University of Wisconsin–Platteville is a public university located in Platteville, Wisconsin, United States. Part of the University of Wisconsin System, it offers both bachelor and master degrees. The university has three colleges that serve over 8,000 students on-campus and an additional 3,000 students through its five distance education programs. Wikipedia.
Stanojev I.,University of Wisconsin - Platteville |
Yener A.,Pennsylvania State University
IEEE Transactions on Wireless Communications | Year: 2013
Cooperative jamming paradigm in secure communications enlists network nodes to transmit noise or structured codewords, in order to impair the eavesdropper's ability to decode messages to be kept confidential from it. Such an approach can significantly help in facilitating secure communication between legitimate parties but, by definition, assumes dedicated and/or altruistic nodes willing to act as cooperative jammers. In this paper, it is demonstrated that cooperative jamming leads to meaningful secrecy rate improvements even when this assumption is removed. A distributed mechanism is developed that motivates jamming participation of otherwise non-cooperative terminals, by compensating them with an opportunity to use the fraction of legitimate parties' spectrum for their own data traffic. With the goal of maximizing their data transmission rate priced by the invested power, cooperative jammers provide the jamming/transmitting power that is generally proportional to the amount of leased bandwidth. The fully decentralized framework is facilitated through a game-theoretic model, with the legitimate parties as the spectrum owners acting as the game leader, and the set of assisting jammers constituting the follower. To facilitate the behavior of non-cooperative and competitive multiple jammers, auctioning and power control mechanisms are applied for a follower sub-game in a two-layer leader-follower game framework. © 2013 IEEE.
Summers S.M.,University of Wisconsin - Platteville
Algorithmica | Year: 2012
This paper concerns the self-assembly of scaled-up versions of arbitrary finite shapes.We work in the multiple temperature model that was introduced by Aggarwal, Cheng, Goldwasser, Kao, and Schweller (Complexities for Generalized Models of Self-Assembly, SIAM J. Comput. 2005). The multiple temperature model is a natural generalization of Winfree's abstract tile assembly model, where the temperature of a tile system is allowed to be shifted up and down as self-assembly proceeds. We first exhibit two constant-size tile sets in which scaled-up versions of arbitrary shapes self-assemble. Our first tile set has the property that each scaled shape selfassembles via an asymptotically "Kolmogorov-optimum" temperature sequence but the scaling factor grows with the size of the shape being assembled. In contrast, our second tile set assembles each scaled shape via a temperature sequence whose length is proportional to the number of points in the shape but the scaling factor is a constant independent of the shape being assembled. We then show that there is no constantsize tile set that can uniquely assemble an arbitrary (non-scaled, connected) shape in the multiple temperature model, i.e., the scaling is necessary for self-assembly. This answers an open question of Kao and Schweller (Proceedings of the 17th Annual ACM-SIAM Symposium on Discrete Algorithms (SODA 2006), pp. 571-580, 2006), who asked whether such a tile set exists. © Springer Science+Business Media, LLC 2011.
Agency: NSF | Branch: Continuing grant | Program: | Phase: GEOGRAPHY AND SPATIAL SCIENCES | Award Amount: 206.78K | Year: 2014
This collaborative research project will reconstruct fire histories across a network of sites in the Boundary Waters Canoe Area Wilderness in northern Minnesota in order to assess the potential impact of Native American land-use activities on fire regimes and vegetation patterns of the region. The project will advance basic knowledge about the extent and magnitude of human influence on landscapes often considered pristine and address the inclusion of humans as agents of change within ecological baselines of North American forests. The findings of this project should contribute to innovative thinking about the concept of wilderness as defined under the 1964 Wilderness Act. During the conduct of this project, research, education, and mentoring activities will be fully integrated to enhance undergraduate learning and prepare graduate students for future scientific careers. The investigators and collaborations built through the research will provide critical information to resource managers that will aid their long-term planning and management of wilderness landscapes.
The suppression of fires over the 20th century is one of the most visible and dramatic human impact on forest fires, leading directly to increasing tree densities and subsequent fuel-driven fire events that may be unprecedented over the last several centuries. The potential role of Native American burning on landscape structure and composition prior to the advent of effective fire suppression has received much less attention, however, but burning by the Ojibwe who lived in the study area and other Native Americans may have a substantial impact on present forest structure and composition. The use of fire by Native American groups to manipulate their surroundings may have augmented fire frequencies in many areas that are today considered relatively natural. If Native Americans historically augmented fire frequencies beyond the frequencies that would have occurred from lightning ignitions, vegetation patterns in areas that today are managed as natural areas might be a legacy of past human activity than previously had been realized. Understanding the relative impact of Native American fire use therefore is critically important as management agencies shift to active management strategies designed to mitigate external pressures, such as invasive species and climate change, through the application of disturbance processes like fire. To conduct this project, the investigators have worked with USDA Forest Service archaeologists to identify sites with known Ojibwe use alongside sites with little or no evidence of Ojibwe use. The researchers will use tree-rings to reconstruct past fire and forest demographic patterns at each site. They will compare the characteristics between each set of sites in terms of fire regime characteristics (fire frequency, fire synchrony, and fire-climate relationships) and vegetation patterns (forest age structure, composition, and canopy structure). Systematic differences in the fire history and vegetation patterns between the groups will provide quantitative evidence of the legacies of Ojibwe land use in contemporary forests, with direct implications for defining the concept and management of wilderness. Past fire history patterns also will be compared with modern records of fire and lightning to assess whether past fire history is similar to ignition or lightning strike density observed within the modern landscape.
Agency: NSF | Branch: Standard Grant | Program: | Phase: NANOTECHNOLOGY UNDERGRAD EDUCA | Award Amount: 200.00K | Year: 2011
This Nanotechnology Undergraduate Education (NUE) in Engineering program at the University of Wisconsin-Platteville (UWP)entitled NUE: Undergraduate Science and Engineering Workforce Education in Nanotechnology and Microsystems (USE-NanoMEMS), under the direction of Dr. James Hamilton, will build on the UWP existing minor in Nanotechnology and Microsystems to educate students, workers and the public in issues of Nanotechnology and Microsystems and provide a major in nanotechnology. Building on existing undergraduate research programs, the students will be able to focus on basic and applied multidisciplinary R&D in nanotechnology, as applied to solar technolgies,alternative energy and graphene device and coating technologies, as are being developed at UWP.
All future UWP engineering (currently more than 2000 students and growing) will be exposed to at least two Nanotechnology modules while taking the required Introduction to Engineering and Engineering Economics courses. The program will also be available to science and non-engineering students at UWP, especially with respect to the ethical, environmental and societal aspects of nanotechnolgy. USE-NanoMEMS will further extend to many of the 175,000 students withing the 26 campuses that comprise the UW-System through the System-wide Nanotechnology Center for Collaborative R&D that is based at UWP.
Agency: NSF | Branch: Continuing grant | Program: | Phase: S-STEM:SCHLR SCI TECH ENG&MATH | Award Amount: 711.67K | Year: 2012
This NSF STEM Talent Expansion Program (STEP) project is increasing the number of students graduating with undergraduate STEM degrees through increased recruitment and retention of students in the College of Engineering, Mathematics, and Science (EMS), at the University of Wisconsin-Platteville. UW-Platteville, a STEM campus focused primarily on undergraduate education, serves over 7,400 students in a rural community. A Recruitment and Retention Center is being developed within the academic unit, which hosts tutoring and mentoring programs and also serves as a centralized location for College of EMS efforts; a significant focus is on supporting traditionally underrepresented STEM students. The STEP project builds on the success of existing programs, some of which are currently supported by the NSF. A structure is being provided to facilitate cohort development; increase networking opportunities including mentoring, advising and research; promote career development through internships and co-operative education; and support career selection and job placement. Students involved with the NSF STEP program are preparing for the 21st century workforce by participating in high impact practices including mentoring, internships, co-ops, scholarly engagements, workshops, service, outreach and conferences, which affect persistence and stimulate academic achievement excellence and career placements in STEM. Extensive analysis of the success of the programming offered through this STEP project is being conducted in order to increase the knowledge of best practices in the scholarship of teaching and learning. The number of STEM degrees awarded at UW-Platteville increases by over 20% by the end of this funding.
Agency: NSF | Branch: Standard Grant | Program: | Phase: S-STEM:SCHLR SCI TECH ENG&MATH | Award Amount: 630.41K | Year: 2015
The University of Wisconsin-Plattevilles (UW- Platteville) Increasing Graduates of Online STEM Masters Degree program will increase the number of students entering Distance Education online masters programs in STEM related fields. The project will provide students with the opportunity to expand upon their STEM knowledge by providing increased access to online STEM Masters programs. The online environment allows flexible scheduling, so students can fulfill employment and family obligations. Providing scholarships will alleviate the financial burden and increase accessibility for students pursuing advanced STEM knowledge. This project will review best practices for supporting on-campus undergraduate students in STEM majors and apply these to graduate programs in an online environment. Anticipated outcomes include increased student retention in full-time programs, and placement and advancement in STEM careers.
The UW-Platteville Distance Learning Center (DLC) will award 10 annual scholarships for five years to online students pursuing graduate education in STEM fields, and it will improve support services for first-time online students. Practices such as faculty advising/mentoring, peer mentoring, faculty/student research, and networking with STEM professionals will be utilized and their impact on retention of online students reviewed. Career guidance and placement will assist graduates who are either advancing their careers or just entering the STEM workforce. The goal of the project will be to increase the number of students in STEM disciplines and the number of employees in STEM fields, especially underrepresented populations.
Agency: NSF | Branch: Continuing grant | Program: | Phase: S-STEM:SCHLR SCI TECH ENG&MATH | Award Amount: 623.49K | Year: 2014
STEM Scholars - Building Professional Identities in Under-Represented Students
The goal of the project is to increase the number of distinguished underrepresented STEM graduates from the University of Wisconsin-Platteville. To accomplish this, females and underrepresented minorities (URMs) will be supported through large scholarships and high-impact practices, enabling them to be academically successful in STEM majors, acquire career development skills, participate in undergraduate internship experience(s), and to secure desirable STEM job placements upon graduation.
The intellectual merit of this program is refining campus best practices for recruiting and retaining underrepresented students. Innovative practices will be employed, including the use of non-cognitive traits to demonstrate academic potential and to personalize support programming for students, development of a cohort network of support through shared scheduling of classes and shared extracurricular experiences, and a strong peer mentor support system. Additional best practices will include the building of early networks with industry champions, student development that includes career placement initiatives, and building the campus overall institutional capacity for student success among academic and student services and also industry. This capacity-building effort also will have broader impact implications.
The broader impacts of this project will help creating a legacy of STEM Scholars on campus and improving degree attainment for underrepresented students in the College of EMS. This project is also augmenting the campus pipeline of underrepresented populations into STEM professions. Finally, through existing and developing industry relationships, the project will improve faculty and industry partners competency in supporting underrepresented students.
Agency: NSF | Branch: Continuing grant | Program: | Phase: ENGINEERING EDUCATION | Award Amount: 855.90K | Year: 2010
College of Menominee Nation (CMN), together with the University of Wisconsin Madison and the
University of Wisconsin Platteville, is applying to the National Science Foundations Science, Tribal
Colleges and Universities Program (TCUP) Pre-engineering Education Collaborative grant to strengthen
CMN?s capacity to establish CMN as an Associate Degree granting engineering program of distinction. .
The CMN PEEC: Providing for the Education of American Indian Engineers collaborative project
proposes the following objectives:
To build CMN?s capacity and infrastructure to sustain a Pre-engineering Associate Degree Program.
To implement a Pre-engineering program of distinction.
By September 2015, to graduate at least twenty students from CMN?s pre-engineering program and
transition into U.W. Madison?s and U.W. Platteville?s engineering programs.
Project Intellectual Merit: This project recognizes and embraces diversity and the role Tribal Colleges
play in coordinating demonstrative research on increasing the participation of underrepresented minorities
in STEM fields. Tribal Colleges are key contributors to the body of knowledge on American Indians.
Project research, data, and outcomes focused in the ultimate outcomes of increasing the number of and
performance of American Indian students in engineering, leading to increased numbers of American
Indians in engineering careers, will provide key nationally recognized research. This collaboration will
develop, apply and assess evidence-based practices shown to increase the participation of
underrepresented minority students in science and engineering. Furthermore, the partnership between
CMN and its UW partners is tailored to establish robust connections between institutions that will serve as
a model for the engineering community in general and other minority-serving institutions as we assess,
document and disseminate the success of this process.
Project Broader Impact: This project will build upon the research of previous STEM activities, continuing
the investigation of essential research in discovering and understanding how Tribal Colleges and the
unique strategies they implement promote education in minority students. The project further advances
the research of American Indian undergraduate education in engineering and contributes to the global
body of knowledge in underrepresented minority engineering education. The short term outcome of this
effort will be to increase the knowledge, understanding and interest in engineering among students in
rural populations, with emphasis on the American Indian population of Northern Wisconsin. The long
term outcome will be an increase in the participation of American Indian students graduating with degrees
in engineering. This will ensure that the voices, perspectives and talents of a population that is so
underrepresented in engineering have an opportunity to contribute to the development of the engineering
Agency: NSF | Branch: Standard Grant | Program: | Phase: S-STEM:SCHLR SCI TECH ENG&MATH | Award Amount: 359.20K | Year: 2013
This TUES Type 2 project is establishing the Center for Infrastructure Transformation and Education (CIT-E) as the centerpiece of a community of practice. The aim is to facilitate the transformation of undergraduate civil and environmental engineering programs by incorporating infrastructure topics into their existing curriculum. This project builds upon the sophomore-level courses and other modules on civil infrastructure developed by the Civil and Environmental Engineering (CEE) Department of the University of Wisconsin-Platteville and the Civil Engineering program at West Point Military Academy. The six collaborating institutions are of varying sizes, student population, and settings (Arizona State University, New Mexico Institute of Mining and Technology, Norwich University, Portland State University, Rowan University, and University of Toledo). The project objectives are to: 1) establish and sustain the Center for Infrastructure Transformation and Education (CIT-E) as the source for infrastructure education materials that can be continuously improved by a community of practice, 2) develop educational expertise in infrastructure topics and in pedagogy in faculty at collaborating institutions, 3) deliver, assess, and institutionalize infrastructure-themed courses or modules for CEE and other majors at collaborating institutions, 4) enhance the ability of CEE students to view components and systems designed in CEE sub-disciplines as integral parts of the larger infrastructure system, and 5) enhance the ability of CEE students to view infrastructure challenges from a societal, rather than solely technical, perspective.
The project employs a creative model that engages collaborating faculty in roles of content creators and module maintainers of the infrastructure-themed course material to develop and sustain the community of practice. In addition, a structured plan to facilitate the adoption and institutionalization of infrastructure curricular material at the six collaborating institutions, and provide faculty development and support is used.
More than 500 students and fifteen faculty at eight diverse institutions, including some with large numbers of underrepresented minority students, are directly impacted by the project activities, increasing the number of students and faculty with knowledge and expertise in sustainable infrastructure topics. A community of practice centered on CIT-E and multiple faculty development workshops is employed to facilitate the dissemination and adoption of the curricular material and practices developed in this project.
Agency: NSF | Branch: Standard Grant | Program: | Phase: GEOGRAPHY AND SPATIAL SCIENCES | Award Amount: 76.27K | Year: 2016
NATIONAL SCIENCE FOUNDATION
GEOGRAPHY SPATIAL SCIENCES (GSS) PROGRAM
This research project will provide new knowledge regarding the ecological impacts of pre-European settlement land use and the critical importance of these legacies for the management of protected areas. The investigators will advance understanding about the complex interplay between people and the natural environment for understanding past and future biogeographical patterns across multiple scales. Project outcomes will be valuable in identifying the ecological legacies of low-intensity land use and for identifying reference conditions and baseline data for ecological restoration. The project will provide valuable education and training opportunities for undergraduate students enrolled at a primarily undergraduate institution and will foster professional development of early career science educators. The investigators will actively collaborate with Native American tribal resource managers and will conduct outreach activities for sharing outcomes with land-resource management communities and the general public.
Enhancing knowledge about the extent of human influence on fire regimes of past millennia has important implications for the understanding and management of fire-adapted vegetation communities in the U.S. and around the world. Bark-peeled pine can provide a compelling context of land use to inform interpretations of an extensive and growing fire history and forest age structure. The investigator will use dendrochronological dating of peel scars on trees in the Boundary Waters Canoe Area Wilderness to provide the first absolutely dated and spatially precise record of Ojibwe land use in the Great Lakes region. Parametric and non-parametric tests will be performed to compare fire frequency, fire synchrony, and spatial association of areas of high fire frequency with peel-scar occurrence in order to ascertain the association between human and fire activity. Collaboration with archaeologists will provide the cultural context for the tree-ring data and will enable a direct examination of the influence people had on the fire regimes and vegetation communities of this wilderness area. The results of this work will establish a new understanding of the role of people in the pre-European landscape that will help guide future research and management in the Great Lakes Region and throughout temperate forest regions of the world.