qualified manpower in the CSEM fields keeping in mind that the workforce of the
future will be diverse and adaptive. The manner in which this is to be done is by awarding scholarships to
deserving students so that they spend less time working; continue to excel academically in college by
focusing on studies; they develop the learning, communication and other skills to become better potential
employees, employers and leaders; they develop their own inter-personal and communication skills by
mentoring their peers. The result is an accrued secondary benefit resulting in an improved overall academic
and learning environment in the entire college.
In the first batch, we awarded 28 scholarships in the Fall of 2004 from a candidate pool of about 50. The
grant award came after the semester started, and thus required an expedited but rigorous selection process.
Of the 28 scholarship recipients in the Fall of 2004, 12 were female (42%) and 16 are male (58%). The
racial breakup of the recipients was; Asian: 3 (10%), African-American: 4 (14%), Hispanic: 6 (15%),
White: 14 (50%) and undisclosed: 1 (3%). The average financial need for the recipients was $8951. The
average cumulative GPA of the 25 students who had prior college credits was 3.565. The average
cumulative GPA of the three students who didn’t have any college credit was 3.35.
In the Fall of 2005, additional scholarships were awarded. The ratio of number of applicants was higher
than 2.5:1. The total number of recipients at this time is 41. Of these, 29% are women, 7.3% are AfricanAmerican, 24.4% are Hispanic and 7.3% are Asian. 97.5% of the recipients are full-time students, most due
to the help of the scholarship. Almost 80% of the juniors and seniors have been able to obtain corporate
internships. Out of all the recipients in the past two years only 3 have not returned to UCCS; of these, 2
have gone to other colleges. The retention rate is almost 94%. Only 3 students or 7.3% have been put on
academic probation, and 2 of 3 were able to improve their GPA to get off of probation. Only 6 of 14.5% of
the students have had GPA below 3.0. The scholarship is enabling the students to focus more on studies.
Internships are preparing the scholarship recipients to enter the work force in CSEM areas better prepared.
Three students graduated at the end of the first year, 4 more graduated a semester later, and 10 are
scheduled to graduate in Spring ’06. Of the 7 who have graduated so far, 100% have gone into the CSEM
work force. Of the 7 graduates, 6 had GPA of more than 3.7 and all had GPA of more than 3.3. Most
obtained their jobs in the companies where they had internships. In summary, CSEM scholarships have
enabled a good crop of students to remain full-time, graduate on time, be retained at an extremely high rate,
and enter the workforce in CSEM areas. These were the objectives of the CSEM scholarships and they
have already been successfully attained.
The PI meets the scholarship recipients as a group in a monthly meeting along with the Director of Student
Support in the College of Engineering and Applied Science. To these meetings, local industry, community
and academic leaders are invited to give motivational presentations to the students followed by question
and answer sessions. The students also report on their monthly mentoring, coaching and community
activities by filling out appropriate forms. On average the scholarship recipients spend more than 10 hours
on peer mentoring, tutoring, coaching and other similar activities. Some scholarship recipients are engaging
in competitive activities such as participating in design and business plan contests. Each student is also
taking a leadership post in one of the more than a dozen student organizations in the EAS College.
1
COAMP PHASES II (2001-2006): "Success through Excellence and Diversity"
(Senior Personnel: Bettina Moore)
Colorado State University (CSU) and Fort Lewis College (FLC), in collaboration with the University of
Colorado at Boulder, Colorado State University - Pueblo, Metropolitan State College of Denver, University
of Colorado at Colorado Springs, University of Colorado at Denver, Colorado School of Mines, Adams
State College, Trinidad State Junior College, Pueblo Community College, Diné College and Front Range
Community College constitute part of the CO-AMP consortium that was formed in 1995. The consortium
is currently undertaking a comprehensive effort to address the following activities in connection with
under-represented students in Science, Technology, Engineering, and Mathematics:
•
•
•
•
recruitment programs
summer outreach programs
retention and leadership
graduate school placement
The primary goal of the LS CO-AMP Phase II Proposal is to double the number of underrepresented
students successfully completing baccalaureates degrees in Science, Technology, Engineering, and
Mathematics (STEM) disciplines from 400 to 800 in Colorado.
Phase II of CO-AMP builds upon the momentum and the success of LS CO-AMP, which began in 1995.
The underrepresented students (Hispanic, African American, Native American, and Pacific Islanders) who
are enrolled in the undergraduate Science, Technology, Engineering, and Mathematics (STEM) degree
programs at the participating institutions will benefit greatly from the proposed activities. The efforts of the
Consortium will extend from the pre-freshmen level to enrollment in graduate school programs. The COAMP consortium has been the major driving force at the institutions involved since 1995 to encourage and
motivate students to excel and graduate with a B.S. degree in the STEM fields. The enrollment and
visibility of diverse students has increased at the participating institutions which is demonstrated by the 4%
increase in the LS CO-AMP enrollment for the 2002-2003 academic year. Student performance in their
respective disciplines has improved tremendously. A significant level of support, in addition to that from
the NSF, has been provided by the central administrations, the Departments and Colleges of the
Consortium institutions, Industry, and the State of Colorado. Very importantly, the faculty and staff
members of the Consortium institutions have provided essential support without which the activities of LS
CO-AMP could not have been so successful. CO-AMP participating institutions, industry, tribal councils
and the State of Colorado are expected to continue their support of the project from 2001 to 2006. The
success of this consortium will continue to be shared with the other LS AMP's in the nation.
By linking the resources of the Consortium institutions and partners and by continuing ongoing efforts to
solicit funding from all available sources, LS CO-AMP will continue to promote institutionalizing the
successful programs it has developed within the Consortium institutions. This is essential to assure that the
benefits to students, which occur from these programs, continue after funding from the NSF is no longer
available.
High Dielectric Constant based Phase Locked Loop (PI: T.S. Kalkur)
In this project, which started on 7/1/03 and will end on 30/6/05 is for an amount of $204,000. We are
investigating the use of ferroelectric capacitor for tunable circuit applications. We have already fabricated
micron size tunable capacitors by ferroelectric materials such as Bismuth Strontium Titanate and Bismuth
Calcium Titanium Zirconate. These capacitors show excellent tenability with applied voltage. We have
already implemented voltage controlled oscillators using these tunable elements. Now we are working on
implementing a phase locked loops based on this technology.
2
b. Project Objectives and Plans
With the current economic upturn in the technology sector, the high technology firms in the 1800 square
mile Pikes Peak region have a substantial workforce need. Software and system engineers, electrical and
mechanical engineers as well as computer scientists are, and will continue to be, in demand by the local
aerospace, software development, and the manufacturing industries. However, this demand can be
problematic. Students are often recruited for employment before they can graduate from college. Indeed,
35% of undergraduate students in Computer Science, and Engineering (CSE) majors leave college in good
academic standing. In other words, the College of Engineering and Applied Science (EAS) has a sizable
student population that does not complete their college education at UCCS. In 2005, the College graduated
only 84 undergraduates in Computer Science and Engineering. Some students transfer to other schools but
some leave because they accept a full-time position in industry.
Unfortunately, the College lacks many of the resources that other schools are using to address the
completion problem. However, the CSEM Grant (2004-2008) has been of great help. Because our campus
is young (established in 1965) and has a very small endowment ($21.7 million as of April 2006 for our
campus), the College can afford to offer very few other scholarships. Seventy-five percent of UCCS’
alumni have graduated during the past 8 years and hence, our alumni are not at the professional and
financial standing to contribute to the campus like more-established universities. During this academic
year, fewer than 5 scholarships are available outside of the 40 supported by the current CSEM-NSF Grant
to meet the needs of total undergraduate student population of 682. The EAS College has only one
endowed scholarship of $25,000 at this time. The number of scholarships falls far short of the number of
academically qualified students with demonstrated financial need. Currently, among students in the EAS
College who have filled in FASFA forms, there are 64 students with a GPA over 3.0 and a financial need of
$7,500 or more; 74 students with a GPA over 3.0 and need of $5,000 or more; 80 with a GPA of 3.0 or
more and need of $2,500 or more. Many of these students will shift their emphasis from the classroom to
the work force as they work longer hours to pay for their education. Some of these students will withdraw
completely to work full time. If more EAS students were offered scholarships to offset a portion of their
financial need, more of them would complete their education. The NSF S-STEM program offers a great
opportunity for the College to address this workforce need and ensure that students graduate in a timely
fashion. The S-STEM program will have a greater impact at the College of EAS than at other schools
because the need is so great. Through this project, the College has identified six key objectives that it
expects to achieve:
•
•
•
•
•
•
Increase enrollments in Computer Science and Engineering majors;
Increase graduation rates for Computer Science and Engineering disciplines;
Build on and expand College student support services;
Increase participation numbers of underrepresented groups of students;
Increase retention rates in EAS College via integrated support for Computer Science and
Engineering students;
Strengthen partnership between Pikes Peak region high-tech industry and the College of EAS.
The College anticipates offering thirty six scholarships: 2 worth $7,500/year; 4 worth $5,000/year; and 30
worth $2,450 a year. Scholarships will be awarded to undergraduate students who are either currently
enrolled or who plan to attend the College of EAS. We propose six scholarships at high amounts to cover
high-need students; we keep the general scholarship level low at $2,450 to maximize the number of
recipients and remain within the budget allowed by NSF. We propose to offer these scholarships to
freshmen, sophomore, junior, and senior students. We will be able to support two complete batches of
freshman, sophomore, junior and senior students in addition to other students. This means that the same
cohorts of freshmen who receive scholarships in Year 1 will continue to receive them in Years 2, 3 and 4,
conditional upon their making satisfactory progress. Similarly, the sophomores who receive scholarships in
Year 1 will continue to receive them in Years 3 and 4, subject to making satisfactory progress. The juniors
who receive scholarship in Year 1 will continue to receive them in Year 2, conditional upon making
satisfactory progress. We also intend to transition qualified current recipients of NSF CSEMS scholarships
3
to the new grant after 2008 when the current grant runs out. The current NSF CSEMS grant provides a
uniform amount of $2,500 to all scholarship recipients.
Institutional research has demonstrated the value of multi-year scholarships or financial aid in increasing
retention. The following color-coded table shows how a group of students (e.g., freshmen) recruited in a
particular year will continue to get scholarships in future years provided they meet all conditions for
renewal. In cases where students drop out of the scholarship program, new students will be recruited to
maintain the appropriate numbers. Number of scholarships are indicated in a cell of the table for a group of
students for a particular year.
Freshman
Sophomore
Junior
Senior
Year 1: 06 - 07
9
9
9
9
Year 2: 07 - 08
9
9
9
9
Year 3: 08 - 09
9
9
9
9
Year 4: 09 - 10
9
9
9
9
Recruitment: Needy and academically successful sophomore, junior and senior students will be targeted for
this project using campus resources already in place. This has already worked well for the current CSEM
grant. For example, the scholarship opportunity will be listed prominently in the College and campus Web
pages for current and prospective students. Financial Aid advisors will inform students and parents in
meetings and through flyers and brochures. Prospective students and their parents will be told about the
scholarship during pre-admission campus tours, and during freshmen and transfer student orientations.
Announcements will be made in all appropriate classes.
Because Southern Colorado demographics indicate sizable populations of underrepresented minority
students, these scholarships will allow us to successfully recruit more underrepresented and first generation
students. We have already built exceptionally strong partnerships with the Colorado community colleges,
particularly Pikes Peak Community College and Pueblo Community College, and have robust articulation
agreements in place to help students transition from the community college and we will further strengthen
these partnerships. This program will continue to use these strengthened partnerships to identify and recruit
students at the community colleges. Three campus resources—Pre-Collegiate Development Program,
Student-for-a-Day, and High School Tours— will be used to successfully recruit students into the program.
The Pre-Collegiate Development Program brings in well-qualified minority high school students of all
grades from Colorado during the summer for intense two-week college preparatory classes. The Studentfor-a-Day Program brings in high school seniors who have already been accepted to the University of
Colorado at Colorado Springs. These sessions are geared towards major interests and there are several days
geared towards Mathematics, Computer Science and Engineering. The students attend college level
classes, talk to professors about their research, get introduced to the campus, and learn about campus
resources. High School Tours brings in interested groups of high school students to tour the campus. The
EAS College also has faculty touring and lecturing at feeder high schools to promote new and proposed
programs such as a Bachelors Degree is Game Design and Development (GDD). The EAS College takes
leadership in holding the annual Southern Colorado Regional Science Olympiad every year for students
from grades 6-12. The university also has excellent working relations with the Greater Colorado Springs
Economic Development Corporation and organizations like the Pikes Peak Workforce Center in the
Colorado Springs area that retrain laid-off workers for new careers. During all of these programs, we will
give a brief presentation on the S-STEM Scholarship opportunities and hand out applications to the high
school participants.
Internships: In addition to the financial support of the scholarships themselves, the College will provide
academic, developmental, and professional support to these students in a variety of ways throughout their
academic careers and beyond. Internships are a critical part of the undergraduate experience of a CSE
student. Fortunately, the Pikes Peak region is blessed with a number of high technology corporations that
support our internship program. Aerospace firms such as Lockheed-Martin, Boeing, and Northrop
Grumman; electronics firms such as Intel and Agilent; software companies such as Oracle and Verizon
4
Business—all offer local internships. In 2005, a total of more than 50 students in the College held
internships. Internships are most effective when students join between their sophomore and junior years or
between the junior and senior years. In this project, we will provide assistance to gain internships for every
scholarship awardee during their sophomore-junior and junior-senior years.
Student Support Programs: The backbone of this project is the strong integration of academic support,
personal support, and faculty-student interaction. The EAS College has developed a number of successful
student support programs, which are delineated later. A representative example of such support is the COAMP Bridge program that brings in students from Southern Colorado for intensive team building,
workshops, industry tours and skills assessment prior to the start of the fall semester. It is an extremely
effective tool in recruiting as well as improving retention because it instantly builds a student community.
In addition, there are 4 Excel Learning Centers (Mathematics, Language Technology, Science/Health
Sciences, and Writing) on campus and specific college-wide support centers that provide targeted tutoring
along with student clubs that provide student-industry mentors programs. Institutional research has
demonstrated that these support activities are effective in improving performance and increasing retention.
Part of the reason for this success has been the interaction of students with faculty advisors, peer tutors,
peer mentors, and near peers. Learning is enhanced when learning communities of students are developed
and fostered. This is effective as deeper learning takes place both inside and outside of the classroom
through apprenticeship, student peer groups, project-based learning, SI (supplemental instruction) sessions,
etc. In addition to these and other support programs, we will develop new methods of improving student
skills. Since this program is addressing the workforce need in Colorado, it is important that the students
have the communication skills necessary to obtain a position and be effective once employed. As such, the
College will expand its student support services to include communication skill-building workshops,
schedule mock-interviews so that students can practice their interview skills, and expand the career
placement services by targeting activities for the technology fields.
c. Significance of Project and Rationale
The campus has an undergraduate population of 6,110 in the Fall of 2005. 21.5% of the campus
undergraduate population and 26% of the College’s undergraduate population are part-time. The student
population of the Engineering College had gone down by 8.8% in 2003 on top of a decline of 8.5% the
previous year, but has stabilized in 2005. There is need to increase the number of students enrolled as well
as graduates in EAS since the EAS College meets between a quarter and a third of the man-power needs in
these fields in the area and it is the only public university with these disciplines in the area.
Major
Comp Sci
Comp Engg.
Elec Engg
Mech Engg
Engg Prep
Engg College
Campus
2005
FT
88
35
67
136
38
438
4804
2004
PT
Total
FT
55
143
101
10
45
42
22
89
63
35
171
121
6
44
54
154
592
475
1313 6117
4728
Numbers of Majors
Change
2004-2005
PT
41
6
21
27
15
127
1283
Total
142
48
84
148
69
602
6011
-0.6%
-6.25%
5.61%
15.55%
-20.69%
1.67%
1.76%
According to a 2004 NSSE Survey of our students, 74% of students on campus work during the semester
compared to only 33% of all public universities in this national survey. According to the same national
survey, 69% of the first-year students at UCCS work; 62% of first-year students across the country don’t
work. 38% of the first-year students at UCCS work more than 20 hours a week. 74% of our seniors work
outside compared to 54% nationwide. At UCCS, 25% seniors work more than 30 hours/week and 42%
work more than 20 hours/week. This pattern is reflected in the undergraduates in the EAS College as well.
Many students work a great deal off-campus, and a vast majority of them are full-time students as well.
Hence, it is our students work a lot more than students across the country and due to their work situation
5
they are unable to devote needed time to school work to excel. The NSF S-STEM scholarships will help in
reducing the number of students who work long hours.
According to a detailed study of the 725 students who entered as freshmen students in 1999, the 6-year
graduation rate was 40%. The four year graduation rate is 16% and the five year graduation rate is 18%.
The four-year, five-year and six-year graduation rates for the 627 first-time freshmen entering in 1998 were
16.5%, 17.5% and 39%, respectively. Thus, it is clear that the need to work long hours is one of the factors
taking a toll on graduation rates. We believe that if we can select more high achieving students in our
college and provide them the means to pursue studies full-time, more of them will graduate in a timely
manner, thus fulfilling the needs of industry in the Pikes Peak region and elsewhere.
Across the UCCS campus, the 2005 retention rate for first time students is 67%. It has been constant for
three years in a row. For the EAS College, the 2005 retention rate for first time students has been 71%
which is an improvement over 65% the year before. The Fall 2005 retention rate for transfer students across
the campus was 65%; for the EAS College, the Fall 2005 retention rate for transfer students was 67%, an
improvement of 6% over the past year. We believe that the retention rates can be improved further if more
qualified students have scholarships, are part of a close-knit cohort [Kim 2005], are provided with better
student support services and are mentored more closely.
As of Fall 2005, the campus has 4% African-American, 1% Native American and 8% Latino/Chicano
enrollment at the undergraduate level. In the EAS College, we have 2.3% African American, 0.73% Native
American and 9.97% Latino/Chicano students at the undergraduate level. If we include graduate students,
the EAS College has 2.4% African American, 0.77% Native American and 8.73% Latino/Chicano student
population. According to the Federal Census Bureau, the immediate feeder area of the City of Colorado
Springs has 7.8% African American, 1.9% Native American and 12% Latino/Chicano population. The
larger feeder area, the State of Colorado has 12.3% African-American, 0.9% Native American and 12.5%
Latino/Chicano population. Considering the population distribution of the City of Colorado Springs,
Southern Colorado and the State of Colorado, there is ample opportunity to recruit under-represented
minority students, primarily African American and Latino/Chicano. Among school districts in the
immediate feeder area, we have close working relationship with Harrison School District 2 in Colorado
Springs which has more than 60% under-represented minority students (without including Asian American)
among its 11,000 students. We are working hard to improve the numbers with the current NSF CSEMS and
other grants; the S-STEM grant will help us in pursuing our goals.
Asian Black Hispanic Native Undet Internat White Female Male Total
Comp
3
3
4
0
5
1
29
8
37
45
Engg
Comp
19
4
11
1
3
2
103
21
122
143
Sc
Elec
7
2
11
0
1
0
69
12
78
90
Engg
Mech
5
0
12
2
8
0
145
28
144
171
Engg
College 49
16
68
5
28
3
514
135
548
682
Total
EAS College Undergraduate Demographics, Fall 2005 (Note the total includes more than the four
majors included above, such as Engineering Prep and Undetermined Majors, etc.)
Comp
Engg
Comp
Sc
Elec
Engg
Asian
0
Black
0
Hispanic
1
Native
0
Undet
1
Internat
0
White
7
Female
3
Male
6
Total
9
4
0
0
0
2
0
12
5
12
17
1
1
2
0
1
0
4
0
5
5
6
Mech
Engg
College
Total
1
0
0
0
1
0
12
4
10
14
7
1
4
0
6
0
66
24
60
84
EAS College Graduation Demographics, FY 2005
As of Fall 2005, the female population in the State of Colorado, the City of Colorado Springs, the UCCS
campus and the EAS College are 50.9%, 50.5%, 62% and 19.8%, respectively. There is a great need for
increasing the number of female students in EAS. We believe that scholarships offered through the SSTEM grant will be a promising way to increase the enrollment and retention of more students in CSE
areas.
The retention rates for the UCCS campus, in 2004, are 52% for African Americans, 60% for
Latino/Chicano and 75% for Native Americans compared to 67% overall. The rate for African Americans
is small and needs drastic improvement across campus including the EAS College. The rate for Native
Americans is high because the absolute number of such students is extremely small. The S-STEM grant, if
awarded, will help us improve the retention rate EAS College and will impact on the campus retention rates
as well.
The UCCS campus awarded 1065 Bachelors degrees in FY 2005. Of these 33 or 3.1% are African
American, 6.4% are Latino/Chicano and 1.1% are Native American. The EAS College graduated only 1.2%
African American, 4.8% Latino/Chicano and 0% Native American students in 2005. This record needs to
improve substantially and this proposal is part of an on-going concerted effort in that direction. More
recruitment, retention and graduation of African American and Latino/Chicano students, in particular, is a
paramount goal for our campus and the EAS College.
d. Activities on which the Current Project Builds
The University of Colorado at Colorado Springs and the Engineering College, in particular, believe that
promoting student success is everyone’s responsibility. The College takes pride in offering a large number
of exemplary student support program designed to help students achieve academic, personal, and
professional success. These support systems, many of which were developed by the engineering faculty and
staff, provide academic enrichment, facilitate the development of learning communities that extend beyond
the class room, find employment opportunities for the students, encourage minority student excellence, and
promote participation of high school teachers in activities that enable them to keep abreast of current
developments in their field of expertise. The College is recognized as a leader in student success in the
University of Colorado System, particularly in providing excellent support to minority students and other
under-represented students. We have studied programs such as the one in Arizona State for increasing
recruitment, retention and graduation of women and minority students, but with very limited amounts of
resources [Anderson-Rowland 1999].
The focus of the College is in helping students achieve success by guiding the transition from high school
to college, creating community through faculty-student interactions, providing directed academic and
personal advising throughout the student’s college career, providing academic assistance through tutoring
in engineering, math and science courses, providing academic enrichment activities and research
opportunities, arranging summer internships with industrial and corporate partners, and to help students
prepare for and achieve a successful career. The College also considers that developing qualified
engineering students starts well before college and has created many K-16 initiatives to work with middle
school and high school students. A brief summary of selected support systems are described below.
Support Programs to Transition Students to College
•
Colorado Alliance for Minority Participation (CO-AMP): This state-wide consortium, consisting of
thirteen campuses throughout Colorado, is sponsored by the National Science Foundation for the
purpose of attracting and preparing under-represented students for careers in Science, Technology,
7
•
•
Engineering, and Mathematics (STEM). CO-AMP members may participate in summer research with
college faculty.
Summer Bridge Program (SBP): This CO-AMP program targets incoming underrepresented freshmen
who are science, math, or engineering, majors and is geared toward helping students adjust to the
transition between high school and college. Bridge programs have proven to be very successful in
increasing retention among engineering students [Fletcher 2001].
Engineering Freshman Welcome Program: The Freshman Welcome program is a new support
program for incoming freshmen and their parents. The program is offered 3 times a year, prior to the
start of classes in August, in October and April. The program brings together incoming freshmen,
current students, faculty, advisors, support staff, and corporate members to help students become
familiar with the college, campus and community.
Support Programs that Provide Academic Assistance and Enrichment
•
•
Engineering, Mathematics, and Science Learning Centers: These centers provide free tutoring in
engineering, math and science courses. In addition to these centers, other Project Excel Centers
provide academic assistance across the curriculum in writing, oral communication, and foreign
languages. Students using the Centers earn significantly higher course grades. Centers provide all
students with a variety of interactive approaches and advanced technology to help them practice
strategies and techniques to meet academic assignments and experience personal success and
achievement at the University.
Mathematics and Computer Science Supplemental Instruction (SI) Student SI Leaders, who are
typically junior or senior math or science majors lead discussions and answer questions for a given
section of a freshman or sophomore level mathematics course. We started supplemental instruction
programs in various disciplines focusing on high-risk classes since they are effective in helping
students develop mastery of concepts, develop better learning skills and help in retention [Marra 1997].
Support Programs that Encourage Learning Community
•
•
•
•
•
•
•
Mentoring Program: Students are paired with an upperclassman and/or corporate member to help them
with academic and non-academic issues that may occur during the year. Individual tutoring is also
available. Peer mentoring has been shown to help retention of students, in particular minority and
underrepresented ones, in the context of engineering education [Hein 2004].
Study Groups: The College helps to facilitate the organization of small study groups for students in
select courses.
Student Organizations Support: The College supports the engineering student societies, such as: The
American Indian Science and Engineering Society (AISES), Society of Women Engineers (SWE),
National Society of Black Engineers (NSBE), Society of Hispanic Professional Engineers (SHPE),
ACM, ASME, HKN, SAE, and IEEE with event planning, trips to national conferences, speakers,
tours, seminars, tutoring, and corporate recruitment. Student organizations have been shown to be
effective tools for retention for various necessary interventions [
Outreach Events: The College sponsors many events throughout the year such as the College Open
House, an Annual High School Programming Contest, Engineering Day for female high school
students, and Engineering Challenge for middle school students.
Outreach to Schools: The College organizes tours for schools with question and answer sessions for
current students. Schools may also opt to have engineering students travel to their campus for afterschool informational sessions.
Student Recognition Programs: The College hosts an annual EAS Awards Ceremony prior to finals in
May. This event recognizes outstanding faculty, staff, graduating students, student leaders, and
community members who contribute to the success of the College. The College also offers a senior
send-off reception for graduating seniors
Science Olympiad: UCCS hosts the Colorado Southern Regional Science Olympiad competition every
year in March. Students from Southern Colorado schools (grades 6-12) compete in approximately 25
science and engineering events. About 750 students from 50 schools participate each year. The winners
8
go on to compete in the state tournament in April. UCCS hosted the 2001 National Tournament in May
2001.
Support Programs that Provide for Hands-On Learning and Prepare Students for
Careers
•
•
•
•
Corporate Internships: Due to the large number of industry partners with the College, we are able to
offer a strong corporate internship program. Students gain a significant amount of hands-on technical
experience in a corporate environment that augments their classroom experience. Internships are
universally regarded as an exemplary and effective tool for retaining undergraduate students [Muller
1999]. During the past couple of years, due to the excellent quality of NSF CSEM scholarship
recipients, several other companies have come on board to provide internships. Currently, all students
interested in corporate internships can sign up through the campus web-site using e-campus recruiter
software. Employers can look for matches using the same Web site.
The Campus Career Center also offers a significant on-line recruiting program, and career services for
all students on campus. The Campus and EAS College also hold more than 4 Career Fairs a year.
Career Counseling and Placement Assistance: The College provides assistance with resume and cover
letter development and review, interviewing skills reviews, job search assistance, salary and market
information, and career transition assistance. The Campus also brings in speakers and alumni to speak
to current students and scholarship recipients about preparing for job interviews, success at the job,
graduate school applications, mock interviews and other career related services.
Corporate Recruitment: The College coordinates recruiting visits from local high tech corporations
that are or may be expecting to hire graduating technical seniors. Frequently, corporate recruiters set
up tables in the engineering lobby to sign up current students for internships and job interviews.
Outreach Programs and K-16 Initiatives
•
•
•
•
•
Project Lead the Way (PLTW): UCCS is a regional affiliate for Project Lead The Way (PLTW) and
provides quality summer teacher training in pre-engineering courses and ongoing pre-engineering
teacher training throughout school year. The campus also provides college credit opportunities for
secondary school pre-engineering teachers and secondary school pre-engineering students in certified
schools. Faculty from UCCS partner with PLTW master teachers to hold a two-week summer institute
for regional pre-engineering teachers for each PLTW course a teacher will be teaching in the fall.
Currently in the Colorado Springs area, Project Lead The Way is in more than 20 schools and serving
more than 1,500 students.
INROADS, Inc.: The INROADS mission is to develop and place talented minority youth in business
and industry and prepare them for corporate and community leadership. INROADS is an international
organization with more than 60 offices serving approximately 7,000 interns in over 900 companies.
Pre-Collegiate Development Program (PCDP): PCDP is a system-wide, institutionally funded
academic program for targeted middle and high school students. It is designed to motivate and prepare
first generation and underrepresented students in pursuit of their higher education goals. PCDP is
structured to ensure that students are academically prepared to enroll and be successful at the
University or any postsecondary institution of the students' choice.
Stay Ahead and Ready (STAR): STAR is a six-week summer enrichment program that provides
graduated 6th grade students with the opportunity to increase their skills in math, reading, creative
writing and computer literacy. STAR students also receive follow-up encouragement counseling
services upon entering middle school.
CU Opportunity Program: This is a special program that seeks to provide equal educational
opportunity for students from diverse backgrounds who have not traditionally been a part of a
university or post-secondary institution environment. The program recruits, assists with admission and
financial aid application, offers retention assistance, and offers personal guidance as needed with an
overall goal that includes increasing the graduation rates of these types of students. A course called ID
111 Academic Fitness is being tested as a retention strategy for students admitted through the CU-Opp
program will partner students with academic advisors and provide study skills strategies, test taking
strategies, personal development activities and career exploration opportunities.
9
The value of these student support and enrichment networks has been documented repeatedly through
College and university assessment. This project will use directed resources strategies to individualize
support for the scholarship awardees. Based upon mentors’ and faculty advisors’ recommendations and
student input, students will be assigned to specific College and campus resources.
e. S-STEM Project Management Plan
Key Personnel - Management Team
•
•
•
•
•
•
•
Jugal Kalita – Principal Investigator, Associate Professor of Computer Science
Thottam S. Kalkur – Co-Principal Investigator, Professor of Electrical and Computer Engineering
James Stevens – Co-Principal Investigator, Associate Professor of Mechanical and Aerospace
Engineering
Tina Moore – Director of Student Support Services – College of Engineering and Applied Science
Kathryn Andrus – Director of Teaching with Learning Center
Jennifer Taylor – Scholarship Coordinator
Suzette Stoutenburg – Principal Investigator and Researcher, MITRE
The members of the Management Team will meet monthly to coordinate the program and evaluate progress
towards program goals. The principal investigator, Jugal Kalita will have overall responsibility for the
program. The PI and the Co-PIs, Drs. Kalkur and Stevens, will meet with the students on regularly and
provide mentorship. The Co-PIs will help with overall management of the program. Tina Moore will have
responsibility for student support coordination and record maintenance. Kathy Andrus and Institutional
Research will coordinate assessment efforts for the program. Jennifer Taylor and her staff will be
responsible for financial aid verifications and distribution of scholarship funds. Suzette Stoutenburg will
provide an industry perspective. Each of the members will help in recruitment and participate in interview
boards for potential scholarship recipients.
Program Time Frame and Structure
Late Summer/Early Fall Semester (2006) and Spring Semester (2007-09):
• Recruitment of applicants.
• Applicants ranked by financial need and academic and professional promise.
• Applicants certified by Office of Financial Aid – financial need and citizenship.
• April – awards made, initial orientation meeting and advising appointments made.
Summer Semester (2007-09):
• Assignments of faculty, industry, and student mentors – initial contacts made with awardees.
• Information sent to students concerning continued eligibility, expectations, events of the coming
year, etc.
Fall Semester (2006-2009)
• Orientation Meeting.
• Additional advising, presentation by distinguished industry and faculty representatives, another
review of program.
• Presentation by support centers on campus.
Fall and Spring Semesters (2006-10)
• Students meet monthly with faculty, industry and student mentors. Academic progress checked
monthly. Students are referred to specific support services based upon mid-term progress reports
and advisor and mentor recommendations.
• Field trips to local industries.
10
•
•
•
•
•
Grades and progress checked at end of semester. Referrals for enrollment in Winterim (between
fall and spring semesters) or summer school to enhance GPA and/or make up deficiencies in
academic progress.
Assignments of summer internships for sophomores and juniors in the middle of Spring semester.
Application procedure for following year begins.
Certification of continuing students for academic quality and satisfactory progress at the end of
spring semester.
Assessment and evaluation of program by students, faculty, staff, and industrial mentors.
The Management Team will meet monthly to evaluate and coordinate the program. Before the start of
each semester, an orientation meeting will be held to familiarize students with the goals of program
and the procedures, which are delineated below:
•
•
•
•
•
•
Students must take and complete 15 hours per semester
Students will be assigned faculty and industry mentors upon acceptance into program. Students
must meet monthly with each mentor.
Student must have approval of faculty advisor and PI before making changes to schedule. The
College already requires academic advising with a member of the faculty each semester before
registration can occur.
From meetings with mentors, the student may be referred to support facilities as appropriate, e.g.
the Writing Center to help with report writing.
Students not making satisfactory progress will have one semester to get back on track.
For sophomore and junior students, a summer internship information will be provided. This will
be coordinated with their industrial mentor.
Advertising and Recruitment
Recruitment of freshmen will be done through local and state high schools and through existing campus
recruitment activities, as has been described previously. Recruitment of transfer students will be done on
campus and at regional community colleges. For the regional community colleges, announcements will be
sent to the advising and financial aid offices at each of the colleges. There are fourteen state community
colleges that we will target: Arapahoe Community College, Colorado Northwestern Community College,
Community College of Aurora, Community College of Denver, Front Range Community College, Lamar
Community College, Morgan Community College, Northeastern Junior College, Otero Junior College,
Pikes Peak Community College, Pueblo Community College, Red Rocks Community College, and
Trinidad Community College. These community colleges are located primarily in Southern Colorado and
the Denver area, which allows us to reach under-represented students. We will make special efforts to
contact the academic departments directly through phone calls and flyers. Our campus recruitment staff
visits each community college campus at least twice a year. Announcements of the scholarship program
will be given to students interested in the appropriate disciplines during these visits.
On-campus students will be notified by individual mailings to qualified students, bulletin board
announcements and individual announcements during required academic advising each semester.
f. Student Selection Process and Criteria
The scholarships will be awarded to freshmen, sophomores, juniors and seniors, after a rigorous selection
process. The selection pool will include students already in the College of EAS, transfer students from local
Community Colleges, incoming new freshmen, and current recipients of NSF CSEM scholarships when the
CSEM grant expires. Students will be selected based upon academic characteristics, such as having a high
GPA, strong letters of recommendation, and a sound written plan of study describing their educational
goals, as well as on the professional characteristics of leadership activities in student organizations and
other activities, mentoring participation, and other service-related activities. Students will be selected
11
during an interview process by the principal investigators and the members of the Management Team listed
earlier
The College plans to select thirty six scholarship awardees in the first year. Approximately nine students
each will be at the freshman, sophomore, junior and senior level.
Students will be selected immediately after the grant award (which is expected to be during the Summer of
2006) or in the Fall in the first year of the grant. First year awards will either cover the whole year or a
substantial part of it, depending on the award date. In subsequent years, we will select students in the
Spring for the following academic year.
Students will be monitored every month during a meeting with the PI and the Co-PIs. Students who are
failing to do well will be given help through the expanded College student support structure. If a student
under-performs two semesters in a row, the student's scholarship will be discontinued.
g. S-STEM Student Support Services and Programs
Available student support services have been described previously. In summary, the College, through the
Offices of Student Support, Student Success, and the Project Excel Centers, offer many services that
support students including free tutoring, corporate internships, community building events, student
outreach programs, and the Summer Bridge program, to name just a few.
In addition to support already offered by the University, the College will host a Fall Orientation meeting for
S-STEM students and will introduce them to corporate, faculty, and staff members. The Orientation will
include presentations of campus, faculty, and corporate offerings. This will enhance the sense of
community among S-STEM students and allow them to be more comfortable in their academic content
area.
The College will provide regular monthly monitoring and tracking of S-STEM students by corporate,
faculty and staff members in order to check academic progress and to avert academic issues.
1.
Students will be given a document with the list of all support services available during the orientation
session every year and also during monthly advising sessions.
2.
At the end of the first month of the semester, the scholarship recipients will be guided to get a form
filled up by each professor teaching the classes the student is taking. The students will be required to
go to the appropriate support service if it seems that the student needs help based on the professor’s
evaluation and the advising session. For example, those who need help in mathematics classes will be
required to go to the Mathematics Learning Center and attend supplemental math education sections.
Checklists already developed regarding the appropriate support service for different kinds of
weaknesses will be used. Students who are deemed to be above a certain academic achievement level
based on the professors’ evaluations and the advisor’s conclusion will be urged to become a near
peer. It is a novel approach to mentoring. It would provide an extended network of peers. The
students will be required to meet their near peers on a regular basis
3.
Monitoring of the individual student will also involve requiring that the students fill in a form, during
the last advising session for the semester, answering questions about their progress, strengths and
weaknesses. These questionnaires will be evaluated on an individual basis along with the student’s
transcripts to determine if the student needs to utilize any support services offered or should become
a near peer.
4.
Additional advising and mentoring will be given to S-STEM students to ensure that they stay on track
with program requirements and progress.
5.
Internships that enhance the S-STEM student’s academic area will be offered.
The University of Colorado at Colorado Springs is small for a state university. In particular, the College of
Engineering and Applied Science is small and intimate. There is a close private-school type relationship
among the faculty, staff and students that one does not find in bigger universities or colleges. The long list
12
of support services that we have listed previously in this proposal have been all created in a bootstrapped
manner, by faculty and staff writing proposals mostly without any financial support of any kind.
h. Quality Education Programs
UCCS, located in northeast Colorado Springs, is the fastest growing university in Colorado and one of the
fastest growing universities in the nation. The university offers 25 bachelor's, 19 Master's and two Ph.D.
degrees. The campus enrolls about 7,800 students annually.
The campus has distinguished itself in a number of ways. A few examples are worth mentioning. First, the
U.S. News and World Report’s editors, in its 2002-2005 college rankings editions of “America’s Best
Colleges,” ranked UCCS among top public universities in the West. Second, in a recent campus
assessment survey, 93 percent of graduate alumni agreed they were satisfied with the graduate education
they received at UCCS1 and a 95.9%2 rate among graduating seniors. Finally, the American Association of
State Colleges and Universities recently designated the UCCS campus as the country’s most community
aligned public institution3.
The College of Engineering and Applied Science is one of the six academic units on the UCCS campus.
Within the College of EAS, there are three departments – Computer Science, Electrical and Computer
Engineering, and Mechanical and Aerospace Engineering. The College supports four Masters degrees
(Computer Science, Electrical Engineering, Mechanical Engineering, and Engineering) and a Ph.D. in
Engineering degree. Faculty and staff from all three departments will be involved to ensure the success of
the CSEM scholars. The PI and Co-PIs cover all the three departments. The chairs of all three departments
have written supporting letters in order to emphasize the participation of everyone in the College in this
program. There is a supporting letter from the Dean’s office as well.
Like the Campus, the College of EAS has distinguished itself in a number of ways. For example, it was the
CU system award winner for Diversity in 1999-2000 and 1997-1998. A number of faculty members have
won Campus and CU system awards for teaching and research. The Engineering Office of Student Support
along with the Office of Multicultural Affairs and the Dean of Students Office has successfully
collaborated on grants from the President’s Diversity found for the last 2 years. The grants were to fund a
Minority Student Leaders Retreat and workshop.
i. Assessment and Evaluation
Every year, each UCCS academic unit submits a progress report on assessment activities for the previous
year. These are reviewed by Student Achievement Assessment Committee (SAAC), that then provides
feedback to the unit and reports to the Vice Chancellor for Academic Affairs on the progress the campus
has made in achieving an effective program of student assessment. Dr. Kathy Andrus, Director of the
Teaching and Learning Center will lead the assessment efforts. She will form a committee with individuals
outside the individuals associated with this project to assist with assessment.
The proposed assessment of S-STEM program will include a mixture of formative and summative
assessments. Some information will come from the university’s Office of Institutional Research, such as
enrollment rates, graduation rates, ethnicity information and retention rates. However, the heart of the
assessment plan lies in obtaining feedback from participants in the scholarship program including students,
industry representatives, and faculty.
Specifically, the assessment plan for the proposed project objectives involves the following strategies:
1. Increase enrollments in CSE majors - achieved primarily through recruitment efforts.
1
2
3
http://www.uccs.edu/~irpage/IRPAGE/Assessment_Index/documents/alumni/2004highlights.pdf
http://www.uccs.edu/~irpage/IRPAGE/Assessment_Index/documents/gradseniors/GS%2005%20ENGINEER.pdf
http://www.aascu.org/pdf/stewardsofplace_02.pdf
13
Assessment Strategy #1: Collect Institutional Research (IR) data on EAS enrollments,
number of students who transferred from community colleges, and Pre-Collegiate
Development Program assessment results.
2.
3.
4.
5.
6.
Increase graduation rates for CSE disciplines - achieved primarily through student support services
(see next item for assessment strategies).
Assessment Strategy #2: Utilize IR data on EAS graduation rates.
Build on and expand College student support services
Assessment Strategy #3:
Student Entrance/Exit Interview - Gather data from students about the effectiveness of support
services, advising, workforce preparedness, future plans, and their overall experience in the
scholarship program.
Internships - Survey students and internship supervisors for comments about student performance,
preparedness, and the internship experience. Provide relevant feedback to the student.
Mentoring Program - Survey participants in the mentoring program (industry representatives,
faculty, and students) to determine if the program helped and what was learned from the
mentorship.
Increase participating numbers of underrepresented groups of students- achieved primarily through
recruitment efforts and student support services.
Assessment Strategy #4: Utilize IR data on ethnicity of CSE majors, CO-AMP and CU
Opportunity Program - Report data on how these programs are attracting and preparing
underrepresented students for careers in science, math, engineering, and technology.
Increase retention rates in EAS via integrated support for CSEM students.
Assessment Strategy #5: Utilize IR data on EAS retention rates and assessment strategy #2.
Strengthen partnership between Pikes Peak region high-tech industry and EAS achieved through corporate internships, corporate recruitment, colloquia, seminars, and
mentorship.
Assessment Strategy #6: Track the number and types of collaborative activities between EAS and
the high-tech industry, look at whether students are working in the city or state after graduation.
j. Special Program Features: College of EAS Laboratory Facilities
UCCS has a CREDA agreement with the Air Force Academy located in Colorado Springs; this agreement
allows our faculty, staff and students access to the vast laboratory and other resources at this premier
undergraduate institution for research and other projects. An example of a facility used by UCCS students
on the AFA campus is an 88-node Beowulf cluster where each node is a Pentium 4 with 4 Gigs of RAM.
UCCS undergraduates, including those from the EAS College, regularly participate in the successful
Colorado Springs Undergraduate Research Forum every year, with students from the AFA, Colorado
College and other institutions of higher learning in the area. Colroado Springs is a nationally reputed liberal
arts college located in Colorado Springs. The following laboratories in the EAS College are available to all
students.
Computer Science: The Software Development Laboratory has 27 networked NT Workstations. The
Advanced Computing and UNIX Laboratory contains 30 NT and 8 Linux workstations. The Graphics,
Networks and Bioinformatics Laboratory contains several Silicon Graphics workstations and NT/Linux
workstations. These laboratories support research in software development, graphics, computer
communications networks, multimedia and bioinformatics computing. The Vision and Security Technology
Lab is funded by organizations such as ONR, Rome Labs, US Army Research Labs and employs
undergraduates in research as well as other activities.
Electrical and Computer Engineering: The Communications and Signal Processing Laboratory supports
teaching and research in communication systems, communication theory, and signal processing. The
Control Systems Laboratory comprises a number of work centers for teaching and research in control
systems. The Electronics Laboratory is used for instruction in basic circuits design, digital circuits,
microcomputer systems, and electronic circuits design. The Electromagnetics Laboratory supports
14
programs in the areas of wave propagation, microwaves, antennas, and metrology. The Microelectronics
Research Laboratories are a group of related laboratories supporting all aspects of microelectronics,
including device modeling and processing, integrated circuit design and fabrication. In addition, the
Electromagnetics laboratory has an anechoic chamber equipped with microwave network analyzer,
antennas and signal sources. The ECE Department also has a multipurpose engineering education
classroom/laboratory equipped with computers to assist students in a wide variety of projects in various
areas.
Mechanical and Aerospace Engineering: The Mechanical and Aerospace Engineering Department
supports the following laboratories: Computational Laboratory, Fluids Laboratory, Measurements and
Instrumentation Laboratory, Thermodynamics/Heat Transfer Laboratory, Controls Laboratory. In addition,
the department has a small prototyping shop facility with mills, lathes, and power and hand tools. These
laboratories are used by undergraduate and graduate students for class work and out-of-class projects.
They include computing facilities and software, experimental apparatus and supplies germane to the
specific subject area, instrumentation, and materials.
15
[Anderson-Rowland 1997] Anderson-Rowland, M.R., M.A. Reyes and M.A. McCartney. “Engineering
Recruitment and Retention: A Successful Bridge”, Frontiers in Education Conference, 1997.
[Anderson-Rowland 1999] Anderson-Rowland, M. R., S. Blaisdell, S. Fletcher, P. Fussell, C. Jordan,
M. McCartney, M. A. Reyes and M. A. White. “A Comprehensive Programmatic Approach to
Recruitment and Retention in the College of Engineering and Applied Sciences”, Frontiners in
Education Conference, Volume 1, pp. 12s7-16, 1999.
[Fletcher 2001] Flecther, Shawana L., Dana C. Newell, Leyla D. Newton, and Mary R.
Anderson-Rowland. “The WISE Summer Bridge Program: Assessing Student Attrition,
Retention, and Program Effectiveness”, Proceedings of the 2001 ASEE Annual
Conference.
[Hein 2004] Hein, G. and A. Monte. “A Student Mentoring and Development Program for
Underrepresented Groups in Engineering”, 34th ASEE/IEEE Frontiers in Education
Conference, Savannah, GA, 2004.
[Kim 2005] Kim, J., D. Temple and C. Person. “Undergraduate Retention Models in Minority
Serving Institutions: Findings from the NSF and NASA’s MIE Program”, American
Education Research Association 2005 Annual Meeting, Montreal, April, 2005.
[Marra 1997] Marra, R.M. and T.A. Litzinger. “A Model for Implementing Supplemental
Instruction in Engineering”, 1997 ASEE Annual Conference and Exposition, Volume 1,
pp. 109-115, 1997.
[Muller 1999] Muller, C. and M.L. Pavone. “Retaining Undergraduate Women in Science,
Mathematics and Engineering: A Model Program”, Frontiers in Education Conference, Volume 1,
Pages 13-133, 1997.
[Rocheleau 2004] Rocheleau, S.E. Effect of Non-coginitive and Social Environmental Factors on the
Retention of Under-represented Minority Students in Engineering and Technology-Related
Disciplines, Ph.D. Thesis, Drexel University, Philadelphia, PA 2004.
JUGAL K. KALITA
Associate Professor of Computer Science
a. Professional Preparation
University of Pennsylvania, 1990, Ph.D. in Computer Science
University of Pennsylvania, 1988, M.S. in Computer Science
University of Saskatchewan, 1984, M.Sc. in Computational Science
Indian Institute of Technology, 1982, B.Tech. in Computer Science and Engineering
b. Appointments
1990-now: Assistant/Associate Professor, Dept. of Computer Science, UCCS: Taught 18 different
classes; supervised or am supervising 70+ graduate students (MS and Ph.D.); supervised 20+
undergraduate students in research.
2002: Faculty Development Associate, UCCS
2002: Senior Software Engineer, MX Logic, Inc., Colorado Springs
2000 - 2001: Senior Software Engineer, Personalogy, Inc., Colorado Springs
1998: Visiting Professor, Dept. of Computer Science, Tezpur University, India
1990: Knowledge Engineer, Intellicorp, Inc., Bala Cynwyd, PA
c. Publications Related to the Project
Kalita, J.K., K. Chandrashekar, R. Hans, P. Selvam and M.K.Newell, Computational Modeling and
Simulation of the Immune System, International Journal of Bioinformatics Research and Applications,
Volume 2, No. 1, 2006. pp. 63-88.
Nandoor, Sai, Jugal Kalita, Brian Tripet and Robert Hodges, “Cocolysis: Coiled Coil Database”,
Symposium on Bioinformatics and Biotechnology (BIOT-05), Colorado Springs, Colorado, October
2005, pp. 25-28. (50% acceptance, 2-4 reviews)
Perez-Gonzalez, Hector, Jugal Kalita, Alberto Nunez-Varela and Richard Wiener. GOOAL: An
Educational Graphic Object Oriented Analysis Laboratory, accepted for publication at OOPSLA 2005,
San Diego, October 2005
Kalita, Jugal, Kaushal Chandrashekar, Ankur Deshmukh, Reena Hans, Priyadarshini Selvam and M.
Karen Newell. "Computational Modeling and Simulation of the Immune System", Symposium on
Bioinformatics and Biotechnology (BIOT-04), pp. 30-35, Colorado Springs, Colorado, September
2004. (31% acceptance, 3 reviews)
Srikantaswamy, Aparna, Jugal Kalita, Kaushal Chandrashekar, Karen Newell and Patricia Giclas.
“Software Modeling of the Complement System and Its Role in Immune Response”, Symposium on
Bioinformatics and Biotechnology (BIOT-04), pp. 50-55, Colorado Springs, Colorado, September
2004.(31% acceptance, 3 reviews)
Baker, Kristy, Jugal Kalita and Tom Wolkow. "In Silica Characterization of Rad26, a FissionYeast
DNA Damage Checkpoint Protein", Symposium on Bioinformatics and Biotechnology (BIOT-04), pp.
68-70, Colorado Springs, Colorado, September 2004.
Kotnik, Clifford, and Jugal Kalita. “The Significance of Temporal-Difference Learning in Self-Play
Training TD-rummy versus EVO-rummy”, International Conference on Machine Learning, pp. 369375, Washington D.C., August 2003 [118 out of 371 papers accepted for publication after review; 32%
acceptance]
Other Related Publications
Sharma, Utpal, Jugal Kalita, and Rajib Das. Unsupervised Learning of Morphology for Building
Lexicon for a Highly Inflectional Language, Association of Computational Linguistics Workshop on
Morphological and Phonological Learning, Philadelphia, PA, July 2002, pp. 1-6.
Kolcz, Aleksander, Xiaomei Sun and Jugal Kalita. Efficient Handling of High-Dimensional Feature
Spaces by Randomized Classifier Ensembles, ACM Conference of Special Interest Group in
Knowledge Discovery and Data Mining, Edmonton, Alberta, Canada, July 2002, pp. 307-313.
Kolcz, Aleksander, Vidya Prabhakaramurthy and Jugal Kalita. Summarization as Feature Selection for
Text Categorization, Tenth International Conference on Information and Knowledge Management, pp.
365-370, Atlanta, Georgia, November 2001. [66 papers accepted out of 259 submitted, 25%
acceptance rate]
William, James, and Jugal K. Kalita. Natural Language Processing in the Minimalist Paradigm,
Computational Intelligence, 2000, Volume 16, No. 3, pp. 378-407.
Jesse, Lisa, and Jugal K. Kalita. Situation Assessment and Prediction in Intelligence Domains,
Knowledge-Based Systems, Volume 10, 1997, pp. 87-10
Kalita, Jugal K., and Joel C. Lee. An Informal Semantic Analysis of Motion Verbs Based On Physical
Primitives, Computational Intelligence, Volume 13, No. 1, 1997, pp. 87-125.
Dave Bergacker, James S. Williams, Jugal Kalita. Issues in Planning Realistic Motion from Natural
Language Instruction, Proceedings of the Workshop on Spatial and Temporal Reasoning, AAAI-1994,
Seattle, July 1994, pp. 77-84.
Kalita, Jugal K., and Norman I. Badler. Interpreting Prepositions Physically, Conference of the
American Association for Artificial Intelligence, Anaheim, CA, 1991, pp. 105- 110.
Kalita, Jugal K., Marlene J. Colbourn and Gordon I. McCalla. Summarizing Natural Language
Database Responses, Computational Linguistics, Volume 12, No 2, 1986, pp. 107-124.
d. Synergistic Activities
NSF CSEMS Grant Director 2004-2008, $400,000
Service Excellence Award, 2005, College of Engineering and Applied Science, UCCS
Teacher of the Year, 2001, College of EAS, UCCS.
Chair, Student Affairs Committee, College of EAS, 2001 – now: Coordinate activities of 15+ student
organizations in the College of Engineering and Applied Science
Faculty Advisor, Campus Activities Board, 2002 - 2004
Faculty Advisor
UCCS Chapters of Association for Computing Machinery (ACM), 2000-now
National Society of Black Engineers (NSBE), 2000-now
UCCS Internet Radio Station (Founder), 2003-now
UCCS Ham Radio Club, 2004-now
Faculty Associate for Faculty Development and Diversity, 2000 – 2002
Chair, BIOT-2004 and 2005: Bioinformatics and Biotechnology Symposium
e. Collaborators and Other Affiliations
Collaborators: Dr. Robert Hodges, University of Colorado Health Sciences Center; Dr. Sanjoy Das,
Kansas State University; Dr. Dhruba Bhattacharyya, Tezpur University, Assam, India
Graduate Advisors: Dr. Norman Badler, University of Pennsylvania; Dr. Gordon McCalla, University
of Saskatchewan
Ph.D. Thesis Advisor over the past five years: Lori Delooze, Assistant Professor, US Naval Academy
T.S. Kalkur
Professor of Electrical Engineering
University of Colorado, Colorado Springs, CO 80933-7150
a. Professional Preparation.
1970-1973, B.Sc Physics and Electronics, University of Mysore, India
1973-1975, M.Sc Solid State Physics, University of Mysore, India
1977-1979, M.Tech, Electronics and Instrumentation, Indian Institute of Science, India
1983-1985, Ph.D, Electrical and Electronic Engineering, University of Western Australia.
b. Appointments.
1997- present
Professor, Dept. of Electrical and Computer Engineering, UCCS
1991-1997
Associate Professor (tenured), UCCS
1992-1993 (June-Feb.)Visiting faculty researcher, Hewlett-Packard Laboratories
Palo Alto, California.
1987-1991
Assistant Professor, UCCS
1985-1987
Visiting Asst. Professor, UCCS.
1983
Post Graduate Research, University of Western Australia.
1979
Assistant Executive Engineer, Integrated Circuit Laboratory
Indian Telephone Industries
1975
Lecturer, St. Agnes College, Mangalore, India
c. List of Publications Related to the Project.
S.Sun and T.S. Kalkur, “Modeling of Charge Switching in Ferroelectric Capacitors”,
IEEE Transactions in Ultrasonics, Ferroelectrics and Frequency Control, vol.51, no.7
786-793 (2004).
S.Sun and T.S. Kalkur, “Polarization switching Digital to Analog Converter”.
IEEE Transactions in Ultrasonics, Ferroelectrics and Frequency Control, vol. 52, no.5,
837-843, May, 2005.
Gary Moscaluk and T.S. Kalkur, “A 1.8V 4k FeRAM using 0.2µ process and Novel
Design Techniques”, Journal of Integrated Ferroelectrics, vol.56, pp. 1151-1160, 2003.
N. Cramer, E. Philofsky, L. Kammerdiner and T.S. Kalkur, “ Low temperature sputter
deposition of BCTZ films” Applied Physics Letters, vol.84, 771,.2004
Yi Wu, T.S. Kalkur, Lee Kammerdiner, Elliott Philofsky, and Tony Rywak, “ Dielectric
Properties of Mg doped BCTZ thin films fabricated by Metallorganic Decomposition
Method”, Applied Physics Letters, vol.78, no.21, 3517-3519,2001.
Wu Yi and T.S. Kalkur, E. Philofsky and L. Kammerdiner “Electrical characteristics and
tunability of BCTZ films on MgO”, Journal of Material Letters, vol.57, 4147, (2003)
Nick Cramer, A. Mahmud and T.S. Kalkur, “Effect of annealing on leakage current in
BST and BCTZ films with platinum electrodes”, Applied Physics Letters, vol.87, July,
2005.
Over 225 papers published in refereed journals and conference proceedings
Other significant publications.
Jong Kim and T.S. Kalkur, “High Speed Current Mode Logic Amplifier using Positive
Feedback and Feed Forward Source Follower Techniques for High Speed CMOS I/O
Buffer”, IEEE Solid State Circuits, vol.40, no.3, 796-802, 2005.
S.Zhang, T.S. Kalkur, S.Lee, and D. Chen, "Analysis of switching speed of BiCMOS
buffer under high current,” IEEE Trans. on Solid State Circuits, vol.29, no.7, 787-797
(1994)
S. Zhang and T.S. Kalkur, "Analysis of BiCMOS buffers for input voltages with finite
rise time,” IEEE Trans. on Solid State Circuits, vol.29, no.7, 797-807(1994)
M. Huffman, T.S. Kalkur, R.Y. Kwor, L. Levenson, and M. Reeder, "ICB deposited
PbTiO3 films,” Journal of Vacuum Science and Technology, vol.11(4), 1406, 1993.
T.J. Walsh, R.Ono, J. Moreland, and T.S. Kalkur, "Tunneling measurements of the zero
bias conductance peak and Bi-Sr-Ca-Cu-O Thin Film Energy Gap in set Josephson
Junctions,” Phys. Rev. Lett., Vol.66, no.4, 516-519(1991)
T.J. Walsh, R. Ono, J. Moreland, D. Beale, C. Reintsema, and T.S. Kalkur, "Effect of
Magnetic field in set Josephson Junctions,” IEEE Transactions on Magnetics, 27,
840(1991)
d. Synergistic Activities.
1. Professional consulting: Consultant to Atmel Corporation, Colorado Springs, on nonvolatile memory technologies, COVA Technologies, on Ferroelectric Memories and
ACR Company on High Dielectric Constant Thin film devices.
2. Development of new courses: In the past 19 years, a) Semiconductor device fabrication
laboratory, b) IC fabrication laboratory c) VLSI Processing d) Analog Circuit design and
e) Mixed signal design.
3. IEEE Solid State/Electron Devices section chair, arranged talks on Quantum Effects in
CMOS, VLSI Interconnect Effects and SiGe devices and circuit design.
4. Paper Review: Reviewer for the Journal Thin Films, Journal of Applied Physics, IEEE
Solid State Circuits and IEEE Transactions on Circuits and Systems.
5. Demonstrating high school students new devices and circuits on “Engineers Open
Day”
e. Collaborators and Other Affilations.
1) Collaborators: Dr. Nate Peachey (Atmel Corporation), Dr. Jungho Kim
(University of Maryland), Dr. Fred Gnadinger(COVA Tehnologies)
2) Graduate Adviser: Prof. A.G. Nassibian, Department of Electrical and
Electronic Engineering, University of Western Australia, Nedlands, Perth.
3) Thesis Adviser over the last Five years: S. Sun Ph.D, (Black Forest
Engineering), Younes Lotfi, Ph.D (Vitesse), Mark Azadpour, Ph.D (Vitesse), Wie
Liu, Ph.D, (HP), John Lindsey Ph.D(Agilent), A. Chen, Ph.D. (United
Technologies), Ali Muhamad (Semquest), Robert Kressin MSEE (Agilent),
Randy Jack, MSEE (linear Technology), Ali Goreshi, MSEE (Lockheed Martin),
Brock La Meyers, MSEE (Agilent), Mahububul Bari, MSEE (Vitesse), Mark
Kazmir, MSEE (Intel), Hue Pham, MSEE (LSI Logic), C. Richardson, MSEE(LSI
Logic).
James W. Stevens
(a) Professional Preparation
Brigham Young University
Mechanical Engineering
B.S. 1987
M.S. 1988
Ph.D 1991
(b) Appointments
2002 - present: Associate Professor, University of Colorado at Colorado Springs
1995 - 2002: Associate Professor of Mechanical Engineering, Mississippi State University
1991 - 1995: Assistant Professor of Mechanical Engineering, Mississippi State University
(c) Publications
R. Luck and J.W. Stevens, 2004, "A Simple Numerical Procedure for Estimating Non-linear
Uncertainty Propagation," ISA Transactions, Vol 43, n. 4, pp 491-497.
J.W. Stevens, 2003, "Optimal Placement Depth for Air-Ground Heat Transfer Systems,"
Applied Thermal Engineering, Vol. 24, pp. 149-157.
R. Luck and J.W. Stevens, 2002, "Explicit Solutions for Transcendental Equations," SIAM
Review, Vol. 44, No. 2, pp. 227-233.
J.W. Stevens, 2002, "Coupled Conduction and Intermittent Convective Heat Transfer From a
Buried Pipe," Heat Transfer Engineering, Vol 23, n. 4, pp. 34-43.
J.W. Stevens, 2001, "Effect of 1997 ASHRAE Handbook of Fundamentals Summer Design
Temperature Specifications on Enthalpy and Humidity Ratio," ASHRAE Transactions, Vol 107,
Pt. 1., pp. 178-183.
J.W. Stevens, 2001, "Optimal Design of Small T Thermoelectric Generation Systems," Energy
Conversion and Management, Vol. 42, pp. 709-720.
J.W. Stevens, 2000, "Intermittent Convective Heat Transfer for Ground-source Heat Pump
Design," Proceedings of the ASME Advanced Energy Systems Division – 2000, AES-Vol. 40,
pp. 147-152
J.W. Stevens, 1999, "Heat Transfer and Thermoelectric Design Considerations for a
Ground-source Thermoelectric Generator," presented at The International Conference on
Thermoelectrics, 1999, Baltimore, MD, Aug 29-Sep 2, 1999, paper MO-WHEO.1.
J.W. Stevens, 1999, "Optimized Thermal Design of Small T Thermoelectric Generators,"
presented at The 34th Intersociety Energy Conversion Engineering Conference, Vancouver,
B.C., Aug 2-5, 1999, paper 1999-01-2564.
J.W. Stevens and R. Luck, 1999, "Explicit Approximations for All Eigenvalues of the 1-D
Transient Heat Conduction Equations," Heat Transfer Engineering, Vol. 20, n. 2, pp. 35-41.
(d) Synergistic Activities
MSU Desiccant Dehumidification Curriculum Module
I developed, wrote and tested a book-length curriculum module that was an easily
accessible add-in to bring desiccant dehumidification into mechanical engineering
air conditioning courses. This module received nationwide distribution.
UCCS MAE Curriculum
I led an effort to critically examine the entire undergraduate curriculum, propose changes,
seek external feedback, and implement the final changes.
Bioengineering Certificate
I am the co-PI on a grant which is funding the development of a bioengineering
certificate for undergraduates at UCCS. I have been involved in the development
of a new course for the certificate program that addresses the background needs of
engineering students who are beginning bioengineering studies. I was heavily
involved in developing the sequence of courses for the certificate.
Member of ASME Performance Test Codes Committee, 19.3 Temperature Measurement
(e) Collaborators & Other Affiliations
Collaborators and Co-Editors
Rogelio Luck
Karen Newell
Graduate and Postdoctoral Advisors
Dr. Brent W. Webb, Brigham Young University
Thesis Advisor and Postgraduate-Scholar Sponsor.
McKenna Roberts, Colorado Springs Utilities
Kris Van Dyke, Colorado State University
Darah Lacer, University of Colorado at Colorado Springs
3 graduate students advised in the last 5 years
Bettina Yvette Moore
8658 Alpine Valley Drive
[email protected]
719-598-6640
Education
■ Lehigh University
■ University of Colorado at Colorado Springs
Architecture
Engineering Management
BA, 1991
ME, 2001
Director, Engineering Office of Student Support, Alumni, and Community Relations
August 1997 - present
Program Development - Creates and manages numerous College-wide programs including: The
Summer Bridge, scholarships, internships, tutoring, student organization support, women and
minority, engineering scholars, alumni support, event management, and outreach.
Grant Management - Co-authored and manages numerous grants including: National Science
Foundation CO-AMP ($147,000 for 3 five year cycles), National Science Foundation CSEM
($400,000 over 4 years), National Science Foundation CSB (not funded, pending for 2006), Intel
Women in Engineering Grant ($19,000), K-12 Outreach ($13,000), and CU President’s Diversity
Grant ($7,000 for 2 years), Corporate scholarship and outreach grants from Intel, TRW (Northrop
Grumman), and Boeing (over $80,000). Maintains up-to-date documents and reports on grants.
Community Outreach - Strengthens and develops new partnerships with government agencies;
educational organizations, community organizations, and the private sector. Works to develop
activities and events that will encourage the advancement of science and engineering.
Marketing - Creates department promotional materials including: direct mail information, brochures,
flyers, and manuals. Conducts tours of facility, tours at schools and community organizations and
expands volunteer support. Maintains a dynamic web presence, assessment documents, and keeps
accurate accounts of activities. Acts as a liaison to designers and printers. Develops and delivers
polished and professional presentations to all levels of personnel.
Activities
■Staff of the Year, 1998
■Staff of the Quarter, January, February, March 2005
■Chair, Rewards and Recognition Committee, 2002-2005
■Co-Founder, Diversity Alliance Committee, 2003-present
■Student Affairs Committee, 1997-present
■Family Development Center (K-pre-K) Advisory Board, 1990-2000
■Career Fair Planning Committee, 1999-present
■Sustainability/ Energy Conservation Committee, 2002-2005
■Chair, Rewards and Recognition Committee, 2002-present
■Co-Founder, Diversity Alliance Committee, 2003-present
■The Grant Institute, Professional Grant Writing, May 2005
■Member, International Code Conference (ICC)
■Americans with Disabilities Act - ICC Accessibility Course, ongoing
■
SUZETTE STOUTENBURG
Mitre Corporation
Colorado Springs.
a. Professional Preparation
University of Colorado, 2005 - present, Ph.D. Candidate in Computer Science
National Technological University, 1989, M.S. in Computer Science
Rowan State University, 1985, B.S. in Computer Science
b. Appointments
2002 - present: Principal Investigator & Researcher, the MITRE Corporation, Colorado Springs.
Responsible for overseeing multi-million dollar Semantic Web Technology programs. Provide
leadership to team of 15+ software engineers.
2001 - 2: Director, Client Services, Encoda Systems, Colorado Springs. Responsible for client service
delivery worldwide, exceeding $30 million. Managed organization of 100+ analysts.
1999 - 2001: VP Software Engineering, multiple start-up internet banks, Wilmington, Delaware.
Responsible for constructing initial software infrastructure. Managed teams of 20+.
1992 - 1999: Technical Program Manager, Software Engineer, MCI, Colorado Springs.
1985 - 1992: Software Engineer, the MITRE Corporation.
1990 - 1995: Adjunct Professor of Computer Science, Regis University, Colorado Springs.
c. Publications Related to the Project
•
•
•
•
•
•
•
Adi, Asaf; Suzette Stoutenburg; Said Tabet. (Eds.) Proceedings of the First International
Conference on Rules and Rule Markup Languages for the Semantic Web, Galway, Ireland.
November 2005.
Stoutenburg, Suzette; Leo Obrst; Deborah Nichols; Ken Samuel; Ken Laskey; Adrian Johnson; Jason
Peterson; Karen Fox. Toward a Standard Rule Language for Enterprise Application Integration; Year
1 Results: Evaluating Proposed Approaches for a Standard Semantic Web Rule Language. MITRE
Technical Report, March 2006.
Stoutenburg, Suzette; Deborah Nichols. 2005. Toward a Standard Rule Language for Semantic
Enterprise Integration. International Conference on Rules and Rule Markup Languages for the
Semantic Web, poster, November 2005, Galway, Ireland.
Samuel, Ken; Leo Obrst; Suzette Stoutenburg; Deborah Nichols; Adrian Johnson; Ken Laskey; Jason
Peterson; Karen Fox. Transforming OWL and Semantic Web Rules to Prolog: Towards Description
Logic Programs. Submitted to several conferences.
Stoutenburg, Suzette; Amy Kazura; Rich Panek; Jason Peterson; Karen Fox. Enterprise Situational
Awareness at MITRE: Defining the Next Generation Internet. MITRE Technical Report, February
2006.
Stoutenburg, Suzette. Logics for the Semantic Web (for the Non-Logician). MITRE Working Note,
January 2006.
Stoutenburg, Suzette. Ontology Learning on a Web of Trust, white paper, December 2005. To be
submitted to multiple conferences.
Other Related Publications
•
•
•
Stoutenburg, S., et al, Toward a Standard Rule Language for Semantic Integration of the DoD
Enterprise, W3C Workshop on Rule Languages for Interoperability, April 2005.
Pulvermacher, M., Stoutenburg, S., Netcentric Semantic Linking, MITRE Technical Report, 2004.
Pulvermacher, M., Stoutenburg, S., Semy, S., Obrst, L., Semantic Web Perspectives, MITRE
Technical Report, 2004.
•
•
•
Stoutenburg, S., Obrst, L., Toward a Standard Rule Language for Semantic Enterprise Integration,
Third International Semantic Web Conference, 2004.
Stoutenburg, S., Applying RuleML in Military Applications, Proceedings of SCI 2004.
Stoutenburg, S., Applying RuleML in the Military Space Domain, Proceedings of XML 2003.
d. Synergistic Activities
•
•
•
•
Co-chaired first International Conference on Rules and Rule Markup Languages for the Semantic
Web in November 2005
Co-chair of AAAI 2006 Workshop: Ontology Learning on a Web of Trust
Chair of RuleML 2006 Workshop: Ontology and Rule Integration
Serving on Program Committees for the following
§ Business Agents and the Semantic Web, 2006
§ Rules and Rule Markup Languages for the Semantic Web, 2006
e. Collaborators and Other Affiliations
Collaborators: Dr. Leo Obrst and others across MITRE. Dr. Peter Patel-Schneider, Bell Labs. Drs.
Harold Boley, Michael Kifer, and Mr. Said Tabet, RuleML Initiative.
Graduate Advisors: Dr. Jugal Kalita, UCCS.
Affiliations: Member of the W3C Working Group to establish a Rules Interchange Format for the
Semantic Web.
Jennifer K. Fisher
424 E Boulder St. Colorado Springs, CO 80903
[email protected] (719) 439-0114
Education
Master of Arts – Student Affairs in Higher Education
Dec 2006 - Present
Bachelors - Marketing / Information Systems
May 2001
GPA: 3.62 Cum Laude
Work Experience
Scholarship Coordinator
Office of Financial Aid – UCCS
•
•
•
•
•
Design application and awarding processes for over 80 UCCS Scholarships
Develop and manage scholarship events for students and donors
Counsel students about scholarships and financial aid
Train and supervise employees with in the Scholarship Department
Non-Voting Member of the Intercollegiate Athletics Advisory committee
Financial Aid Counselor
•
•
•
•
•
June 2003 – Present
February 2002 – May 2003
Counsel students about their financial aid
Give Financial Aid presentations for UCCS and the Community
Train and supervise employees
Update and correct students records
Revise the Policies and Procedures Manual annually
Counselor Assistant
August 1998- Present
• Counsel students about their financial aid
• Update and correct students records
• Revise the Policies and Procedures Manual annually
Investment Office Intern
El Pomar Foundation
•
•
•
Organized and staffed outreach programs for the elderly and homeless
Reorganized the financial records of the Foundation
Prepared the monthly financial reports for the Board of Trustees
Peer Counselor
Office of Financial Aid – CU Boulder
•
Summer 1998
Counseled students about their financial aid
August 1997- May 1998
SUMMARY
YEAR 1
PROPOSAL BUDGET
FOR NSF USE ONLY
PROPOSAL NO.
DURATION (months)
Proposed Granted
AWARD NO.
ORGANIZATION
PRINCIPAL INVESTIGATOR / PROJECT DIRECTOR
Jugal Kalita
A. SENIOR PERSONNEL: PI/PD, Co-PI’s, Faculty and Other Senior Associates
(List each separately with title, A.7. show number in brackets)
NSF Funded
Person-months
CAL
ACAD
1. Jugal Kalita - none
0.00 0.00
2. T S Kalkur - none
0.00 0.00
3. James W Stevens - none
0.00 0.00
4.
5.
6. ( 0 ) OTHERS (LIST INDIVIDUALLY ON BUDGET JUSTIFICATION PAGE)
0.00 0.00
7. ( 3 ) TOTAL SENIOR PERSONNEL (1 - 6)
0.00 0.00
B. OTHER PERSONNEL (SHOW NUMBERS IN BRACKETS)
1. ( 0 ) POST DOCTORAL ASSOCIATES
0.00 0.00
2. ( 0 ) OTHER PROFESSIONALS (TECHNICIAN, PROGRAMMER, ETC.)
0.00 0.00
3. ( 0 ) GRADUATE STUDENTS
4. ( 1 ) UNDERGRADUATE STUDENTS
5. ( 0 ) SECRETARIAL - CLERICAL (IF CHARGED DIRECTLY)
6. ( 0 ) OTHER
TOTAL SALARIES AND WAGES (A + B)
C. FRINGE BENEFITS (IF CHARGED AS DIRECT COSTS)
TOTAL SALARIES, WAGES AND FRINGE BENEFITS (A + B + C)
D. EQUIPMENT (LIST ITEM AND DOLLAR AMOUNT FOR EACH ITEM EXCEEDING $5,000.)
TOTAL EQUIPMENT
E. TRAVEL
1. DOMESTIC (INCL. CANADA, MEXICO AND U.S. POSSESSIONS)
2. FOREIGN
F. PARTICIPANT SUPPORT COSTS
108,500
1. STIPENDS
$
0
2. TRAVEL
0
3. SUBSISTENCE
0
4. OTHER
TOTAL NUMBER OF PARTICIPANTS
(
0)
G. OTHER DIRECT COSTS
1. MATERIALS AND SUPPLIES
2. PUBLICATION COSTS/DOCUMENTATION/DISSEMINATION
3. CONSULTANT SERVICES
4. COMPUTER SERVICES
5. SUBAWARDS
6. OTHER
TOTAL OTHER DIRECT COSTS
H. TOTAL DIRECT COSTS (A THROUGH G)
I. INDIRECT COSTS (F&A)(SPECIFY RATE AND BASE)
TOTAL PARTICIPANT COSTS
SUMR
0.75 $
0.25
0.25
Funds
Requested By
proposer
Funds
granted by NSF
(if different)
6,500 $
2,469
2,101
0.00
1.25
0
11,070
0.00
0.00
0
0
0
1,000
0
0
12,070
3,180
15,250
0
1,250
0
108,500
0
0
0
0
0
0
0
125,000
(Rate: , Base: )
TOTAL INDIRECT COSTS (F&A)
0
J. TOTAL DIRECT AND INDIRECT COSTS (H + I)
125,000
K. RESIDUAL FUNDS (IF FOR FURTHER SUPPORT OF CURRENT PROJECTS SEE GPG II.C.6.j.)
0
L. AMOUNT OF THIS REQUEST (J) OR (J MINUS K)
$
125,000 $
M. COST SHARING PROPOSED LEVEL $
AGREED LEVEL IF DIFFERENT $
0
PI/PD NAME
FOR NSF USE ONLY
INDIRECT COST RATE VERIFICATION
Jugal Kalita
Date Checked
Date Of Rate Sheet
Initials - ORG
ORG. REP. NAME*
Gwendolyn Gennaro
1 *ELECTRONIC SIGNATURES REQUIRED FOR REVISED BUDGET
SUMMARY
YEAR 2
PROPOSAL BUDGET
FOR NSF USE ONLY
PROPOSAL NO.
DURATION (months)
Proposed Granted
AWARD NO.
ORGANIZATION
Jugal Kalita
NSF Funded
Person-months
CAL
ACAD
0.00 0.00
0.00 0.00
0.00 0.00
4.
5.
0.00 0.00
0.00 0.00
0.00 0.00
0.00 0.00
6. ( 0 ) OTHER
TOTAL EQUIPMENT
E. TRAVEL
2. FOREIGN
108,500
1. STIPENDS
$
0
2. TRAVEL
0
3. SUBSISTENCE
0
4. OTHER
(
0)
5. SUBAWARDS
6. OTHER
SUMR
0.75 $
0.25
0.25
Funds
Requested By
proposer
Funds
granted by NSF
(if different)
6,826 $
2,593
2,207
0.00
1.25
0
11,626
0.00
0.00
0
0
0
1,000
0
0
12,626
3,334
15,960
0
540
0
108,500
0
0
0
0
0
0
0
125,000
(Rate: , Base: )
0
125,000
0
$
125,000 $
0
PI/PD NAME
FOR NSF USE ONLY
Jugal Kalita
Date Checked
Date Of Rate Sheet
Initials - ORG
ORG. REP. NAME*
Gwendolyn Gennaro
SUMMARY
YEAR 3
PROPOSAL BUDGET
FOR NSF USE ONLY
PROPOSAL NO.
DURATION (months)
Proposed Granted
AWARD NO.
ORGANIZATION
Jugal Kalita
NSF Funded
Person-months
CAL
ACAD
0.00 0.00
0.00 0.00
0.00 0.00
4.
5.
0.00 0.00
0.00 0.00
0.00 0.00
0.00 0.00
6. ( 0 ) OTHER
TOTAL EQUIPMENT
E. TRAVEL
2. FOREIGN
108,500
1. STIPENDS
$
0
2. TRAVEL
0
3. SUBSISTENCE
0
4. OTHER
(
0)
5. SUBAWARDS
6. OTHER
SUMR
0.70 $
0.20
0.20
Funds
Requested By
proposer
Funds
granted by NSF
(if different)
6,738 $
2,178
1,854
0.00
1.10
0
10,770
0.00
0.00
0
0
0
1,000
0
0
11,770
3,096
14,866
0
1,634
0
108,500
0
0
0
0
0
0
0
125,000
(Rate: , Base: )
0
125,000
0
$
125,000 $
0
PI/PD NAME
FOR NSF USE ONLY
Jugal Kalita
Date Checked
Date Of Rate Sheet
Initials - ORG
ORG. REP. NAME*
Gwendolyn Gennaro
SUMMARY
YEAR 4
PROPOSAL BUDGET
FOR NSF USE ONLY
PROPOSAL NO.
DURATION (months)
Proposed Granted
AWARD NO.
ORGANIZATION
Jugal Kalita
NSF Funded
Person-months
CAL
ACAD
0.00 0.00
0.00 0.00
0.00 0.00
4.
5.
0.00 0.00
0.00 0.00
0.00 0.00
0.00 0.00
6. ( 0 ) OTHER
TOTAL EQUIPMENT
E. TRAVEL
2. FOREIGN
108,500
1. STIPENDS
$
0
2. TRAVEL
0
3. SUBSISTENCE
0
4. OTHER
(
0)
5. SUBAWARDS
6. OTHER
SUMR
0.70 $
0.20
0.20
Funds
Requested By
proposer
Funds
granted by NSF
(if different)
7,075 $
2,287
1,947
0.00
1.10
0
11,309
0.00
0.00
0
0
0
1,000
0
0
12,309
3,247
15,556
0
944
0
108,500
0
0
0
0
0
0
0
125,000
(Rate: , Base: )
0
125,000
0
$
125,000 $
0
PI/PD NAME
FOR NSF USE ONLY
Jugal Kalita
Date Checked
Date Of Rate Sheet
Initials - ORG
ORG. REP. NAME*
Gwendolyn Gennaro
SUMMARY
Cumulative
FOR NSF USE ONLY
PROPOSAL BUDGET
ORGANIZATION
PROPOSAL NO.
DURATION (months)
Proposed Granted
AWARD NO.
Jugal Kalita
NSF Funded
Person-months
CAL
ACAD
0.00 0.00
0.00 0.00
0.00 0.00
4.
5.
6. (
) OTHERS (LIST INDIVIDUALLY ON BUDGET JUSTIFICATION PAGE)
0.00 0.00
0.00 0.00
0.00 0.00
0.00 0.00
6. ( 0 ) OTHER
TOTAL EQUIPMENT
E. TRAVEL
2. FOREIGN
434,000
1. STIPENDS
$
0
2. TRAVEL
0
3. SUBSISTENCE
0
4. OTHER
(
0)
5. SUBAWARDS
6. OTHER
SUMR
Funds
Requested By
proposer
Funds
granted by NSF
(if different)
2.90 $
0.90
0.90
27,139 $
9,527
8,109
0.00
4.70
0
44,775
0.00
0.00
0
0
0
4,000
0
0
48,775
12,857
61,632
0
4,368
0
434,000
0
0
0
0
0
0
0
500,000
0
500,000
0
$
500,000 $
0
PI/PD NAME
FOR NSF USE ONLY
Jugal Kalita
Date Checked
Date Of Rate Sheet
Initials - ORG
ORG. REP. NAME*
Gwendolyn Gennaro
C *ELECTRONIC SIGNATURES REQUIRED FOR REVISED BUDGET
First Year
The PI, Dr. Jugal Kalita, will be paid a salary for 0.75 months during the summer for being the
Program Director for the project. Dr. T.S. Kalkur and Dr. James Stevens will be paid for 0.25 months
each for helping the Program Director. We will use a undergraduate student to help out with all the
secretarial work such as advertising flyers, application material, answering any questions on the
phone, scheduling interviews, keeping track of the students’ progress, etc. The undergraduate will be
paid $1,000 per year. For senior personnel, the fringe benefit rate is 28% and for student employees,
the fringe benefit rate is 8%.
We have $1,250 for domestic travel to go to a conference or workshop for the PI or a co-PI.
We will award two scholarships each worth $7,500, four scholarships each worth $5,000 and 30
scholarships each worth $2,450 for a total of $108,500.
Second Year
each for helping the Program Director. We have assumed an increment of 5% over the first year. We
will use a undergraduate student to help out with all the secretarial work such as advertising flyers,
application material, answering any questions on the phone, scheduling interviews, keeping track of
the students’ progress, etc. The undergraduate will be paid $1,000 per year. For senior personnel, the
fringe benefit rate is 28% and for student employees, the fringe benefit rate is 8%.
We have $540 for domestic travel to go to a conference or workshop for the PI or a co-PI. This
amount will not cover a trip for an individual, but will be used to other travel monies to fund a trip.
Third Year
We have $1,634 for domestic travel to go to a conference or workshop for the PI or a co-PI.
Fourth Year
We have $944 for domestic travel to go to a conference or workshop for the PI or a co-PI.
(See GPG Section II.C.2.h for guidance on information to include on this form.)
The following information should be provided for each investigator and other senior personnel. Failure to provide this information may delay consideration of this proposal.
Other agencies (including NSF) to which this proposal has been/will be submitted.
Investigator: Jugal Kalita
Support:
Current
Pending
Submission Planned in Near Future
*Transfer of Support
Project/Proposal Title: NSF CSEMS Scholarships at UCCS
NSF
Source of Support:
Total Award Amount: $
395,920 Total Award Period Covered: 09/01/04 - 08/31/08
Location of Project:
UCCS
Person-Months Per Year Committed to the Project. Cal:0.00
Acad: 0.00 Sumr: 0.00
Support:
Current
Pending
Project/Proposal Title: Overcoming Academic and Financial Barriers to STEM Student
Success
NSF
Source of Support:
UCCS
Acad: 0.00 Sumr: 1.50
Support:
Current
Pending
Project/Proposal Title: NSF Engineering Scholarships at UCCS
NSF
Source of Support:
UCCS
Acad: 0.00 Sumr: 1.50
Support:
Current
Pending
Project/Proposal Title:
Source of Support:
Total Award Period Covered:
Person-Months Per Year Committed to the Project. Cal:
Acad:
Support:
Current
Pending
Sumr:
Source of Support:
Acad:
Summ:
*If this project has previously been funded by another agency, please list and furnish information for immediately preceding funding period.
Page G-1
USE ADDITIONAL SHEETS AS NECESSARY
Investigator: T Kalkur
Support:
Current
Pending
Project/Proposal Title: High Dielectric Constant Based Phase Locked Loops
NSF
Source of Support:
UCCS
Acad: 0.00 Sumr: 0.00
Support:
Current
Pending
Project/Proposal Title: Overcoming Academic and Financial barriers
NSF
Source of Support:
UCCS
Acad: 0.00 Sumr: 0.00
Support:
Current
Pending
NSF
Source of Support:
UCCS
Acad: 0.00 Sumr: 0.25
Support:
Current
Pending
Source of Support:
Acad:
Support:
Current
Pending
Sumr:
Source of Support:
Acad:
Summ:
Page G-2
Investigator: James Stevens
Support:
Current
Pending
Project/Proposal Title: A Bioengineering Certificate and Research Program at UCCS
Colorado Institute of Technology
Source of Support:
Acad: 1.00 Sumr: 1.00
Support:
Current
Pending
NSF
Source of Support:
UCCS
Acad: 0.00 Sumr: 0.25
Support:
Current
Pending
Source of Support:
Acad:
Support:
Current
Pending
Sumr:
Source of Support:
Acad:
Support:
Current
Pending
Sumr:
Source of Support:
Acad:
Summ:
Page G-3
Investigator: Kathryn Andrus
Support:
Current
Pending
NSF
Source of Support:
UCCS
Acad: 0.00 Sumr: 0.00
Support:
Current
Pending
Source of Support:
Acad:
Support:
Current
Pending
Sumr:
Source of Support:
Acad:
Support:
Current
Pending
Sumr:
Source of Support:
Acad:
Support:
Current
Pending
Sumr:
Source of Support:
Acad:
Summ:
Page G-4
Investigator: Bettina Moore
Support:
Current
Pending
NSF
Source of Support:
UCCS
Acad: 0.00 Sumr: 0.00
Support:
Current
Pending
Source of Support:
Acad:
Support:
Current
Pending
Sumr:
Source of Support:
Acad:
Support:
Current
Pending
Sumr:
Source of Support:
Acad:
Support:
Current
Pending
Sumr:
Source of Support:
Acad:
Summ:
Page G-5
Investigator: Suzette Stoutenburg
Support:
Current
Pending
NSF
Source of Support:
UCCS
Acad: 0.00 Sumr: 0.00
Support:
Current
Pending
Source of Support:
Acad:
Support:
Current
Pending
Sumr:
Source of Support:
Acad:
Support:
Current
Pending
Sumr:
Source of Support:
Acad:
Support:
Current
Pending
Sumr:
Source of Support:
Acad:
Summ:
Page G-6
Investigator: Jennifer Taylor
Support:
Current
Pending
NSF
Source of Support:
UCCS
Acad: 0.00 Sumr: 0.00
Support:
Current
Pending
Source of Support:
Acad:
Support:
Current
Pending
Sumr:
Source of Support:
Acad:
Support:
Current
Pending
Sumr:
Source of Support:
Acad:
Support:
Current
Pending
Sumr:
Source of Support:
Acad:
Summ:
Page G-7
To:
Whom it May Concern
Date:
January 27, 2006
From: Dan Malinaric
Subj: Atmel’s Support for UCCS NSF Grant Proposal
Atmel Corporation is actively designing, manufacturing and marketing advanced semiconductors in
Colorado Springs. We have been one of the top ten employers in the city of Colorado Springs for the past 15
years. We currently employ over 2,000 employees and generate over $650 million in revenues locally.
Atmel Corporation and the University of Colorado at Colorado Springs (UCCS) have enjoyed a strong
relationship over the past 16 years. Atmel currently has over 70 employees with degrees from UCCS. More
than 20 of those have graduated within the past two years. In addition Atmel has almost 50 employees
currently enrolled in degree programs at UCCS. In the last 3 months, Atmel has hired 3 engineering students
from UCCS. Those include 2 with B.S. degrees and 1 with a M.S. degree. Within the past week, we have
offered a Research & Development Engineering position to a PhD graduate from UCCS. We also have 3
engineering interns from UCCS working on a part-time basis.
The semiconductor industry continues to face strong foreign pressures. Craig Barrett, former CEO of Intel,
has repeatedly warned that the U.S. must increase the number and quality of students who are attracted to
engineering and science degree programs. Atmel’s experience heartily confirms those contentions. We have
increasingly had to hire more qualified candidates for technical positions. Typical mid-level technician
positions now require engineering or science degrees. As the Semiconductor industry moves faster and
faster towards Nanotechnology, then fundamental science and engineering skills are needed to solve even the
most basic manufacturing problems.
One of the basic needs for the semiconductor industry is to attract more women and minorities to engineering
positions. We have only a handful of both even though we have more than 100 engineers and 200
technicians with technical degrees. Part of the reason is a shortage of local students with those backgrounds.
It would be a real benefit to the local semiconductor industry, consisting primarily of Atmel and Intel, to
attract more women and minority students to engineering and science degrees.
So Atmel welcomes the NSF grant initiative at UCCS. It would be a great help to Atmel, Intel and other
local high technology companies in Colorado Springs. It will equip the local workforce, especially women
and minorities, to gain quality jobs that will keep U.S. manufacturing companies ahead of the foreign
competition.
Sincerely,
Dan Malinaric
Director of Operations, Fab 5
Atmel Corporation
Colorado Springs, Colorado
Atmel Corporation • 1150 E. Cheyenne Mtn. Blvd. • Colorado Springs • CO 80906-4508
• Fab 5 FAX (719) 540-1515 •
Intel Corporation
1575 Garden of the Gods Road
www.intel.com
intel
~
January 27, 2006
Dr. Jeremy Haefner
Dean, College of Engineering and Applied Science
1420 Austin BluffsParkway
Dear Dr. Haefner:
We are delighted to have this opportunity to lend support to the Universityof
Colorado at Colorado Springs' (UCCS) desire to obtain NSF funding for an
innovative math/science K-12outreach program.
Intel has a strong interest in developing pipeline programs in our community
which willengage students in math, science and pr~ngineering programs at an
early age and lead them towards higher education in these disciplines. We have
worked closely with UCCS, particularlythe College of Engineering and Applied
Science, since we arrived in Colorado Springs almost six years ago, and have
collaborated on other K-12outreach programs with them. This proposed new
program would be yet another addition to an already outstanding suite of
programs. We are thrilledthat UCCS plans to serve our community's youth,
particularlygirls and underrepresented minorities who are also entitled to
economic self-sufficiencyby pursuing higher education that willlead them to both
interesting and highly paid careers at companies like ours.
Please consider this letter an indicationof Intel's commitment to support your
NSF proposal on CSEM scholarships.
Sincerely,
Judith W. M. Cara
Community/Government Relations Mgr
Intel - Colorado
Cc: Dr. T.S.Kalkur
An Equal Opportunity Employer
-
- - --
/~~
Larry Starr
Design Engineering Manager
Intel

NSF Forms - College of Engineering and Applied Science

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