New York City, NY, United States

New York City College of Technology
New York City, NY, United States

New York City College of Technology , commonly known as City Tech, is the largest four-year public college of technology in the northeastern United States, and a constituent college of the City University of New York. It is one of four CUNY senior colleges to grant both associate and bachelor degrees along with The College of Staten Island, Medgar Evers College, and John Jay College. Wikipedia.

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Sirlin A.,New York University | Ferroglia A.,New York City College of Technology
Reviews of Modern Physics | Year: 2013

The aim of this article is to review the important role played by radiative corrections in precision electroweak physics, in the framework of both the Fermi theory of weak interactions and the standard theory of particle physics. Important theoretical developments, closely connected with the study and applications of the radiative corrections, are also reviewed. The role of radiative corrections in the analysis of some important signals of new physics is also discussed. © 2013 American Physical Society.

Agency: NSF | Branch: Standard Grant | Program: | Phase: ADVANCED TECH EDUCATION PROG | Award Amount: 811.06K | Year: 2016

The United States is the world leader in the design and fabrication of medical devices, holding one-third of global market share. Aging populations and global military conflicts alone create a rapidly growing need for the state-of-the-art production of medical devices. There is a significant gap between the market for prosthetic devices and the nations capacity to meet production needs in the future unless engineering technology and engineering programs educate future technologists to work in this field. In partnership with leading producers and medical professionals in this field, the Department of Mechanical Engineering and Industrial Design Technology at New York City College of Technology (City Tech) has designed an associate degree program that is well aligned with the Medical Device Harmonization Initiative created by the current Administration and the US Department of Labor, to help the medical industry address its workforce supply deficiencies. Considering that City Tech is the second most diverse institution of higher education among regional universities in the northeast producing a high number of associate degree recipients, it is anticipated that this project will also have a significant impact on the production of a diverse cohort of technologists with expertise in this critical field.

City Tech will provide students with unique classroom experiences that combine curriculum enhancement with intensive hands on experience using state of the art design and manufacturing technologies and offering advanced certificates in key technical areas. Students will gain real world experience with the field through association by working on real-world projects with the prestigious Hospital for Special Surgery in Manhattan, SUNY-Downstate Medical Center in Brooklyn, and other not-for-profit organizations, to design and fabricate prosthetic and medical devices. Students will be expanding their knowledge and multidisciplinary expertise in dental prostheses, business management, mechatronics, ethical issues in medical devices, and product lifecycle management through interaction with top experts in these fields. The project will also be introduced to grades 7-12 students and teachers in order to provide them with early exposure to this field.

Agency: NSF | Branch: Standard Grant | Program: | Phase: S-STEM:SCHLR SCI TECH ENG&MATH | Award Amount: 156.67K | Year: 2013

The goals of this project are to develop and adapt an instructional system based on innovative curricular materials (Infograms, or graphic symbolic summaries), to implement this instructional system in undergraduate Biology classes, and to determine its learning outcomes. This project is based on a preliminary study that led to improved student comprehension of complex material, boosted conceptual understanding, enhanced retention of knowledge and metacognition, increased student confidence, and created more positive attitudes towards learning. Performance of students utilizing infograms is being compared in a quasi-experimental design to a control group that is not using infograms but otherwise is using the same curricular materials and is taking the same tests. This Infogram approach is being tested with a large number of students, and its efficacy is being assessed and documented.

This project has Intellectual Merit because it employs existing knowledge of STEM education and is expanding this knowledge by integrating education and education research. This project is enhancing the understanding of learning by exploring how students encode and retrieve information using graphic symbolic representations. This project is producing a new model for student learning improvement and exemplary materials that can be easily adapted in other disciplines and by other sites at college and K-12 levels.

The Broader Impacts are being realized through the improved instruction at CUNY New York City College of Technology, which has a large population of under-represented students in STEM, and by the dissemination mechanisms. These dissemination mechanisms include peer-reviewed publications, presentations at workshops and STEM education conferences, college and K-12 faculty workshops, and web-based media.

Agency: NSF | Branch: Standard Grant | Program: | Phase: | Award Amount: 50.00K | Year: 2015

The behavior of biological systems including ecosystems and social networks is fundamentally dependent on the spatial structure of the underlying physical environment and distribution of organisms within that environment, as well as the nature of the interactions among the organisms. This research advances the analysis of mathematical models that will improve understanding of important biological processes such as the dynamics of movement of organisms, spread of infectious diseases, and proliferation of information in social networks. Mathematical techniques will be used along with simulations to advance knowledge of such systems. Results arising from this work may be integrated into undergraduate mathematics and biology courses.

This research involves the study of spatial stochastic models that have important applications to biology, particularly ecology. This project will investigate phase transitions and limiting behavior of models for population dynamics, infectious disease transmission, and structure of social networks. The models will incorporate the interaction among particles through a number of actions, which include birth and mortality, competition, and migration.

Agency: NSF | Branch: Continuing grant | Program: | Phase: Elem. Particle Physics/Theory | Award Amount: 225.00K | Year: 2014

This award funds the research activities of Professors Andrea Ferroglia and Giovanni Ossola at the New York City College of Technology of the City University of New York.

The data collected and analyzed by the experimental collaborations at the Large Hadron Collider (LHC) allowed physicists to achieve the first main goal of the LHC scientific program, namely the discovery of the Higgs boson. In the near future, the primary goals of the LHC will be to study the properties of the new particle and to search for signals of new phenomena which are not described by the current Standard Model of particle physics. Theorists need to provide precise predictions for the measured observables. Additional theoretical challenges are provided by processes with several particles in the final state and by the presence of massive particles, such as top quarks and Higgs bosons. The PIs are experts in calculations of these complicated processes, which are necessary for fully understanding the properties of the Higgs boson (and any other particles that may be discovered in the next run of the LHC).

The goal of the project is to apply the most advanced technical tools for the calculation of radiative corrections in QCD to processes involving real and/or virtual massive particles, such as Higgs bosons, top-quark pairs, and pairs of colored supersymmetric partners of quarks and gluons. For many observables, calculations which go beyond the currently available accuracy are necessary. The PIs plan to employ and further develop the GoSam framework for one-loop calculations, effective field theory methods which allow them to carry out the resummation of large logarithmic corrections directly in momentum space, and recently introduced methods for the analytic or numerical calculation of multiloop and multileg Feynman diagrams.

Agency: NSF | Branch: Standard Grant | Program: | Phase: | Award Amount: 50.00K | Year: 2014

Given societys dependence on information technology, the commercial impact of a variety of cryptographic products is clear. The proposed homomorphicencrypton methods can help companies and individuals protect privacy of their data in various electronic interactions, especially those carried out in a shared public infrastructure such as a Cloud. The I-Corps teams proposed cryptographic encryption methods provide the security for Cloud users at a lower computation cost (hence, faster and cheaper) than existing methods. Some of the potential segments that can be served by this project are: (1) hospital and medical providers or medical insurance companies who do not have the resources to maintain their own data storage but want to do statistical analysis, process billing, etc; and (2) manufacturers of small devices that outsource computations or storage to the cloud.

This project addresses privacy issues in the Cloud. In this project, this team forwards cryptographic encryption software that can integrate with clients specific needs in two main areas: cloud storage/computing and cloud computing with vanishing key. The main goal of this proposal is to explore new avenues and new approaches for the construction of homomorphic encryption, with the primary motivation of designing schemes that would be substantially more efficient than the known ones, and therefore would have practical and commercial value. This is not just a matter of improving the existing schemes but requires a totally new and different approach, one that could lead to further insights and understanding of this research field.

Agency: NSF | Branch: Continuing grant | Program: | Phase: ROBERT NOYCE SCHOLARSHIP PGM | Award Amount: 774.40K | Year: 2014

New York City College of Technology (City Tech) and Borough of Manhattan Community College (BMCC), neighboring CUNY institutions, are implementing a Noyce Teacher Scholarship Phase I program that increases the number of highly qualified STEM teachers in high need school districts in Brooklyn and the New York metropolitan area. The three-tiered Noyce partnership recruits students in their first and second years of STEM undergraduate studies and enrolls them as Noyce Explorers (Tier I). The Noyce Explorers, Scholars, Teachers (NEST) program leads Noyce Explorers through an engaging summer program at BMCC that offers a combination of STEM content, STEM pedagogy, and provides an opportunity to interact in a pedagogical role with peers and/or younger students, through peer tutoring, mentoring, and in other quasi-instructional capacities. Noyce Scholars (Tier II) are third and fourth year undergraduates in STEM programs who have committed to becoming STEM (either Mathematics or Technology) teachers in high need schools and are supported with Noyce scholarships. Upon licensure, Noyce Scholars will be designated Noyce Teachers (Tier III), and they will receive support through their initial induction into the profession either from City Techs Mathematics Education or Career and Technical Teacher Education program. The five-year program will produce a total of 20 new STEM teachers and create a new STEM teacher preparation pathway for the critically underpowered STEM teaching force in New York City.

Intellectual merit lies in an innovative three-tier structure that begins by designating a broad pool of potential scholars as Noyce Explorers, continues to support a selected cohort as Noyce Scholars, and maintains professional support through their induction into the profession as Noyce Teachers. As part of the NEST program, Noyce Scholars are guaranteed yearly Noyce teacher training workshops, summer internship opportunities, mentorships, and the opportunity to practice teaching under the direct supervision of STEM middle and high school teachers in the field, the training to experience math and science education in informal settings through community service, and enrollment in courses on pedagogy that incorporate both the use of technology as a teaching tool and inquiry as an effective teaching strategy. Moreover, Noyce scholars will be qualified to obtain a license to teach in New York City after the completion of the program.

A broader impact of the NEST program is that it increases the number of well-qualified STEM teachers who teach in Brooklyn and other high-need districts in the metropolitan New York region, thereby expanding exponentially the numbers of students in under-resourced school districts who will be taught by well-qualified STEM professionals. The NEST program builds on existing partnerships with the New York City Department of Education, P-TECH High School, City Poly High School, and other schools in the NYC School District. The BMCC-to-City Tech STEM teacher preparation infrastructure that provides a sustainable pathway for the professional teacher preparation of underrepresented students who attend City Tech and BMCC for years to come. The NEST program serves as a model pathway with multiple points of entry through the innovative, three-tier structure Explorer, Scholar, Teacher that maximizes support for STEM students who wish to enter the teaching profession in STEM disciplines and serve their communities.

Agency: NSF | Branch: Standard Grant | Program: | Phase: S-STEM:SCHLR SCI TECH ENG&MATH | Award Amount: 616.29K | Year: 2015

This project at CUNY New York College of Technology will contribute to the national workforce by providing scholarships and educational support to academically promising students with financial need in associate degree programs in computer science and chemical technology and baccalaureate degree programs in applied mathematics and biomedical informatics. Because retention and graduation rates in computer science and applied mathematics reveal a profound underrepresentation of women, the project will place a heavy emphasis on recruiting and enrolling greater numbers of female students and in providing evidence-validated interventions to support their retention, graduation, and workforce entry. The college is a Hispanic Serving Institution ranked third in the nation in the number of associate-level STEM degrees awarded to Black students, 23rd in degrees awarded to male students, and 48th in degrees awarded to women. Because the college is a minority-serving institution, improving retention and graduation will increase the participation of underrepresented students in STEM undergraduate and graduate programs and the New York City workforce, having ever-widening social and economic impact on individual students, the institution, and the wider community. Using an active dissemination agenda the institution will share key strategies and outcomes to other CUNY institutions, peer Hispanic Serving Institutions, and other non-research-intensive undergraduate institutions.

Through well crafted activities the project will (1) recruit and increase participation in four targeted science, technology, engineering, and mathematics (STEM) majors, focusing on women, promising underrepresented students from local minority-serving high schools, and undeclared and liberal arts students with strong math preparation; (2) retain and graduate academically talented, low income students in STEM programs by strongly encouraging students to register for 15+ credits per semester to promote timely progress to graduation; (3) provide comprehensive support structures at critical junctures that include financial support, academic advisement, academic support, and career counseling, using a natural cohort approach to developing a professional STEM identity; (4) increase internal transfer of students from associate degree to baccalaureate degree programs and STEM graduate study or workforce placement through advisement; and (5) evaluate and assess the program, employing a cycle of continuous improvement and well-defined metrics of project success. The project will build upon intensive analysis of institutional data on retention and graduation in the targeted programs and will implement a comprehensive set of academic and social interventions such as Peer-Led Team Learning and other cohort-strengthening high impact practices that have proven effective with low-income students. In addition, the new baccalaureate program in Biomedical Informatics at the college will develop competencies in computer applications in the use of conformational and genomic data to elucidate biological phenomena and the secure electronic storage, retrieval, and use of biomedical information in healthcare delivery and research, reflecting the latest approaches in a burgeoning and rapidly changing field.

Agency: NSF | Branch: Standard Grant | Program: | Phase: IUSE | Award Amount: 496.79K | Year: 2015

Science, Technology, Engineering, and Mathematics (STEM) have long been the bedrock on which American ingenuity, innovation, advancement, and competitive edge are built. Collectively, these disciplines have been the engine that has powered American economic prosperity, strength, and global leadership for almost all of the last century. Unfortunately, a plethora of recent, reputable studies have highlighted and drawn national attention to the alarming erosion of the STEM bedrock and to the steady decline in the power output and the efficiency of the STEM engine. There is now national consensus that the nation is in the midst of a STEM crisis, a crisis so dire that even national security is being jeopardized.

Studies show that among the STEM disciplines, the crisis is most acute within the geosciences. The geosciences primarily have the following threefold problem: 1. Despite projections indicating that due to anticipated geoscience demands the future geoscience workforce will grow at above average rates and despite estimates that the turnover rate due to retirements will be significant, there will be major workforce shortfalls due to the woefully insufficient rate at which new geoscientists join the ranks of the geoscience workforce. Shortfalls of about 135,000 geoscientists by 2022 have been predicted; 2. The geoscience academic pipeline is not only leaking, but it is also clogged. Only a small number of students at the tertiary level are retained, pursue, and earn geoscience degrees. Moreover, most high school programs do not require students to take geoscience courses as a criteria for graduation. To compound the problem, unlike other STEM disciplines, the geosciences do not have a clear, unambiguous, definite academic corridor/pathway for growth and degree attainment that shepherds students from high school to graduate school and onto the geoscience workforce, and 3. The geosciences lack both ethnic and gender diversity - pools of potential geoscientists remain untapped and underdeveloped yet available and accessible. It is quite evident that among the geosciences threefold problem outlined above, point #2 exacerbates point #1, while point #3 ameliorates point #1.

Despite these ills, one of the major strengths of the geosciences is their interdisciplinary nature. This key characteristic allows students from a wide-range of STEM disciplines to have multiple entry points through which they may engage with the geosciences and even become geoscience majors. It is this unique asset of the geosciences that this project is built upon as it seeks to redress the problems of the current and future state of the geosciences.

This project supports the progress of science by helping to prepare a future STEM workforce that reflects the diversity of the nation. The New York City College of Technology (City Tech)of the City University of New York (CUNY) system, plays an important role nationally in the education of future scientists, engineers, technologists, and mathematicians. City Tech is a federally designated Hispanic Serving Institution (HSI) of more than 17,300 students, who have identified themselves as Black (31%), Hispanic (35.6%) and Asian/Pacific Islander (20.6%), among other categories. This diverse student population offers a talented pool of students to recruit into STEM education and career pathways. Although City Tech does not currently have a geoscience department (one is being planned) and, therefore, does not offer a terminal geoscience degree, this minority-serving institution (with its limited set of geoscience offerings) is aiding in the amelioration of the geoscience workforce plight by creating and sustaining a two-year geoscience workforce preparation and geoscience career mentoring program for non-geoscience minority STEM students beginning at the critical juncture of their junior year. This juncture is chosen because at this stage of their academic development, these STEM students would have already acquired a comprehensive enough set of STEM skills that are transferrable to geoscience workforce operations. This cohort of rising STEM juniors is, therefore, a ready and available pool of geoscience trainees with the potential to become part of the future geoscience workforce. Guided within the two-year framework of a comprehensive geoscience workforce model that equips them for and exposes them to transformative geoscience courses, career opportunities, explorations, and engagements, these students prior STEM knowledge will be integrated and enhanced with the skills and competencies (critical thinking and problem-solving skills, spatial and temporal abilities, strong quantitative skills, and the ability to work in teams) that are essential for the geoscience workforce. Since geoscience is interdisciplinary in nature, is primarily a discovery major at the undergraduate level, and has multiple entry points into the field, this proposed geoscience workforce model is well-suited for City Tech students.

The City Tech geoscience workforce program is designed with the following two primary goals: 1) to create a geoscience workforce pathway for non-geoscience minority STEM majors; and 2) to develop geoscience career-aligned collaboration via geoscience industry mentoring. Each year, the program will recruit twelve students to participate in its structured geoscience workforce model that consists of geoscience - Exposure, Preparation, Apprenticeship, and Experience (EPA-E). The students will not only be supported with cohort-building activities, but they will also participate in two geoscience internship programs that will equip them with geoscience knowledge and workforce skills, summer internships at a federal, local, or private geoscience facility, mentoring by geoscience practitioners, and networking opportunities with geoscience companies and geoscience professional societies. Interships are being offered in collaboration with the NYC Department of Environmental Protection, the US Environmental Protection Agency (Region 2), NOAAs Climate and Weather Prediction Center, Brookhaven National Laboratory, the Cary Institute of Ecosystem Studies, and Partner Engineering and Science. The expectation through this initiative is that many underrepresented minority (URM) students who would otherwise not pursue a geoscience career may now choose to follow a geoscience corridor that could not only lead to lucrative geoscience careers, but could also help to diversify the geosciences and simultaneously help to ameliorate the nations grave geoscience workforce dilemma. This initiative will also serve as a model of how institutions without terminal geoscience degrees may yet positively impact both geoscience education and geoscience employment.

Agency: NSF | Branch: Standard Grant | Program: | Phase: PHYSICAL & DYNAMIC METEOROLOGY | Award Amount: 535.48K | Year: 2016

Promising undergraduate students from two- and four-year institutions within the City University of New York (CUNY) system will have the opportunity to work with scientists and engineers while they conduct research in the area of Satellite and Ground-Based Remote Sensing. Remote Sensing is a critically important, unique, and young area of science, and it is relatively unknown to many of the undergraduate students in the CUNY system. The activities combine year-long (Summer/Fall/Spring) research experiences with multidimensional mentoring, academic support systems, and a robust learning community that will produce holistic and engaging stimuli for the scientific and academic growth and development of the student participants. This REU site will allow the students to transfer learning from sciences and mathematics to technology, computer systems and engineering applications where fundamental principles learned in particular natural sciences and mathematics courses are applied to real-world problems. The targeted student population of this REU site is primarily underrepresented minorities in STEM, and thus these activities have the potential to broaden participation and create a more diverse remote sensing community. The activities will also allow the undergraduate researchers the opportunity to hone their acquired skills and knowledge by presenting to high school students in the New York City Public school system.

This REU site has the following primary objectives: 1) To engage a diverse cohort of undergraduates in collaborative, state-of-the-art satellite and ground based remote sensing research, 2) to create and sustain a community and pipeline of scholars in STEM, 3) to enable students with the tools and confidence to succeed in an authentic research environment, and 4) to train students in the ethical and responsible conduct of research. Students will participate in mini courses in GIS, remote sensing, and MATLAB. Of particular merit for this REU site is the inclusion of 3 students from community college, who receive additional mentoring and support through a multi-tiered mentoring structure. REU participants will receive professional development on a host of topics including ethics, communication, applying to graduate school and resume development.

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