Princess Anne, MD, United States

University of Maryland Eastern Shore

www.umes.edu
Princess Anne, MD, United States

University of Maryland Eastern Shore located on 1,100 acres in Princess Anne, Maryland, United States, is part of the University System of Maryland. UMES is a historically black university, as well as an 1890 Historically Black Land-Grant University. The University is a member-school of the Thurgood Marshall College Fund. Wikipedia.

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Patent
University of Maryland Eastern Shore, Thomas Jefferson University and University of Maryland, Baltimore | Date: 2014-03-14

The present disclosure provides the design and synthesis of novel steroidal compounds that cause down-regulation of the androgen receptor (AR), both full length and splice variant. The compounds are potential agents for the treatment of all forms of prostate cancer and other diseases that depend on functional AR.


Patent
University of Maryland College Park, University of Maryland Eastern Shore and Thomas Jefferson University | Date: 2015-07-08

The present disclosure provides the design and synthesis of novel steroidal compounds that cause down-regulation of the androgen receptor (AR), both full length and splice variant. The compounds are potential agents for the treatment of all forms of prostate cancer and other diseases that depend on functional AR.


Grant
Agency: NSF | Branch: Standard Grant | Program: | Phase: IUSE | Award Amount: 474.91K | Year: 2015

The goal of this project is to strengthen and leverage existing collaborative programs to create a pipeline for recruiting and preparing high school and undergraduate students, particularly those from underrepresented minority groups, for transition to undergraduate and graduate programs in the geosciences. According to the Bureau of Labor Statistics, employment related to the geoscience workforce is expected to grow at a faster rate of change on average than other fields over the next decade. Coupled with the looming wave of retirements anticipated within the aging baby boomer population, a shortage of ~135,000 geoscientists is forecast within the next several years, particularly within the federal and state agencies that oversee natural resources management and the oil and gas industries. A major challenge to recruiting and preparing students to become the next generation of geoscientists is the general lack of awareness of education and career opportunities in the geosciences, especially among underrepresented minority students and students in underserved communities. Because the geosciences are not often a required part of the high school or undergraduate curriculum, innovative approaches are needed to engage students at critical junctures in their education pathway (e.g., between high school and college). Engaging students in authentic research-based experiences in science, technology, engineering, and math (STEM) disciplines has been shown to be an effective approach to recruiting and retaining students in STEM and the geosciences.

This collaborative project leverages resources at four NOAA-sponsored geoscience Cooperative Science Centers (CSCs), located at minority-serving institutions (University of Maryland Eastern Shore, Howard University, Florida A&M University, City College at City University of New York), and the Woods Hole Consortium of Institutions. The project has five major components: outreach to high schools regarding education and career opportunities in the geosciences; a 6-week summer bridge program for select high school graduates who have been admitted to one of the CSC institutions; a 10-week summer mentored research program in the second year for a sub-set of the summer bridge program students; and, virtual interaction between the summer bridge program participants and the research interns. Academic year support is also provided to the participants through existing NOAA-supported programs at the CSC institutions. Through the CSCs outreach program, geoscience recruitment materials are being disseminated to high school science teachers and counselors. Nine high school seniors admitted to and preparing to enter college are recruited into the program each year. During the 6-week summer bridge program, these students receive education in the geosciences via lectures and hands-on lab and field activities. Field trips foster cohesion among the cohort of students, while providing an educationally enriching experience. Lectures and tutorials in math are strengthening the interns quantitative skills, and enrollment in a freshman seminar course is facilitating their adjustments to college life. Participants in the bridge program then have an opportunity to participate in the 10-week summer Woods Hole Partnership Education Program (PEP) during the following summer. The PEP program provides intensive mentored research, a credit-bearing course and supplemental career and professional development activities. Students are working in various research areas of the geosciences in collaboration with the WHOI Consortium of Institutions. Five to 9 undergraduate students are selected each year from the four CSCs to participate in PEP, where they participate in workshops to teach them how to design field and lab research projects, collect and analyze data, and effectively present their results orally, in poster form, and in writing. Through tracking and monitoring, students participating in this project are supported at key transitional educational junctures. This experience will accelerate their preparation for graduate level work and result in a diverse and competent workforce in STEM, particularly in the geosciences. By the end of the 3-year grant, a total of 32 students will have participated in the program, and more than 500 high school juniors and seniors nation-wide will have been reached with geoscience career information through their teachers and counsellors.


Grant
Agency: NSF | Branch: Standard Grant | Program: | Phase: | Award Amount: 31.52K | Year: 2014

Hampton Universitys Targeted Infusion Project entitled - Educational Partnership in Climate Change and Sustainability (EPiCCS) - seeks to enhance the continuing partnership among the Marine & Environmental Science Department at Hampton University, the Biology Department at Elizabeth City State University, and the Virginia Institute of Marine Science, which is part of the College of William & Mary, by supporting integrated cross-institutional research and educational experiences centered on sustainability and the effects of global climate change. These three institutions have had a long history of successful synergistic collaborations that train underrepresented undergraduate students and provide conduits and trajectories to graduate training in the geosciences.

EPiCCS proposes to support the recruitment, development, and retention of talented students at two Historically Black Universities and Colleges (HBCUs) to participate in interdisciplinary training and education on sustainability and global climate change; to improve technology and cyber infrastructure at the two HBCUs to enrich experiential inquiry-based learning, support the development of new course offerings, and modernize current offerings; to emphasize curricular training that fuses practical applications and inquiry-based research experiences to provide new opportunities for hands-on learning; to promote collaborative cross-campus cyber and peer-learning; to build essential competencies in oral and written scientific communication in the next generation of geoscientists; and to guide students toward post-graduate STEM degrees via peer and faculty mentorship.

The EPiCCS network will form a model of sustainability that may later be extended to other HBCUs and research partners.


Grant
Agency: NSF | Branch: Standard Grant | Program: | Phase: HIST BLACK COLLEGES AND UNIV | Award Amount: 390.48K | Year: 2013

The University of Maryland Eastern Shore will implement an HBCU-UP Targeted Infusion Project that aims to enhance student critical thinking skills and practice through redesign of an entry level biology course. The course redesign incorporates instructional strategies that teach and provide an environment to practice critical thinking. The goals are to enhance faculty expertise in critical thinking instruction, infuse critical thinking skill development in biology curricula using broad-based and discipline-specific pedagogical approaches, and to initiate the development of a resource center for critical thinking efforts and practices for the institution.

The project stems from the university?s strategic plan to review and/or modify academic programs to produce a more competitive global workforce and a series of faculty workshops on critical thinking. The existing Critical Thinking in Science Course ultimately was modified, and data showed that the students enrolled in the general course performed better in science gatekeeper courses than those who were not enrolled. The proposed project will extend this experiment by developing a discipline-specific course and pedagogical strategies for all biology majors.

While the project is intended to target underrepresented students, the curriculum transformation to enhance the development of critical thinking skills will enhance STEM education in general and could impact undergraduate education at all types of institutions. Specifically, through traditional and non-traditional modes of dissemination, the best practices related to infusing critical thinking into STEM curricula will broadly introduce, inform, and expose faculty at HBCUs and other institutions to processes associated with improving STEM student success.


Patent
Carnegie Mellon University and University of Maryland Eastern Shore | Date: 2013-03-06

Embedded piezoelectric sensors in large civil structures for structural health monitoring applications require data communication capabilities to effectively transmit information regarding the structures integrity between sensor nodes and to the central processing unit. Conventional communication modalities include electromagnetic waves or acoustical waves. While guided elastic waves can propagate over long distances on solid structures, their multi-modal and dispersive characteristics make it difficult to interpret the channel responses and to transfer useful information along pipes. Time reversal is an adaptive transmission method that can improve the spatiotemporal wave focusing. The present disclosure presents the basic principles of a time reversal based pulse position modulation (TR-PPM) method and demonstrates TR-PPM data communication by simulation. The present disclosure also experimentally demonstrates data communication with TR-PPM on pipes. Simulated and experimental results demonstrate that TR-PPM for data communications can be achieved successfully using guided elastic waves.


Grant
Agency: NSF | Branch: Standard Grant | Program: | Phase: RSCH EXPER FOR UNDERGRAD SITES | Award Amount: 284.17K | Year: 2015

This REU Site award to the University of Maryland Eastern Shore, located in Princess Anne, MD, will support the training of 8 students for 10 weeks during the summers of 2015- 2017. The program focuses on marine and estuarine science. Students will be offered a broad range of mentorship in various areas including, but not limited to, fish and macroinvertebrate population dynamics, marine microbiology and parasitology, molecular biology, genetics, environmental chemistry, and ecotoxicology. REU interns will also participate in field trips along the Maryland Coastal Bays and Pocomoke River. Students, particularly rising sophomores, will be recruited by various means, including use of flyers describing the program and by digital-based advertising. Students with limited opportunities for research, particularly in coastal systems, and from groups under-represented in science are particularly encouraged to apply. Selection is based on academic record, letters of recommendation, and interest in further studies in the areas of marine and environmental science. Students will receive a stipend and travel support. Housing and board will be provided.

It is anticipated that a total of 24 students, primarily from schools with limited research opportunities, will be trained in the program. Students will learn how research is conducted, and many will present the results of their work at scientific conferences. In addition to research, workshops will be conducted to train students in science communication, data analyses, scientific ethics, and various contemporary topics in marine science such as global climate change, and anthropogenic eutrophication. Interns will present their results at a symposium that will be held at the Paul S. Sarbanes Coastal Ecology Center. Interns will also prepare a short report of their research.

A common web-based assessment tool used by all REU programs funded by the Division of Biological Infrastructure (Directorate for Biological Sciences) will be used to determine the effectiveness of the training program. Students are required to be tracked after the program and must respond to an automatic email sent via the NSF reporting system. More information is available by visiting http://www.umes.edu/reu, or by contacting the PI (Dr. Paulinus Chigbu at pchigbu@umes.edu) or the co-PI (Dr. Maggie Sexton at masexton@umes.edu).


Grant
Agency: NSF | Branch: Standard Grant | Program: | Phase: | Award Amount: 199.72K | Year: 2015

Research Initiation Awards (RIAs) provide support for junior faculty at Historically Black Colleges and Universities (HBCUs) who are starting to build a research program, as well as for mid-career faculty who need to re-direct and re-build a research program. It is expected that the award helps to further the faculty members research capability and effectiveness, improves research and teaching at the researchers home institution, and involves undergraduate students in research experiences.

The University of Maryland-Eastern Shore (UMES) holds the advantage of being the only institution that offers engineering programs in the entire eastern shore area of Maryland. The HBCU-RIA is aimed at improving future computing systems, particularly through research on supercomputer system design. The project addresses an innovative Optical Network-on-Chip (ONoC) architecture that can be dynamically reconfigured to meet various application needs. This new architecture, the Ouroboros Network, features a generalized open-topology structure that can be reconfigured to any Eulerian Cycle based network.

In addition to contributing to UMESs research capability in computer science and engineering, the project will integrate research and education by promoting undergraduate STEM education more broadly through its dissemination efforts. Dissemination activities include a project website, STEM conference presentations, and published papers. Furthermore, the project will contribute to STEM courses and curricula in computer engineering by integrating the research into course teaching and the senior capstone design. Undergraduate and high school students will also be incorporated into related research through programs such as the areas active REU (Research Experiences for Undergraduates) and AEOP (Army Educational Outreach Program) activities.


Grant
Agency: NSF | Branch: Continuing grant | Program: | Phase: RSCH EXPER FOR UNDERGRAD SITES | Award Amount: 264.36K | Year: 2012

A Research Experience for Undergraduates (REU) Sites award has been made to the University of Maryland Eastern Shore that will provide research training for 8 students each year, for 10 weeks during the summers of 2012- 2014. The program is supported by the Directorate for Biological Science, Division of Biological Infrastructure, the Directorate for Geosciences, Division of Ocean Sciences, and the Directorate for Education and Human Resources, Division of Human Resources HBCU-UP program. The program focuses on marine and estuarine science. Students are offered a broad range of mentorship in various areas including, but not limited, to fish and macroinvertebrate population dynamics, marine microbiology and parasitology, molecular biology, genetics, marine botany, environmental chemistry, and ecotoxicology. Students, particularly rising sophomores, are recruited by various means, including use of flyers describing the program and by digital-based advertising. Selection of students is based on academic record, letters of recommendation, and potential for further studies in the areas of marine and environmental science. Students receive a stipend and travel support; housing and board are covered. In addition to research, weekly workshops are conducted to train students in writing a research proposal, analyzing data, scientific ethics, and various contemporary topics such as global climate change. Apart from weekly workshops, REU interns also participate in field trips along the pristine Pocomoke River, and at an internationally recognized wetland on the lower eastern shore of Maryland. At the end of the summer, REU interns present research they have conducted with their faculty mentors during a symposium that is held at the Paul S. Sarbanes Coastal Ecology Center. Interns prepare a short report of their research which is compiled in form of symposium proceedings. Students are tracked to determine if they have continued to maintain interest in marine and environmental science, their career paths, and the lasting influences of the research experience. The program will be assessed using various means, including use of an REU common assessment tool. Students with limited opportunities for research, particularly in coastal systems, and from groups under-represented in science are particularly encouraged to apply. Additional information on the REU internship can be found at www.umes.edu/reu, or by contacting the PI (Dr. Paulinus Chigbu at: pchigbu@umes.edu), or Co-PI (Dr. Eric May at: ebmay@umes.edu).


Grant
Agency: NSF | Branch: Standard Grant | Program: | Phase: GEO-LSAMP LINKAGES | Award Amount: 500.00K | Year: 2012

The Network of Cooperative Science Centers (CSCs) and High Schools for Training High School Students in Geosciences is a Track 2 program designed to create an effective pipeline for recruiting high school students and preparing them for transition through undergraduate and graduate programs to the workforce in geosciences. The program has two major components, Outreach to High Schools, and a 6-weeks summer program. Through the outreach program, geoscience recruitment materials are disseminated to teachers and counselors. In addition, selected high schools are visited to make presentations to more than 500 juniors and seniors nationwide. Students are provided information about undergraduate and graduate degree programs in geosciences available at the more than 20 institutions that make up the four CSCs. They also receive information about the existing opportunities for financial support, mentoring and research in geosciences at the bachelors, masters and doctoral levels. The outreach program helps to increase students access to learning about Earth System Science, and recruitment into geoscience degree programs or related sciences in the universities. Thirteen (13) high school seniors preparing to enter college are recruited into the 6-weeks summer geoscience bridge program each year. The program uses an Earth System Science approach, enhances the quantitative skills of the students, and exposes them to workforce needs and careers in geosciences. It also creates opportunities for students to work in a culturally diverse environment.

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