Agency: NSF | Branch: Standard Grant | Program: | Phase: S-STEM:SCHLR SCI TECH ENG&MATH | Award Amount: 611.69K | Year: 2014
This National Science Foundation (NSF) Scholarships in Science, Technology, Engineering, and Mathematics (S-STEM) project at Chicago State University (CSU) is providing scholarships and support services to academically-talented students majoring in chemistry and physics who demonstrate financial need. As a predominantly minority institution drawing a majority of its students from African-American and Latino/a neighborhoods from the south and west sides of Chicago, CSU is well-situated to contribute to increasing the number of scientists of color in the workforce.
The goal of the CSU Chemistry and Physics S-STEM Scholarship program is to increase the number of chemistry and physics professionals from underrepresented populations by providing scholarship aid and professional development opportunities for academically-talented, financially-disadvantaged students. In addition to awarding scholarships, the project is accomplishing this by (i) providing one-on-one faculty mentoring; (ii) supporting the transition to the rigors of a university science program through a two-week, pre-college summer program that builds community, peer support networks, and establishes student cohorts; and (iii) supporting the enculturation of students in science by inviting them to participate in research experiences starting from their first semester at CSU. CSUs curriculum emphasizes modern teaching techniques and the use of inquiry in the classroom, both of which have been shown to be especially effective with traditionally-marginalized science students. The project also helps CSU students build community and develop identities as physical scientists through science engagement activities, networking, and the development of a supportive cohorts of students.
Agency: NSF | Branch: Standard Grant | Program: | Phase: ALLIANCES-MINORITY PARTICIPAT. | Award Amount: 980.50K | Year: 2013
The central goal of the Illinois Louis Stokes Alliance for Minority Participation Bridge to the Doctorate Program at the University of Illinois at Chicago (UIC) is to increase the number of underserved populations who attain access to graduate education. The program provides Bridge to the Doctorate (BD) students with the academic and professional social skills to function at the highest levels of competency. Pre-matriculation, staff and faculty monitoring, research lab rotations, research projects and professional interactions along with intensive evaluation protocol helps to ensure that these students complete their PhD or MD/PhD. Upon completion of the program, the BD students will be ready to go into a postdoctoral program at any institution in the country or to obtain upper level STEM employment. One of the creative aspects of these activities is the inclusion of MD/PhDs among the cadre of PhD students that are being produced.
The Illinois LSAMP BD Program at UIC has four primary objectives:
1. To recruit a minimum of twelve highly motivated students from local and regional LSAMP alliances to UIC PhD programs;
2. To prepare matriculating BD Fellows to study and train towards the PhD;
3. To facilitate activities that will encourage BD Fellows to persist in PhD studies; and
4. To implement a series of activities designed to enhance the education and training of Illinois LSAMP BD Fellows and help them transition to postdoctoral fellowships, placement in the academy, or other positions requiring doctoral level STEM education.
Ethnic minorities comprise a disproportionately small fraction of graduate students, post-doctoral fellows and faculty in the STEM disciplines, including health sciences. The Illinois LSAMP BD Program at UIC will broaden the participation of underrepresented groups including women, ethnic and racial minorities. The program will not only help to close the gap created by the paucity of underrepresented individuals who are functioning creatively at the PhD level, it will also encourage others who have been reticent to attempt graduate work because of the lack of qualified role models.
Agency: NSF | Branch: Continuing grant | Program: | Phase: Nuclear & Hadron Quantum Chrom | Award Amount: 90.00K | Year: 2016
It is a well-established fact that protons and neutrons are made up of smaller constituents called quarks and gluons. In collisions using two beams of heavy nuclei, a new state of matter is formed, called the quark-gluon plasma (QGP). This project will answer fundamental questions about the QGP, such as how matter is transformed from a collection of protons and neutrons to a free state where quarks and gluons can travel through space unhindered, much like they did in the primordial soup of matter following the Big Bang. The goal of this proposal is to the dynamics of the QGP in the presence of a high-velocity quark traveling through this medium. This provides more information on the flow of quarks and gluons in this unique state of matter. The research will be carried out at the European Organization for Nuclear Research (CERN) using the ALICE detector.
The focus of the Heavy Ion program at CERN is to understand the behavior of matter at very high density, corresponding to conditions a fraction of a second after the Big Bang, when a hot, dense medium of quarks and gluons existed. The goal is to recreate and study these conditions via colliding nuclei at relativistic kinetic energies. Chicago State University will contribute to this effort by working on the physics analysis of jets containing quarkonia and strange particles. This study investigates the production mechanism of quarkonia and strangeness production in proton-proton collisions and the response of the quark-gluon medium to jet energy deposition in lead-lead collisions. The project also includes an R&D contribution to the construction of the Fast Interaction Trigger (FIT); this effort will provide opportunities for the involvement of undergraduate students in hardware projects: the developing, testing and commissioning of particle detectors.
Agency: NSF | Branch: Standard Grant | Program: | Phase: ALLIANCES-MINORITY PARTICIPAT. | Award Amount: 987.00K | Year: 2015
The Louis Stokes Alliances for Minority Participation (LSAMP) program assists universities and colleges in diversifying the Science, Technology, Engineering, and Mathematics (STEM) workforce through the development of highly competitive students from groups historically underrepresented in STEM disciplines: African-Americans, Alaska Natives, American Indians, Hispanic Americans, Native Hawaiians, and Native Pacific Islanders. The goal of the LSAMP Bridge to the Doctorate (BD) Activity is to increase the quantity and quality of STEM graduate students from underrepresented populations, with emphasis on Ph.D. matriculation and completion. For the U.S. to remain globally competitive, it is vital that it taps into the talent of all its citizens and provides exceptional educational preparedness in STEM areas that underpin the knowledge-based economy. BD programs implemented in the nations institutions of higher education contribute to addressing one of the objectives in NSFs 2014-2018 Strategic Plan, namely to integrate education and research to support development of a diverse STEM workforce with cutting-edge capabilities. The Illinois Louis Stokes Alliance for Minority Participation (ILSAMP) is led by Chicago State University, which is a Predominantly Black University and will host the 2015-2017 cohort of BD Fellows, with the University of Illinois at Chicago (UIC) as the main implementation campus. UIC will offer a comprehensive program that includes rigorous academic preparation and research training experiences as well as mentorship and professional development activities. Since the strategies implemented at UIC will result in the production of well-trained, highly-skilled STEM Professionals from underrepresented groups, the project will contribute significantly to increasing the diversity and representation in academia and the STEM workforce, thereby ensuring the nations global competitiveness.
Since starting in 2006, the ILSAMP BD at UIC has produced 22 STEM PhDs out of its 42 fellows from three cohorts. The Illinois LSAMP BD Program at UIC will continue to produce more STEM PhDs following the four primary objectives of the program:
1. To recruit twelve highly motivated students from LSAMP campuses across the nation;
2. To prepare matriculating BD Fellows to study and train towards the PhD;
3. To facilitate activities that will encourage BD Fellows to persist in PhD studies; and
4. To implement a series of activities designed to enhance the education and training of ILSAMP BD Fellows and help them transition to postdoctoral fellowships, placement in the academy, or other positions requiring doctoral level STEM education.
Agency: NSF | Branch: Standard Grant | Program: | Phase: IUSE | Award Amount: 159.88K | Year: 2015
This project is facilitating the growing use of STEM Learning Assistants in STEM departments in institutions of higher education and improving implementations of this approach. Learning Assistants (LAs) are talented highly-trained STEM undergraduates who are hired by university and two-year college STEM instructors to help transform courses to evidence-based approaches and assist enrolled students to get the full impact of active learning methods. The Learning Assistant model has spread rapidly into practice in the last few years. In response to growing use and requests for assistance, the team that created the LA model has recently developed an international Learning Assistant Alliance - a collaborative network of 88 institutions that use Learning Assistants to catalyze education transformation in mathematics, science, and engineering courses. Members of the LA Alliance also engage in collaborative research with peer institutions interested in developing and using improved outcome measures. Project resources are supporting the development and implementation of a web-based process for disseminating research-based LA instructional practices, including a database to provide resources and information for new users that will contribute to the efficient implementation of the LA model. Project resources are also supporting a large-scale research study of the learning outcomes and retention of over 50,000 undergraduates who have enrolled in courses using the LA model. With the initial support provided in this award, the LA Alliance is developing a governing structure and a plan for sustainable funding in years beyond the grant.
The Learning Assistant model is a model for social and structural organization in undergraduate STEM education that is related to and builds on the work of Peter Senge on learning organizations and on the work of Jean Lave and Etienne Wenger on communities of practice. It is an approach to supporting the growing use of evidence-based instructional strategies. However, it is not a specific instructional strategy but rather a method of training and using advanced undergraduate students as course assistants and liaisons between instructors and students enrolled in a STEM course. Built into the model is the baseline expectation that participating institutions are working to bring about change in the way undergraduate courses are taught and to study the effectiveness of these changes.
Agency: NSF | Branch: Continuing grant | Program: | Phase: NUCLEAR STRUCTURE & REACTIONS | Award Amount: 230.00K | Year: 2013
At the core of a successful undergraduate education in STEM disciplines is the capacity to offer students the opportunity to practice scientific inquiry that connects the use of modern technology to captivating areas of research. This grant supports a research program to study Heavy Ion Collisions at the European Organization for Nuclear Research (CERN) with the ALICE experiment. The focus of the Heavy Ion program at CERN is to understand the behavior of matter at very high density, corresponding to conditions a fraction of a second after the Big Bang, when a hot, dense medium of quarks and gluons existed. The goal is to recreate these conditions via colliding nuclei at very high energies.
Chicago State University (CSU) will contribute to the ALICE effort by working on two areas of interest: the jet physics capabilities brought to ALICE by the electromagnetic calorimeter (EMCal), and R&D for the upgrade of ALICEs central barrel tracking and trigger detectors. The physics analysis of J/Psi jets detected in the EMCal that is included in the project constitutes a unique program of measurements to investigate the production mechanism of quarkonia in proton-proton collisions and the response of quark gluon medium to jet energy deposition in lead-lead collisions. On the other hand the groups R&D contribution to the upgrade of ALICE will provide opportunities for the involvement of undergraduate students in hardware projects.
Recruiting, retaining, and educating science, technology, engineering and mathematics students and teachers has been identified as the cornerstone in the effort to improve scientific literacy, maintain economic growth, and to provide the platform for relevant scientific discoveries. This project addresses these issues by consolidating a high-energy experimental nuclear physics program at CSU: (1) The use of cutting-edge technology for high-energy nuclear physics experiments provides an attractive opportunity to captivate and prepare students, (2) A collaborative program at an international laboratory exposes students to research experiences they could not otherwise obtain at an undergraduate university. Because of the make-up of the student population, the location of the university and the current outreach programs of the department, this program has the potential to promote inner-city underrepresented students into STEM education.
Agency: NSF | Branch: Standard Grant | Program: | Phase: ALLIANCES-MINORITY PARTICIPAT. | Award Amount: 2.50M | Year: 2014
The Louis Stokes Alliances for Minority Participation (LSAMP) program assists universities and colleges in diversifying the STEM workforce through their efforts at significantly increasing the numbers of students successfully completing high quality degree programs in science, technology, engineering and mathematics (STEM) disciplines. Particular emphasis is placed on transforming STEM education through innovative recruitment and retention strategies and experiences in support of groups historically underrepresented in STEM disciplines: African-Americans, Alaskan Natives, American Indians, Hispanic Americans, Native Hawaiians, and Native Pacific Islanders. The Illinois Louis Stokes Alliance for Minority Participation (ILSAMP) is a senior-level alliance comprised of universities and community colleges throughout the state and one federal laboratory. The specific partners include the following four-year institutions: Chicago State University, DePaul University, Illinois Institute of Technology, Illinois State University, Northeastern Illinois University, Southern Illinois University (Carbondale, Edwardsville), University of Illinois at Chicago, and Governors State University. Additional partners include five two-year institutions (Harry Truman College, Kennedy King College, Olive Harvey College, St. Augustine College,
Wilbur Wright College) and one non-academic partner, Argonne National Laboratory.
This project will have four primary objectives. These objectives are to: (1) develop interventions to bridge the achievement gap by recruiting, retaining and graduating underrepresented students of color in STEM; (2) develop partnerships with 2- and 4-year institutions, school systems, industry, government and veteran affairs; (3) continue international opportunities that will enable students to understand and participate successfully in global science endeavors; (4) continue institutionalization of effective activities begun during earlier levels of ILSAMP. The activities proposed will be designed to accomplish the central goal of increasing the number of historically underrepresented students who select STEM disciplines and persist to graduation from baccalaureate-producing institutions and who are prepared to successfully matriculate in graduate schools or obtain professional positions in STEM. The project will provide students with the academic and professional skills to function at the highest levels of competency.
ILSAMP activities will broaden the participation of historically underrepresented groups, including ethnic and racial minorities in the STEM enterprise, by providing access to research and science programs. The alliance will not only help to close the gap created by the paucity of underserved individuals who are STEM professionals functioning creatively, it will also encourage others who have been reticent to attempt baccalaureate-level science work, e.g., veterans and students with GED education. Advisory boards and committees will help to broaden the impact of ILSAMP through wide dissemination of project results. Input and assistance will also be furnished by a Technical Advisory Committee, the composition of which provides a connection with the Illinois business community, the public high schools, graduate schools, state and national policy makers and national research institutions. Results of process and impact evaluations combined with internal project assessment will provide insight on effective strategies for fostering student success in STEM and the effectiveness of the ILSAMP model. Findings will be shared at regional and national meetings and through social networking where the foci on underrepresented minority student persistence, performance, and advancement in STEM fields are discussed.
Agency: NSF | Branch: Standard Grant | Program: | Phase: MAJOR RESEARCH INSTRUMENTATION | Award Amount: 178.11K | Year: 2016
One of the four key recommendations of the Nuclear Science Advisory Committees 2015 Long Range Plan (LRP) included increasing investment in small-scale and mid-scale projects and initiatives that enable forefront research at universities and laboratories. The LRP also encourages education and workforce development as well as research and development into state-of-the-art tools and techniques for nuclear science. This project, the development of a particle physics detector at Chicago State University and California Polytechnic State University, will enable the transfer of knowledge from an international collaboration of world-class physicists and engineers at Europes Large Hadron Collider (LHC) to our universities. This will provide unique opportunities to train undergraduate students in electronics, detection techniques, laser technology, data analysis, and instrumentation interface.
The Fast Interaction Trigger Detector (FIT) proposed here is an instrument that meets specific requirements as the Minimum Bias trigger for one of the particle detector systems (called ALICE) at the LHC: (a) The capability to discriminate beam-beam interactions with a 99% efficiency for the collisions generated by the LHC at a rate of 50 kHz for Pb-Pb collisions and a rate of 200 kHz for p-p and p-Pb collisions. (b) The capability to provide a start signal for the rest of the ALICE detectors (Level 0 trigger) with a time resolution better than 30 ps. In addition to these design parameters, the FIT detector will provide the following measurements: (a) Charged particle multiplicity (b) Interaction reaction plane (c) First measurement of the collision vertex position. FIT will also be the key detector to provide direct feedback to the LHC. It will be the first of the ALICE detectors to be turned on to perform beam tuning and monitor online luminosity. These characteristics, not available in any instrument provided by a vendor, require the development of a unique instrument at the vanguard of trigger detectors for high energy nuclear and particle physics.
Agency: NSF | Branch: Standard Grant | Program: | Phase: NUCLEAR STRUCTURE & REACTIONS | Award Amount: 90.00K | Year: 2014
A major benefit to undergraduate students pursuing careers in Science, Technology, Engineering, and Math (STEM) disciplines, is the opportunity to experience first-hand the application of technology and scientific techniques in real world settings. This project is part of a research program that studies heavy ion collisions within A Large Ion Collider Experiment (ALICE) at the European Organization for Nuclear Research (CERN). The primary goal is to provide students with research experiences that stimulate an interest in science and technology, exposes them to techniques used in experimental high energy physics, allows the development of global relationships and prepares them for careers in science and technology. The project on which the students will work has a focus centered on understanding the behavior of extremely dense matter, similar to that existing a fraction of a second after the Big Bang. This is achieved by colliding atomic nuclei at very high energies and studying the remnants of these collisions using highly sophisticated detectors. The students involved in this project will analyze the resulting sub-atomic particles generated by these collisions, and will contribute to the design of new detectors that will enable even more sensitive experiments in the future.
As stated earlier, the focus of ALICE at CERN is to understand the behavior of matter at very high density, similar to the matter that existed a fraction a second after the Big Bang. This state of matter, consisting of a very hot and dense medium of quarks and gluons, is often referred to as a Quark Gluon Plasma (QGP). By colliding nuclei at very high energies it is possible to create a QGP in a controlled environment that facilitates the study of its properties. Chicago State University (CSU) students will investigate the flavor characteristics, specifically strangeness, of jets resulting from high-energy proton-proton and lead-lead collisions and their use as probes in the study of QGP formation. In addition, CSU students will be involved in a research and development program devoted to the upgrade of ALICE sub-detectors, thereby participating in the hardware development of important components in the ALICE experiment.
Collaboration with a large international laboratory such as the Large Hadron Collider at CERN allows students to work with world-class scientists and state of the art technology, thus preparing them for STEM careers. Additionally, a program such as this has the potential of creating a cadre of students who become ambassadors for STEM; students who demonstrate to their peers the benefits of pursuing careers in science, engineering, math and technology. Also, students who participate in this program may serve as mentors and role models for students of high school age and younger, thereby, contributing to the creation of a pipeline of students actively preparing for careers in STEM.
Agency: NSF | Branch: Continuing grant | Program: | Phase: ALLIANCES-MINORITY PARTICIPAT. | Award Amount: 2.86M | Year: 2012
The Louis Stokes Midwest Center of Excellence (LSMCE) will serve as a resource and support entity to broaden the participation of underrepresented minority (URM) students at 28 non-LSAMP institutions in Indiana, Illinois, Ohio, Michigan, Missouri and Wisconsin and who have chosen academic majors in science, technology, engineering and mathematics (STEM) degree programs. The Center?s activities will be concentrated in areas of information dissemination and outreach. Its goal is to strengthen the recruitment and retention of URM students through mentoring and providing support to ease the transitional challenges at critical educational junctures.
LSMCE has three primary objectives:
Objective 1: Taking a leadership role to articulate the national critical need for broadening minority participation and success in STEM undergraduate programs. Objective 2: Developing an information hub that provides consistent on-line resources and sustained opportunities to showcase best practices in STEM teaching/learning and to support URM students? persistence and engagement through research and internship experiences. Objective 3: Establishing a cyber portal, cLSMCE hub, to disseminate information and create networks of support for non-LSAMP students on the 28 partner campuses in the Midwest.
LSMCE activities will broaden the participation of historically underrepresented groups, including women and ethnic and racial minorities in the STEM enterprise, by providing access to research and science programs and by working diligently with non-LSAMP institutions. The Center will not only help to close the gap created by the paucity of underserved individuals who are STEM professionals functioning creatively, it also encourages others who have been reticent to attempt baccalaureate-level science work.