The University of North Georgia is an educational institution that was established by the University System of Georgia Board of Regents on January 8, 2013, as a result of the consolidation of North Georgia College & State University and Gainesville State College. The consolidation of the two schools was announced on January 10, 2012, and the name of the new school was announced on May 8, 2012. The Southern Association of Colleges and Schools approved the consolidation December 11, 2012. The combined institution has campus locations in Dahlonega, Oakwood , Watkinsville , and Cumming.With just over 15,000 enrolled students, the University of North Georgia is the seventh largest public university in the state of Georgia. Within UNG, there are five colleges which collectively offer over one hundred bachelor's and associate degrees, as well as thirteen masters degrees and one doctoral degree. More than 750 students are involved in the university's ROTC program, which has given it the designation as The Military College of Georgia. It is one of only six senior military colleges in the United States. In addition, it is also designated by the University System of Georgia as a state leadership institution. Wikipedia.
News Article | April 25, 2017
After months of college application tasks and an anxious waiting period, high school seniors are starting to receive college acceptance letters. Many students may be relieved, but the hard work isn't necessarily over. Now you need to make a decision. If you are lucky enough to receive multiple acceptances, you must choose one. With so many factors to consider, how can you ensure you're making the right choice for this major chapter in your life? While you don't want to put too much pressure on yourself, evaluate your options carefully. Two current undergraduates recently shared their college decision strategies to help you prepare to pick a college before National College Decision Day on May 1. [Get expert tips and advice on making the college decision.] -- Identify your deal breakers: Before you can make any decision, large or small, you need to determine which factors are most important to you and key to you having a great education experience. You may have created a list of criteria when you put together a short list of colleges to apply to, but now you need to differentiate between the elements you simply like and those you feel you can't live without. Jump-start your decision process by reviewing each school based on the deal breakers you identify. Which schools offer the things you can't live without and which don't? Mina Shenouda, a senior at Rutgers University--New Brunswick, said via email he wanted a specific type of college location. "I wanted to choose a school that was safe and that also had fun stuff to do if I wanted to explore other areas," he said. Shenouda also said it was important to him to find a school that offered the best programs for his goals, including his potential major, minor and extracurricular activities. Madeleine Wagner, a junior at the University of North Georgia, said via email the most important factors for her were affordability and opportunities within the school, specifically a biology program. "When I first sat down in my biology class when I started the university, other students around me were immediately discussing the material and making study groups," she explained. "That's when I felt I made the right choice, surrounding myself with like-minded people who understood me." [Follow these 10 steps to picking the right college.] -- Research and ask last-minute questions: As decision day approaches, you still may have questions. Don't be afraid to dig further for answers to these questions or reach out to the school. As you evaluate schools based on your list of must-haves, you may come across information that you didn't know to research before or that you were unaware of. But if you can't find the answers you need, don't be shy about asking the school. Shenouda advises asking questions so you are as prepared as possible for college. "There are a few elements that I wish I had prepared for when I was still in high school. First and foremost, I wish I had looked into the requirements more thoroughly in regards to my major, as well as general core requirements," he said. "I was a little clueless about it at first and didn't necessarily know how it worked, which made scheduling classes later on slightly difficult." Consider contacting the appropriate departments at the schools you're looking at to confirm what the requirements for your intended major are like and if you feel comfortable with those paths. Financial aid opportunities and general facts about tuition are other aspects you may wish to ask more questions about. Shenouda noted this was an important consideration as he chose between schools. "The cost of education was my biggest determining factor," he said. "You don't want to be paying student loans for the entirety of your life, so you have to choose a school accordingly." [Check out the colleges where students are the most eager to enroll.] -- Make the decision for you: Like many students, you may have various people, including family and friends, giving input on your college decision. While many of your trusted relatives and peers may have valuable insights that can contribute to your decision, ultimately the choice is yours and yours alone. Only you can fully realize which aspects of a college will make you truly happy and fulfilled, so keep that at the front of your mind.
News Article | May 4, 2017
At the official ribbon-cutting ceremony earlier this year, Madison County High School Athletic Director Mike Haynes had a smile from ear to ear. Haynes inaugurated the Red Raiders’ new FieldTurf Revolution 360 system, the industry leader in durability, resilience and performance. “This field is part of our guaranteed savings program, so it is ultimately saving the (school) system money,” Haynes told reporters. “The surface at Raider Field is the same surface installed at Mercedes-Benz Stadium”. Proudly made in Georgia, FieldTurf has more than 100 installations across the Peach State, including high-profile fields at the University of Georgia, Georgia State University, the University of North Georgia, Robins Air Force Base and the Georgia Dome — Mercedes-Benz Stadium’s 25-year-old predecessor. Named after the concept of completeness, the Revolution 360 fiber features optimal durability, resilience and feel. Quickly becoming the most popular surface in North America, Madison County will join an impressive list of current users, which features CenturyLink Field, home of the Seahawks & Sounders; Gillette Stadium, home of the Patriots & Revolution; Mercedes-Benz Stadium, home of the Falcons and United; Portland Timbers; Princeton University; Toledo University; University of Texas at El Paso; and over 200 high school and community fields. Independent testing by both Labosport and Penn State University rated Revolution 360 as the premier turf system on the market. In fact, Revolution 360 is still the first and only fiber in the industry to score an 83 on Labosport's Fiber Performance Index, the first true measurement of fiber quality, and the only one to receive a perfect 10 — 10 “good,” NO “hair-splitting,” NO “fractured,” NO “complete splitting” after Penn State University's Sports Surface Research Center’s aggressive 150,000-cycle Lisport Wear Testing.
News Article | April 17, 2017
A new report by the American Enterprise Institute (AEI) compares differences in approaches and demographics between and among charter school models and local “traditional public schools.” The report links varied models to stratified parental choices and then to correspondingly stratified student composition, concluding that these differences and stratification are either beneficial or benign. T. Jameson Brewer of the University of North Georgia and Christopher Lubienski of Indiana University reviewed Differences by Design? Student Composition in Charter Schools with Different Academic Models for the Think Twice Think Tank Review Project at the National Education Policy Center, housed at the University of Colorado Boulder’s School of Education. Using three national data sets, the report effectively captures the universe of charter schools. It takes a separate look at enrollment demographics for different models: arts, no-excuses, progressive, credit-recovery, classical, single-sex, STEM, vocational, and international. It empirically demonstrates that different demographic groups attend different types of charter schools. The report documents this de facto segregation with regard to, among other categories, race and ethnicity, family income, and special education status. Charter schools, the authors contend, provide differentiated and “innovative schooling options” through varied academic models that cater to, and ultimately reflect, parental choices for their children. The resulting stratification is presented as a benign byproduct of beneficial choices differentially associated with, e.g., different racial and ethnic groups. They contend this is “consistent with the theory behind charters” and “in line with a properly functioning charter sector.” Unfortunately, the reviewers conclude, the report does not demonstrate familiarity with the research on parent decision-making or with the extensive research suggesting that charter schools are not particularly innovative in the curricular or instructional options. Despite what the report claims, traditional public schools do, in fact, offer various academic model specializations like the ones offered by the charter schools. Finally, the reviewers express concern and disagreement with the report’s dismissive characterization of charters’ de facto segregation and stratification of students by other demographic characteristics, which they contend is at odds with the purpose and aims of equitable public education. Find the review by T. Jameson Brewer and Christopher Lubienski at: http://nepc.colorado.edu/thinktank/review-charters Find Differences by Design? Student Composition in Charter Schools with Different Academic Models, by Jenn Hatfield & Nat Malkus, published by the American Enterprise Institute, at: https://www.aei.org/wp-content/uploads/2017/02/Differences-by-Design.pdf The National Education Policy Center (NEPC) Think Twice Think Tank Review Project (http://thinktankreview.org) provides the public, policymakers, and the press with timely, academically sound reviews of selected publications. The project is made possible in part by support provided by the Great Lakes Center for Education Research and Practice: http://www.greatlakescenter.org The National Education Policy Center (NEPC), housed at the University of Colorado Boulder School of Education, produces and disseminates high-quality, peer-reviewed research to inform education policy discussions. Visit us at: http://nepc.colorado.edu
News Article | May 4, 2017
FRANKLIN, TN, May 04, 2017-- Major General Edison Earl Scholes is a celebrated Marquis Who's Who biographee. As in all Marquis Who's Who biographical volumes, individuals profiled are selected on the basis of current reference value. Factors such as position, noteworthy accomplishments, visibility, and prominence in a field are all taken into account during the selection process.Marquis Who's Who, the world's premier publisher of biographical profiles, is proud to name Major General Scholes a Lifetime Achiever. An accomplished listee, he celebrates many years' experience in his professional network, and has been noted for achievements, leadership qualities, and the credentials and successes he has accrued in his field.Major General Scholes served 35 years in the U.S. Army in key leadership positions from platoon leader to deputy commanding general of XVIII Airborne Corps, Third U.S. Army, and a major NATO command. He has served in Infantry, Airborne Infantry, Special Forces, and Ranger units, to include four combat tours in three conflicts. He led the 18th Airbourne Corps. into Operation Just Cause in Panama and into Operation Desert Shield/Desert Storm in Saudi Arabia. Primary theater of interest since 1980 has been the Middle East. He retired from active military in 1996 as Major General to assume a position as Program General Manager of Army supervised contract to provide training and support to the Saudi Arabian National Guard. After six and a half years in Saudi Arabia, he returned to the U.S. in 2002 as a private consultant. Since June 2002, he has worked as a private contractor for several U.S firms, which involved defense related work in Iraq, Afghanistan, Jordan, Algeria, Columbia, Peru, Bolivia and USA.In addition to his status as Lifetime Achiever, Major General Scholes received the following honors and awards:Defense Distinguished Service MedalArmy Distinguished Service Medal w/Oak Leaf ClusterSilver Star MedalLegion of Merit Medal w/Oak Leaf ClusterBronze Star Medal w/Valor Device and 1 Oak Leaf ClusterBronze Star Medal for Combat Service and 2 Oak Leaf ClustersPurple Heart Medal w/Oak Leaf ClusterMeritorious Service Medal w/Oak Leaf ClusterAir Medal (6 awards)Army Commendation Medal w/Valor Device and Oak Leaf ClusterNational Defense Service Medal w/ Bronze StarArmed Forces Expeditionary MedalVietnam Campaign Medal w/ 6 Campaign StarsSouthwest Asia Service Medal w/ 3 Campaign StarsHumanitarian Service MedalArmy Service RibbonOverseas Service Ribbon (3 awards)Vietnamese Gallantry Cross Medal w/ Silver Star and Bronze StarVietnam Service MedalKuwait Liberation Medal (Kingdom of Saudi Arabia)Kuwait Liberation Medal (Kuwait)Joint Meritorious Unit AwardArmy Superior Unit AwardVietnamese Gallantry Cross Medal w/ Palm Unit AwardAn honoree of the University of North Georgia Hall of Fame and the Army Ranger Hall of Fame, Major General Scholes has been a featured listee in Who's Who in America, Who's Who in the South and Southwest and Who's Who in the World. He was inducted into the Georgia Military Veterans' Hall of Fame (for Valor) in 2015. He also received the Daughters of the American Revolution (Atlanta) Medal of Honor for 2009, a Certificate from Georgia Governor Zell Miller with appointment as Honorary Aide de Camp to Governor Zell Miller (January 14, 1991), a Certificate from Georgia House of Representatives containing House Resolution with Commendation for long and distinguished record of military service (August 30, 1991), a Certificate of Training and Award of 1st Dan Black Belt from World Headquarters of Tae Kwon Do, Kukkiwon, South Korea (June 28, 1977), a Certificate/Proclamation from the Secretary of State of the State of Georgia, Brian P. Kemp, proclaiming Edison Earl Scholes as an Outstanding Georgia Citizen (November, 7, 2015), the Georgia Certificate of Honor for service in Vietnam from Governor Nathan Deal and Commissioner of Veterans Services, Mike Roby (March 30, 2015).In recognition of outstanding contributions to his profession and the Marquis Who's Who community, Major General Edison Earl Scholes has been featured on the Marquis Who's Who Lifetime Achievers website. Please visit http://whoswholifetimeachievers.com/2017/03/15/edison-earl-scholes/ to view this distinguished honor.About Marquis Who's Who :Since 1899, when A. N. Marquis printed the First Edition of Who's Who in America , Marquis Who's Who has chronicled the lives of the most accomplished individuals and innovators from every significant field of endeavor, including politics, business, medicine, law, education, art, religion and entertainment. Today, Who's Who in America remains an essential biographical source for thousands of researchers, journalists, librarians and executive search firms around the world. Marquis publications may be visited at the official Marquis Who's Who website at www.marquiswhoswho.com
News Article | February 15, 2017
The Association for Gerontology in Higher Education (AGHE) -- the educational branch of The Gerontological Society of America -- is proud to announce its newest fellows and awardees. The presentation of the awards will occur at AGHE's 43rd Annual Meeting and Educational Leadership Conference, taking place from March 9 to 12 at the Miami Marriott Dadeland in Miami, Florida. This event provides a forum for professionals in the field of aging to present their work and share ideas about gerontological and geriatric education and training. Visit http://www. for complete details. AGHE fellow status is an honor that recognizes outstanding leadership in gerontology and geriatrics education by established scholars and educators. Pamela P. Brown, PhD, Albany State University Kara B. Dassel, PhD, University of Utah Cynthia R. Hancock, PhD, University of North Carolina at Charlotte This award was established in 1980 to recognize individuals who and organizations that have made outstanding contributions to the advancement gerontology as a field of study in institutions of higher education. Presented to Kelvin J. A. Davies, PhD, DSc, University of Southern California Saturday, March 11, 8:30 a.m. This award, named for an outstanding mentor in gerontology, is given to an individual who has contributed to gerontological education through excellence in mentorship to students, faculty, and administrators. Presented to Judith A. Sugar, PhD, University of Nevada, Reno Friday, March 10, 8:30 a.m. This award recognizes persons whose teaching stands out as exemplary, innovative, of impact, or any combination thereof. This award recognizes new faculty whose teaching and/or leadership stands out as impactful and innovative. David A. Peterson Gerontology & Geriatrics Education Best Paper of the Volume Award Presented to Tina M. Kruger, PhD, Indiana State University and Andrew J. Pearl, PhD, University of North Georgia for "Beyond Assessment: Conducting Theoretically Grounded Research on Service-Learning in Gerontology Courses" Friday, March 10, 5:30 p.m. The purpose of this award is to recognize excellence in scholarship in academic gerontology in AGHE's official journal, Gerontology & Geriatrics Education. This award recognizes students whose leadership has advanced the goals and mission of AGHE as well as the respective goals of their AGHE-affiliated institutions. This award recognizes excellence in scholarly work by a student at an AGHE member institution who presents his or her work at the annual meeting. Presented to John R. Bartle, PhD, University of Nebraska, Omaha; J. Kevin Eckert, PhD, University of Maryland, Baltimore County; and Danielle R. Ripich, PhD, University of New England Friday, March 10, 5:30 p.m. This award, honors administrators on AGHE member campuses who have made exceptional efforts in support of gerontology or geriatrics education. Friday, March 10, 5:30 p.m. Presented to Robert S. Anderson Jr., MD, University of New England; Lisa A. Kendall, LCSW-R, CSW-G, Ithaca College; and Robin Sherman, MSM, University of Massachusetts Boston This award recognizes part-time and/or adjunct faculty for their contributions to gerontological education at an AGHE member institution. This award honors colleagues who are near retirement or recently retired. Recipients are individuals who have been actively involved in AGHE through service on committees, as elected officers, and/or have provided leadership in one of AGHE's grant-funded projects. The Association for Gerontology in Higher Education (AGHE) is the educational branch of The Gerontological Society of America, the nation's oldest and largest interdisciplinary organization devoted to research, education, and practice in the field of aging. AGHE seeks to advance gerontology as a field of study at institutions of higher education through conferences, publications, technical assistance, research studies, and consultation with policy makers. It is currently the only institutional member organization dedicated to gerontology and geriatrics education worldwide.
News Article | February 24, 2017
The Community for Accredited Online Schools, a leading resource provider for higher education information, has ranked the best colleges with online programs for 2017 in the state of Georgia. 29 of the state’s four-year schools made the list, with University of Georgia, Mercer University, Brenau University, Reinhardt University and Shorter University coming in as the highest scoring schools. 19 two-year schools were also included, with Central Georgia Technical College, Atlanta Technical College, Athens Technical College, Albany Technical College and Wiregrass Georgia Technical College earning the highest marks. “As more versatile options for education become available, more students enrolled in college programs in Georgia can earn certificates and degrees on their own schedule by choosing to study online,” said Doug Jones, CEO and founder of AccreditedSchoolsOnline.org. “The accredited schools on our list all offer high-quality online programs for students who want to earn a degree remotely.” Colleges and universities on the Best Online Schools list must be an institutionally accredited, public or private not-for-profit and have at least one online certificate or degree program to qualify. Each college was also scored based on additional criteria that includes student/teacher ratios, post-graduation employment resources, graduation rate and financial aid availability. More than a dozen data points were used to create the list. For more details on where each school falls in the rankings and the data and methodology used to determine the lists, visit: Georgia’s Best Online Four-Year Schools for 2017 include the following: Albany State University Armstrong Atlantic State University Augusta University Beulah Heights University Brenau University Clayton State University College of Coastal Georgia Columbus State University Dalton State College Fort Valley State University Georgia College and State University Georgia Institute of Technology-Main Campus Georgia Southern University Georgia Southwestern State University Kennesaw State University Kennesaw State University Luther Rice College & Seminary Mercer University Middle Georgia State University Reinhardt University Savannah College of Art and Design Shorter University Thomas University Toccoa Falls College Truett-McConnell College University of Georgia University of North Georgia University of West Georgia Valdosta State University Georgia’s Best Online Two-Year Schools for 2017 include the following: Albany Technical College Athens Technical College Atlanta Technical College Augusta Technical College Central Georgia Technical College Chattahoochee Technical College Coastal Pines Technical College Columbus Technical College Georgia Military College Georgia Northwestern Technical College Georgia Perimeter College Georgia Piedmont Technical College Lanier Technical College Oconee Fall Line Technical College Ogeechee Technical College Southeastern Technical College Southern Regional Technical College West Georgia Technical College Wiregrass Georgia Technical College ### About Us: AccreditedSchoolsOnline.org was founded in 2011 to provide students and parents with quality data and information about pursuing an affordable, quality education that has been certified by an accrediting agency. Our community resource materials and tools span topics such as college accreditation, financial aid, opportunities available to veterans, people with disabilities, as well as online learning resources. We feature higher education institutions that have developed online learning programs that include highly trained faculty, new technology and resources, and online support services to help students achieve educational success.
Agency: NSF | Branch: Standard Grant | Program: | Phase: S-STEM:SCHLR SCI TECH ENG&MATH | Award Amount: 614.93K | Year: 2015
The University of North Georgia (UNG), through the project entitled Strengthening Pathways to the Baccalaureate for STEM Scholars from a Predominantly 2-Year Campus will strive to increase the science, technology, engineering and mathematics (STEM) workforce by recruiting, mentoring, and supporting academically talented but financially needy students through degree completion and partnering with employers to facilitate placement in the STEM workforce. The project will focus on students who enroll at UNGs Gainesville Campus, which has a mission of that of a traditional 2-year institution, and who transfer to baccalaureate STEM programs at UNGs Dahlonega Campus, and also seek to improve student retention and graduation rates on both campuses. The project will support full time students in programs leading to associate or baccalaureate degrees in biological sciences (except medicine or other clinical fields), physical sciences (including physics, chemistry and materials science), mathematical sciences, and technology areas associated with the aforementioned disciplines. Among the intended broader impacts are providing students with skills to improve academic and workforce competitiveness, increasing faculty involvement in mentoring students, fostering permanent changes in organizational practices to provide an environment that encourages and supports diversity, and increasing the economic diversity of the STEM workforce.
The project will achieve four key objectives: (1) improve educational opportunities for financially needy students by awarding 24 competitive scholarships annually, (2) increase retention of students to degree achievement by creating supportive environments through enhancements in organizational culture and practices; (3) improve student support programs by providing faculty mentoring, peer mentoring, academic workshops, tutoring, an early alert system, counseling, disciplinary activities, undergraduate research experiences, and participation in professional meetings; and (4) increase the number of well-educated, skilled employees in the STEM workforce by implementing the project with industry partners, who will provide guest lecturers, site visits, special activities and internship and placement opportunities in STEM occupations. The initiative will advance knowledge of effective practices that prepare students to pursue STEM careers from traditional 2-year institutions, the nations fastest growing educational level, by innovatively integrating student support and placement.
Agency: NSF | Branch: Standard Grant | Program: | Phase: | Award Amount: 74.98K | Year: 2016
The University of North Georgias College of Science and Mathematics and College of Education are creating the North Georgia Undergraduate Education or NGagE program. The program will take advantage of the newly created pathway provided by the Board of Regents of the University System of Georgia to prepare and certify teachers. The new program will be innovative and train STEM majors to become highly qualified STEM teachers in both STEM content and pedagogy. The program will create new courses that will integrate recognized and successful STEM practices and methodology in Biology, Chemistry, Computer Science and Physics. The NGagE program will also provide extensive field experience building on UNGs successful Professional Development Community (PDC) model for training pre-service teachers. Pre-service teachers in the NGagE program will have the opportunity to apply the skills and knowledge gained through the program coursework immediately in the partnering school districts. This STEM pathway will have a significant effect on the STEM preparation in Georgia, and assist prospective teachers in overcoming barriers in pursuing STEM training through the combined efforts of a project team of scientists, educators, and community partners.
The University of North Georgia College of Science and Mathematics and College of Education propose a Capacity Building project through the Robert Noyce Teacher Scholarship Program. The goal and scope of the North Georgia Undergraduate Education Program (NGagE) are to increase the number and quality of STEM secondary teachers by utilizing a newly created pathway for teacher preparation. A collaborative faculty team will analyze the needs in the UNG service area. To build capacity, the team will: 1) attract and recruit high school upperclassmen, university freshmen, undeclared majors, and practicing professionals to become STEM majors in the new pathway with the goal of increasing the number of highly prepared STEM teachers; 2) build partnerships within a Professional Development Community with schools and teachers to facilitate the training and mentoring of pre-service teachers; and 3) successfully prepare STEM teachers through the development of innovative coursework, the use of STEM faculty mentors for advising and undergraduate research, and industry partners for relevant STEM practices. The first year will entail laying the foundation for the NGagE program. The assessment of successful project development and capacity building will be both quantitative and qualitative. Program development and new coursework will be reviewed. NGagE has a unique opportunity to develop and reform secondary teacher preparation in the STEM fields in the state of Georgia.
Agency: NSF | Branch: Standard Grant | Program: | Phase: | Award Amount: 396.99K | Year: 2010
This Type II project extends research and curriculum development performed in an NSF Phase I CCLI project conducted from 2007 to 2010. In Phase I, co-PIs produced Instructor and Student Guides for implementing discovery learning projects in introductory statistics courses at college and Advanced Placement (AP) secondary levels. They also developed and validated three instruments: a content knowledge test, a self-efficacy scale for statistical tasks, and a scale for perceived usefulness of statistics. Five college and AP secondary pilot instructors used the materials; student outcomes were measured using the 3 instruments and were compared to prior student outcomes for each instructor in a quasi-experimental control-vs.-treatment design. Results showed significant gains, particularly in student self beliefs and also in content knowledge. Results also showed variable effect among instructors, as well as interaction among three variables: instructor, student achievement level, and use of the materials.
In the Type II project, curriculum materials are revised to add flexibility. The control-treatment design is repeated using a geographically diverse nationwide group. In addition, the existing instruments are updated to more accurately measure student knowledge and attitude gains achieved by participating in the discovery projects. To measure teacher orientation toward facilitating these projects, a new instrument is created. Finally, the team introduces a qualitative component to the research design. The project goals are as follows:
1. Promote vertical integration and wider university utility of Discovery Project Curriculum Materials: Adapt project guides to early secondary curricula; make college guides more flexible.
2. Revise quantitative instruments from Phase I and use these to analyze student outcomes.
3. Use qualitative research to explore interactions among teachers, students and discovery projects.
4. Widely disseminate improved curricular materials and quantitative/qualitative research results.
Agency: NSF | Branch: Standard Grant | Program: | Phase: Macromolec/Supramolec/Nano | Award Amount: 86.47K | Year: 2014
Malika Jeffries-EL of Iowa State University is funded by the Macromolecular, Supramolecular and Nanochemistry Program for collaborative research involving a team of scientists from both Iowa State and North Georgia College. The team is developing new electronics materials that are organic, meaning they are made from carbon-based molecules rather than the more commonly used inorganic materials, such as those based on silicon or germanium. In addition to their relative abundance, these organic materials have much lower fabrication costs and provide a range of properties not found in the inorganic substances. In this project, a combination of synthesis, theoretical calculations and physical measurement studies are being combined to design and fabricate working electronic devices. This work is having a broad impact not only on the electronics industry, but also by providing an interdisciplinary research experience for both undergraduate and graduate students, which fosters an interest in chemistry through a creative outreach effort targeting female and underrepresented minority students at all educational levels.
This project focuses on developing new cross-conjugated organic semiconductors for use in organic light emitting diodes and photovoltaic cells. In particular, novel cross-conjugated oligomers comprised of the robust benzobisoxazole (BBO) moiety are being studied. BBO is used as the electron-deficient building block since it is a unique cross-conjugated ring system that can be coupled either through the oxazole rings or through the central benzene ring, producing substances with different properties. The group is synthesizing materials with perpendicular conjugation axes because they have spatially segregated frontier molecular orbitals. This provides a means for semi-independent tuning of either the lowest unoccupied molecular orbital (LUMO) or highest occupied molecular orbital (HOMO). The benefits of the approach are that the cross-conjugated platform allows for the opportunity to optimize the material?s optical and electronic properties for specific applications. Various materials are being prepared and the most promising ones studied further by incorporation into working devices.