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:
Radu C Cascaval
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:
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:
Martha K Newell
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:
Allen M Schoffstall
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 06-502
FOR NSF USE ONLY
NSF PROPOSAL NUMBER
02/09/06
FOR CONSIDERATION BY NSF ORGANIZATION UNIT(S)
(Indicate the most specific unit known, i.e. program, division, etc.)
DUE - STEM TALENT EXPANSN PGM (STEP)
DATE RECEIVED NUMBER OF COPIES DIVISION ASSIGNED FUND CODE DUNS# (Data Universal Numbering System)
FILE LOCATION
186192829
EMPLOYER IDENTIFICATION NUMBER (EIN) OR
TAXPAYER IDENTIFICATION NUMBER (TIN)
SHOW PREVIOUS AWARD NO. IF THIS IS
A RENEWAL
AN ACCOMPLISHMENT-BASED RENEWAL
IS THIS PROPOSAL BEING SUBMITTED TO ANOTHER FEDERAL
AGENCY?
YES
NO
IF YES, LIST ACRONYM(S)
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
Overcoming Academic and Financial Barrier to STEM Student Success
REQUESTED AMOUNT
843,344
$
SMALL BUSINESS
FOR-PROFIT ORGANIZATION
PROPOSED DURATION (1-60 MONTHS)
0
REQUESTED STARTING DATE
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
2000
719-262-3759
[email protected]
PhD
1986
719-262-3147
[email protected]
PhD
1987
719-262-3256
[email protected]
PhD
1966
719-262-3163
[email protected]
PI/PD NAME
Jugal Kalita
CO-PI/PD
Radu C Cascaval
CO-PI/PD
T S Kalkur
CO-PI/PD
Martha K Newell
CO-PI/PD
Allen M Schoffstall
Page 1 of 2
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
TELEPHONE NUMBER
ELECTRONIC MAIL ADDRESS
FAX NUMBER
*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
Project Summary
The University of Colorado at Colorado Springs (UCCS) proposes to conduct a major, multicomponent, multi-college program to improve graduation rates for students in undergraduate STEM
disciplines. College-aspiring as well as university-enrolled students in difficult STEM disciplines
typically find two types of obstacles to successful progress: financial and academic. We seek to
increase the number of students enrolling in STEM majors at the university level by developing an
innovative problem-solving Web site, organizing a Summer Institute with hands-on focus in advance
STEM areas, a summer research conference for such students, year-round monthly workshops and
faculty mentoring of STEM prospects. We propose to address concerns of already-enrolled students
through a creative blend of programs which seeks to include such students in a community of learners
with students from high school and community colleges, and their undergraduate years. Our approach
focuses, in particular, at the process of bridging from both high school and community college into
four-year programs on our campus. We seek to create a community of learners which brings high
school students, community college students, undergraduate students and their teachers together in a
mutually supportive atmosphere which emphasizes academic excellence. This community will ease
the difficult transition into our campus’s programs.
To help overcome financial obstacles, we anticipate offering $1500 stipends to those who attend the
Summer Institute; and $2,000 scholarships to undergraduate students who plan to attend the campus
and major in STEM disciplines. These students would come from both high schools and community
colleges. In order to maximize the number of scholarship awardees, we propose to offer these
scholarships to students for up to two years during their first two years on our campus.
Intellectual Merit: The University of Colorado at Colorado Springs (UCCS) is well-positioned based
on our prior work with undergraduate students and our strong outreach programs into the high schools
to undertake this innovative program which blends academic and financial programs to enhance
student success. The existing infrastructure, combined with the financial enhancements of the grant,
will secure a better understanding of the nature of academic and financial obstacles in student
graduation rates. This understanding will help us shape continuing efforts to improve recruitment,
retention and graduation in STEM disciplines. We intend to work very closely with a realistic number
of motivated high school and community college students that we can handle and make a big
difference in their lives, get them matriculated at as close to 100% as possible, see them through
hurdles of the first two years for college, and then transition them to other support programs at UCCS.
Broader Impact: The enhancements in graduation rates through this program will help the campus
to supply qualified workers in crucial areas for local companies. The program will also benefit
underrepresented minority, rural, women and first generation students who are targeted. It will
enhance UCCS’s already-close relationship with local industry and the K-12 community, leading to
improved cooperation in research and technology transfer as well. Results will be disseminated
nationally.
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)
17
References Cited
Biographical Sketches
(Not to exceed 2 pages each)
Budget
15
8
(Plus up to 3 pages of budget justification)
Current and Pending Support
6
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.
a. Background and Rationale
Successful and sustained enhancement of graduation education in science (including biology,
chemistry, and physics), mathematics and engineering fields requires attention to both recruitment
and retention. On a small public and mostly commuter metropolitan campus like ours, undergraduate
students typically encounter many financial and academic obstacles as they enroll, continue studies
and finally graduate. Our proposal addresses ways to overcome such obstacles for a selected group of
motivated students through a blend of programs that include students in a community of learners
beginning in high school and community colleges and continuing throughout their undergraduate
years. We focus in particular on the process of bridging from high school and community college into
four-year programs on our campus.
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 27 bachelor, 19 master and two
Ph.D. degrees. The campus enrolls about 7,600 students annually. The 2100 square mile Pikes Peak
Region includes both urban and rural areas with a significant concentration of potential students who
would be first generation college students and/or are from historically under-represented groups.
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 2002, 2003, 2004 and 2005 college rankings 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 UCCS. Finally, the American Association of State Colleges and
Universities recently designated the UCCS campus as the country’s most community aligned public
institution. (AASCU “Stewards of place” study at http://www.aascu.org/pdf/stewardsofplace_02.pdf).
With the current economic revival in the technology sector, the high technology firms (such as Intel,
Atmel, Lockheed-Martin, LSI Logic, HP, Fedex) in the Pikes Peak region have a substantial
workforce need. Software and system engineers, electrical and mechanical engineers as well as
computer scientists and applied mathematicians and science graduates are, and will continue to be, in
demand by the local aerospace, software development, and manufacturing industries.
The ability of our campus to meet the workforce needs of local industry is hampered by several
factors. Our region has a relatively low number of students who attend college upon completion of
high school. Once students arrive at our campus, we find that their first year is particularly difficult.
Our freshmen retention rate is 67% but upper division students appear to be retained at a higher rate.
This can be broken down further to show freshmen retention rates of 66% for students in the College
of Engineering and Applied Science and 67% for students with declared majors in the College of
Letters, Arts and Sciences (LAS). LAS freshmen who have not declared a major are retained at a
lower 60% rate which suggests the importance of connecting students with their disciplines as soon as
possible. We find that students who arrive at our campus, either from high school or from community
college, have two main types of obstacles which confront them: financial and academic.
In Fall of 2005, we admitted 920 first-time freshmen to the campus and 659 new transfer students.
Based on data from the previous year we expect about 67% of the first-time freshmen and about 66%
of the transfer students to return for their second year. The students at the University of Colorado at
Colorado Springs (UCCS) are usually self-supported, with approximately 43% of freshmen and 70%
of seniors in the College of Engineering and Applied Science 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 (12.7%, not including Asians) and rural population. These students often
have lower family incomes and need to work to pay for their education.
Our campus has generally seen growth in both numbers of majors and numbers of graduates in STEM
disciplines in recent years. These trends are documented in Tables 1 and 2. Sciences are Biology,
Chemistry and Physics. Engineering includes Electrical Engineering, Computer Engineering (started
in Fall 2000), and Mechanical Engineering (first graduates in 2000-2001). Our campus now offers
two additional certificate programs, one in Bioinformatics and the other in Bioengineering. These
multi-disciplinary certificates are offered at the undergraduate level. Engineering majors include
several preparatory programs and undecided Engineering majors. The total number of undergraduate
degrees awarded has increased 84% since 1995-96 which outpaces the general campus growth in
undergraduate degrees of 81% during the same time. The number of majors in STEM disciplines has
increased 13% compared with the campus growth of 23% in number of majors since from Fall 1999
to Fall 2005 although there has been a slight drop in 2005 compared to the previous year. The number
of Math, Computer Science and Engineering graduates have declined sharply in 04-05 compared to
the previous year.
Field:
Fall 99
Fall 00
Fall 01
Fall 02
Fall 03
Fall 04
Fall 05
Sciences
Math/Computer
Science.
Engineering
Pre-Engineering
Total STEM majors
Total campus majors
432
271
427
260
453
285
559
285
580
268
620
214
606
222
194
240
1137
4961
193
227
1107
5063
244
182
1164
5250
274
162
1280
5656
270
156
1274
5885
280
196
1310
6011
305
153
1286
6117
Table 1. Number of majors.
Field:
95-96 96-97 97-98 98-99 99-00 00-01 01-02 02-03 03-04 04-05
Sciences
Math/Computer Sci.
Engineering
Total STEM graduates
Total
campus
graduates
56
27
21
104
588
66
43
24
133
639
62
25
31
118
717
72
32
28
132
754
61
37
38
134
765
65
43
30
138
772
66
49
43
158
909
78
47
48
173
922
84
61
54
199
1040
107
44
40
191
1065
Table 2. Number of Bachelor’s degrees awarded.
Unfortunately, the campus lacks many of the resources that other schools are using to address the
problems of attracting and retaining students. Because our campus is young and has a very small
endowment, the campus can afford to offer relatively few scholarships. The number of scholarships
falls far short of the number of academically qualified students with demonstrated financial need.
Currently there are over 100 students (sophomores, juniors and seniors) in the College of Engineering
with a GPA over 3.0 and a financial need of $3,000 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.
Our studies show that student attrition increases with increasing numbers of hours worked. Some of
these students will withdraw completely to work full time. If more students were offered scholarships
to offset a portion of their financial need, more of them will complete their education.
b. Project Objectives
We expect to achieve seven key objectives if this proposal is funded :
1. Enhance the academic preparation of students as they bridge from high school to our campus;
2. Enhance the academic preparation of students as they bridge from community college to our
campus
3. Increase enrollments in STEM majors;
4. Increase graduation rates for STEM disciplines;
5. Build on and expand campus student support services;
6. Increase participation numbers of underrepresented groups of students and first generation
college students;
7. Strengthen partnership between Pikes Peak region high-tech industry, the K-12 community
and the campus.
To achieve these objectives, UCCS proposes to work with students to overcome both the academic
and the financial obstacles that prevent them from matriculating into our programs, continuing with
studies and reaching graduation. In particular we will focus on the transition from high school or
community college into our 4-year undergraduate programs with a particular emphasis on firstgeneration college students, women and minorities. Our goal is to reach students while they are still
in high school and help prepare them academically by providing repeated contact with programs that
reinforce and build on one another into their first two years at the University. By this process we seek
to bring the students into the academic community of learners and help them feel a part of this
community. This sense of belonging to a community is an important factor in retaining students.
The following is a brief outline for how we intend to address the objectives outlined above. Details
are given later in the proposal.
Objective 1: The innovative problem-solving Web site, extended and fruitful interaction with faculty
on our campus, the hands-on Summer Institute in STEM areas described later will assist students in
developing their skills and become motivated from high schools in bridging the transition to a college
campus.
Objective 2: The Summer Institute will play a particular role in helping community college students
entering our campus.
Objective 3: We intend to have 30 additional students enter our STEM programs every year starting
from the end of Year 1 to the end of Year 5. So, we expect to have at least 150 new students enter our
STEM programs as a result of this grant.
Objective 4: We will provide financial assistance to 30 students from freshman and 30 students from
sophomore years in STEM areas. We will follow these students closely during the first two years of
their study at UCCS making sure they are retained at as close to 100% rate as possible. After the
completion of sophomore year of study, we will help transition these students to other support
programs available at UCCS. We will also attempt to place them in our well-maintained internship
program with local industry.
Objective 5: Freshman and sophomore students receiving financial aid will be required to provide
peer-mentoring and tutorial services to high school students as well fellow university students.
Objective 6: We will work closely with school districts such as Harrison School District, District 11
and District 20 in Colorado Springs and community college like Pikes Peak Community College that
have high under-represented minority students during the recruitment of students to our Web-based
academic STEM contests and the Summer Institutes, as well as for recruitment into undergraduate
STEM programs.
Objective 7: We will have speakers and presenters come to the Summer Institutes and monthly
workshops from local industry. Local industry will be solicited to provide internships to our students
as they transition to advanced years.
Since our program is designed to primarily increase the number of regional students who will be
completing undergraduate degrees, the majority (90%) of the increase in graduates will be in U.S.
citizens or permanent residents. This goal is directly in accord with our institution’s explicit mission
to serve our region. In particular UCCS has an emphasis on helping increase the number of college
students who attend and subsequently graduate from college. We also seek to serve our local
community by providing a well-trained work force that meets the needs of regional companies which
include a large number of high-technology employers.
Since we are uniting the engineering, science and math disciplines on campus in this proposal, we
will not be providing an advantage to one discipline at the expense of another. We seek to have a
positive impact on all of the STEM departments on campus.
Academic aspects of our proposal:
UCCS proposes to develop a range of academic programs in support of the proposal. The goal of our
program is to help get students interested in engineering, math and science during high school and to
keep them involved and excited. We also hope to help improve their problem-solving skills so that
they will have a greater probability of success when they reach college. Another goal is to assist with
recruitment by familiarizing students with our campus and the opportunities available.
The academic programs include a problem-solving contest for high school students; an innovative
Summer Institute for high school and community college students who will be entering our programs;
and academic year programs for students during their first two years at our campus.
Below, we discuss each activity in detail.
1. A Problem-Solving Web Site: To assist students in high schools, particularly those in small,
rural districts with limited resources, we propose to develop a problem-solving contest for
students in grades 9-12. Students in high school need to be challenged with interesting
problems in STEM areas that will give them the opportunity to apply and extend the skills
they are learning in high school math and science classes. The program, modeled after a
similar program used for many years in the Czech Republic, will provide students with about
six sets of questions during each academic year.1 These questions, developed by University
faculty, will range from relatively simple to very challenging. The questions will involve
interesting issues to help capture students’ attention. Tutorial materials, delivered over the
Web, will be developed to assist the students and teachers in preparing for each of the
competitions. Students will receive the questions via a Web site and will be able to submit
their solutions electronically or by mail. The students solutions will be graded by University
faculty and then returned to the high school students with solutions and explanations. At the
end of the academic year, awards would be presented to the top students in each of the grade
levels. All students would be recognized for their participation and would be invited to a oneday conference along with an open house on campus during the summer that would feature
tours, speakers and activities. This event would help familiarize students with the campus
which will assist in recruitment. Contest participants who do well will be eligible to apply for
our Summer Institutes described next.
2. Year Around Activity--Monthly Daylong Workshops: We will choose 9 days in the year,
one day a month during the academic year, preferably a Friday and rotate around various high
schools holding a day-long workshop. These workshops will feature motivational speeches by
individuals with local roots who have done well in life in STEM disciplines. Examples of
these are Dr. Ron Sega, a professor of Electrical and Computer Engineering at UCCS and an
astronaut, currently an Assistant Secretary of the Air Force. The rest of the day will be spent
on presentations by students on projects they may have done, Summer Institute students
giving presentation on their laboratory projects, presentations by faculty, presentations on
college application preparation, etc. In some workshops, we will take students to industrial
sites to show them how STEM activities are performed in everyday life. In each one of these
workshops, we will invite a UCCS recruiter for an hour who will give presentations about the
college application process; getting scholarships, grants, loans, etc.
The students who participate in the Summer Institute will be paired up with the professors
with which they worked during the Summer. These professors will keep in touch with the
mentees through email, phone calls, instant messengers and other means of communication.
They will be encouraged to meet the mentees once a month over lunch. This is because
research has shown that the presence of a mentor that he or she can look up to in a high school
student’s life is “beyond profound.” An example is the widely publicized story of Eagle
Academy High School in South Bronx in New York where male mentors have made a huge
difference in college-going rate of particularly, African-American males.
3. Summer Institute: A salient aspect of our program is a six-week Summer Institute. Students
will be selected based on applications. Applicants will be required to provide letters of
recommendations from teachers, professors or counselors. Applicants who have participated
in the problem-solving contest and performed well will be given preference. This Institute will
1
(The Czech example is the FYKOS program run by Charles University, Prague, and is for Physics
only. The Web page for the successful program is located at http://fykos.mff.cuni.cz/en/index.html ;
this program has been very well-received and has been instrumental in attracting students to Physics.
The same concept will be expanded to other areas within STEM.)
be for both high school and community college students who will be entering our campus in
STEM disciplines the following year. During parts of the Institute both groups of students will
be mixed. At other times they will be separated to work on specific projects under direct
supervision of participating faculty. The Summer Institute will expose students to exciting
new ideas in a variety of disciplines through lectures, tours and laboratory activities. Students
will also be provided with information on careers available to graduates through speakers
from industry and field trips. Study skill seminars will also be offered to help prepare students
for their first semester at our campus. These will include sessions on time management, test
anxiety, study tips and other topics. Part of the intent is to help students to feel that they are
part of a larger academic community.
Needy and academically successful high school and community college students will be
targeted for recruitment using campus resources already in place. Special emphasis will be
given on attracting students who would be the first generation in their families to attend
college as well as women and minority students. Because Southern Colorado demographics
indicate sizable populations of underrepresented minority students, these scholarships will
allow us to successfully recruit more of these students. We will also build 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. This program will use those 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 Student For 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 STEM disciplines. 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. During all of these programs, we will give a brief presentation on opportunities
available through our programs.
The Summer Institute will be held for 6 weeks each summer. Up to 30 students will be
selected to attend. Attendance will be given a stipend in the form of a summer internship. The
Summer Institute will be unique in focusing on hands-on activities in STEM areas. We intend
to divide the students into small groups and provide individual attention. The Summer
Institute will be held 4 days a week. STEM experts (UCCS faculty and industry individuals)
will deliver talks and communicate with students regarding the rewards of pursuing STEM in
their career. During the Institute, the students will be divided into groups, based on their
interest and will work closely with faculty members from various STEM disciplines in
pursuing research and development projects in a hands-on manner. Students will be taken to
industrial facilities such as Intel, Atmel and MCI to show them the impact of STEM in every
day life. We will encourage parents and teachers also to take part in industrial visits.
The students will meet together for general classes, meetings and talks during part of the
schedule. During other times, they will work with faculty members in laboratory
environments. The following labs are envisioned. The faculty members mentioned here have
given their commitment to participate. The attending students will be required to work with at
least one of the laboratories mentioned below. The number of positions in each laboratory will
be limited. A laboratory section will be held only if there is a minimum of three students in the
discipline.
a. Nanotechnology Laboratory: The students will work closely with Dr. T. S. Kalkur of
the Department of Electrical and Computer Engineering to work on various aspects of
micro and nanotechnology. Dr. Kalkur will impress upon the students how
microelectronics impact everyday life. Students will be viewing the microchips under
microscope in-order have a glimpse of the micro world. Students will perform
activities like film deposition and photolithography. They will engrave their name on
the wafer by microelectronic technologies. In addition, microelectronics industry
experts will present their case to students the importance of STEM careers.
b. Game and Animation Design Laboratory: Students would work closely with Dr.
Sudhanshu Semwal of the Department of Computer Science and learn about animation
and game design techniques used in digital effects for movies and games.
Opportunities to develop basic programming skills through appropriate
implementations using OpenGL, DirectX, Maya animation, Torque3D game engines,
and other tools would be provided. Students would develop technical skills to realize
their creative ideas in one-on-one situation.
Students would be introduced to
advanced techniques in this area using show-and-tell presentations, and would become
aware of the opportunities as animation artists and game developer. Minor in Game
design and development in Computer Science is in place, and BS degree is under
development at UCCS. Both Games and Animation are multi-billion dollor industries
and are expected to grow
c. Bioinformatics Laboratory: Students will work closely with Dr. Jugal Kalita of the
Department of Computer Science. They will be introduced to topics in bioinformatics
including the human genome, alignments, phylogenetic trees, and protein structure
prediction. The students will then be introduced to bioinformatics resources available
on the Web including the large number of databases and search programs. The
students will work on an assigned project from beginning to end. The goal is to
introduce students to exciting topics in bioinformatics so that they are motivated to
pursue careers in cross-cutting areas that require knowledge of Biology, Mathematics
and Computer Science.
d. Math Modeling Laboratory: The students will work under Dr. Radu Cascaval of the
Department of Mathematics, under his close supervision on developing skills needed
for mathematical and computational modeling of various real-life phenomena. The
students will learn about optimization problems, dynamical systems and control
problems arising in population biology, ecology, economics and engineering. Students
will learn how computers can be used to perform fast, precise analysis of complex
problems. Video lectures from a regular undergraduate Mathematical Modeling course
will be made available to the students, as an additional resource and also for giving a
glimpse into what college level courses are like. Students will engage in group
projects, and topics will be chosen to meet students’ interest.
e. Bioenergetics Institute and Laboratory: The focus of the Newell laboratory has been
and continues to involve studies on how energy metabolism affects intercellular
communication. The research has resulted in both publications and a growing patent
portfolio. Students have been, and continue to be, active contributors to over the past
five years; the laboratory has housed many middle and high school students and their
projects for the International Science Fair. In fact, the winners from the Colorado
Springs area in at least two age categories have come from our laboratory. The
laboratory offers training to student that involves laboratory safety, sterile cell culture
techniques, cell counting, cell staining, microscopy, and flow cytometry. We welcome
additional opportunities to make an impact on middle and high school students and to
introduce them to the excitement of scientific methods and discovery.
f. Chemistry Honors Research Laboratory: This laboratory will be under the supervision
of Dr. Allen Schoffstall of the Department of Chemistry. Fifteen articles from the
Journal of Chemical Education will serve as the starting point for students working on
summer chemistry projects. The co-investigator will have had the prior experience of
having worked on at least ten of these projects in the spring semester of 2006 as part of
the Honors Organic Chemistry II Laboratory. Each article is based upon recent
chemistry and each will have served as a basis for work by an Honors student. Honors
students are expected to develop chemistry beyond the original article assigned. Thus,
the chosen articles will have already been researched by an Honors student at this
campus and further chemistry will have been developed to serve as the basis for
assignment of projects to high school students. We further propose to employ one or
more of the Honors students as mentors and assistants for the high school student
summer projects.
The purpose of the summer program is to nurture students in a research environment at
an early stage so that they gain a realization and a passion for research efforts in
science. Only then can students aptly judge for themselves which path is a good one
for them to take as they approach college. They will better understand that doing well
in college from the start is very important to their ultimate career after college,
whatever that may be. Understanding how researchers think and work is a key
element of this proposal
g. Solid State Physics Laboratory: The Physics Department at UCCS has a long history
of working with high school student interns during the summer months. In the last 10
years, 19 high school students have participated in the high school summer internship
program. The students worked for 8 weeks with faculty, post-doctoral research
assistants, graduate and undergraduate student research assistants on state-of-the-art
projects in the Physics labs. All of these students continue with their studies in STEM
disciplines at nationally reputable universities – for example California Institute of
Technology, Princeton University, Michigan University, University of Colorado at
Boulder. The program attracted a large interest among the Pikes Peak region high
schools and in the last year more than 40 applications were received. Dr. Lopusnik has
been at UCCS for two years and he participated in last year’s internship program. He
evaluated each applicant, conducted interviews with finalists, and made the final
selection of the internship students. With the help of the Dean of LAS, a third position
was created that was devoted to traditionally underrepresented groups in Sciences
(minorities and women). This year, three high school students have been working in
the Department during the academic year to gain the experience of the scientific life.
From our experience, the students participating in these projects are very highly
motivated. The feedback from those who we were able to contact has been very
positive and they feel that this program was very beneficial to their college career.
Unfortunately, the funding from the Academy of Applied Sciences that financed these
internships was terminated and we are uncertain about its future. The students will
work with one of three faculty members in the department on the following
experimental projects: ultrathin films preparation and magnetic characterization (Dr.
Celinski), liquid crystal (Dr. Glushchenko), investigation of high speed magnetism
with laser optical techniques (Dr. Lopusnik). Moreover, if the students’ interest is in
the theoretical field, they can work with Dr. Camley (computer modeling of
microwave devices), Dr. Grabowski (theory of chaos), and Dr. Burkhart (radon lab).
4. One-Day Summer Conference and Open House: On the last day of the Summer Institute, a
conference will be held where the students will highlight the work they have done during the
summer. Each student will be required to prepare an attractive poster for presentation. The
students will be required to give a short 10-15 minute conference-style presentation. Extended
abstracts or full papers (2-5 pages long) of the presentations will be published in printed
proceedings. We will publish the whole book of proceedings on the Web. On this day, the
faculty participating in the project will showcase their research in the form of an Open House.
5. Student Surveys: A student survey will be performed before after these activities in order to
assess the impact of these activities on student motivation.
6. Summer Stipend: Students attending Summer Institute will be given an attractive stipend and
one college credit.
Financial aspects of our proposal:
To help overcome financial obstacles faced by students who have been accepted at UCCS and have
decided to attend UCCS, we will offer thirty $2,000 scholarships to undergraduate students who
attend the campus and major in STEM disciplines. In order to maximize the number of scholarship
awardees, we propose to offer these scholarships to students for up to two years during their first two
years on our campus. Campus institutional research has demonstrated the value of multi-year
scholarships or financial aid in increasing retention. Once the two years are over, we will use
resources on campus to transition them to other support possibilities.
As mentioned under “Summer Institute” above, campus resources such as Pre-Collegiate
Development Program, Student For A Day and High School Tours will be employed for recruitment.
Contacts in local high schools and community colleges will be tapped. Under-represented minorities,
women and first-generation college students will be given due importance in selection.
The scholarships will be awarded after a rigorous selection process. Students will be selected based
upon academic characteristics, such as having a high GPA, strong letters of recommendation, and a
soundly 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 who have attended our Summer Institute
and have done well, will be given preference.
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 a representative of the project
leadership team. Students who are failing to do well will be given help through the expanded student
support structure. If a student under-performs two semesters in a row, the student's scholarship will be
discontinued.
c. UCCS Activities on which the Current Project Builds
The University of Colorado at Colorado Springs believes that promoting student success is
everyone’s responsibility. The campus 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, developed by the 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 focus of the campus 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 campus also recognizes
that developing qualified 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.
UCCS Support Programs to Transition Students to College
Summer Bridge Program (SBP): This program targets incoming freshmen, underrepresented
minorities, and who are science, math, or engineering majors and is geared toward helping students
adjust to the transition between high school and 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 (NSF) for
the purpose of attracting and preparing under-represented students for careers in Science,
Technology, Engineering, and Mathematics (STEM). CO-AMP members participate in summer
research with College faculty.
UCCS 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.
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 or science course.
The value of these student support and enrichment networks has been documented repeatedly through
university assessment. This project will use directed resources strategies to individualize support for
the scholarship awardees. Based upon mentor’s and faculty advisor’s recommendations and student
input, students will be assigned to specific campus resources.
d. Results from Prior NSF Support
High Dielectric Constant based Phase Locked Loop (PI: T.S. Kalkur)
Sponsor: NSF; Start date: 7/1/03; End date: 30/6/05; Amount: $ 204,000.
In this project, 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.
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 interpersonal and communication skills by mentoring their peers so that there 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 had come after the beginning of the semester 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 African-American, 24.4% are Hispanic and 7.3% are Asian. 97.5% of the recipients are full-time
students, many 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
come out of probation. Only 6 of 14.5% of the students have had GPA below 3.0. The scholarship is
enabling the students to focus on studies. Internships are preparing them to enter the work force in
CSEM areas as already well-prepared. 3 students graduated at the end of the first year, 4 more
graduated a semester later, 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 of them got their jobs in the companies where they had
internships. In summary, CSEM scholarships have enabled a good crop of students to remain fulltime, 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 up appropriate forms. On an average the
scholarship recipients spend 10 hours on peer mentoring, coaching and other similar activities. Some
scholarship recipients are engaging in competitive activities such as participating in design contest
and business plan contests. Each student is also taking a leadership post in one of the more than 15
student organizations in the College.
COAMP ACCOMPLISHMENTS PHASE I 1997-2002: "Success through Excellence and
Diversity"
CO-AMP projected goal was 400 underrepresented (UREP) science, mathematics, engineering, and
technology (STEM) B.S. degrees. By the 6th year, CO-AMP met this goal with 400 UREP STEM
B.S. degrees awarded. The degrees awarded (215 to 400 degrees) increased 86%, which was
substantially higher than that of the increase (56%) in all SMET degrees awarded. There was an
increase in SMET enrollment of underrepresented minority students from baseline to year 6 of
approximately 58% (2789 to 4425). Considering CO-AMP's original initial baseline was 186, in the
6th year of the project, CO-AMP increased the number of UREP STEM B.S. degrees awarded by
115% (186 to 400).
Comparing UREP STEM enrollment to ALL STEM enrollment for baseline to year 6, STEM
enrollment of underrepresented minority students increased approximately 72% (1,922 to 3,322). We
also were able to achieve an increase in all STEM enrollment of approximately 36% (14,816 to
22,589). In addition, the rate of increase of UREP STEM enrollment from baseline to year 6 was
almost twice that of the increase in ALL STEM enrollment (58% vs. 36%).
Comparing ethnic breakdown Year 1 data to Year 6 data, the number of African American students
graduating in STEM fields increased by 91.6% (36 to 69), the number of Hispanic students
graduating in STEM fields has increased by 41% (181 to 256), and the number of Native American
students and multi-race receiving STEM degrees increased by 120% (34 to 75). Since its inception,
CO-AMP has built new programs at the fourteen partner institutions. CO-AMP has created a strong
infrastructure supported by the presidents, vice presidents, deans, and faculty of the institutions
involved. The collaboration among the CO-AMP partner institutions has been very beneficial to the
underrepresented minority STEM students. The underrepresented students at the community colleges
have the opportunity to receive CO-AMP support when they transfer to the 4-year colleges and
universities. Moreover, the partnership that has been established with the four tribal nations -Jicarilla Apache Tribe, Navajo Nation, Southern Ute Tribe, and Ute Mountain Ute Tribe has
enhanced and encouraged participation of Native American students in STEM fields.
Discovery Experiments as a Vehicle for Enhanced Learning, $175,556, 09/01/04-8/31/06 (PI:
Allen Schoffstall)
General chemistry laboratories have been modified to include 8-10 experiments that employ Vernier
equipment. The Vernier labs are being assessed for student learning in followup testing by
comparison with students doing the same experiments, but without the Vernier equipment. The
results of these tests will not be available until May-June. New virtual laboratory experiments have
been developed for general chemistry. These include an experiment using radioactive sources. In
organic chemistry, new instrumentation has been purchased, as made available through the grant. An
Honors Organic laboratory has been launched this spring, with an emphasis on a research orientation.
Results of the Honors Laboratory will be available in May-June. The granting period ends on
September 1, 2006.
e. Continuity of Program after conclusion of grant
The collaborative commitment between the Deans of Letters, Arts and Sciences and Engineering and
Applied Science in developing this program ensures that it will be continued after the conclusion of
the grant. The high school problem solving contest will have developed at least 5 years worth of
questions and tutorial materials which can be cycled with minor modifications in future years. The
main costs will be the grading of student’s answers, and the awards given to winners. None of these
involve significant costs. We will seek the sponsorship of local high tech companies based on the
track record we will be able to provide from the period of this grant. If this is not successful, modest
funding from the campus would keep the program going.
Increasing scholarship support on our campus is a priority of our administration. There is particular
interest in first generation students and under-represented groups. As such, we believe that successes
from this program can be used to work with our campus fund raising plan to raise money to continue
these scholarships at the conclusion of the grant. We have a CSEM scholarship grant from NSF
providing 40 scholarships per year. We (PIs and Co-PIs of this proposal) and other faculty are writing
various grant proposals to organizations such as NSF for scholarships and undergraduate support in
science and engineering. Programs being targeted at NSF are Broadening Participation in Computing
(BPC), Math and Biology Undergraduate (MBU) Research, STEM Scholarships, etc. The Deans and
the administrators have programs to find scholarship and support monies for undergraduates.
The Summer Institute represents the largest expense. We would seek additional external funding to
keep this part of the program operating. Given the high technology aspects of many companies in
Colorado Springs we expect to be able to find a local company that would be willing to sponsor all or
part of the program. It might also be possible to combine our efforts with other existing bridge
programs to be more fiscally efficient.
The monthly meetings during the academic year would be moderately expensive if we want to
continue with a few national speakers per year; otherwise, it will be inexpensive. We do find that
eating together is a good way to build community, but the sessions would still be valuable if they
were held without food. Volunteer speakers are typically available to operate this part of the program
at minimal cost.
f. Project Management Plan
Key Personnel - Management Team
i.
ii.
iii.
iv.
v.
vi.
vii.
viii.
Jugal Kalita, Associate Professor of Computer Science, College of Engineering and
Applied Science
Thottam S. Kalkur, Professor of Electrical and Computer Engineering, College of
Engineering and Applied Science
Martha Karen Newell, Associate Professor of Biology, College of Letters, Arts and
Sciences
Allen Schoffstall, Professor of Chemistry, College of Letters, Arts and Sciences
Radu Cascaval, Assistant Professor of Mathematics, College of Letters, Arts and Sciences
Sudhanshu Semwal, Professor of Computer Science, College of Engineering and Applied
Science
Tina Moore, Director of Student Support Services, College of Engineering and Applied
Science
Barbara Gaddis, Director of Science Learning Center, Project Excel Coordinator
The members of the Management Team listed above will meet regularly to coordinate the program
and evaluate progress towards program goals. The PIs/Co-PIs will have overall responsibility for the
program. Pikes Peak Educational Research Center will provide staff support and supervise the details
of the program. Barbara Gaddis, Pikes Peak Educational Research Center and Institutional Research
will coordinate assessment efforts for the program.
An Internal Advisory Team, co-chaired by the Vice Chancellor for Academic Affairs, Rogers
Redding, will be formed and will meet with the program Management Team every six months to
monitor progress of the program and to maintain connections between this program and other campus
initiatives. Other members of the Internal Advisory Team will be Jeremy Haefner, Dean, College of
Engineering and Applied Science; Tom Christiansen, Dean, College of Letters, Arts and Sciences;
Jim Henderson, Vice Chancellor for Student Success; Josephine Benavidez, Coordinator of the PreCollegiate Development Program; and Tamara Moore, Director of Student Recruitment and
Admissions Counseling and Acting Dean of Students. Department Chairs from all of the STEM
departments will also be invited to these biannual meetings.
Program Time Frame and Structure
Fall 2006 and Spring 2007
Development of program components
Development of problem-solving questions and tutorials
Initial promotion of program with high school teachers and counselors and community college
faculty and advisors
Administrative establishment of scholarship program with Financial Aid Department
Planning of content for Summer Institute program to include identification of topics, presenters,
schedule.
Recruiting of students for summer institute program.
Planning for end-of-summer research conference
Spring Semesters
Three sets of problem-solving questions delivered to students.
Recognition of students involved in problem-solving contest.
Tutoring program available for high school and community college students.
Recruitment of applicants for scholarship program and summer institute.
Scholarship award selection.
Monthly meetings for students
Summer Semester
One day open house for problem-solving contest participants.
Summer institute program
Information sent to students concerning continued eligibility, expectations, events of the coming
year, etc.
Fall Semester
Orientation Meeting.
Three sets of problem-solving questions delivered to students.
Tutoring program available for high school and community college students.
Monthly meetings for students
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. We will work with both high school
teachers of math, science and technology and with the high school counseling staff. 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 Junior 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 groups. 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 program will be given to
students interested in the appropriate disciplines during these visits.
g. Assessment and evaluation
The proposed assessment of our 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 Summer Institute and the
scholarship program including students, industry representatives, and faculty. Specifically, the
assessment plan for the proposed project objectives involves the following strategies:
1. Enhance the academic preparation of students as they bridge from high school to our campus
achieved through problem solving contest, on-line tutoring and summer institutes.
Assessment strategy #1: Pre-post testing of students at summer institutes
Assessment strategy #2: Comparison of historical data with current data for student
preparation including test scores, high school rank, grade point average and admissions rating.
2. Enhance the academic preparation of students as they bridge from community college to our
campus –– achieved through problem solving contest, on-line tutoring and summer institutes
Assessment Strategy #1: Pre-post testing of students at summer institutes
Assessment Strategy #2: Comparison of historical data with current data for student
preparation including test scores, grade point average and admissions rating.
3. Increase enrollments in STEM majors –– achieved through recruitment and retention efforts
of the entire program ñ both academic and financial.
Assessment Strategy #1: Collect Institutional Research (IR) data on STEM enrollments,
number of students who transferred from community colleges, and Pre-Collegiate
Development Program assessment results.
4. Increase graduation rates for STEM disciplines - achieved through recruitment and retention
efforts of the entire program ñ both academic and financial.
Assessment Strategy #1: Utilize IR data on STEM graduation rates.
5. Build on and expand student support services
Assessment Strategy #1: 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.
6. Increase participating numbers of underrepresented groups of students- achieved through
recruitment and retention efforts and student support services.
Assessment Strategy #1: Utilize IR data on ethnicity of STEM 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.
7. Strengthen partnership between Pikes Peak region high-tech industry, K-12 and our campus achieved through cooperation and inclusion in the summer institutes and academic year
programs and in services offered through the problem-solving contest and on-line tutoring.
Assessment Strategy #1: Track the number and types of collaborative activities between
UCCS, K-12 and high-tech industry.
h. Dissemination
Dissemination would take place through presentations to meetings of professional organizations and
through publications. Presentations at regional scientific meetings such as the Colorado-Wyoming
Academy of Science, the Southwest and Rocky Mountain Section of the American Association for
the Advancement of Science, the Colorado-Wyoming chapter of the American Association of Physics
Teachers, American Chemical Society, Association for Computing Machinery, IEEE and others
would help to disseminate our ideas throughout a larger region.
We would also plan to present our work at national meetings and in refereed journals of organizations
such as the National Science Teachers Association, American Association for the Advancement of
Science, American Association of Physics Teachers, Association of College and University Biology
Educators, American Institute of Biological Sciences, the American Chemical Society, American
Association of Colleges for Teacher Education, IEEE, ACM, ASME, Council of Colleges of Arts and
Sciences and others.
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
Nandoor, Sai, Jugal Kalita, Brian Tripet and Robert Hodges, “Cocolysis: Coiled Coil
Database”, accepted for publication at Symposium on Bioinformatics and Biotechnology
(BIOT-05), October 2005. (50% acceptance, 2-4 reviews)
Srikantaswamy, Aparana, Jugal Kalita, Karen Newell and Patricia Giclas, "Software Modeling
of the Complement System and its role in Immune Response", submitted to Computational
Biology and Chemistry, 2005
Kalita, J.K., K. Chandrashekar, R. Hans, P. Selvam and M.K.Newell, Computational
Modeling and Simulation of the Immune System, accepted for publication, International
Journal of Bioinformatics Research and Applications, 2006.
Dutta, P.J., D K Bhattacharyya, J K Kalita, and M Dutta. Use of Clustering Technique for
Spatial Color Indexing Based on Silhouette Moment, submitted to IEEE Transactions on
Knowledge and Data Engineering, April 2005.
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)
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
Biographical Sketch
Radu C. Cascaval
Department of Mathematics
[email protected]
phone: (719) 262-3759
http://www.uccs.edu/∼rcascava
Professional Preparation
•
•
•
•
University of Iasi, Romania: B.S. degree in Mathematics, Diploma with honors, 1990–1995
Louisiana State University, Baton Rouge: Graduate Assistant in Mathematics, 1995–1996
University of Memphis, Memphis: Ph.D. in Mathematics, 1996–2000
University of Missouri, Columbia: Postdoctoral Fellow, Mathematics, 2000–2003
Appointments
• Assistant Professor of Mathematics, University of Colorado at Colorado Springs (2003–
present)
Publications
1. Radu C. Cascaval, Fritz Gesztesy, Helge Holden, Yuri Latushkin: “Spectral analysis of
Darboux transformations for the focusing NLS hierarchy”, in J. d’Analyse Mathematique, 93
(2004), pp 139–198.
2. Radu C. Cascaval: “Local and global well-posedness for a class of nonlinear dispersive
equation”, in Adv. Differential Equations, 9 (2004), no. 1/2, pp 85–132.
3. Radu C. Cascaval, Fritz Gesztesy: “J-self-adjointness for a class of Dirac-type operators”,
in J. Math. Anal. Appl. 294 (2004), pp 113–121.
4. Radu C. Cascaval: “Variable coefficient Korteweg-de Vries equations and wave propagation
in elastic tubes”, in Lecture Notes in Pure and Applied Math., 234, Marcel Dekker, 2003, pp 57–69.
5. Radu C. Cascaval, Eugene C. Eckstein, Cicero L. Frota, Jerome A. Goldstein: “Fractional
telegraph equations”, J. Math. Anal. Appl. 275 (2002), pp 145-159.
Synergistic Activities
- Advisor for the Mathematical/Interdisciplinary Contest in Modeling (MCM/ICM) teams,
2004–2006
- Co-organizer of the SIAM Front Range Student Research Conference and faculty sponsor of
the UCCS SIAM student chapter, 2005–2006
- Promoter of the latest computer technologies (Matlab) in the Mathematical Modeling course
for Math majors
- Developer of video archives and live streaming for regularly offered courses, such as Calculus
III (Fall 2005) and Mathematical Modeling (Spring 2006)
- Co-organizer of the International Conference on Nonlinear Waves, Integrable Systems and
Their Applications, held at the University of Colorado, June 4-8, 2005, sponsored by NSF
- Advisor for the Math contest as part of the Engineering Challenge Day, February 2004, held
at UCCS for junior high-school students
Collaborators and Other Affiliations
Dr. Jerry Bona, University of Illinois at Chicago
Dr. Helge Holden, Norwegian University of Science and Technology, Norway
Dr. Cicero Frota, Universidade Estadual de Maringa, Brazil
Dr. Jerome A Goldstein, The University of Memphis (PhD Advisor)
Dr. Fritz Gesztesy, University of Missouri at Columbia (Postdoctoral Advisor)
Dr. Yuri Latushkin, University of Missouri at Columbia (Postdoctoral Advisor)
Jonathan Furlong, MS in Mechanical Engineering (Thesis committee, 2005)
Mosiur Rahman, PhD student in Electrical Engineering (Thesis committee, expected 2007)
McKenna Roberts, PhD student in Mathematics, (research assistant)
Matthew Gerholdt, MS student in Applied Mathematics (research assistant)
Te-Sheng Liu, MS student in Electrical Engineering (research assistant)
Invited Lectures
• Fifth AIMS International Conference on Dynamical Systems and Differential Equations, California State Polytechnic University- Pomona, June 2004;
• Current Topics in Optical Communications, AMS Sectional Meeting, UNC Chapel Hill, October 2003;
• Third IMACS International Conference: ”Nonlinear Evolution Equations and Wave Phenomena: Computation and Theory”, Athens, GA, April 2003;
• 22nd Annual Southeastern-Atlantic Regional Conference on Differential Equations (SEARCDE
2002), University of Tennessee, Knoxville, TN, October 2002;
• Joint Mathematics Meetings, San Diego, CA, January 2002;
• “Soliton Equations. Applications and Theory”, University of Colorado at Colorado Springs,
August 2001.
Grants and Awards
- 2005 CRCW Grant, University of Colorado at Colorado Springs ($5,000)
- 2005 Colorado Institute of Technology Grant for work on mathematical models for ”Assistive
Technology for the Human Cardiovascular System” ($5,000)
- 2002 AMS Travel Award, International Congress of Mathematicians, Beijing, China ($2,250)
- 2001 AMS Summer Research Grant, Mt. Holyoke College ($500)
- 2000 NSF Travel Award, Mathematical Challenges of the 21st Century, UCLA ($1,000)
- 1999 AMS Travel Award, National Academy of Sciences Colloquium on PDEs, Irvine, ($700)
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).
M. Karen Newell Ph.D.
Biographical Sketch - NSF format
January 2006
Professional Preparation
University of Texas at Austin
Austin, Texas
University of Colorado Health Sciences Center
Denver, Colorado
McGill University
Montreal, Quebec, Canada
National Jewish Center for Immunology
and Respiratory Medicine, Denver, CO
Appointments
2005 – Present
2004 – Present
2003 – Present
2003 – Present
2002 – Present
2002 – Present
1999 – Present
1999 – Present
Jun 1999 – 2002
1996 – May 1999
1994 – 1996
1994 – 1996
1992 – 1994
1992 – 1994
Microbiology
B.S. 1972
Microbiology and
Immunology
Microbiology and
Immunology
Immunology
Ph.D. 1987
1987 - 1991
1991 - 1992
President, Board of Directors, Newellink Inc. Denver, CO
Co-Chairman Board of Directors, CU Institute of Bioenergetics
(University of Colorado systemwide Institute)
Chief Executive Scientific Director, CU Institute of Bioenergetics
Clement and Margaret Markert Endowed Professor of Biology,
University of Colorado at Colorado Springs, Colorado Springs, Colorado
Associate Professor, Department of Biology,
University of Colorado at Colorado Springs, Colorado Springs, Colorado
Associate Director, Center for Computational Biology,
University of Colorado at Denver, Denver, Colorado
Adjunct Member, Webb Waring Institute,
University of Colorado Health Sciences Center, Denver, Colorado
Adjunct Asst. Professor, Dartmouth Medical College, Hanover, New Hampshire
Assistant Professor, University of Colorado at Colorado Springs
Colorado Springs, Colorado
Assistant Professor, Division of Rheumatology and Immunobiology
Department of Medicine, University of Vermont, College of Medicine
Burlington, Vermont
Assistant Member, Division of Basic Immunology, Department of Medicine
National Jewish Center for Immunology and Respiratory Medicine,
Denver, Colorado
Assistant Professor, Department of Immunology
Instructor, Department of Microbiology and Immunology
Research Associate/Instructor with John H. Freed, Ph.D.
Division of Basic Immunology, Department of Medicine
National Jewish Center for Immunology and Respiratory Medicine,
Denver, Colorado
Publications
(i)
Closely related Publications
1. Janet Siebert, Krzysztof Cios and M. Karen Newell. “A Rich Analytical Environment for Flow
Cytometry Experimental Results”, International Journal Bioinformatics Research and Applications, in
press.
2. Jugal Kalita, Kaushal Chandrashekar, Ankur Deshmukh, Reena Hans, Priyadarshini Selvam and
M. Karen Newell. "Computational Modeling and Simulation of the Immune System", Symposium on
Bioinformatics and Computational Biology (BIOT-04), pp. 30-35, Colorado Springs, Colorado,
September 2004.
3. Aparna Srikantaswamy, Jugal Kalita, Kaushal Chandrashekar, M. Karen Newell and Patricia
Giclas. “Software Modeling of the Complement System and Its Role in Immune Response”,
Symposium on Bioinformatics and Computational Biology (BIOT-04), pp. 50-55, Colorado Springs,
Colorado, September 2004.
4. M. Karen Newell. 2004. Unexpected results…the power of multi-disciplinary
cooperation. Bioscience Colorado. Pg. 4-5. (Published by the Colorado BioScience
Association
and the Colorado Office of Economic Development and International Trade.
5. Newell, MK, M Karen Newell, Robert Melamede, Elizabeth Villalobos-Menuey, Douglas
Swartzendruber, Richard Trauger, Robert E Camley, and William Crisp. 2004. The Effects of
Chemotherapeutics on Cellular Metabolism and Consequent Immune Recognition. Journal of
Immune Based Therapies and Vaccines 2:3. In press.
(ii) Significant publications
1. Desbarats J., Birge RB, Mimouni-Rongy M, Weinstein DE, Palerme JS, Newell, M.K. 2003. Fas
engagement induces neurite growth through ERK activation and p35 upregulation. Nat Cell Biol.
2003 Feb;5(2):91-2.
2. Newell, M. K. / J. Desbarats. 1999. Fas Ligand: Receptor or Ligand? 1999. Apoptosis.4:311-315 .
3. Desbarats, J. and M. K. Newell. 2000. Fas engagement accelerates liver regeneration
following partial hepatectomy. Nature Medicine 6(8): 920-923.
4. JR, Gibbs GL, Leahy JL, Camley RE, Melamede R, Newell MK. 2002. Characterization of a novel
metabolic strategy used by drug-resistant tumor cells. FASEB J. 2002 Oct;16 (12):1550-7.
5. Newell, M.K., Haughn, L.J., Maroun, C.R. and Julius, M.H. 1990. Death of mature T cells by
separate ligation of CD4 and the T cell receptor for antigen. Nature 347:286-289
Synergistic Activities
Created and taught multi-campus Tech Transfer course, Co-sponsored BIOT05 Bioinformatics symposium
with Colorado Institute for Tech Transfer including providing 10 student scholarships, Obtained funding and
university support for Bioinformatics & Bioengineering certificate programs, Included projects for students
with disabilities in BioEngineering Certificate grant research portion.
Collaborators & Other Affiliations
Collaborators & Co-Editors: Robert Camley, University of Colorado at Colorado Springs, (UCCS), Chinchi
Chen, UCCS, Julie Desbarats, McGill University, Canada, Krys Cios, UCD, Kelly Gaiser , UCCS, Wendy
Haggren,UCCS, Michael Lightner, UCB and IEEE, Suzi Schweitzer, UCCS, Jim Stevens, UCCS, David
Talmage, Web Waring Institute, UCHSC, Dick Sanderson, Web Waring Institute, UCHSC ,Lisa VillalobosMenuey, UCCS, David H. Wagner, Jr., Web Waring Institute, UCHSC, Madeline Heath Wells, UCCS,
Michael Zawada, UCD, Jeff Broker, UCCS, Ian Askell, Aspire Biotech, Robert Berliner, patent attorney,
Tom Lobl, Neurosystec Inc., Richard Duke, GlobeImmune Inc.
Graduate and Postdoctoral Advisors: John H. Freed, Ph.D. University of Colorado Health Sciences Center,
Denver, CO, Michael H. Julius Ph.D. McGill University, Montreal, Quebec, Canada.
Total number of graduate students advised: 11. Total number of scholars 3.
Thesis Advisor
Melissa Austin, UCCS, Christa Ford, UCCS, Darah Lacer Evans, UCCS, Leslie Pearce, UCCS, Jacqueline
Reeves-Pepin, UCCS, Brian Rosnick, UCCS, Penny Stevens, UCCS, Madeline Heath Wells, UCCS, Lisa
Villalobos-Menuey, UCCS, Clifton Hancock, UCCS, Filipp Mirzhakov, UCCS.
Post Doctoral Scholar Advisor
Susan Schweitzer, UCCS, Chinchi Chi, UCCS, Kelly Gaiser, UCCS, Wendy Haggren, UCCS, Julie
Desbarats, McGill University, Madeline Heath Wells, UCCS, Lisa Villalobos-Menuey, UCCS
BRIEF BIOGRAPHICAL SKETCH, ALLEN M. SCHOFFSTALL
Professional Preparation:
Franklin and Marshall College
State University of New York
(Buffalo)
State University of New York
(Buffalo)
University of Illinois (Urbana)
Chemistry
Organic Chemistry
B.S., 1960
Ph.D., 1966
Organic Chemistry
Post-doctoral; 1965-1966
Organic Chemistry
NIH Fellow, 1966-1967
Appointments:
1. University of Colorado
Colorado Springs, CO (UCCS)
Department of Chemistry
2. Emory University, Atlanta, GA
3. Emory University, Atlanta, GA
4. University of Virginia, Charlottesville, VA,
5. University of Maryland, College Park, MD
Professor, 1977-present
Associate Professor, 1973-1977
Assistant Professor, 1967-1973
Visiting Professor, 1989-1990
(Teaching organic chemistry)
Visiting Professor, 1987-1988
(Sabbatical Leave)
Visiting Professor, 1977
(Teaching organic chemistry)
Visiting Associate Professor, 1975-76
(Sabbatical Leave)
Publications:
1. Schoffstall, A.M., Gaddis, B.A., Druelinger, M.L. Microscale and Miniscale Organic Chemistry Laboratory
Experiments, McGraw-Hill, Boston, 2000, 612 pp., ISBN 0-07-237549-3; 2004, 659 pp., 2nd edition., ISBN 0-07242456-7
2. Schoffstall, A.M., Gaddis, B.A., and Pitman, C.S., Instructor’s Manual and Answer Book for
Microscale and Miniscale Organic Chemistry Laboratory Experiments, McGraw-Hill,
Boston, 2000, 245 pp., ISBN 0-697-41603-8; 2004, 270 pp., 2nd edition (online) at
http://www.mhhe.com/physsci/chemistry/schoffstall/index2.html
3. Padwa, A., Chiacchio, U., Garreau, Y., Kassir, J., Krumpe, K.E., and Schoffstall, A.M., Carbonyl Ylide
Cyclizations, J. Org. Chem., 1990, 55, 414-416.
4. Padwa, A., Dent, W., Yeske, P.E. and Schoffstall, A.M., Silyl Transfer Reactions, J. Org. Chem., 1989, 54, 44304437.
5. Padwa, A., Chiacchio, U., Dean, D., Schoffstall, A.M., Hassner, A. and Murthy, K.S.K., Conversion of
Functionalized Alcohols into Tetrahydrofurans, J. Org. Chem., 1989, 54, 5277-5286
Synergistic Activities:
1.Schoffstall, Allen M. and Gaddis, Barbara A., Assisting laboratory instructors with difficult students, 230th ACS
National Meeting, Washington, DC, August 28-September 1, 2005, Paper 364, CHED division.
2.Schoffstall, Allen M., Gaddis, Barbara A., Augenstein, Larry and Pitman, Connie S.., Using contextualized
learning to improve motivation and interest in the organic chemistry laboratory, Allen M. 230th ACS National
Meeting, Washington, DC, August 28-September 1, 2005, Paper 343, CHED division.
3. Schoffstall, Allen. M., Gaddis, B. A., 229th ACS National Meeting, San Diego CA , 2005, Course for
undergraduate laboratory instructors, CHED 124
4. Russak, Justin A., Schoffstall, Allen M., Cyclization reactions of diazoketo esters promoted by fluorous catalysts.
229th ACS National Meeting, San Diego CA, 2005, ORGN 86
5. Schoffstall, Allen. M., Barbara A. Gaddis, and David R. Anderson. Active learning in lecture classes through use
of electronic response systems, 229th ACS National Meeting, San Diego CA, 2005, CHED 1350
2
6. Schoffstall, A.M.,Gaddis, B.A. and Anderson, D. R., Assessing learning from molecular modeling, animation,
and video in an online organic chemistry course Assessing learning from molecular modeling, animation, and video
in an online organic chemistry course. 228th ACS National Meeting, Philadelphia, PA, Paper 70, CHED division.
7. Gaddis, B.A., Schoffstall, A.M. and Anderson, D.R., Transforming the organic classroom through the three C’s:
Clicking, concept questions, and collaboration Transforming the organic classroom through the three C’s: Clicking,
concept questions, and collaboration. 228th ACS National Meeting, Philadelphia, PA, August 22-26, 2004 Paper 80,
CHED division.
8. Schoffstall, A.M. and Gaddis, B.A., Virtual Organic Chemistry Experiments, 18th Biennial Conference on
Chemical Education, Ames IA, July 18-22, 2004, Workshop Presentation W30.
9. Schoffstall, A.M. and Gaddis, B. A., Constructing a Collaborative Learning Community in the Virtual Organic
Chemistry Classroom, 18th Biennial Conference on Chemical Education, Ames IA, July 18-22, 2004, Paper S275.
10. Gaddis, B.A., and Schoffstall, A.M., Learning in Cyberspace? A Comparison of On-Line, Web-Enhanced, and
Traditional Instruction in Organic Chemistry, 18th Biennial Conference on Chemical Education, Ames IA, July 1822, 2004, Paper S466.
11. Schoffstall, A. M., and Gaddis, B. A., Refining and Redefining the Online Learning Experience, 227th ACS
National Meeting, Anaheim, CA, March 28-31, 2004, Paper 30, CHED
12. Schoffstall, A.M., Gaddis, B.A. and Anderson, D.R., Identifying Characteristics of Successful
Online Chemistry Students, 225th ACS National Meeting, New Orleans, LA, March 23-27,
2003, Paper 1234, CHED Division
13. Laboratory Workshop Presented: Schoffstall, A. M., Gaddis, B. L. and Pitman, C. L., Discovery-Based
Experiments in Organic Chemistry Laboratory Courses, 17th Biennial Conference on Chemical Education, July 28August 1, 2002, Bellingham WA, Workshop #21
14. Schoffstall, A. M. and Gaddis, B. L., Accommodating Different Learning Styles in
Science, 2002 Sigma Xi Forum, Galveston TX, November 14-15, 2002
15. Schoffstall, A. M., Gaddis, B. A. and Pitman, C. L., Enhancing the Organic Laboratory Through Electronic
Learning, 17th Biennial Conference on Chemical Education, Bellingham WA, July 28-August 1, 2002, Paper 151.
16. Schoffstall, A.M. and Gaddis, B.A., Evaluating Student Learning in a Hybrid Organic
Chemistry Course, 223rd ACS National Mtg, Orlando, FL April 7-11, 2002, Paper 1100, CHED
Collaborators
Anderson, David. R., Department of Chemistry, UCCS
Asirvatham, Margaret, Department of Chemistry, UC Boulder
Druelinger, Melvin L., Department of Chemistry, Colorado State University-Pueblo
Gaddis, Barbara A., Science Learning Center, UCCS
Kalita, Jugal, Deot. Of Electrical and Computer Engineering, UCCS
Newell, M. Karen, Dept. of Biology, UCCS, immunologist
Pitman, Connie S., Department of Chemistry, UCCS
Ruminski, Ronald R., Department of Chemistry, UCCS
Staley, Constance, Department of Communication, UCCS
Undergraduate (15) and Graduate (2 MS) Student Collaborators on Laboratory Projects
Weiss, David, Department of Chemistry, UCCS
Wilkes, John, Department of Chemistry, US Air Force Academy
Graduate and Postdoctoral Advisers (Living)
Professor Nelson J. Leonard, California Institute of Technology
Professor Richard Sundberg, University of Virginia, Academic Leave Supervisor
Professor A. Padwa, Emory University, Sabbatical Leave Adviser
BARBARA A. GADDIS
(a) Education
CU-Colorado Springs, B.S. in Chemistry, 1982
CU-Boulder, Masters of Science, Organic Chemistry, 1990
Thesis: The total synthesis of Cladiellen, a toxic metabolite isolated from soft coral, by
permanganate-mediated oxidative cyclization of a 1,5-diene
Colorado College, Masters of Arts in Teaching, Science Education, 1990
Thesis: Relevancy in chemistry curriculum: An analysis of ChemComm
CU-Denver, Ph.D., Educational Leadership and Innovation, Summer, 2001
Dissertation: Conceptual change in an organic chemistry laboratory: A comparison of
computer simulations and traditional experiments
(b) Appointments
Director of the Project Excel Centers and Director of the Science/Health Science
Learning Center, CU-Colorado Springs, 1991 to Present: Responsibilities include (1)
coordinating assessment for Chemistry, Biology, and Geography and Environmental
Science departments, including development of assessment materials, statistical analysis,
and interpretation; (2) curricular development of lecture activities and laboratory
experiments; (3) development of web-based and computer-based modules, and (4)
teaching.
Honorarium Instructor, CU-Colorado Springs, 1987-1991
Honorarium Instructor, Colorado College, 1986-1995
(c) Publications
Schoffstall, A.M., Gaddis, B. A., & Druelinger, M. (2004). “Microscale and
Miniscale Organic Chemistry Laboratory Experiments”, McGraw-Hill, Boston, 2004,
659 pp., 2nd edition.
Schoffstall, A., Gaddis, B., & Druelinger, M. (2000). Microscale and miniscale
organic laboratory experiments. Boston, MA: McGraw-Hill. 612 pp.
Schoffstall, A.M., Gaddis, B.A., and Pitman, C.S., “Instructor’s Manual and
Answer Book for Microscale and Miniscale Organic Chemistry Laboratory
Experiments”, McGraw-Hill, Boston, 2000, 245 pp.
Gaddis, B., & Schoffstall, A. (2002). Enhancing conceptual understanding of
organic chemistry with collaborative teams. In C. Staley (Ed.), Fifty ways to leave your
lecturn: Active learning strategies to engage first-year students . Belmont, CA:
Wadsworth.
Gaddis, B, (2001).Conceptual change in an organic chemistry laboratory: A
comparison of computer simulations and traditional laboratory experiments. Unpublished
doctoral dissertation, University of Colorado-Denver, Denver.
Gaddis, B. & Anderson, D. (2000). Conceptual change in chemistry through
collaboration at the computer. Proceedings of Selected Research and Development Paper
Presentations 2000, Association for Educational Communications and Technology,
Vol.43.
(d) Synergistic Activities
1. Development of interactive computer-based organic chemistry laboratory simulations
and tutorials covering important aspects of organic chemistry.
2. Design of an online organic chemistry course, incorporating sound pedagogical
principles into a distance course.
3. Redesign of science advising procedures through analysis of retention data and
performance in general chemistry.
4. Research project on evaluation of factors affecting performance of science students,
including math skills, motivation, logical thinking ability, and misconceptions.
5. Research into misconceptions of general biology students and development of a webbased diagnostic test.
(e) Collaborators & Other Affiliations
Dave Anderson (Chemistry, CU-Colorado Springs); Sandra Berry-Lowe (Biology); Mel
Druelinger (Chemistry, University of Southern Colorado); Rod Muth (Education, CUDenver); Allen Schoffstall (Chemistry, CU-Colorado Springs); M. Karen Newell
(Biology, CU-Colorado Springs); Constance Staley (Communications/Freshman
Seminar, CU-Colorado Springs). Jim Daly (Mathematics, CU-Colorado Springs); Kugal
Kalita (Engineering, CU-Colorado Springs)
Collaborators and Co-editors
David Anderson (Chemistry, CU-Colorado Springs)
Mel Druelinger (Chemistry, University of Southern Colorado)
Allen M. Schoffstall (Chemistry, CU-Colorado Springs)
Constance Staley (Communications/Freshman Seminar, CU-Colorado Springs).
Graduate and Postdoctoral Advisors
Graduate advisors: Dr. David Walba, CU-Boulder (Chemistry); Dr. Rod Muth, CUDenver (Education)
Thesis Advisor and Postgraduate-Scholar Sponsor
I have been the major advisor for 2 master level students and a member of a thesis
committee for 5 students.
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, "99"
ME, 200"
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 ($"47,000 for 3 five year cycles), National Science Foundation CSEM
($400,000 over 4 years), National Science Foundation CSB (not funded, pending for 2006), Intel
Women in Engineering Grant ($"9,000), K-"2 Outreach ($"3,000), 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, "998
!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, "997-present
!Family Development Center (K-pre-K) Advisory Board, "990-2000
!Career Fair Planning Committee, "999-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
!
Biographical!Sketch:!Dr.!Sudhanshu!Kumar!Semwal!
!
!
(i)!Professional!Prepartion!
University!of!Roorkee,!IIT"Roorkee,!India.!!!!!!!!!B.E.!Elecrtonic!and!Comm.!Engg.!!!!!!!!!!!!!!!!June!1980!!
University!of!Alberta,!!Canada!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!M.Sc.!in!Computing!Science,!!!!!!!!!!!!!!!!!!!!!!!Spring!1984:!!!
University!of!Central!Florida,!Orlando,!!!!!!!!!!!!!!!Ph.D.!!Computer!Science!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!Summer!1987!!
!
(ii)!Appointments!
!
August!2000"to"date:!Full!Professor!(tenured),!Department!of!Computer!!Science,!University!of!Colorado,!
Colorado!Springs,!Colorado.!
!
January!2002!–!Summer!2003:!Interim!Chair,!Department!of!Computer!!Science,!University!of!Colorado,!
!
August!1994"August!2000:!Associate!Professor!(tenured),!Department!of!Computer!!Science,!University!of!
Colorado,!Colorado!Springs,!Colorado.!
!
August!1987"August!1994:!Assistant!Professor,!Department!of!Computer!Science,!University!of!Colorado,!
!
Summer!Research:!2003!with!Dr.!Kogure;!2002!with!Dr.!Kenji!Mase;!1999,!98,!97!with!Dr.!Jun!Ohya!at!the!
Advanced!Telecommunication!Research!(ATR),!Kyoto,!Japan.!!
!
June!1995"October!1995:!Faculty!Sabbatical,!with!Dr.!Sharon!Stansfield!at!the!Virtual!Reality/Intelligent!
Simulation!(VR/IS)!Laboratory,!Sandia!National!Laboratory,!Albuquerque,!NM.!!Supported!by!the!
Department!of!Energy!grant,!under!Contract!DE"ACO4"94AL85000.!
!
September!1991"August!1992:!Visiting!Researcher,!Central!Research!Laboratory,!Matsushita!Electric!
Industrial!Co.\!Ltd,!Osaka,!Japan.!!On!one!year!leave!from!the!University!of!Colorado.!!Sponsored!by!The!
Government!of!Japan!(Japan!Key!Technology!Scholarship)!and!Matsushita.!
!
(iii)!Publications!
!
1.!Sudhanshu!Kumar!Semwal,!and!Jun!Ohya.!Spatial!Filtering!using!the!Active"Space!Indexing!Method,!
Graphical!Models!Academic!Press!journal,!vol.!63,!pp.!135"150!(2001).!!
!
2.!Sudhanshu!Kumar!Semwal!with!Drs.!S.!Morishima,!Seikei!University,!R.!Reilly,!University!College!
Dublin,!and!Jun!Ohya!ATR!Media!Integration!and!Research!Lab.,!ICME!conference!Tutorial!T4B!entitled!
Multi"Modal!Interfaces!for!the!Physically!Able!and!Disabled,!July!30"August!2nd,!2000,!NY.!!
!
3.!SK!Semwal!and!Debra!Lee!Evans"Kamp,!Virtual!Environments!for!Visually!Impaired,!Proceedings!of!the!
Second!International!Conference!on!Virtual!Worlds}},!Paris,!pp.!270"285!(May!2000).!!!
!
4.!Sudhanshu!Kumar!Semwal,!A!Proposal!to!Apply!Virtual!Reality!for!the!Mobility!Training!of!the!Blind,!
IEEE!Communications!Conference,!Ocho!Rios,!Jamaica,!pp.!24"29,!(August!1995).!
!
5.!Iris!Fermin,!Sudhanshu!Semwal,!and!Jun!Ohya,!Indexing!Method!for!Three!dimensional!Position!
Estimation,!in!the!IEICE!Transactions!on!Information!and!Systems!journal,!IEICE!Tokyo,!Japan,!vol.!E82"D,!
no.!12,!pp.!1597"1604!(1999).!
!
6.!Sudhanshu!Kumar!Semwal!and!Michael!J.!Parker,!Biomechanical!Analysis,!Animation!and!Visualization!
of!the!Leg!Movements!of!the!Olympic!Cyclists,!!in!the!!Real!!Time!Imaging!journal,!Academic!Press!1999,!
vol.5,!pp.!109"123!(1999).!
!
7.!Sudhanshu!Kumar!Semwal,!Ron!Hightower,!and!Sharon!Stansfield,!Constant!Time!Mapping!Algorithms!
for!Real"Time!Control!of!an!Avatar!using!Eight!Sensors,!PRESENCE!journal,!vol!6,!no!1,!pp!1"21,!MIT!Press!
(January!1998).!
!
8.!Sudhanshu!Kumar!Semwal,!Complexity!Issues!in!Virtual!Environments,!at!the!International!Conference!
of!Artificial!Reality!and!Tele"Existence!as!a!Distinguished!Invited!presentation,!pp.!27"32,!December!21"23,!
Tokyo,!1998.!
!
9.!Sudhanshu!Kumar!Semwal!and!Jun!Ohya,!The!Scan&Track!Virtual!Environment,!Proceedings!of!the!first!
International!Conference!on!!Virtual!Worlds!1998,!Paris,!France,!July!1st"3rd,!1998.!!In!Lecture!Notes!in!
Computer!Science,!Springer!!Verlag,!LNCS/AI1434,!pp.!63"80!(July!1998).!
!
(iv)!Synergistics!Activities!
!
Animation!Celebration!(Summer!2003):!!District!11!school!6th!graders!!identified!Gifted!and!Talented!Maya!
Animation!two!week!extensive!course.!!!The!course!was!so!popular!that!parents!and!siblings!of!the!students!
attended!the!final!presentation!at!the!end!of!two!weeks!by!the!students.!
!
Research!Colorado!School!of!Deaf!and!Blind!(1994"today):!!Involved!with!developing!cognitive!maps!for!
the!visually!impaired!person!using!VR!technology.!!This!project!is!not!funded!at!this!time.!
!
Independent!Study!game!design!and!development!projects:!!continue!to!develop!state!of!the!art!animation!
and!gaming!engines!with!students!as!independent!study!and!senior!design!projects.!!Being!involved!in!
guiding!and!mentoring!students!in!Game!and!Animation!Clubs,!attended!by!some!high!school!students.!
!
Outreach!at!the!Smoky!Hill!High!school,!Denver!students!(Spring!2006):!Planning!to!mentor!sense!of!
touch!(haptics);!stereoscopic!interaction!using!3D!stereo!eye"glasses,!3D!animation!and!Games!and!
involving!students!in!mentoring/research.!
!
(v)!Collaborators!and!Other!Affiliations!
!
(a) Collaborators!and!Co"editors:!!Dr.!Jun!Ohya,!ATR,!Japan;!!Dr.!K!Mase,!ATR,!Japan;!Richard!Doyle,!
PhD!student;!Jonathan!Kip!Knight!(PhD!student);!Dr.!Sharaon!Stansfield!(NYIT).!!!
(b) PhD!Adviosr:!Dr.!JM!Moshell,!UCentral!Florida;!Grad!Advisor:!Dr.!Charlie!E!Hughes,!Professor,!
UCentral!Florida.!
(c) Thesis!Advisor:!!Adrian!Johnson!(MS);!Austin!Lee!(MS);!Daron!Anderson!(PhD);!Barabara!Tracey!
(MS);!!Eric!UpChurch!(MS);!Jason!Cook!(MS);!Steve!Boone!(MS);!!
(d) Postgraduate!Associates:!!N/A!
(e) Students!(reseach!assistants):!!Rodolfo!Ortiz;!Kasual!Chandrashekerl;!Ankur!Deshmukh.!
!
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. Radu C Cascaval - none
0.00 0.00
3. T S Kalkur - none
0.00 0.00
4. Martha K Newell - none
0.00 0.00
5. Allen M Schoffstall - none
0.00 0.00
6. ( 0 ) OTHERS (LIST INDIVIDUALLY ON BUDGET JUSTIFICATION PAGE)
0.00 0.00
7. ( 5 ) 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. ( 1 ) OTHER PROFESSIONALS (TECHNICIAN, PROGRAMMER, ETC.)
0.00 0.00
3. ( 0 ) GRADUATE STUDENTS
4. ( 2 ) 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
36,000
1. STIPENDS
$
0
2. TRAVEL
0
3. SUBSISTENCE
0
4. OTHER
TOTAL NUMBER OF PARTICIPANTS
( 30 )
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
Funds
Requested By
proposer
Funds
granted by NSF
(if different)
1.50 $
0.75
0.75
0.75
0.75
0.00
4.50
12,039 $
4,334
7,394
6,074
7,050
0
36,891
0.00
0.00
0
0
0
3,000
0
0
39,891
10,569
50,460
0
2,000
0
36,000
3,500
2,000
7,200
0
0
0
12,700
101,160
MTDC (Rate: 35.1000, Base: 65160)
TOTAL INDIRECT COSTS (F&A)
22,871
J. TOTAL DIRECT AND INDIRECT COSTS (H + I)
124,031
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)
$
124,031 $
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*
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
0.00 0.00
0.00 0.00
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
100,500
1. STIPENDS
$
0
2. TRAVEL
0
3. SUBSISTENCE
0
4. OTHER
( 60 )
5. SUBAWARDS
6. OTHER
SUMR
Funds
Requested By
proposer
Funds
granted by NSF
(if different)
1.50 $
0.75
0.75
0.75
0.75
0.00
4.50
12,640 $
4,550
7,764
6,377
7,402
0
38,733
0.00
0.00
0
0
0
3,250
0
0
41,983
11,105
53,088
0
2,250
0
100,500
3,500
2,000
7,200
0
0
0
12,700
168,538
MTDC (Rate: 35.1000, Base: 68038)
23,881
192,419
0
$
192,419 $
0
PI/PD NAME
FOR NSF USE ONLY
Jugal Kalita
Date Checked
Date Of Rate Sheet
Initials - ORG
ORG. REP. NAME*
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
0.00 0.00
0.00 0.00
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
165,000
1. STIPENDS
$
0
2. TRAVEL
0
3. SUBSISTENCE
0
4. OTHER
( 90 )
5. SUBAWARDS
6. OTHER
SUMR
Funds
Requested By
proposer
Funds
granted by NSF
(if different)
1.50 $
0.75
0.75
0.75
0.75
0.00
4.50
13,272 $
4,778
8,153
6,696
7,772
0
40,671
0.00
0.00
0
0
0
3,750
0
0
44,421
11,688
56,109
0
2,500
0
165,000
3,500
2,000
7,200
0
0
0
12,700
236,309
MTDC (Rate: 35.1000, Base: 71309)
25,029
261,338
0
$
261,338 $
0
PI/PD NAME
FOR NSF USE ONLY
Jugal Kalita
Date Checked
Date Of Rate Sheet
Initials - ORG
ORG. REP. NAME*
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
0.00 0.00
0.00 0.00
0.00 0.00
0.00 0.00
0.00 0.00
0.00 0.00
6. ( 9 ) OTHER
TOTAL EQUIPMENT
E. TRAVEL
2. FOREIGN
165,000
1. STIPENDS
$
0
2. TRAVEL
0
3. SUBSISTENCE
0
4. OTHER
( 90 )
5. SUBAWARDS
6. OTHER
SUMR
Funds
Requested By
proposer
Funds
granted by NSF
(if different)
1.50 $
0.75
0.75
0.75
0.75
0.00
4.50
13,936 $
5,016
8,561
7,031
8,160
0
42,704
0.00
0.00
0
0
0
4,000
0
0
46,704
12,277
58,981
0
2,750
0
165,000
3,500
2,000
7,200
0
0
0
12,700
239,431
MTDC (Rate: 35.1000, Base: 74431)
26,125
265,556
0
$
265,556 $
0
PI/PD NAME
FOR NSF USE ONLY
Jugal Kalita
Date Checked
Date Of Rate Sheet
Initials - ORG
ORG. REP. NAME*
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
0.00 0.00
0.00 0.00
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. ( 9 ) OTHER
TOTAL EQUIPMENT
E. TRAVEL
2. FOREIGN
466,500
1. STIPENDS
$
0
2. TRAVEL
0
3. SUBSISTENCE
0
4. OTHER
( 270 )
5. SUBAWARDS
6. OTHER
SUMR
6.00 $
3.00
3.00
3.00
3.00
0.00
18.00
0.00
0.00
Funds
Requested By
proposer
Funds
granted by NSF
(if different)
51,887 $
18,678
31,872
26,178
30,384
0
158,999
0
0
0
14,000
0
0
172,999
45,639
218,638
0
9,500
0
466,500
14,000
8,000
28,800
0
0
0
50,800
745,438
97,906
843,344
0
$
843,344 $
0
PI/PD NAME
FOR NSF USE ONLY
Jugal Kalita
Date Checked
Date Of Rate Sheet
Initials - ORG
ORG. REP. NAME*
C *ELECTRONIC SIGNATURES REQUIRED FOR REVISED BUDGET
Budget Description
Year 1
Lines A: Salaries for faculty: 1.5 months for PI, 0.75 months for Co-PIs: The PI coordinates the
work of Co-PIs and others involved to make sure that the Summer Institute takes place
smoothly. The PI as well as the Co-PIs mentor 6-8 students each, work with them in the labs
in a hands-on fashion, coaches them regarding the final report writing and presentations,
$27,885
Line B4, Costs of setting up the Web site with recruiting and other relevant information; We
will use an undergraduate student, $1000
Cost of coming up with assignments, solutions, grading, putting all of it on the Web site, $0
(included above)
Costs of setting up the Summer Institute: PI works with co-PIs, $0 (included in summer salary)
Line B4 (additional): Secretarial, part-time work-study type student working year around on
recruiting, Summer Institute paper work, inviting speakers, etc., $2,000
Line E1: Travel to go to NSF meetings and 1 conference per year for a PI or Co_PI, $2,000
Line F1: Stipend for high school/community college students attending the Summer Institute:
$200/week for 6 weeks, for 30 students, $36,000
No stipends for already enrolled college students since we don’t have any college students
enrolled under the program at this time
Line G1: Costs of recruitment (flyers, contact with students, teachers, counselors, mailing, etc.),
$500
Line G1 (additional): Summer Institute lab expenses, $2,000
Line G1 (additional): Materials and Supplies for the whole year, $1,000
Line G2: Summer-end conference, Summer Institute participants (students and faculty) present
their findings. Printed proceedings will be published. Expense for food, publishing costs,
meeting room costs, say 100 people with parents, teachers, professors, $20/earch, $2,000
Line G3: Cost for speakers who we invite to 9 monthly workshops. Six local speakers will be
invited from companies such as NIST, Intel, Atmel, NREL, Fedex, ISS, LSI Logic and also
from the University and the community. 6 local speakers at $200 each. 3 times during the
year we will invite national speakers @2,000 each for a total of $6,000. Total for this item is
$7,200
Year 2:
$29,279
Line B4, Costs of running the Web site with recruiting and other relevant information; We will
use an undergraduate student, $1000
(included above)
Line F1 (additional): Scholarship for freshman students in STEM who were admitted to UCCS,
$2,000 per student, 30 students, $60,000
$500
$7,200
Year 3:
$30,744
use an undergraduate student, $1,250
(included above)
Line F1 (additional): Scholarship for freshman and sophomore students in STEM who were
admitted to UCCS, $2,000 per student, 30 students per year, $120,000
$500
$7,200
Year 4:
$32,461
use an undergraduate student $1,250
(included above)
Line F1 (additional): Scholarship for freshman and sophomore students in STEM who were
admitted to UCCS, $2,000 per student, 30 students per year, $120,000
$500
$7,200
(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: CSEMS Scholarships at the University of Colorado at Colorado
Springs
NSF
Source of Support:
Total Award Amount: $
395,920 Total Award Period Covered: 09/01/04 - 08/31/08
Location of Project:
Person-Months Per Year Committed to the Project. Cal:0.00
Acad: 0.00 Sumr: 0.00
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:
Support:
Current
Pending
Sumr:
Source of Support:
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: Radu Cascaval
Support:
Current
Pending
Project/Proposal Title: Assistive Technology for the Human Cardiovascular System
Colorado Institute of Technology
Source of Support:
Acad: 0.00 Sumr: 0.00
Support:
Current
Pending
Project/Proposal Title: Mathematical Modeling of the Human Arterial System
Committee for Research and Creative Works, UCCS
Source of Support:
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:
Summ:
Page G-2
Investigator: T Kalkur
Support:
Current
Pending
Project/Proposal Title: High Dielectric Constant based Phase Locked Loop
NSF
Source of Support:
Acad: 0.00 Sumr: 1.00
Support:
Current
Pending
Project/Proposal Title: Testability issues in Ferroelectric Memories
NSF
Source of Support:
Acad: 0.00 Sumr: 1.00
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: Martha Newell
Support:
Current
Pending
Project/Proposal Title: The effects of exogenous lipids on antigen processing,
presentation, and T cell activation
American Heart Association, Desert Mountain Affiliate
Source of Support:
Acad: 0.00 Sumr: 0.00
Support:
Current
Pending
Project/Proposal Title: Bio-separation and remediation of hazardous substances pat
NISSC
Source of Support:
Acad: 0.00 Sumr: 0.00
Support:
Current
Pending
Project/Proposal Title: Effects of alcohol on recognition of neural stem cells by
the immune system.
NIH
Source of Support:
Acad: 0.00 Sumr: 0.00
Support:
Current
Pending
Project/Proposal Title: Improving chemotherapy by increasing immune recognition
Newellink, Inc.
Source of Support:
Acad: 0.00 Sumr: 0.00
Support:
Current
Pending
Project/Proposal Title: Proof of Concept Grant
University of Colorado Technology Transfer Office
Source of Support:
Acad: 0.00 Summ: 0.00
Page G-4
Investigator: Martha Newell
Support:
Current
Pending
Project/Proposal Title: Radiation Protection Studies
Hollis Eden Pharmaceuticals
Source of Support:
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: Allen Schoffstall
Support:
Current
Pending
Project/Proposal Title: Discovery Experiments as a Vehicle for Enhanced Learning
NSF
Source of Support:
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
._d._.._
.8I'iI...8"::
~
1..-=-
SCHOOL
D!.r~T
:iITil'iWIiJiiTiTi'li'
Sharon A. Thomas, Ph.D., Superintendent
Mary Thunnan, Ph.D., Deputy Superintendent
February 2, 2006
1115 North EI Paso Street, Colorado Springs, CO 80903
(719) 520-2016 [email protected]
Dr. Jeremy Haefner
Dean, College of Engineering and Applied Science
University of Colorado
1420 Austin Bluffs Parkway
Colorado Springs CO 80933
It is with great pleasure that I write this letter of support for the NSF "Science, Technology, Engineering,
and Mathematics Talent Expansion Program (STEP)" proposal being written by members of the faculty at
UCCS. The faculty has put together an exciting and interesting proposal to work with high school students
in their senior year. They will engage talented high school students in solving problems in STEM areas
during the academic year. Based on their performance, students will be invited to a hands-on Summer
Institute where they will work directly with professors on research projects. The students invited to attend
are selected from students who have decided to attend UCCS in STEM areas. At the end of the Summer
Institute, there will be a conference where the students, their teachers and parents, and professors will
present their findings. Printed proceedings of this conference will be published.
The activities envisioned in the proposal are intended to motivate and engage students in STEM areas.
To motivate these students further, the students will be paid a stipend for participating in the Summer
Institute. The students will work on real research projects during the summer in areas such as
bioinformatics, math modeling, nanotechnology, game design and animation, solid-state physics and
bioenergetics. Students will get a chance to work directly with professors in these exciting areas and get
paid for their efforts.
Once the students are in STEM programs at UCCS, they will be given a scholarship for two years as they
pursue their studies. Faculty members will mentor the students while they go to school at UCCS to ensure
their continued success. In turn, the students will mentor high school seniors as well as fellow students on
campus. Their grades will be monitored and if they are having difficulties they will be given appropriate
help. After the second year, they will be transitioned to other support programs available at UCCS such
as corporate internships and scholarships. Upon graduation from UCCS it is hoped that these graduates
will become productive members of the workforce in the Pikes Peak Region.
The "Science, Technology, Engineering, and Mathematics Talent Expansion Program" proposal is
focused on efforts to recruit females and under represented minorities into UCCS STEM programs and,
when graduated, the workforce. District 11 will assist UCCS in identifying talented students of all
backgrounds including first-generation college students, minorities and females who would benefit from
this outstanding opportunity.
Mary Thurm~, Ph.D.
Deputy Superintendent of Operations/Instruction
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
The following two letters are from another recent collaboration of a similar nature:
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 •

NSF Forms - College of Engineering and Applied Science

Transcription

Similar documents

The Art of Summer - Colorado Youth Ballet

here - Forensic Applications Consulting Technologies, Inc.

11011 ANAQUA SPRINGS | Anaqua Springs Ranch

Jennifer Pitt - Colorado Mesa University

NSF Forms - College of Engineering and Applied Science

sports economy - Colorado Springs Regional Business Alliance

csmng classifieds 1-22.qxp - Colorado Springs Military Newspaper

P.O.S.H. Couture Rentals

January Newsletter 2016

110 volunteer champions 2 short months

al cosentino - mcsrealestatewebsites.com