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.
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. Source
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.
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: 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.