Bakersfield, CA, United States

California State University, Bakersfield
Bakersfield, CA, United States

California State University, Bakersfield is a public university located in Bakersfield, California, United States which was founded in 1965. CSUB opened in 1970 on a 375-acre campus, becoming the 19th school in the 23 campus California State University system. The university offers 91 different Bachelor's degrees, 30 types of Master's degrees, and 12 teaching credentials. The university does not confer Doctoral degrees.In the Winter 2013 academic quarter, 8,111 undergraduate and graduate students attended CSUB, at either the main campus in Bakersfield or the satellite campus, Antelope Valley Center in Lancaster, California. The university is a heavily dominated commuter campus serving the city of Bakersfield.CSU Bakersfield's petroleum geology program is the only one offered by a public university west of the Rockies. Wikipedia.

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Guo P.,California State University, Bakersfield
Physical Review D | Year: 2017

In this work, we use McGuire's model to describe scattering of three spinless identical particles in one spatial dimension; we first present analytic solutions of Faddeev's equation for scattering of three spinless particles in free space. The three particles interaction in finite volume is derived subsequently, and the quantization conditions by matching wave functions in free space and finite volume are presented in terms of two-body scattering phase shifts. The quantization conditions obtained in this work for the short-range interaction are Lüscher's formula-like and consistent with Yang's results [Phys. Rev. Lett. 19, 1312 (1967)PRLTAO0031-900710.1103/PhysRevLett.19.1312]. © 2017 American Physical Society.

Tran N.A.,California State University, Bakersfield | Nathan M.J.,University of Wisconsin - Madison
Journal of Engineering Education | Year: 2010

The U.S. has experienced a shift from a manufacturing-based economy to one that overwhelmingly provides services and information. This shift demands that technological skills be more fully integrated with one's academic knowledge of science and mathematics so that the next generation of engineers can reason adaptively, think critically, and be prepared to learn how to learn. Project Lead the Way (PLTW) provides a pre-college curriculum that focuses on the integration of engineering with science and mathematics. We documented the impact that enrollment in PLTW had on student science and math achievement. We consider the enriched integration hypothesis, which states that students taking PLTW courses will show achievement benefits, after controlling for prior achievement and other student and teacher characteristics. We contrast this with alternative hypotheses that propose little or no impact of the engineering coursework on students' math and science achievement (the insufficient integration hypothesis), or that PLTW enrollment might be negatively associated with student achievement (the adverse integration hypothesis). Using multilevel statistical modeling with students (N-140) nested within teachers, we report findings from a quantitative analysis of the relationship between PLTW enrollment and student achievement on state standardized tests of math and science. While students gained in math and science achievement overall from eighth to tenth grade, students enrolled in PLTW foundation courses showed significantly smaller math assessment gains than those in a matched group that did not enroll, and no measurable advantages on science assessments, when controlling for prior achievement and teacher experience. The findings do not support the enriched integration hypothesis. Engineering education programs like PLTW face both challenges and opportunities to effectively integrate academic content as they strive to prepare students for college engineering programs and careers. © 2010.

Jacobsen A.L.,California State University, Bakersfield | Pratt R.B.,California State University, Bakersfield
New Phytologist | Year: 2012

Vulnerability to cavitation curves are used to estimate xylem cavitation resistance and can be constructed using multiple techniques. It was recently suggested that a technique that relies on centrifugal force to generate negative xylem pressures may be susceptible to an open vessel artifact in long-vesselled species. Here, we used custom centrifuge rotors to measure different sample lengths of 1-yr-old stems of grapevine to examine the influence of open vessels on vulnerability curves, thus testing the hypothesized open vessel artifact. These curves were compared with a dehydration-based vulnerability curve. Although samples differed significantly in the number of open vessels, there was no difference in the vulnerability to cavitation measured on 0.14- and 0.271-m-long samples of Vitis vinifera. Dehydration and centrifuge-based curves showed a similar pattern of declining xylem-specific hydraulic conductivity (K s) with declining water potential. The percentage loss in hydraulic conductivity (PLC) differed between dehydration and centrifuge curves and it was determined that grapevine is susceptible to errors in estimating maximum K s during dehydration because of the development of vessel blockages. Our results from a long-vesselled liana do not support the open vessel artifact hypothesis. © 2012 The Authors New Phytologist. © 2012 New Phytologist Trust.

Kemnitz C.R.,California State University, Bakersfield
Chemistry - A European Journal | Year: 2013

Delocalization in alkanes? The case is made for the role of electron delocalization as a cause for the greater stability of branched alkanes relative to their linear isomers. Electron delocalization plays a similar role in linear alkanes as manifest in "protobranching stabilization." A sizeable component of the stabilization is found to be attributable to geminal σ→σ* delocalization. © 2013 Wiley-VCH Verlag GmbH & Co. KGaA, Weinheim.

Agency: NSF | Branch: Standard Grant | Program: | Phase: | Award Amount: 197.56K | Year: 2011

To address the lack of rigorous geoscience classes in high schools and geoscience career awareness among students, California State University, Bakersfield (CSUB) has been supporting dual-credit physical geology classes at two schools in the Kern High School District (KHSD) for many years. Students completing the classes receive transferable university credit. With this award, CSUB is enhancing existing dual-credit KHSD physical geology classes through augmentation of school geoscience teaching materials, field experiences, guest speakers from professional geoscientists, and stipends and scholarships aimed specifically at recruiting students into CSUB and area community college geology programs. CSUB is also implementing a rigorous assessment program that will collect evidence on the effectiveness of the dual-credit classes in improving the pipeline from high schools to college geoscience programs, particularly with regard to the participation of Hispanic students. Funds are also being used to help propagate the model program through creation of similar classes at other schools in the region. The overarching goal of this project is to document the effectiveness of dual-credit classes in recruiting students into geoscience majors and identify the most effective elements and strategies of these classes, with a focus on minority students. The findings will be used to guide others interested in developing similar classes and strengthen the case to school districts, principals, and university faculty and administrators for offering them.

Agency: NSF | Branch: Standard Grant | Program: | Phase: FED CYBER SERV: SCHLAR FOR SER | Award Amount: 267.35K | Year: 2012

This project develops models for information assurance education and outreach that can be disseminated to other institutions. The primary focus areas of this project are a high school outreach program, a multidisciplinary information assurance curriculum, and a community lecture series.

The high school outreach program is a four-week summer program for high school students and high school teachers in two aspects of information assurance - introduction to cryptography and explorations in network security and vulnerability analysis. The purpose of the outreach program is to introduce self-exploratory projects to students who have never participated in a research project and to encourage participating teachers to disseminate the ideas back to their classrooms during the school year. This program will help cultivate interest in information assurance.

The proposed multidisciplinary information assurance curriculum incorporates computer science, mathematics, political science, criminal justice, and other related fields to build a strong program that addresses both the technical and social aspects of information assurance. Developed in consultation with faculty of the respective departments and with members of the law enforcement and intelligence communities, the intent of the curriculum is to create well-rounded graduates with a broad base of knowledge.

The community lecture series addresses the lack of information assurance education channels in the region. The annual free community course provides in-depth exposure to information assurance topics, with culminating lectures featuring regional and national speakers. The proposed activity is a model for community engagement and education which will raise community awareness of information assurance issues.

Agency: NSF | Branch: Standard Grant | Program: | Phase: MAJOR RESEARCH INSTRUMENTATION | Award Amount: 269.59K | Year: 2012

With this award from the Major Research Instrumentation Program, Professor David Saiki from California State University-Bakersfield and colleagues Andreas Gebauer, Carl Kloock, Danielle Solano and Karlo Lopez will acquire a 400 MHz NMR spectrometer. The proposal is aimed at enhancing research training and education at all levels, especially in areas such as (a) self-diffusion measurements of solution phase hexameric insulin; (b) synthesis of macrocyclic systems; (c) synthesis of bioactive cyclic peptide natural products and their derivatives; (d) synthesis, screning and development of small molecule inhibitors of lysyl oxidase; and (c) identification of compounds responsible for fluorescence in terrestrial arthropods.

Nuclear Magnetic Resonance (NMR) spectroscopy is one of the most powerful tools available to chemists for the elucidation of the structure of molecules. It is used to identify unknown substances, to characterize specific arrangements of atoms within molecules, and to study the dynamics of interactions between molecules in solution. Access to state-of-the-art NMR spectrometers is essential to chemists who are carrying out frontier research. The results from these NMR studies will have an impact in synthetic organic/inorganic chemistry, materials chemistry and biochemistry. This instrument will be an integral part of teaching as well as research at the California State University-Bakersfield and neighboring institutions such as such as Tuft and Bakersfield College.

Agency: NSF | Branch: Standard Grant | Program: | Phase: | Award Amount: 74.98K | Year: 2010

This planning project is a partnership between California State University-Bakersfields (CSUBs) School of Natural Science (NSM) and Teacher Education Department (TED), the Kern County Superintendent of Schools (KCSOS), strenghtening the partnership being established by the NSF-funded Great Valley Math and Science Partnership (GVMSP). The project entails the development of a Master of Arts in Science Teaching (MAST) program that focuses on enhancement of subject matter preparation and provision of credential coursework for individuals with existing science degrees, and that complements the Teacher Leadership program being developed by the GVMSP. A MAST development committee, composed of representatives from each of the partners, is addressing the needs of the different stakeholders and ensuring that MAST meets University and State requirements. As part of the planning process, the committee is: 1) using data collected by GVMSP to compare the characteristics of science teachers who reported that teaching was their first career to those for whom teaching was a second career choice, with an eye towards examining differences in academic preparation, credential pathways, preferences for professional development activities and interest in advanced degrees; 2) contacting local aerospace, agricultural, and oil industry employers to identify local STEM professionals; and 3) using this information to develop and administer two surveys, one to STEM professionals, and the other to recent CSUB STEM graduates, in order to assess interests for science teaching and identify effective incentives for successful recruitment. These data gathering and needs assessment activities are enabling the partners to design a comprehensive program intended to provide the following major benefits to STEM professionals: 1) add breadth and depth to their subject matter preparation to help them meet Californias current subject matter requirements (SMR) in science; 2) provide courses and experiences that enable them to attain a preliminary teaching credential, and a Master of Arts degree in Science Teaching; and 3) provide post-credential support for them in the classroom, thus enhancing teacher quality and retention. The needs assessment process is helping the project team to identify factors that hinder and/or support STEM professionals entering the teaching profession, and is furthering understanding of STEM professionals interests in becoming science teachers and of the incentives that would attract them to the profession. The process of developing MAST is fostering collaboration between TED, NSM, KCSOS and the selected non-profit organization, leading to improvements in science teacher preparation at this Hispanic-serving institution. Additionally, the program being designed is intended to target individuals who otherwise may not become science teachers because of the SMR hurdle, and thus has the potential to serve as a model in California and nationwide for programs aiming to increase the pool of highly qualified science teachers via a unique route to science teacher certification.

Agency: NSF | Branch: Standard Grant | Program: | Phase: | Award Amount: 196.72K | Year: 2014

X-ray diffraction is a fundamental analytical technique used in the characterization and identification of crystalline substances, with many applications across multiple disciplines. The principles behind the technique are relatively simple, training is simple, and instruments require little maintenance. As such, an X-ray diffraction lab is an ideally versatile facility for ongoing and future multidisciplinary research and educational activities at California State University Bakersfield (CSUB), a small regional state university. The X-ray diffraction instrumentation funded by this award will be utilized by a team led by geological sciences faculty with experience in establishing, maintaining, and sustaining sophisticated instrument laboratories at CSUB and a strong record of externally-funded research. They will be joined by a multi-disciplinary group of junior faculty with strong, student-centered research programs and a commitment to student research and training. The instrument will support existing and enable new research directions and collaborations between faculty at CSUB and promote collaborations with researchers from other institutions. The new instrument will provide research training for students at a minority-serving institution in a region with a large and fast-growing population from groups underrepresented in the sciences and engineering. It will also be an integral part of teaching at CSUB and neighboring partner institutions such as Bakersfield College and Taft College. The instrument will also enhance outreach efforts to high schools and science teacher training initiatives which are partly supported by separate NSF funding.

Specifically, this award funds the acquisition of a new PANalytical Inc. Empyrean X-ray diffractometer (XRD) to replace an outdated instrument acquired in 1991. The selected instrument has very versatile capabilities making it ideal for applications in different fields. The proposed instrument will allow continuation and timely completion of existing multi-disciplinary research projects in several natural sciences disciplines, as well as in engineering, and anthropology. Researchers in geological sciences will use the instrumentation to characterize geologic formations proposed for carbon capture and sequestration in the San Joaquin Valley, CA, to elucidate the paleoclimatic records from paleolake deposits in the Carrizo Plain, CA, examine thermodynamic properties of environmentally-relevant minerals, characterize the mineralogical composition of dust generated from desert soils near Las Vegas, NV, identify and quantify of clay and zeolite minerals involved in diagenesis of sandstones in stream and lake environments, provide baseline measurements of crystallinity and groundmass-crystal speciation as a geothermometer for welded tuffs, and establish strain and phyllitic alteration gradients across intra-batholith faults in the Sierra Nevada Batholith. Collaborative work with researchers outside of geological sciences will determine the physical parameters of soils that support the growth of the valley fever pathogen (Biology), examine the structure of soft matter such as cellulose and its relationship to physical properties (Engineering), and sourcing of archaeological materials (Anthropology).

Agency: NSF | Branch: Standard Grant | Program: | Phase: ROBERT NOYCE SCHOLARSHIP PGM | Award Amount: 1.75M | Year: 2012

The Robert Noyce Teaching Fellowship project at California State University-Bakersfield (CSUB) is designed to address a pressing need evolving from the misalignment of traditional baccalaureate programs and Californias subject matter requirements (requiring more science breadth preparation) for teachers. A credential track within an MS in Science Education has been developed to address this problem. It provides science breadth, pedagogy and credential coursework for individuals with existing science degrees and represents a novel approach to recruiting and training science teachers by targeting enhanced preparation specifically towards individuals for whom teaching was not an initial career choice.

Intellectual Merit: Four main aspects of the program are being studied: Recruitment, Retention, Preparation and Teacher Quality. An evaluation of effectiveness is undertaken by comparing characteristics of the Noyce Fellows with science teachers prepared in traditional credential programs.

Broader Impacts are realized as the program can potentially serve as a model in California and nationwide for programs aiming to increase the pool of science teachers by attracting individuals from non-teaching backgrounds and enhancing the science breadth and pedagogy preparation of these individuals compared to both traditional and existing alternative routes to the credential. The Noyce Fellowship program at CSU Bakersfield is serving ten Teaching Fellows in two cohorts, impacting approximately 5,400 students.

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