New York City, NY, United States
New York City, NY, United States

Manhattan College is a private, independent, Roman Catholic, liberal arts college located in the Bronx, New York City, United States. After originally being established in 1853 by the Brothers of the Christian Schools as an academy for day students, Manhattan College was officially incorporated as an institution of higher education through a charter granted by the New York State Board of Regents. In 1922, the College moved from Manhattan to the Riverdale section of the Bronx, roughly 10 miles north of Midtown. Manhattan College offers undergraduate programs in the arts, business, education, health, engineering, and science. Graduate programs are offered for education, business, and engineering. U.S. News and World Report lists Manhattan as one of the top 20 colleges in the Regional Universities North category. In addition, Manhattan consistently ranks high in surveys that evaluate return on investment. In the 2014-2015 College Return on Investment survey, Manhattan placed 15th nationally Wikipedia.

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De A.,Manhattan College
Computers and Geotechnics | Year: 2012

Numerical modeling of the effects of explosions relies on suitable material models appropriate for large deformation problems. Available results of a wide range of static and dynamic tests on Nevada #120 sand, completed as part of an earlier project (VELACS), were utilized to calibrate a numerical model for sand, suitable for modeling surface explosions. A fully-coupled Euler-Lagrange Interaction was utilized to correctly model pressures created by the explosion simultaneously with the large deformations in the soil. The model was used to study two cases - the first with a 2-D axisymmetric case of crater formation; and the second with a 3-D case of surface explosion above an underground tunnel. The results of numerical analyses were found to closely match those from other analyses, field tests, and centrifuge model tests. © 2012 Elsevier Ltd.

Agency: NSF | Branch: Standard Grant | Program: | Phase: S-STEM:SCHLR SCI TECH ENG&MATH | Award Amount: 1000.00K | Year: 2016

The Borough of Manhattan Community College/CUNY (BMCC) is an urban community college which qualifies as both a Hispanic Serving Institution (HSI)and a Minority Serving Institution (MSI). It does not offer degrees beyond the baccalaureate level. The project entitled Broadening STEM Participation Among Minority Students in an Urban Community College will support quality education, mentoring and internship opportunities for an ethnically diverse population. This initiative builds on the undergraduate research experience for students developed and implemented by the University of Maryland-Baltimore County (UMBC) Meyerhoff program. This model of undergraduate research remains a novel concept for most community colleges. New knowledge will be added by BMCC research efforts, which will seek to determine the support programs that work to fully engage students and ensure that S-STEM interventions positively impact retention and graduation. As an alternative to research students will also be provided the opportunity to participate in off campus internships. Assignments will be developed by S-STEM faculty with input from the colleges private industry partners. Students will work much like members of industry based teams, dealing with problems in areas of basic research, product development and testing, analytical technologies, risk assessment and regulatory compliance. Each intern will be supervised by company personnel and visited at the worksite by BMCC Cooperative Education Internship Coordinators. Sixty talented full-time students in Computer Science, Mathematics, Engineering and/or Science are expected to be recruited into the program and awarded a 2-year scholarship.

Research indicates that an undergraduate research experience as a capstone experience undertaken by students during their final year of study is successful. The Meyerhoff program success is built upon the concept that by assembling a concentration of high achieving students in a tightly knit learning community, students continually inspire one another to do more and better. That program boasts a STEM retention rate of 86% which is twice the national average for all students and more than four times the average for African American students. BMCC has already in place programs and initiatives to support students success. The project will examine closely how the use of a structured STEM pathway model involving the use of the learning communities, in tandem with the Winter Bridge program, and faculty mentored research can achieve the same outcomes as those commonly found at residential four-year colleges such as UMBC, and whether these reforms can be sustained and replicated. Ongoing data collection, abstraction, and analysis will allow the research team to examine in specific and measurable ways the extent to which S-STEM participants are effectively being served and the success of program activities on improved academic outcomes (e.g., achievement, retention, graduation, post-secondary school enrollment). Collected data will be used to demonstrate if this model is useful when applied in early stages (critical and decisive years) of STEM careers. The results of this project will have a profound effect in determining whether similar reforms can be adapted by a urban community colleges serving populations traditionally underrepresented in the STEM disciplines.

Agency: NSF | Branch: Standard Grant | Program: | Phase: EXTRAGALACTIC ASTRON & COSMOLO | Award Amount: 235.41K | Year: 2016

Most of the matter in the Universe is in the form of dark matter, whose presence we only observe through its gravity. All galaxies appear to be surrounded by large halos of dark matter. And dark matter dominates the gravitational field of galaxies and clusters of galaxies. Dark matter is dark because it does not emit or absorb light making it hard to study. In fact, astronomers do not yet know the true nature of dark matter. But understanding this will advance our understanding of the fundamental laws of physics.

By studying the dark matter halos of galaxies, and how their gravity bends light from more distant sources (gravity lenses), astronomers can learn about the structure of the dark matter in the halos how they were formed. Various models to explain these things have been developed, and they can all be tested based on what actually happens in dark matter halos. This proposed study will use high-resolution images of gravity lenses to learn more about the structure of the dark-matter halos. The results will also help determine the type of particle dark matter is.

The PIs institution serves students from underrepresented and/or underprivileged backgrounds. The Broader Impact part of this project will be to award promising undergraduate science and engineering majors (a minimum of six students over three years) a stipend to do research (allowing them to focus on studies and research rather than work part time jobs outside of school). The undergraduates will learn skills, and gain experiences, that are vital to STEM fields, while also producing valuable results for this project. Each year, students accepted to the program will work at the American Museum of Natural History (AMNH) during the summer. They will participate in a three-day workshop to acquire scientific computing skills, attend weekly meetings to discuss recent papers in astrophysics, and at the end of the summer will give a talk on their research at the AMNH Physical Sciences REU Symposium. Finally, after the following fall semester the students will have the opportunity to attend and give a poster presentation of their research at the winter American Astronomical Society (AAS) meeting.

This project clearly relates to NSFs mission to promote the progress of science. In addition, the Broader Impact portion of the project does this, and advances the national health, prosperity and welfare by helping to develop interest in, and educating, STEM activities among the next generation of diverse individuals.

The existence of small dark matter substructure in galaxies is a key prediction of dark matter theories that remains largely untested. The projects goals are to test the Cold Dark Matter (CDM) paradigm by analyzing a sample of gravitational lenses observed at high resolution. The proposed project will evaluate methods to detect and characterize substructure in gravitational lens galaxies. In particular it will consist of observing lenses in the submillimeter electromagnetic spectral range. Galaxies with gravitational lenses are being discovered rapidly in this area. Using high-resolution observations (e.g. by the ALMA telescope array) of these galaxies, the PI and team will obtain unprecedented information on the dark matter distribution in galaxies. And because gravitational lensing directly exhibits the warping of space time by dark matter, a study of gravitational lens systems is a promising method to constrain generic particle properties of dark matter (independent of specific particle models). The teams primary goal is to show how this information can be used to constrain the detailed properties of dark matter substructure as a way of identifying the nature of dark matter itself.

Agency: NSF | Branch: Standard Grant | Program: | Phase: S-STEM:SCHLR SCI TECH ENG&MATH | Award Amount: 589.30K | Year: 2015

The Manhattan College Engineering Scholarship Initiative will provide scholarships to a total of twelve (six in each of two cohorts) academically qualified and financially needy students to pursue accredited four-year undergraduate degree programs in Civil and Mechanical Engineering. Nationwide, there is a need to increase the numbers of students in the field of engineering especially from women and minority groups. Manhattan College recognizes this need and is committed to helping diversify the engineering workforce and produce opportunities for students with financial needs. The students will be selected from existing summer outreach programs at Manhattan College. These programs, some running continuously for over 30 years, specifically encourage high school students who are either female and/or considered underrepresented minorities and most of whom reside in low-income neighborhoods and qualify for financial aid. The selection process will ensure that the program will attract qualified women and underrepresented minority students with documented financial needs.

The students will be selected to meet academic eligibility criteria and support activities and programs will be instituted to ensure student retention and success. The support system will include preparatory and annual workshops, living-learning communities, and mentorship (peer, professional, and academic). The proposed project will interact with the ACE (Architecture, Construction, and Engineering) Mentorship Program, where the scholarship students will have the opportunity to serve as junior mentors to high school students, while they themselves concurrently receive professional mentorship from industry leaders. Optional activities, such as study-abroad program and undergraduate research, will enrich the students college experience and inspire them to consider pursuing graduate degrees, in addition to careers in engineering industry. A strong external-evaluation program will inquire into the effects of individual co-curricular and extra-curricular activities on student retention and eventual success of each student, by comparing scholarship students with a comparable general student population. The benefits and challenges of each activity will be enumerated, along with resources required in each case. The results of this part of the study will help educators and administrators identify activities where they may utilize their resources most efficiently.

Agency: NSF | Branch: Standard Grant | Program: | Phase: ROBERT NOYCE SCHOLARSHIP PGM | Award Amount: 297.52K | Year: 2015

This Robert Noyce Teacher Scholarship capacity building project will investigate ways to promote and support engineering education for three groups of learners: i) engineers and engineering students, ii) students in middle and high schools - especially from underrepresented groups, and iii) current math and science majors pursuing teacher certification, who desire to be prepared to teach engineering principles to students in grades 6-12. Currently, there is little engineering in many teacher certification programs for individuals interested in becoming a STEM teacher; but the need has changed with the roll-out of the Next Generation Science Standards. Teachers are most often certified to teach math, science, or technology, but rarely have sufficient background to adequately teach engineering principles. Engineers, on the other hand, have expertise in engineering principles, but lack the knowledge and skills to effectively teach students.

To address the increasing demand for teachers qualified to teach the engineering concepts included in the Next Generation Science Standards, this project will produce skilled STEM educators through three newly developed programs; first a minor in education for students studying engineering. Second, a certificate in engineering education for STEM majors who are pursuing teacher certification, and third, a post-baccalaureate certificate in engineering education for engineering graduate students. The project will also provide professional development opportunities for current STEM educators. Finally, the project will select groups of university students to be trained to present hands-on workshops in local schools serving underrepresented groups with the intent of enticing these students to consider future studies in STEM related fields. The project will contribute to a transformative change in STEM educator preparation, while providing outreach services to high need schools and attracting these students to STEM fields.

Agency: NSF | Branch: Standard Grant | Program: | Phase: ENVIRONMENTAL ENGINEERING | Award Amount: 30.00K | Year: 2015


Grant Proposal to Support Participation of US Researchers at the Intensification of Resource Recovery Forum 2015

There are numerous challenges associated with the sustainable production of safe water, energy and food and to address these challenges the water industry has identified wastewater as a viable and sustainable source for not only quality water, but recoverable energy and nutrient resources. Recently, it has been understood that wastewater contains valuable resources such as carbon, nitrogen and phosphorus. Carbon in wastewater can be recovered to generate energy, while nitrogen and phosphorus recovery can supplement nutrient demand for agriculture. This conference will establish actionable roadmaps for the further development, demonstration, and implementation of technologies that intensify resource recovery at wastewater treatment plants.

This Conference includes realizing the full potential of resource recovery at wastewater treatment plants through active participation of all stakeholders in the development, testing, and implementation of intensifying technologies. The original paradigm of wastewater treatment to protect public health and improve environmental quality has begun to shift, and now includes sustainable energy production and resource recovery. To support this paradigm shift, the water industry must actively develop, demonstrate and implement new resource recovery technologies to maximize benefit, and reduce the cost and unintended environmental consequences of traditional wastewater treatment technologies. This conference program includes both a technology pull and a technology push strategy. Drivers for resource recovery and energy neutrality include decreased energy demand and carbon emissions, marketable commodities, and improved efficiency at reduced cost. This conference will actively engage researchers in the development and demonstration of technologies aimed at intensifying resource recovery, allowing them to lead the paradigm shift and create new opportunities for sustainable resource recovery.

Agency: NSF | Branch: Continuing grant | Program: | Phase: ELEMENTARY PARTICLE ACCEL USER | Award Amount: 226.45K | Year: 2014

Overview: A goal of experiments at the Large Hadron Collider (the LHC) at CERN, Geneva, Switzerland is to understand the nature of the Higgs Boson, recently discovered there in 2012, and to discover new physics beyond the Standard Model of Elementary Particle Physics. These goals are relevant to the understanding of the Universe at its most fundamental level just in the fleeting fraction of a second just after the Big Bang, and to why we see the Universe as we do now. To meet the challenges of this quest, new theories are advanced, new detectors and accelerators are developed and built, and new computing and analytical methodologies are created, all of which have significant broader impact for the training of young scientists in the near term and the advancement of technological benefits to society over the longer term.

Broader Impact: The emphasis here is on the involvement of undergraduate students directly into the research program. The student will work directly on physics analysis and visit the CERN laboratory. One of the highlights will be the development by the students of an undergraduate research journal at Manhattan College, a potentially exciting means to develop interest and enthusiasm among the students for scientific research.

The next three years represent a transition of the LHC physics program from a collision energy of 8 TeV data-taking and operation, to extended operations and data taking at nearly double the energy, 13-14 TeV. Over a thousand scientists from the United States are involved with this scientific program on several major experiments.

Intellectual Merit: The research to be conducted under this award to Prof Konoplich and his group at Manhattan College is aimed to address deep questions about the nature of the Universe from data collected with the ATLAS experiment, one of the major multipurpose detectors at the LHC. Scientific questions addressed include: is the newly discovered Higgs particle simply the Higgs of the Standard Model or is it part of a larger theoretical picture that includes new particles that could be discovered at the new higher LHC collision energy? What are the detailed properties of this particle? Why is the observed mass of the Higgs boson so low, found to be 126 billion electron volts, or roughly 135 times the mass of the proton? In fact this low mass value is one of the most profound conundrums in all of science and is currently driving much of the scientific discourse in the field of particle physics. These questions are critical to our understanding of the full context of the Standard Model of particle physics and to new physics that lies beyond the Standard Model.

Technically, Konoplich and his group will be collaborating with colleagues at New York University and others in developing and refining the trigger for the ATLAS experiment, and notably the missing energy trigger, which is important for allowing the experiment to be sensitive to new physics. Such a development will be tactically important as the energy and the luminosity (the instantaneous collision rate) of the LHC are increased to meet the demands of the ATLAS program of discovery physics.

Agency: NSF | Branch: Standard Grant | Program: | Phase: ADVANCED TECH EDUCATION PROG | Award Amount: 770.00K | Year: 2016

Keeping computers and information systems secure is a major challenge. Business, industry, and government need well-prepared technicians who can prevent, detect, and investigate cybersecurity breaches, and the growth of cyber-threats has created a need for many more workers who have appropriate, specific knowledge and skills. Borough of Manhattan Community Colleges Computer Information Systems Department offers programs in Computer Information Systems (CIS) and Computer Network Technology (CNT) leading to an Associate in Applied Science (AAS) degree. These programs enroll hundreds of majors, over two thirds of whom are Black or Hispanic. In this project, faculty will create a concentration in cybersecurity in each of the two AAS degree programs. Six new courses will be developed or adapted from models at other institutions, and nine existing courses will be revised. The project team will recruit high school students into the new cybersecurity concentrations, prepare students for employment by offering internships and support for industry certification exams, and assist students who wish to transfer into related four-year degree programs. The project will play a significant role in preparing students for cybersecurity positions and in expanding opportunities for underrepresented minorities in the field.

The project team will work with representatives from the New York City College of Technology, Manhattan Bridges High School, the Center for Systems Security and Information Assurance (CSSIA), and the National CyberWatch Center to adapt and implement exemplary educational materials and pedagogical strategies aimed at increasing the number of students who pursue studies in cybersecurity and information assurance. The curriculum will integrate new and emerging technologies such as mobile computing, cloud computing, and the Internet of Things (IoT). To support the new curriculum, the project team will launch a comprehensive faculty development program, cybersecurity workshops for high school students, a pre-freshman summer bridge program, supplemental instruction and tutoring, test preparation workshops targeting industry cybersecurity certifications, cybersecurity internships for students, expanded articulation agreements with the NYC College of Technology, and a state-of-the-art cybersecurity lab utilizing virtualization technology. The project evaluation will look at students achievement of learning goals, skills, and industry certifications; retention and graduation rates; educational pursuits and advancement beyond the associate degree; participation in internships; and placement as technicians in technology companies.

Agency: NSF | Branch: Standard Grant | Program: | Phase: Core R&D Programs | Award Amount: 719.11K | Year: 2015

The EHR Core Research Program funds proposals that will help synthesize, build and/or expand research foundations in the following areas of STEM (Science, Technology, Engineering, and Mathematics) Education: STEM learning, STEM learning environments, STEM workforce development, and broadening participation in STEM. The STEM education pipeline narrows significantly in college. Community colleges serve some of the most diverse audiences, and are increasingly using online learning as a cheaper way to provide STEM instruction; additionally Massive Open Online Courses (commonly known as MOOCs) are being proposed as alternatives to credit-bearing instruction. Prior research shows that online learning environments impact different kinds of students differently. This research project based at a community college asks questions such as the following: Is this move towards STEM learning online at the community college level likely to impact underrepresented groups more than others, and will it have positive or negative impact? Can we identify which students are best served by online vs. face-to-face instruction or conduct interventions for students at-risk in the online environment? This project aims to answer these questions by using two important datasets: one is a dataset to be assembled from six schools in the CUNY (City University of New York) system, which serves one of the most diverse student bodies in the country, and in which over 50,000 students have taken STEM courses online. The second is a large-scale national dataset from the National Center for Education Statistics which contains demographic, academic, personal, and financial variables.

Only a small proportion of the research conducted on online learning has controlled for student self-selection into online courses in a rigorous way. This study will explore the extent to which students with particular characteristics fare better or more poorly not only in online STEM courses, but in college afterwards, with a matched comparison to students who take comparable face-to-face STEM courses. The project uses mixed methods. Quantitative analysis will include principal component factor analysis, logistic regression, linear regression, analysis of variance and covariance, generalized linear mixed models, propensity score matching, and sensitivity analysis to examine course and college outcomes including course retention (attendance through the end of the tenth week of classes) and successful course completion (earning a C- or better in the course), whether students re-enrolled in the semester immediately following the course, and persistence at one, two, three, and six years. Overall grade point average, the number of credits accumulated, and transfer and graduation rates at these intervals will also be used. Independent variables and covariates to be modeled include online vs. hybrid vs. offline STEM course format, and a variety of demographic variables including effort capital, social capital, cultural capital, financial capital, human capital, and habitus. Qualitative interviews and in-depth surveys will be used to explore the trends found in the large scale datasets, and a survey will be conducted specifically with online instructors in the CUNY system. Data will be explored to model what variables contribute to differential risk online. The intellectual merit of the project rests on advancing our understanding of how online options differentially help or hinder different kinds of postsecondary STEM students. For broader impacts, the results of the model could be used as the basis for implementation of targeted interventions, either by providing at-risk students with additional mentoring, tutoring, technical support, advisement, or training in skills and behaviors necessary to succeed in an online course; or by advising them to enroll in a comparable face-to-face course instead. These policy implications will be discussed at a culminating one-day conference on elearning hosted by the project.

Agency: NSF | Branch: Standard Grant | Program: | Phase: ADVANCED TECH EDUCATION PROG | Award Amount: 875.79K | Year: 2015

Success in basic algebra is a major stumbling block for students seeking technical careers. Although it is often assumed that STEM majors start with calculus as their first college math course, this is not the case for many urban and minority community college students. This project is addressing the national problem of mathematics remediation for STEM majors by creating a game- and simulation-based algebra and trigonometry curriculum. The curriculum features three to five video games that place math content within real-world GIS scenarios. The curriculum is used in a summer immersion program for in-coming Geographic Information Science (GIS) majors at the Borough of Manhattan Community College (BMCC). The project will impact STEM education at a national level by providing all materials free and open-source to secondary and post-secondary institutions via a project website with downloadable curricula, game software, video tutorials, professional development materials for faculty and staff, and support forums. The summer immersion program pairs MAT 056, the most common remedial math course for BMCC STEM majors, with GEO 100, the first course in the GIS sequence. Students in the program are recruited from NYC high school graduates participating in BMCCs Science Technology Entry Program. After completing the summer program, students will receive special support services and internships in GIS to advance them into an articulating baccalaureate program at CUNY or in related industries. This project targets BMCCs large population of minority students (over 90%) and women students (nearly 60%).

Evidence-based research has shown gaming in the mathematics curriculum has the power to transform mathematics education from an intimidating and negative experience to one that is fun, engaging, and successful. While there are many promising NSF-funded science games that are engaging and promote deep learning, there are very few math games that do so, and even fewer that specifically cover algebra topics in a way that can be appreciated by adult learners. Success in basic algebra is a major stumbling block for students seeking technical careers. This project will build on: 1) a previous NSF grant award to develop a GIS major at BMCC and 2) a Department of Education Title V grant for Hispanic-serving institutions to enhance e-learning initiatives at BMCC, including game-based learning. Games and simulations will feature real-world applications that focus on skills and contexts necessary for a career in GIS. Results of this project will be disseminated through conference presentations and publications. Project outcomes will be assessed through in-game analytics, traditional quizzes and midterm exams, and the common department final exam for MAT 056. Department final exam scores and course retention rates will be compared with rates for the college as a whole, using a logistic regression analysis of statistically matched cohorts. In addition, differences by gender and ethnicity will be examined. Student opinion surveys and focus groups will further gauge the effectiveness of the games and simulations on student attitudes toward math and technical fields. Finally, the program will be examined using longitudinal data on student enrollment, two-year retention rates, and progress toward degree or transfer.

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