CURRICULUM IMPROVEMENT PARTNERSHIP AWARD [CIPA… · Curriculum Improvement Partnership Award...

Funding Scientific and technological excellence at minority institutions

National Aeronautics and Space Administration | Office of Education CURRICULUM IMPROVEMENT PARTNERSHIP AWARD [CIPA] PROJECT

2007DIRECTORY OF INSTITUTIONSCIPA

Curriculum Improvement Partnership Award [CIPA] ProjectNational Aeronautics and Space Administration

Office of Education

United Negro College Fund Special Programs CorporationDivision of Science & Technology

TABLE OF CONTENTS

Overview of the Curriculum Improvement

Partnership Award [CIPA] Project ...................

List of Institutions by Year Awarded ..................

List of Institutions Alphabetically ......................

Institutions Summary

>> Year 2006 .................................................

>> Year 2003 .................................................

>> Year 2001 ..................................................

>> Year 2000 .................................................

>> Year 1999 ..................................................

CIPA Project Management ..................................

Notes ..................................................................

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Y5

Y4

Y3

Y2

Y1

CIPAthe introduction

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Overview of the Curriculum Improvement Partnership Award (CIPA) Project

In close cooperation with the National Aeronautics and Space Administration (NASA), the United Negro College Fund Special Programs Corporation (UNCFSP) established the Curriculum Improvement Partnership Award (CIPA) Project. Developed on June 1, 1999, the CIPA Project provides a unique opportunity for NASA to interact and collaborate with institutions that serve highly talented, but smaller student communities. This program benefits NASA and students of minority institutions (MIs), by providing grant support to improve undergraduate curricula in science, technology, engineering and mathematics (STEM).

The CIPA Project’s mission is to assist in strengthening the curricula of selected two and four-year Historically Black Colleges and Universities (HBCUs), Hispanic-Serving Institutions (HSIs), Tribal Colleges and Universities (TCUs), and other Minority Institutions (OMIs), in academic fields and technical programs directly related to the NASA mission. The program is unique in its breadth, exercising an ability to select and focus on the most promising

institutions across the entire pool of U.S. Department of Education Accredited Postsecondary Minority Institutions.

The specific objectives of the Curriculum Improvement Partnership Award Project are:

To increase the quantity and quality of NASA–related science, technology, engineering and mathematics (STEM) curricula, To increase the number of underrepresented and underserved students at the pre-collegiate and collegiate levels that study this curricula, and To increase the number of underrepresented and underserved students preparing for NASA–related careers.

Eligibility requirements included identity as an HBCU/MI on the “United States Department of Education Accredited Postsecondary Minority Institutions” list, and no more than $100,000 in prior NASA funding. All minority institutions meeting these eligibility requirements could apply to receive up to $300,000 over a three-year period.

Through 2004, the CIPA project awarded 37 grants to minority institutions across the country from California to Puerto Rico. Programs were as varied as the development of an undergraduate minor in the field of computerized measurements and instrumentation, to the creation of a Bioscience Improvement Center, and community outreach activities such as math & science enrichment programs for elementary, middle and high school students. While the success of the project could easily be quantified by counting the number of new course offerings, the number of new computers and computer labs, or the new contacts between faculty and local NASA Centers, the greatest accomplishment of the project was reflected in the excitement and desire to explore, generated in the students.

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CIPA is a logical participant in the NASA Pipeline/longitudinal process, because it provided NASA with an excellent presence in two-year and four-year institutions, especially those with limited exposure to NASA and the Aerospace Industry. This project prepares minority students for careers in NASA-related fields.

CIPA was also comprehensive in its scope, impacting academic infrastructure, faculty, and students. Not only did the project successfully create the capacity for institutions to increase the quantity and quality of NASA-related STEM curricula. It also provides technical assistance to faculty and administrative staff in writing grants and proposals for NASA, provides advance teaching tools and techniques, and creates linkages with the NASA Enterprises. Most importantly, it directly increases the number of underrepresented and underserved students preparing for NASA-related careers. It is an excellent project that provides the education, excitement and connections that motivates students to pursue internships with NASA and other organizations that might lead to careers in STEM fields or advanced study.

The CIPA Project also provides linkages to other NASA programs, such as identifying students for participation in the Harriett G. Jenkins Pre-doctoral Fellowship Project (JPFP) and other scholarship opportunities, as well as encouraging faculty participation in the NASA Administrators Fellowship Project (NAFP). It goes further by providing exposure and confidence that can lead to application for University Research Centers (URC), Faculty Awards for Research (FAR) and NASA Science and Technology Institute for Minority Institutions (NSTI-MI) Cluster awards. The CIPA Project has expanded the awareness and exposure to NASA-

related study that provides a potential candidate pool of thousands of underrepresented students to participate in NASA programs.

Many CIPA Programs are involved in partnerships and collaborations between Minority Institutions and minority faculty from non-Minority Institutions that strengthen research capabilities. Specifically, many of the 2-year institutions are working with 4-year institutions to develop/enhance research courses and laboratories that better prepare the next generation of explorers and fill the pipeline of potential future scientists and researchers. 4-year institutions are working with graduate programs to strengthen their articulation agreement, so that their students can seamlessly matriculate into those programs. Furthermore, both 2 and 4-year institutions are forming collaborative partnerships with local school districts in an effort to increase the number of pre-collegiate students that develop and pursue an interest in the STEM disciplines.

Thirty-seven U.S. Department of Education Accredited Postsecondary Minority Institutions received CIPA grants. The breakdown of these institutions is as follows:

Hispanic Serving Institutions (HSIs) 15

Historically Black Colleges and Universities (HBCUs) 14

Other Minority Institutions (OMIs) 3

Tribal Colleges and Universities (TCUs) 5

Of these colleges and universities 20 are four-year institutions and 17 are two-year institutions.

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Although these outcomes demonstrate that the CIPA Project successfully met all of its program goals, changing priorities and needs prompted UNCFSP to rethink the CIPA approach to STEM curriculum development and to strategize about ways to enhance and expand the project to target and meet those evolving needs. UNCFSP then used the CIPA Project concept as a foundation for and springboard to a new project that incorporated current best practices and new project elements. This new, dynamic, comprehensive, viable project effectively meets the above-mentioned CIPA objectives, but also added two new objectives:

To develop students’ skill sets and competence in applied science and engineering by providing enhanced curricula (minors, majors, and/or certifications) that provide or incorporate capstone courses and/or project management methodology; andTo develop the capacity of MIs to successfully leverage and sustain their programs by increasing networking among CIPA grantees to maximize current and future grant impact.

In meeting these additional objectives, the CIPA Project increases curriculum focus upon NASA’s critical core competency areas. The RFP encourages eligible institutions to propose and implement curricula-enhancement content and methods that are directly relevant to NASA’s identified human capital competencies.

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Ten U.S. Department of Education Accredited Postsecondary Minority Institutions received enhanced CIPA grants. The breakdown of these institutions is as follows:

Hispanic Serving Institutions (HSIs) 4

Historically Black Colleges and Universities (HBCUs) 3

Other Minority Institutions (OMIs) 2

Tribal Colleges and Universities (TCUs) 1

Of these colleges and universities 4 are four-year institutions and 6 are two-year institutions.

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LIST OF INSTITUTIONS BY YEAR AWARDED

>> YEAR 2006Y5 >> YEAR 2003Y4

Atlanta Metropolitan College ...............................12

Central New Mexico Community College...............13

Clafin University.....................................................14

Community College of Denver................................15

East Mississippi Community College......................16

Hartnell College.....................................................17

Haskell Indian Nations University.........................18

Santa Monica College.............................................19

Talladega College .................................................20

Tougaloo College ..................................................21

Allan Hancock College..................................24

Barber-Scotia College..................................25

Clinton Junior College..................................26

Crownpoint Institute of Technology..............27

Denmark Technical College...........................28

Inter-American University of Puerto Rico,

Arecibo Campus........................................29

Lincoln University.........................................30

Los Angeles Valley College..........................31

West Los Angeles College.............................32

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>> YEAR 2001Y3 >> YEAR 2000Y2 >> YEAR 1999Y1

Albuquerque Technical Institute .................34

Cheyney University of Pennsylvania ...........35

Essex County College ...................................36

Harold Washington College ..........................37

Hartnell College ..........................................38

Keweenaw Bay Ojibwa Community College ..39

North Carolina Central University ...............40

San Jacinto College North ..........................41

Southeastern University .............................42

Stone Child College ......................................43

Universidad Metropolitana .........................44

Universidad Politecnica de Puerto Rico ...45

Wiley College ...............................................46

Bay Mills Community College ......................48

John Jay College-CUNY ...............................49

Miles College ..............................................50

Northeastern Illinois University .................. 51

Rust College ................................................52

Allen University............................................54

Arizona Western College..............................55

Fort Valley State University..........................56


Barranquitas Campus................................57

New York City Technical College.................58

Paine College...............................................59

Paul Quinn College.......................................60

Si Tanka College ...........................................61

Sinte Gleska University ................................62

St. Phillip’s College.......................................63

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Albuquerque Technical Institute.............................34

Allan Hancock College............................................24

Allen University......................................................54

Arizona Western College........................................55

Atlanta Metropolitan College..................................12

Barber-Scotia College............................................25

Bay Mills Community College.................................48

Central New Mexico Community College.................13

Cheyney University of Pennsylvania......................35


Clinton Junior College............................................26

Community College of Denver.................................15

Crownpoint Institute of Technology.......................27

Denmark Technical College....................................28

East Mississippi Community College.......................16

Essex County College.............................................36

Fort Valley State University....................................56

Harold Washington College.....................................37

Hartnell College......................................................17


Haskell Indian Nations University............................18


Arecibo Campus...............................................29


Barranquitas Campus.......................................57

John Jay College-CUNY..........................................49

Keweenaw Bay Ojibwa Community College.............39

Lincoln University..................................................30

Los Angeles Valley College.....................................31

Miles College..........................................................50

LIST OF INSTITUTIONS ALPHABETICALLY

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New York City Technical College............................58

North Carolina Central University...........................40

Northeastern Illinois University..............................51

Paine College.........................................................59

Paul Quinn College.................................................60

Rust College...........................................................52

San Jacinto College North......................................41

Santa Monica College..............................................19

Si Tanka College......................................................61

Sinte Gleska University...........................................62

Southeastern University.........................................42

St. Phillip’s College.................................................63

Stone Child College................................................43

Talladega College...................................................20

Tougaloo College....................................................21

Universidad Metropolitana.....................................44

Universidad Politecnica de Puerto Rico.................45

West Los Angeles College......................................32

Wiley College.........................................................46

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Atlanta Metropolitan College ...............................12

Central New Mexico Community College...............13


Community College of Denver................................15

East Mississippi Community College......................16


Haskell Indian Nations University.........................18

Santa Monica College.............................................19

Talladega College .................................................20

Tougaloo College ..................................................21

YEAR 2006Y5

CIPA INSTITUTIONS(By Year)

12 YEAR 2006

Atlanta Metropolitan CollegeAtlanta, GA

OMI, 2-Year Institution

Name of Program:

Atlanta Metropolitan College Systemic

Partnership Award for Curriculum

Enhancement (SPACE)

Principal Investigator:

Dr. Barbara Small Morgan

Division Chairperson

Contact Information:

[email protected]

(404) 756–4028

Co-Principal Investigator:

Dr. Emma Cooley

Assistant Professor


[email protected]

(404) 756–4028

Atlanta Metropolitan College (AMC) has been awarded a

Curriculum Improvement Partnership Award (CIPA) funded

by NASA to enhance the preparation of students for science,

technology, engineering and mathematics (STEM) careers.

The Atlanta Metropolitan College CIPA Systemic Partnership

Award for Curriculum Enhancement (SPACE) seeks to

increase the number of under-represented minority students

successfully pursuing and subsequently completing STEM and

NASA-related courses and programs of study with project-

management/project-based instructional components.

The AMC-CIPA SPACE Project seeks to better prepare

participants at various levels in our educational/career

pipeline by strengthening the College’s curricular offerings

in science, technology, engineering and mathematics,

through academically enriching activities, modifying courses

and programs of study, as well as through a series of

linked activities with participating partners from industry,

government and senior colleges and universities.

Program Achievements:

Established STEM Discipline Advisory Councils

Developed, published and disseminated handbooks

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for NASA Scholarship Recipients and Advisory Council

Members

Awarded Eight (8) NASA STEM Student Scholarships

(Fall, 2006)

Sponsored Project Management Workshop for Students

and Faculty featuring a NAFP Fellow

Completed internal review of STEM courses and

programs

Completed WBS for Project using Microsoft Project

2003, tracked project and updated it as appropriate

Included Microsoft Project 2003 module in

Introduction to Computers Course (CSCI 1135)

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13YEAR 2006

Central New Mexico Community College

Name of Program:

Project Management as a Core

Competence for Advanced

Manufacturing Technician/

Technologist Curriculum Albuquerque

Technical Vocational Institute


Dr. Robert Hall

Director, Electronic and Manufacturing

Technologies


[email protected]

(505) 224-3349

Albuquerque, NM

HSI, 2-Year Institution

Central New Mexico Community College is actively engaged

in workforce development support for emerging New Mexico

microtechnology and nanotechnology, opts, and aviation/

aerospace economics clusters. With Sandia and Los Alamos

National Laboratories and the proposed National Aeronautics

and Space Administration (NASA) space station to be located

in New Mexico, the scientific and technological applications

being developed in the Albuquerque community and

throughout the state have direct applications to NASA fields

and science, technology, engineering, and mathematics

(STEM) education.

Additionally, Central New Mexico is an emerging aviation

manufacturing cluster with location of Eclipse Aviation Corp.

and American Utilicraft Corp. having located their companies

in the community. Both companies are developing unique

aircraft, Eclipse for the emerging “micro-jet/air-taxi” market

and American Utilicraft for the short haul freight market.

Eclipse Aviation expects FAA certification of the Eclipse 500

aircraft in spring 2006 and will begin production in the same

time period. Eclipse has deposits on orders for over 2,300

aircrafts. Central New Mexico Community College is also on

the location short-list for a company that is designing and

will manufacture a “crew transfer vehicle” (CTV) for both

commercial and government space flight applications.

With funding from the NASA CIPA grant, Central New Mexico

proposes to create a technologically advanced and project-

based interdisciplinary mechatronics environment in which

to learn about manufacturing systems and to define, design

and develop project management modules that will be

integrated into manufacturing curricula for its Microsystems,

semiconductor manufacturing, photonics/biophotonics,

aviation maintenance, aviation manufacturing, and

mechanical engineering programs.

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Claflin University Orangeburg, SC

HBCU, 4-Year Institution

Name of Program:

Enhancement of Analytical Reasoning,

Critical Thinking and Project

Management Skills of Students

through Emphasis on Solving Real-

World Problems in Science,

Mathematics and Engineering

Laboratory Courses


Dr. Nesan Sriskanda

Associate Professor of Mathematics

and Computer Science


[email protected]

(803) 535-5073

The overall goals of the proposed “Enhancement of Analytical

Reasoning, Critical Thinking and Project Management Skills of

Students Through Emphasis on Solving Real-World Problems in

Science, Mathematics and Engineering Laboratory Courses”

Program are (1) To increase students’ skill sets in analytical

reasoning and critical thinking in the science, technology,

engineering, and mathematics (STEM) related disciplines; (2)

To provide opportunities for under-represented STEM students

to be exposed to NASA oriented science, mathematics and

research experiences; and (3) To infuse project management

concepts and skills in the STEM courses through the

undergraduate research program.

Infusing Project Management:

The project team, PI and Co-PIs, has extended their education

and learning in PM Certification Program in the Continuing

Education Program at Midlands Technical College (MTC) in

Columbia, SC. They have completed a sequence of PM courses

including Beginners Microsoft Project 2003, Intermediate

Microsoft Project 2003, and the Project Management

Fundamentals in addition to the Project Management

Workshops structured by UNCFSP for grant awardees. Also

Microsoft Project was installed in the department computer

lab and the faculty offices.

In year 1 (2006) three junior pre-engineering major students,

were trained and applied their project mangement skills in the

engineering lab modification project. Two of the students used

this training to get very competitive summer internships.

Engineering Lab Modification:

The basement of the JST science building at Claflin was

modified to be a UNIX system lab as well as pre-engineering lab

with the construction of appropriate physical structure and the

purchases of appropriate furniture. The UNIX computer system

was updated and the mathematic software, Maple 10, was

installed on the server.

Curriculum Improvements:

PM Concepts and NASA themes were integrated in the

following courses, ENGR 102 Introduction to Engineering,

MATH 201-Calculus (for Engineering & math majors), and CSCI

491- Computer Science Seminar. A new computer science/

computer engineering course CSCI 450 “Embedded Systems was

introduced in 2007.

YEAR 2006

15YEAR 2006

Community College of Denver

Name of Program:

Access to Collaborative Education in

the Sciences (ACES)


Jean Hindie

Assistant Professor


[email protected]

(303) 556-3816

Co-Principal Investigator

Keith Norwood


[email protected]

(303) 556-2972

Denver, CO


The Community College of Denver (CCD), in partnership with

Metropolitan State College of Denver (MSCD), created the

Access to Collaborative Education in the Sciences (ACES)

program with support from CIPA grant funds. The program’s

two central goals are: 1. to strengthen the math curriculum

at Community College of Denver (HSI) to enhance minority

and underserved students’ ability to enter NASA-related

careers; and 2. to improve participation of CCD minority

students in math and science majors, leading to success in

completing an Associate of Science (AS) degree, transfer

to four-year STEM academic programs (including MSCD’s

Aerospace Engineering bachelor’s program) and employment

in NASA-related industries.

Program Accomplishment:

This grant has enabled CCD and MSCD to collaborate on the

creation of a new Bachelor of Science degree in Aerospace

Systems Engineering Technology. This 2+2 degree will allow

students to earn an associate degree at CCD then transfer

to MSCD to complete their bachelor degree without loosing

any credits in the process. This grant has also enabled

CCD to enhance its calculus program by introducing project

management principals into the Calculus I class. Students

are required to work together in a group on a calculus

project. Each group submits a project plan and at the end

of the semester present their results. With the CIPA grant

money CCD updated its math lab with 20 new computers,

with Maple 10 software installed on them. This software

helps students better understand graphs in 3 dimensions.

CCD and MSCD created the summer ACES Scholar program,

a three-week intensive math and engineering program for

high school students. This program helps minority students

prepare for entry level college STEM courses.

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East Mississippi Community CollegeScooba, MS


Name of Program:

Project Management Application

Resource System (Project MARS)


Dr. David F. Mullins

Executive Vice President


(662) 476-5061

[email protected]

The Project Management Applications Resource System

(Project MARS) is a partnership between EMCC, secondary

institutions, Mississippi State University, and industry that

will enhance curricula in aerospace-related disciplines

by including project management modules into existing

coursework, exposing students to careers in aerospace,

and utilizing capstone portfolios that will represent the

culmination of students work on an industry specific project

from high school to employment. Project MARS leverages

$350,000 over the next three years for two projects to

improve the curriculum and ability of the college to deliver

high-quality STEM courses through the Minority Science

Engineering Improvement Program (MSEIP).

Project MARS will improve the capacity of EMCC to

deliver high quality STEM and technology courses related

to aerospace, increase the number of secondary and

postsecondary students taking STEM courses, and increase

the pool of qualified applicants for aerospace careers

through an emphasis on project management. The mission

of Project MARS is to produce students in STEM majors and

technology programs, who will have an understanding of

resource management, be able to apply quality assurance

concepts and strategies, and support administrative and

financial project closure. Potential employers will benefit

from employees who bring real-world experience into

industry. Project MARS is predicated on teamwork by

connecting high school students, college students, university

partners, and industry.


The use of grant funds as “seed money” to provide an

impetus to modernize a 30 year old library.

The contacts made with NASA and UNCFSP which have

enabled us to utilize a contact we made to help us with

our Southern Association of Colleges and Schools SACS

Reaccreditation.

Contacts made which facilitated our development

of a Weather College in association with NASA and

Mississippi State University.

The development of an online Project Management

instructional Course to be used with our students and

teachers.

The basic knowledge of Project Management imparted

to several of our staff which has enabled us to

implement some of the concepts into our school

management.

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YEAR 2006

17YEAR 2006

Hartnell College

Name of Program:

Curriculum Improvement Partnership

Award (CIPA) Program: Engineering

Program Upgrade with Project

Management


Dr. Pimol Moth

Physics Instructor


[email protected]

(831) 755-6893


Shannon McCann

MESA Program Coordinator


[email protected]

(831) 770-6131

Salinas, CA

HSI, 2-Year

This project is designed to enhance engineering education

at Hartnell to better serve a large population of Latino

and other minority students. It will result in: updating

the College’s current introductory engineering course

curriculum; developing curriculum for three new, advanced

engineering courses infused with project management;

funding for new engineering laboratory equipment; and

a better trained, qualified STEM faculty. Short-term goals

include: 1) upgrade and expansion of engineering offerings so

that they correspond with NASA’s needs as well as upgrades

and improvements in the College’s other STEM programs;

and 2) programs to improve minority student enrollment,

persistence, retention and transfer. The project’s long-term

goal is to build the engineering program and create for our

underrepresented students, a seamless articulation pathway

into UCSC’s School of Engineering.

Achievements:

Created the Partnership for Undergraduate Research

Experience (PURE) with the Jack Baskin School of

Engineering at the University of California at Santa

Cruz.

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Internships and early research experiences.

12 Hartnell STEM students in the following internship

programs:

>> Center for Adaptive Optics

>> Naval Postgraduate School

>> NASA Science and Technology Institute for

Minority Institutions at NASA-Ames

>> Fremont Peak Observatory Association

>> B.A. STAR

Curriculum improvements

Created Engineering 45 “Special Projects” course and

revised Engineering 1 “Introduction to Engineering”

with an emphasis on Project Management

The “1-Unit Project Management Course” document

was created to infuse Project Management into other

engineering courses, train STEM interns, and provide

ideas for engineering instructors on how to introduce

Project Management into their classes.

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Haskell Indian Nations UniversityLawrence, KS

TCU, 4-Year Institution

Name of Program:

Integrating Principles of Project

Management into Haskell’s

Environmental Science Curriculum


LouEdith Hara

Instructor


[email protected]

(785) 832-6604

Haskell Indian Nations University proposes a three-

year Curriculum Improvement Partnership Award Grant,

“Integrating Principles of Project Management into Haskell’s

Environmental Science Curriculum.” The program is designed

to strengthen the environmental science degree curriculum

by incorporating principles of project management into its

courses. Indians are underrepresented in nearly all science,

technology, engineering and mathematics career fields

including the careers associate with aerospace industry. The

result will be to improve the opportunities of Haskell students

to pursue advanced degrees in STEM and to succeed in STEM

careers.

This grant will effect five courses which will span the tenure of

environmental science students. Microcomputer Applications

in Science is an established course that will introduce

methods of project management through the use of computer

application software. Quantitative Thinking and Modeling and

Advanced Geographic Information Systems which are new

courses funded through another grant. Principles of project

management as applied to GIS project design and management

will be incorporated into the course. The feasibility of

establishing a capstone course as a degree requirement will

be assessed by offering a pilot capstone project as part of

an existing Undergraduate Research course. Finally, Haskell’s

existing distance education classroom will be used for a Project

Management Seminar Series.


Introductory Project Management modules have been

developed and posted on Blackboard for student use.

Project Management has been integrated into the

Microcomputer Applications in Science course.

Project Management has been integrated into the

Advanced GIS/GPS course. Students are completing

independent GIS projects that integrate project

management concepts such as scope, risk management,

and project closeout.

Faculty have gained additional project management

knowledge for integration into their courses through

independent summer study.

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YEAR 2006

19YEAR 2006

Santa Monica College

Name of Program:

Network Security and Robotics/

Artificial Intelligence Program

Development with Emphasis on

Project Management Principles


Jinan Darwiche

Professor of Computer Science


[email protected]

(310) 434-8662


Gina Jerry

Department Chair


[email protected]

(310) 434-4686

Santa Monica, CA


Santa Monica College’s (SMC) Curriculum Improvement

Partnership Award is to significantly expand its Computer

Science and Information Systems (CSIS) Department by

formalizing two emerging instructional programs and

integrating project management skills across the curriculum.

This project focuses on Robotics and Artificial Intelligence

and Network Security. While these programs are different

from a teaching and learning standpoint, they are integrally

related. Robotics is an emerging field that is becoming a

key component of many different areas from Engineering

and Health Sciences to Manufacturing and Computer

Programming to Homeland Security and National Defense.

Network Security is an essential aspect of all of these

areas, which has helped make it one of the highest growth

labor markets in Los Angeles County. The interdependence

of these programs supports a joint CIPA proposal that

addresses both areas.


The CSIS department at Santa Monica College has

been a leader in providing students with the skills

and knowledge required for today’s technology-

oriented jobs and to transfer to four year colleges and

universities.

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Project has enhanced and developed a number of

certificates in the areas of Networking, and Robotics and

Artificial Intelligence.

Assisted students by offering scholarships as a means of

financial aid to further their education.

Offered summer outreach programs to attract high

school students into STEM fields. These summer

programs end with a field trip to NASA JPL, which proved

to be a true inspiration to the young minds.

Developed a number of courses in Project Management

that will aid students in managing and planning their

time effectively to produce quality work.

Enhanced several of the department courses to include

Project Management curriculum, so that students will be

more encouraged to study this field further.

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Talladega CollegeTalladega, AL


Name of Program:

Curriculum Improvement Partnership

Award II


Dr. Charlie M. Stinson, Jr.

Dean Division Natural Science &

Mathematics


[email protected]

(256) 761-6301

Co Principal Investigators:

Syed Q. Raza

Dr. Emmanuel Chijioke

Project management is a highly desired skill-set in both the

public and private sectors. Project management operations

are now used in multi-billion dollar corporations, nonprofit

organizations, higher education, small business and

government offices around the globe to ensure success.

As project management becomes more and more complex,

there is a need to emphasize project management skills at

the undergraduate level as well as some collaboration with

community colleges to prepare our next generation.

This project proposes to:

Infuse Project Management courses, into Science

Technology, Engineering and Mathematics, STEM

disciplines (Biology, Chemistry, Computer Science,

Mathematics and Physics), within the Division of

Natural Sciences and Mathematics. Students will learn

theoretical aspects as well as practical skills in PM

Infuse NASA-related topics into STEM courses

Partner with local high schools and junior colleges, to

increase the population in STEM disciplines, and

Collaborate using Blackboard and Videoconferencing.

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Developed four courses in Project Management

Obtained appropriate approval for offering and are now

offering first course in project management. Courses

are now part of Division of Natural Sciences Science

and Mathematics Curriculum.

Set-up Blackboard and deployed first course.

Set-up videoconferencing.

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YEAR 2006

21YEAR 2006

Tougaloo College

Name of Program:

Tougaloo College CIPA 2 Project


Dr. Santanu Banerjee

Associate Professor and Chair of

Physics


[email protected]

(601) 977-7789

Tougaloo, MS


Tougaloo College is the oldest Historically Black College

in Mississippi with an enrollment for the Fall 2004-2005

semester of 920 with over 300 of those enrolled in science

related courses. The College has a national reputation for

producing a large percentage of African American professionals

in education, law, medicine and science related fields.

Tougaloo College will enhance and strengthen it offerings in

science related disciplines through the proposed Curriculum

Improvement Partnership Award II (CIPA II) project.

This CIPA II project proposes to improve the curriculum in the

Natural Science Division with a special emphasis in the course

offerings of the Physics department. The goals of the CIPA II

project are: (1) increase enrollment of minority students who

major in the NASA related sciences (Physics, Pre-engineering,

Mathematics & Computer Science, Chemistry, and Biology;

(2) course development to improve the success of science

majors and increase enrollment in the sciences; (3) prepare

students with the project management skills necessary to

succeed in industry and other professional fields; (4) provide an

environment and curriculum that will buttress a student’s ability

to be accepted by graduate programs and to be successful

beyond graduate school; (5) provide supplemental support

services to improve academic success rate of those who major

in the physical sciences; (6) develop an interdisciplinary

experience for students who plan to major in the sciences;

and, (7) provide faculty development in project management.


Developed and implemented two new interdisciplinary,

team taught courses titled “Introduction to Space

Sciences I and II” into the Tougaloo College curriculum.

Tougaloo College Students and Faculty have been trained

in Project Management skills and Project Management

has been incorporated into Tougaloo College CIPA 2

course curriculum.

Stronger collaboration with UNCFSP, NASA, and NISSAN

along with leveraged funding generated from NISSAN

(for internships), NASA (EPSCoR grant), Institution mini

grant (to institutionalize Project Management).

Introduced field trips to NASA Stennis Center, NISSAN

and the Jackson Planetarium as a part of the CIPA 2

course curriculum.

Substantial technological resources, demonstration

material, and laboratory equipment has been funded

through the CIPA 2 program. These resources are being

used in the CIPA 2 courses to create an enhanced

student learning experience.

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23


Allan Hancock College..................................24

Barber-Scotia College..................................25

Clinton Junior College..................................26

Crownpoint Institute of Technology..............27

Denmark Technical College...........................28


Arecibo Campus........................................29

Lincoln University.........................................30

Los Angeles Valley College..........................31

West Los Angeles College.............................32

YEAR 2003Y4

24

Allan Hancock College Santa Maria, CA


Name of Program:

Mechatronics Curriculum Expansion

Project


Robert Alldredge, Electronics

Instructor


[email protected]

(805) 922-6966 ext. 3244


Ardis Neilsen; Dean, Community

Education


[email protected]

(805) 922-6966 ext. 3325

This project enhances scientific education at Allan Hancock

College to better serve a growing population of Hispanic and

other minority students by updating the college’s current

electronics lecture curriculum; revising advanced electronics/

circuits courses into distance learning modalities; developing

a new course, Introduction to Space Technology, utilizing

NASA-based curriculum; creating a new open access laboratory

class; acquiring state-of-the-art electronics laboratory

equipment; and providing a summer institute for junior high

and high school students featuring NASA and mechatronics

curriculum. Short-term goals include 1) upgrading and

expanding electronics offerings to correspond with curricular

improvements in the college’s other science, engineering,

and math courses and 2) coordinating closely with campus

programs such as MESA to improve minority student

enrollment, persistence, retention and transfer. Long-term

goals will focus on recruiting more first-time college students

to the field and to strengthen the electronics program by

creating a new articulated A.S. degree in mechatronics.

Achievements:

Electronics curriculum was upgraded and expanded,

resulting in the establishment of associate in science

degrees in Electronics Technology with an Emphasis in

Space Operations; and in Electronics Technology (and

»

Engineering Technology) with Emphasis in Mechatronics.

Since summer 2005, over 40 students have enrolled in

a noncredit Vocational English as a Second Language

(VESL) course, “Introduction to Electronics,” that was

established to provide a pathway for underrepresented

students, ages 18 and over, to eventually transition to

credit electronics and mechatronics curriculum.

Over 170 underrepresented and/or economically

disadvantaged Math, Engineering and Science

Achievement (MESA) students and faculty/staff

participated in seven field trips to various research labs

at NASA, industry, or four-year university sites.

Over 95 underrepresented and/or economically

disadvantaged junior high and high school students and

20 statewide college/university students participated

in ten summer STEM educational outreach events (six

sessions of week-long space camps for junior high

students and four, four-day sessions of Mechatronics

Institutes for high school and college students).

Nearly 200 statewide K-14 educators enrolled in three

Space 179 Educators’ Launch Conferences directly tied

to the launches of NASA Gravity Probe B, NOAA-N, and

CALIPSO/CloudSat satellites in the spring of 2004, 2005,

and 2006, respectively, at Vandenberg AFB.

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YEAR 2003

25YEAR 2003

Barber-Scotia College

Name of Program:

B-SC Curriculum Improvement

Partnership Award


Dr. Selma Burrell


[email protected]

(704) 789-2975

Concord, NC


Barber-Scotia College is a historically black, four-year liberal

arts, coeducational institution located in Concord, North

Carolina. The college, founded in 1867 by the Presbyterian

Church, proudly sustains its original mission to provide

educational opportunities in a nurturing environment.

Barber-Scotia College is one of the institutions that are

underrepresented in NASA related academic fields such as

science, mathematics, engineering and technology.

The NASA CIPA Program was designed to enable B-SC to

develop and implement sustainable science courses in

Astrobiology, Astronomy and Geology. This program would

allow a significant improvement in the science curriculum

and pedagogical content knowledge of entry-level minority

students as it relates to NASA-related sciences.

This program would also enable Barber-Scotia College to

establish a Summer Space Science Program for minority

students that attend Concord Middle School. Courses in

Astrobiology, Astronomy, Geology, Geometry, and Computer

Science would be the focus of the summer experience. These

courses would serve as a catalyst for students’ desire to

pursue a NASA related field of study. The month-long Summer

Academy would run every year during the duration of the

project.

26

Clinton Junior CollegeRock Hill, SC


Name of Program:

The Three (3) M’s Motivating,

Mentoring and Monitoring


Elizabeth “Anne” Wilkes Reid

Instructor


[email protected]

(803) 327-7402

In 2003, Clinton Junior College was awarded a NASA/CIPA

Grant for curriculum improvements in the areas of math and

science, our first academic award.

Our purpose was to involve students with enrichment

activities and experiences in the areas of science, technology,

engineering and mathematics. Our goal has been to encourage

students to pursue higher degrees in the areas of math and

science and maybe one day become the next generation of

scientist, educators, doctors and engineers … one of NASA’s

goals. We called our project the Three (3) M’s Motivating,

Mentoring and Monitoring and directed our energies and

resources in revamping our curriculum, replacing outdated

equipment, mentoring our students and carefully monitoring

their progress. The impact of these efforts have spread

through our campus

Perhaps our greatest achievements have been:

New equipment, computers and interactive Polyvision

Boards for use in science and math classrooms

New funding sources in the form of additional grant

awards

Renewed interest in science and math courses resulting

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in three new courses being added to the curriculum and

growth in all STEM classes

Pending implementation of the Associates of Science

Degree

Partnership development, professional development,

student internships, media exposure, and collaborations

with a growing network of science professionals,

educators and scientist across the country

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YEAR 2003


Aaronita J. Belton

Instructor


[email protected]

(803) 327-7402

27YEAR 2003

Crownpoint Institute of Technology

Name of Program:

Curriculum Enhancement


Elmer Guy

President


[email protected]

(505) 786-4100

Crownpoint, NM


The Alternative Energy Program of Crownpoint Institute of

Technology (CIT) has developed a 10 month certificate

program with the direction and advisement from an

established Advisory Committee. The curriculum includes

the study of Photovoltaic Design and Installation, Wind

Energy and practical applications, Electrical Theory, Code

requirement Article 690 of the National Electrical Code

(NEC), and data for Solar and Wind. The Alternative Energy

Program conducts studies of the solar and wind with the

Sandia National Laboratory and the National Renewable

Energy Laboratory (NREL). The Bureau of Land Management

provided land resources to conduct wind data study. The

anemometer was borrowed from NREL to analyze wind data,

certify data, and interface learning with NREL and pursue

collaboration with the Department of Energy for future solar

or wind generation projects.

CIT has complemented the NASA Pipe-line by scheduling a

summer workshop/course called Photovoltaic Design and

Installation on our campus. CIT and Solar Energy

International (SEI) formed a partnership to promote and

educate members of the Navajo Nation and staff of the

Navajo Tribal Utility Authority (NTUA). The International

Brotherhood of Electrical Workers Local 611 endorsed and

participated in the workshop session.

CIT offers scholarships to high school students and teachers to

attend and participate at the summer workshops. The course

is designed to introduce solar design, electrical engineering,

and the installation of a grid-tied solar system to reduce the

electrical energy supplied by the electric utility company.

The equipment was installed at CIT’s Library. This learning

component showcased and promoted renewable energies

and enhanced the science, technology, engineering and math

courses.

28

Denmark Technical CollegeDenmark, SC


Name of Program:

NASA Robotic Center at

Denmark Technical College


Dr. Ambrish Lavania

Dean, Industrial and Related Tech.


[email protected]

(803) 793-5208

Denmark Technical College designed and implemented an

educational Robotic Center into its industrial curriculum.

The Center’s design enhanced curricula offerings at the

College, as well as, increased the human resource pool of

highly qualified technicians to the State’s manufacturing

sectors through the integration of robotic technology. The

focus of the Robotic center is manufacturing, which involves

the use of robotic hand control, computer control, and sensor

based controls. The center introduces to students NASA’s

mission and career opportunities. State-of-art computer-

controlled robotic systems with integrated vision sensors (CCD

cameras) are used as an instructional vehicle. The lab activity

starts with the fundamental of building a robot to advance

control of a robot. A sensor control robot demonstrates

interaction of different sensors with the robot. An automated

process using robots was added to simulate welding

operations. Material handling work is also performed by the

robot. The Electro mechanical Engineering and Electronics

Technologies departments serve as the “Central Control”

for the entire robotic operation. This center improves our

student’s decision making skills, problem solving techniques

and team work.

YEAR 2003

29YEAR 2003

Inter-American University of Puerto Rico

Name of Program:

Improvement of Biology

Curricula to Offer the

Biotechnology Degree


Dr. Karen Woolcock

Project Director


[email protected]

(787) 878-5475

Arecibo Campus, PR


The Arecibo Campus is a professional and liberal arts

institution integrated to the Inter American University of

Puerto Rico (IAUPR) System, a multi-Campus organization

consisting of 11 semi-autonomous units. The Arecibo Campus

Students are mostly Hispanics from rural areas. The recent

development and operation of biotechnology plants in Puerto

Rico and particularly in the Arecibo region, has increased the

need to provide relevant academic degree programs to meet

the workforce demands for this sector. This new development

underlies the need to educate our students in this new

discipline and to prepare our faculty and infrastructure to

enable us to offer a degree in Biotechnology. The goal of

our project is to provide academic preparation to minority

students in the Biotechnology area in order to increase

the participation and contribution of Hispanic students to

the NASA Space Program, through the implementation of

a Biotechnology Bachelor of Science degree at the Arecibo

Campus. For this program, the Institution improved the

laboratory infrastructure (a 660 square foot classroom)

by replacing outdated equipment (NASA funding) and

furniture (institutional funding). In addition, two (2) 56

square foot rooms were made available for a Cell Culture

Room and a DNA Sequencer Room, respectively. Three to

four day workshops for the faculty were used to explain

the principles of the techniques used to study the molecular

aspects of cell biology. Specialized and core courses were

improved by integrating NASA data and discoveries, as

well as by the development of computerized modules and

laboratories exercises. The proposed long-term outcomes

are: 1) implementation of the Bachelor of Science degree in

Biotechnology, 2) The documented satisfaction of 70% or

more of the faculty and students with the established core

biotechnology facilities, 3) Participation of more than 70%

of the faculty in the academic development program, 4)

Completion of at least 80% of the electronic teaching modules

by the end of the third year of the project, 5) A 10% increase

in student enrollment for the Biology Program.

30

Lincoln UniversityJefferson City, MO


Name of Program:

Successful Undergraduate in

Courses Connected to Earthy

System Sciences (SUCCESS)


Dr. Frieda Eivazi

Professor/Research Investigator


[email protected]

(573) 681-5461

The School of Agriculture and Natural Sciences of Lincoln

University developed new courses related to earth system

science and enhanced existing ones by including NASA data

and other materials. New courses are Environmental Methods,

Sampling and Data Analysis, Watershed Management and Water

Quality, and Environmental Geology. Existing courses that

were enhanced are: Fundamentals of Geographic Information

Systems, Geographic Information Systems Applications,

Fundamentals of Remote Sensing and Environmental

Monitoring and Remediation. The School will increase the

numbers of minority undergraduate students who enroll

in earth system science related courses and K-12 students

exposed to earth system science. Five to ten undergraduate

students committed to taking a set of classes connected to

earth system science were recruited and served as student

assistants to the project. They were provided with mentoring,

role-modeling and networking opportunities so as to retain

them and successfully complete earth system science related

courses. K-12 students were reached during our summer

programs. To ensure the quality of teaching, faculty involved in

teaching earth system science related courses were retrained

through summer courses for updating knowledge and technical

skills. The SUCCESS project served as the initial step toward

creating the first minor in Earth System Science at an 1890

institution.

YEAR 2003


Nsalambi V. Nkongolo

SUCCESS Director


[email protected]

(573) 681-5397

31YEAR 2003

Los Angeles Valley College

Name of Program:

Curricula Upgrade and Science

Facilities Improvement Project


David Falk

Assistant Professor of Astronomy


[email protected]

(818) 947-2864

Valley Glen, CA


Los Angeles Valley College (LAVC) created new

interdisciplinary courses and enhanced existing Earth

Science and Astronomy courses by incorporating multimedia

technology and data provided by NASA/Jet propulsion

Laboratory. A new multidisciplinary lecture course was

developed covering the solar system, geologic processes and

remote sensing. An interdisciplinary certificate program was

developed in conjunction with a new course in Planetarium

and Science Presentation, which tie in media arts, computer

science and music to scientific visualization techniques.

In addition to curricula improvements, LAVC will train K-12

institutions in the San Fernando Valley and teachers

within the Los Angeles Community College District in new

instructional techniques developed by the University of

Arizona Steward Observatory through a series of workshops

conducted at LAVC in cooperation with Jet Propulsion

Laboratory, Pasadena. New NASA information will be

communicated to the community via public planetarium

shows.

The project is designed to demonstrate the inter-

relationships between the various earth science disciplines,

as well as the connections between technology (especially

media arts and computer science), engineering, mathematics,

and other science disciplines including physics, biology and

chemistry. This will strengthen our existing programs and

move them towards the cutting-edge in technology and

curricula.


Jacquelyn Hams

Assistant Professor of Earth

Science


[email protected]

(818) 778-5566

32

West Los Angeles College Culver City, CA


Name of Program:

The Math Success Project:

Curriculum Change and

Student Success


Dr. Bonnie Blustein

Instructor


[email protected]

(310) 287-4217

The Math Success Project at WLAC is designed to provide a

solid mathematics foundation to prepare underrepresented

minority students for success in mathematics and science.

The goals of the project are to strengthen and enhance

math and science curricula, increase student success rates

for college-level math courses, and increase the number of

underrepresented minority students transferring to four-year

institutions as math and science majors. WLAC focuses on

space-related sciences. Instruction is learner-centered

and incorporates a combination of instructional methodologies

that have been effective. Improving math and science

curricula are included as a priority in the college Master Plan.

The initial focus is on curriculum revision and change and

applications of classroom innovations, such as in classroom

and laboratory tutors for mathematics.

Achievements:

Completed instructional development units for

curriculum design with engineering applications and

applications from the physical sciences.

Presented workshop entitled, “ Algebra from Outer

Space: Exploring Functions with NASA Data” at annual

American Mathematical Association of Two Year Colleges

(AMATYC) Conference.

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WLAC students participated in internships, residential

programs, graduate school conferences, transfer

conferences, and graduate mentoring programs.

Hosted over 420 Dorsey High School ninth graders for a

campus visit.

NASA Math Success Project sponsored a visit of 450

Doresy High School ninth graders to the California Science

Center.

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YEAR 2003

33

YEAR 2001Y3


Albuquerque Technical Institute .................34

Cheyney University of Pennsylvania ...........35

Essex County College ...................................36

Harold Washington College ..........................37

Hartnell College ..........................................38

Keweenaw Bay Ojibwa Community College ..39

North Carolina Central University ...............40

San Jacinto College North ..........................41

Southeastern University .............................42

Stone Child College ......................................43

Universidad Metropolitana .........................44

Universidad Politecnica de Puerto Rico ...45

Wiley College ...............................................46

34

Albuquerque Technical Vocational Institute Albuquerque, NM


Name of Program:

Albuquerque Microsystems

Education and Training Project


Don Goodwin

Dean, Technology Department


[email protected]

(505) 224-3344

Albuquerque Technical Vocational Institute (TVI) joined

the southwest’s team with The Albuquerque Microsystems

Education and Training Project (AMET). TVI is the largest-

postsecondary two-year educational institution in the state

and was the first community college in the state to have such

a program.

AMET will increase the number of people with associates

degrees employed in technologies careers and the number of

students transferring to a four-year university in technologies

programs. Microsystems-which are devices such as sensors,

valves, gears, mirrors, actuators smaller than a human

hair, is an emerging field likely “to change the way almost

everything-from vaccines to computers to automobile tires

to objects not yet imagined-is designed and made” (NM

Nanoscience Alliance press release, Aug 7, 2001).

With the support of the project’s partners, Sandia National

Laboratories, Intel, the Next Generation Economy Initiative

(an economic development initiative with public and private

partners), and the University of New Mexico (each of whom

has committed to naming a representative to the project

steering committee), TVI developed six new courses

leading to a Microsystems concentration with the existing

Manufacturing Technologies associate of applied science

degree. A professional development program for faculty and

marketing and recruiting efforts augmented the curriculum

development activities. The AMET project took a two-

pronged approach by creating a program that increases the

number of transfer students to the University of New Mexico

(an academic approach) and that increases the number of

skilled technicians working in MEMS-related areas.

YEAR 2001

35YEAR 2001

Cheyney University of Pennsylvania

Name of Program:

Cheyney’s University 21st

Century Workforce Development


Dr. Warren Gooden

Chair/Professor


[email protected]

(610) 399-4511

Cheyney, PA


Cheyney University of Pennsylvania is a one of 14 State

System of Higher Education (SSHE) funded by the

Pennsylvania State Legislature. These 14 SSHE institutions

have formed a Nanofabrication Manufacturing Technology

(NMT) Partnership to implement workforce development

education programs centered on Penn State Nanofabrication

Manufacturing Facility. The facility is one of five national

facilities funded by the National Science Foundation.

Cheyney University was instrumental in the initial SSHE

curriculum contributions for the NMT NSF grant proposal.

Cheyney has embarked on a biotechnology focused

collaborative relationship with the Southeastern

Pennsylvania Nanotechnology Institute, (NTI) funded by the

Pennsylvania Technology Investment Act. The Ben Franklin

Technology Partnership (BFTP) is the coordinating body

for the Nanotechnology Institute. Principal partners of the

Nanotechnology Institute are Drexel University, University

of Pennsylvania, Temple University, regional biotechnology

companies, regional medical centers and hospitals. Cheyney

has met with BFTP, and industry representatives to discuss

the development of a workforce retention program and a 2

+ 2 bionanotechnology degree program. Cheyney University

of Pennsylvania is a member of a SSHE collaborative to

improve the quality of Pennsylvania K-12 teachers through the

SSHE National Science Foundation Constructive Education for

Teacher Preparation Grant.

Given the above workforce development focused collaborative

mandates, this curriculum improvement grant sought to

enhance the university teacher preparation capabilities

by integrating the universities unique instructional

technologies capabilities, increase recruitment and enhance

the Science/Allied Health Department course offerings

to accelerate Cheyney’s impact and contributions to the

NMT and NTI collaborations. Investigation of targeted

curriculum improvement on workforce development was a

primary deliverable of this grant. The NASA CIPA Program

increased enrollment, enhanced the quality of Cheyney’s

graduates, distinguished Cheyney’s teachers as cutting-edge

educators, and leveraged NASA impact on regional workforce

development efforts through Cheyney’s active participation in

the NMT and NTI collaborations.

36

Essex County College Newark, NJ


Name of Program:

Environmental Science Curriculum

Development


Dr. Jeffrey Lee

Chair, Division of Biology and

Chemistry


[email protected]

(973) 877-3364

Essex County College (ECC) has established partnerships

with Rutgers University and the New Jersey Institute of

Technology (NJIT), four-year institutions offering B.S. and

graduate degrees in Environmental Science. Together with

these institutions, Essex County College would establish a

minimum of two new courses in environmental sciences and

equip an environmental science laboratory. With their history

of offering a B.S. in Environmental Sciences through a joint

program, Essex County College had the benefit of years

of experience. Rutgers and NJIT will benefit from receiving

students who have been historically underrepresented in

the sciences but who are coming to them well prepared. As

part of a general curriculum in chemistry and biology, this

curriculum will serve as the first two years of the four-year

program. With a predominantly minority student population,

Essex County College will start its students off in a pipeline

that will end with a baccalaureate or graduate degree. In

addition, students will have a myriad number of opportunities

to enter the employment fields that use the technical skills of

environmental scientists. On a national level, as reported in

the July 10, 1997 issue of Black Issues in Higher Education,

ECC ranked 38th in the total number of Associate Degrees

awarded to minorities. In the State of New Jersey, ECC

ranks first in the number of Associate Degrees awarded to

minorities. Based upon a review of data related to enrollment

and the number of degrees conferred, ECC’s tracking of

student trends indicates that students are showing an

increasing interest in the Sciences. This trend is something

that ECC capitalizes on with the NASA CIPA Program.

Achievements

Development of an Environmental Science A.A.S. degree

program.

Development of new courses in Environmental Science,

Geology, Meteorology and Astronomy to support the

Environmental Science A.A.S. program.

Purchase of laboratory equipment to use in the teaching

of the new Environmental Science-related courses.

Approval of transferability of Environmental Science

program and courses to neighboring 4-year institutions.

Development of new partnerships with NASA-related

colleagues at neighboring 4-year institutions.

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YEAR 2001

37YEAR 2001

Harold Washington College

Name of Program:

NASA-Based Modular Chemistry:

Curriculum Reform


Dr. Thomas Higgins

Assistant Professor of Chemistry


[email protected]

(312) 553-5791


Dr. Helene Gabelnick

Professor of Chemistry


[email protected]

(312) 553-5794

Chicago, IL


The Physical Sciences Department of Harold Washington

College (HWC) developed three modular teaching units for

its year long General Chemistry with Laboratory Curriculum.

The modules were developed from pre-existing materials

from the NSF Systemic Changes in Undergraduate Chemistry

Curriculum Initiative as well as original materials created by

the PIs. Each module will occupy 2-4 semester weeks of class

time and will provide a student-centered, laboratory rich

learning experience. Each module will not only allow

students to explore and learn new science but also gain an

appreciation for how NASA-related research, discoveries and

technologies impact and enrich their personal lives.

HWC has a longstanding tradition of exploring and integrating

new teaching methods into its curricula. A modular

approach has been shown to be an effective teaching method

because it offers the benefits of being easy to integrate

into existing curricula while highlighting new and exciting

scientific research. The subject areas for the three proposed

modules are Materials Chemistry, Atmospheric Chemistry,

and Celestial Spectroscopy. The finished products of each

module will include a student guidebook with a CD-ROM,

an interactive web page that utilizes Blackboard course

management software, and a teacher’s manual. These NASA-

based modules will be disseminated amongst the six sister

institutions of the Chicago City Colleges (CCC) and greatly

enhance ongoing curricular reform at these institutions.

38

Hartnell College Salinas, CA


Name of Program:

Astronomy Upgrade and

Expansion Project


Dr. Jesse Cude

Instructor


[email protected]

(831) 755-6884

The NASA CIPA Program at Hartnell was designed to enhance

its scientific education to better serve a large population of

Latino and other minority students. It resulted in: updating

the College’s current astronomy lecture course curriculum;

developing curriculum for a new astronomy laboratory

component and two advanced astronomy courses; funding

for new astronomy laboratory equipment; and remodeling

the College’s nearly 40 year old planetarium facility including

creation of an astronomy classroom. Short-term goals

include 1) upgrade and expansion of astronomy offerings so

that they correspond with upgrades and improvements in

the College’s other science, engineering, and math courses

and 2) programs to improve minority student enrollment,

persistence, retention and transfer. The project’s long-

term goal is to build the astronomy program and create an

articulated AS degree.

This project is significant to Hartnell College because it

fills a critical gap in its science, math, and engineering

programs. The program improvements resulting from new

astronomy curricula, facility improvements, and acquisition of

laboratory equipment will provide a significant advancement

in scientific and engineering instrumentation and capacity at

the institution. If large numbers of underrepresented and

disadvantaged students are to have access to science-based

postsecondary programs and careers in this vast rural region

of California, Hartnell will have to provide that opportunity.

Hartnell College is working closely with the University of

California, Santa Cruz (UCSC) and the NASA-Ames Research

Center, in developing and implementing this project. This

partnership includes: cooperating on the development

of curriculum for both the lecture and laboratory courses;

ensuring that all courses meet University of California

articulation requirements; cooperating on minority student

recruitment and support in science, engineering and math

programs (using both institutions’ MESA programs as links

and models); and ensuring updated transfer agreements are

in place.

YEAR 2001

39YEAR 2001

Keweenaw Bay Ojibwa Community College

Name of Program:

Keweenaw Bay Earth Science

Diversity Initiative for Native

American Students


Treneice Marshall

Academic Dean


[email protected]

(906) 353-4606

Baraga, MI


The Keweenaw Bay Ojibwa Community College project,

“Keweenaw Bay Earth Science Diversity Initiative for Native

American Students”, was developed to blend the traditional

teaching practices of the Ojibwa culture with earth and

environmental science technologies of the 21st century. The

institution achieved this goal through the implementation

of an Associate of Applied Science Degree program that has

been developed in response to the tribal need for Native

American environmental professionals to manage community

resources.

The Keweenaw Bay Ojibwa Community College has partnered

with Michigan Technological University in order to develop

a program that is targeted at: (1) Attracting and retaining

Native American students in the NASA related discipline

of Earth and Environmental Science; (2) Developing Native

American technical professionals capable of managing water

and other natural resources on the L’Anse Federal Indian

Reservation; (3) Increasing the number of Native Americans

that transfer into four-year programs in the NASA related

discipline of Earth and Environmental Science; (4) Increasing

the success rate of Native American students in academic

programs in Earth and Environmental Science related NASA

disciplines; and, (5) Increasing the pool of Native American

teachers/instructors/professors in Earth and Environmental

Science related NASA disciplines.

40

North Carolina Central University Durham, NC


Name of Program:

Training Incoming Students to be

Scientists and Engineers (TISSE)


Dr. Bernice Johnson

Assistant Vice Chancellor

for Academic Services


[email protected]

(919) 530-5324

This program addressed the problem of under-prepared

students by working with a typical cohort of NCCU entering

freshmen, who, though under prepared, show promise as

potential majors in math or science as expressed by their

stated interest and by high school faculty recommendations.

These students provided with a pre-collegiate enrollment

intensive summer bridge program to help develop skills and

strengthen their preparation in science and math so that they

will be able to matriculate successfully through previously

identified gatekeeper courses and be more encouraged to

pursue scientific careers. The students will subsequently

be involved in selected yearlong activities that build on the

summer experiences and that tie into other programs already

in place within the university. They will also be provided with

experiences to increase interest in careers in space science

and related industries spawned by NASA technologies.

The specific objectives of the project were to: (1) Conduct

a Summer Enrichment Program which continues with

modifications, through the academic year, to support

and strengthen the preparation of freshmen students in

the STEM areas to enable them to matriculate through

previously identified gatekeeper courses successfully; (2)

Provide opportunities for high school students and college

freshmen to apply knowledge of mathematics and science

in a true research environment; (3) Provide NASA oriented

experiences to increase the student’s understanding of

workplace needs and their relationship to educational

preparation; (4) Increase the number of freshmen students

who express interest in careers in space related industries;

and (5) Increase the number of underrepresented and

underserved students majoring in computer science,

engineering, mathematics, and physical science fields. Twenty

students will be recruited into this program yearly from

selected North Carolina counties.

YEAR 2001

41YEAR 2001

San Jacinto College North

Name of Program:

Expanding and Developing NASA

Related Curriculum in the Gulf

Coast Colleges


Dr. Sarah Janes

Dean of Instruction


[email protected]

(281) 458-4050 ext. 7623

Houston, TX


San Jacinto College North (SJCN) is located in the North

Channel area of northeast metropolitan Houston. SJCN

has experienced rapid increases in minority students and

has shown significant improvement in both retention and

persistence. Unfortunately, these impressive gains have

not translated to an increase in the number or percentage

of minority students enrolling in math, science, or pre-

engineering programs, even with NASA nearby and with

our District’s office sponsoring the Aerospace Academy.

Ninety-five percent of all students at San Jacinto College are

first-generation to college and these students have a limited

knowledge of math, science, or pre-engineering career

paths. A sound, carefully planned, aerospace curriculum

presented by well-trained faculty should appeal to the

minority population for which it is designed.

The program goals were to increase, retain, and persist the

number of minorities who enter San Jacinto College North

and who major in an aerospace-related curriculum. The

specific objectives and long term outcomes are: (1) To

increase the number of minority students majoring in

aerospace related curriculum by 35 by the end of the grant

cycle; (2) To retain 75% of all minority students enrolled in

an aerospace related curriculum each year (fall to fall); (3) To

persist 50% of all minority students enrolled in an aerospace

related curriculum by the end of the project (Persistence is

defined as completing a degree or certification or transferred

to another college or still being enrolled at SJCN); (4) To

develop an Associates of Arts degree in aerospace science; (5)

To develop an articulation plan with at least two universities

in the Houston area; (6) To familiarize and train key science,

math and technology faculty with NASA/Johnson Space

Center and related industries personnel; (7) To produce a

minimum of 45 additional modules in science and math using

as a model Making Connections; and (8)To expand the project

to include the other two campuses of the San Jacinto College

District as well as all of the Gulf Coast Community College

Consortium.

42

Southeastern UniversityWashington, DC


Name of Program:

Improving undergraduate computer

science curriculum; Data Mining and

Large-Scale Data Analysis


Dr. Abe Eftekhari

Department Chair


[email protected]

(202) 478-8267


Dr. Gugo, Iris Moche


[email protected]

(202) 478-8200

Southeastern University is a small minority four-year college

located in Washington, DC with almost 1000 students. The

primary objective of this project was to improve the computer

science and information studies programs at Southeastern

University (SEU) by designing and offering a series of special

courses in the field of data mining and large-scale data

analysis. The objective was achieved through development

of four courses: an object oriented programming course, a

two-course sequence in data exploration, data processing and

data analysis, and a capstone course in data mining methods

and tools. To implement the proposed curriculum, a state of

the art laboratory with Windows-XP, and LINUX platforms

was established. As a result, SEU is able to offer the

above mentioned subjects using hands-on laboratory based

learning techniques and effectively incorporate NASA related

data and discoveries in its curricula. SEU also initiated a

faculty development program to train faculty for teaching

the curriculum through the program. Moreover, SEU assisted

minority students in pursuing careers in NASA related

fields. The design and implementation of these curricula

will significantly improve the technological infrastructure of

the university and help students gain a solid foundation in

computer science, statistics, and information sciences.

Achievements:

PI, NASA Goddard DDF Research Grant, “Artificial

Intelligence Tutor for online Instruction of STEM Related

Courses”. 2006

PI, DC Space Grant Consortium, “Communications and

Networking Curriculumn Improvment; Satelite & Space

Communication”. 2006-2007.

PI, CIPA Grant “Improving undergraduate computer

science curriculum; Data Mining and Large-Scale Data

Analysis”. 2002-2004.

»

»

»

YEAR 2001

43YEAR 2001

Stone Child College

Name of Program:

Bear Paw Academy


Mr. Douglas L. Crebs

Science Faculty Head

Natural Resources Program


[email protected]

(406) 395-4313

Box Elder, MT


During a G.L.O.B.E. (Global Learning and Observation to

Benefit the Environment) workshop in Flagstaff Arizona aptly

named “Weaving Common Threads” a vision was born, and

over the next several months this vision was clarified

through discussion and more importantly Chippewa Cree

community based ceremonies. This vision named The Bear

Paw Academy (BPA) encircles the bridging of two cultures

ways of approaching science and math education. Through

the infusion of traditional Chippewa Cree language and

knowledge with the learning process of GLOBE’s hands on

science protocols, there will be a greater acceptance and

interest in western science and math programs, thereby

increasing the number of tribal members interested

in pursuing careers in the physical, environmental and

mathematical sciences.

BPA accomplishes this by creating an introductory science

and math class at Stone Child College (SCC) that will be

offered not only to SCC students, but also to middle and

high school students that are interested in learning about

mother earth after school, and in the future to Chippewa

Cree students that can be reached via video conferencing

technology. This class will also be offered to education

majors to provide them with hands on science and

math content, and real world mentoring experience. This

community-based initiative is known as the Bear Paw GLOBE

Academy.

BPA partners with several individuals and organizations

that not only enhances the curriculum at SCC, but also the

professional development of its faculty and most importantly,

give access to real world scientists and four-year institutions

to its students. Some of our partners include: Dr. Elissa

Levine from the NASA Goddard Space Flight Center who

will lead the students in a soil research project; James

Harrington from the NASA MU-SPIN program whose program

will be providing technology expertise to the college; Carlos

French who will providing linkages to Boston area resources

and overall guidance; and John Watts from Montana State

University Bozeman, who will be providing professional

development and input on what is needed for students coming

out of SCC to be successful at his four-year institution. SCC

will build the basis for a new way of approaching math

and science education at the institution.

44

Universidad Metropolitana San Juan, PR


Name of Program:

GIS and Environmental

Informatics: Novel Program in

Puerto Rico


Dr. Alberto Rivera Rentas

Dean


[email protected]

(787) 751-0178 ext. 6410/6412

Universidad Metropolitana (UMET) has a history of innovation

and creativity in the development of academic programs

and projects. In particular, the School of Environmental

Affairs (SEA) has a primary role in training environmental

professionals in Puerto Rico. In addition, SEA has several

high profile and important research projects such as

Sustainable Development Smart Growth Project funded by

the Environmental Protection Agency (EPA) ($ 250,000.00)

and “Las Cucharillas” Marsh and Wetland Restoration

and Conservation Project sponsored by EPA, Puerto Rico

Power Authority (PREPA) and the National Fish and Wildlife

Foundation (NFWF) ($ 3.4 M). In 2000, the Federal

Emergency Management Agency (FEMA) sponsored a hazard

mitigation project at SEA ($ 1.0 M) entitled Multi-hazard

Mitigation Planning and Sustainability Guide and Web-site for

Puerto Rico Municipalities to create a geographic information

systems (GIS) laboratory used to provide GIS training to

help communities create action plans for natural disaster

mitigation. This project has given UMET a unique opportunity

and the capabilities to do research and offer GIS courses. The

project received a great amount of support from the general

community, as well as faculty members and students, from all

programs in UMET. This support demonstrated an expressed

interest in learning more about GIS and its applications. As

a pilot project, SEA created an introductory course on GIS

that enrolled both faculty and students. The interest in

GIS and the demand for additional course sessions made it

necessary to offer the GIS course again next semester. The

proposed project (GISEI) is based on the experience gathered

in the FEMA project as well as the introductory course and

the expressed interest and needs of our students and faculty

members.

YEAR 2001


Antonio Gonzalez

Professor


[email protected]

(787) 766-1717 ext. 6344

45YEAR 2001

Universidad Politecnica de Puerto Rico

Name of Program:

Modern Physics Laboratory


Dr. Edbertho Leal-Quiros

Director, Scientific Research and

Development


[email protected]

(787) 622-8000

San Juan, PR


The objective of this program was to assemble and

implement a Modern Physics Laboratory at Universidad

Politecnica de Puerto Rico (PURP) which will allow the

introduction of Modern Physics with demonstrations of

scientific theories, as well as hands-on exercises to the

students and the faculty. Furthermore, it allowed for the

introduction of research to the students as early as at the

undergraduate level. This Modern Physics Laboratory is a big

step for Polytechnic University of Puerto Rico towards our

goal of moving from being a Basic Teaching Institution into

becoming a Teaching & Research Institution. It is estimated

that about 3000 Engineering students and Land Surveying

Students will use the Modern Physics Laboratory Annually.

NASA is fully dependent on having a pool of well-educated

scientists and researchers. The Modern Physics Laboratory

will advance the teaching of all the fundamentals of modern

physics, will introduce PURP students to Modern Physics,

allow them to be exposed to various demonstrations, and

participate in different research projects. Consequently

these Hispanic students will be prepared to participate in

future research activities with respect to any of NASA’s

Mission Areas. Both the Modern Physics Laboratory

activities and the NASA research activities will work

as great motivational factors for the students to pursue

graduate studies such as Master of Science and Ph.D.; this will

eventually lead to the needed increased pool of well educated,

well trained and well prepared scientists and researchers for

NASA to choose from when hiring new employees.

Finally, the Modern Physics Laboratory was essential for

the Advanced Plasma Laboratory which PUPR assembled,

once construction of the new facilities were finalized. The

Advanced Plasma Laboratory will be an even further

enhancement of the Modern Physics Laboratory curriculum

and will contain several plasma machines, to include a Mirror

Plasma Machine that was donated to PUPR by University of

Missouri Columbia.

46

Wiley College Marshall, TX


Name of Program:

The Wiley College Computer-

Based Mathematics Center and

The Science Academy for Kids


Sarah Bush

Coordinator

Department of Mathematics


[email protected]

(903) 927-3248

Wiley College, located in rural East Texas, is a 128-year old

HBCU, with an average enrollment of 600 students,

most of who are African-American and ninety percent

of who qualify for federal financial aid assistance. These

students are technologically underserved and traditionally

underrepresented in the mathematics and technology

career fields. The NASA CIPA Program funded technology

infrastructure upgrades, including a full T-1 dedicated Internet

access line, renovation and refurbishing of two laboratories

and the acquisition of instructional equipment and software

(which is not currently available at the institution). The

program established two computer-based mathematics

laboratories that help secure the mathematics and

technology pipeline for minority students, as well as meet

labor market demands for certified elementary or secondary

teachers requiring an academic background in mathematics

and technology.

Wiley College has determined that there are 3,045 children

between the ages of 6 and 12 that live in the communities

surrounding the campus (a low-income area, predominately

minority, located within walking distance of the campus).

Therefore, this program also supported the establishment of

a “Science Academy for Kids” designed to provide an average

of 300 school-age children with drop-in access to computer-

based mathematics and science homework assistance, and

a “Science Academy” summer enrichment program, giving

hundreds of minority children an “opportunity to learn.”

YEAR 2001

47

YEAR 2000Y2


Bay Mills Community College ......................48

John Jay College-CUNY ...............................49

Miles College ..............................................50

Northeastern Illinois University .................. 51

Rust College ................................................52

48

Bay Mills Community CollegeBrimley, MI


Name of Program:

You Can Be A Scientist

Part Two


Robert Dickinson

Science Instructor


[email protected]

(906) 248-3354

Bay Mills Community College (BMCC) is a two-year

tribally controlled college chartered by the Bay Mills Indian

Community in 1984. BMCC is the only accredited tribal

college in Michigan and serves the Native American tribes

of Michigan, their neighboring communities, and has enrolled

students from 17 states nationwide. BMCC completed a

comprehensive development plan that identified areas that

were addressed by this grant. One major area of concern

identified, and possible the biggest challenge facing

the academic program, year in and year out, is the ever-

increasing percentage of Native American students with less

than college level skill in the sciences, mathematics, and

information technology fields. Statistics indicate that nearly

80 percent of the first time students enrolling at BMCC need

to take at least one developmental course. This CIPA program

is the continuation of a partnership between BMCC and NASA’s

“You Can Be A Scientist Program,” which is a component of

“Exploring Technology with Satellite Imagery.” The program

is focused on Native American high-risk students and reduces

the number of basic skills deficiencies affecting the college

performance and enrollment of the identified students and

increase the enrollment, retention and graduation rate

of Native American students participating in information

technology and environmental science. The elements of this

project include: (1) outreach project to public high schools that

have a 25 percent or more Native American population designed

to increase interest in careers in the sciences and information

technology; (2) the introduction and “hands on participation”

of Native American high school and college students in NASA’s

“You Can Be A Scientist Program;” and (3) enhancing transition

services designed to insure college enrollment, retention and

success. By building upon the foundation previously put in

place, BMCC expects to accomplish the following objectives: (1)

increase by 50 percent the number of Native American students

enrolling at Bay Mills Community College immediately following

high school graduation; (2) decrease by 33 percent the skill

deficiencies of enrolling students as a result of the outreach

program efforts; and (3) significantly increase the amount of

Native American students on and off campus in the college’s

service area.

YEAR 2000

49YEAR 2000

John Jay College of Criminal Justice - CUNY

Name of Program:

Computer Clusters to Support

Curriculum Improvements in

Networking Parallel/Distributed

Computing


Dr. Douglas Salane

Associate Professor of

Mathematics


[email protected]

(212) 237-8836

New York, NY


The John Jay College of Criminal Justice is a special purpose

senior college within The City University of New York (CUNY).

The College offers a liberal arts education and awards

associate, baccalaureate and masters degrees. The College

has over 9000 graduate and undergraduate students, 70

percent of whom are either African American or Hispanic.

The Mathematics Department offers the computer major

that leads to the B.S. degree in Computer Information

Systems (CIS). Consistent with College-wide enrollment

patterns, over 70 percent of the 600 declared CIS majors

are minority students. The main objective of this program

was to give CIS majors at John Jay College access to the

latest methods and practices in computer networking

and parallel/distributed computing, areas vital to NASA’s

initiatives in automated reasoning and human-centered

computing. The program includes a detailed plan for

integrating networking and parallel/distributed computing

into the curriculum of the computer major at John Jay

College, with NASA funded research and technologies playing

a critical role in all phases of the project. The program is

a valuable asset to the local community, especially the

minority, low-income population which usually does not have

access to quality programs in computing that offer state-of-

the-art practices.

The program’s curricular improvements prepare the computer

majors at John Jay College for leading positions in the

computing profession and study in top graduate programs, and

has been devised to continue to benefit students in the local

community long after the CIPA award terminated.

50

Miles College Birmingham, AL


Name of Program:

CIPA


Dr. Charles C. Woods

Associate Professor

Biology and Environmental

Sciences


[email protected]

(205) 929-1552

Miles College is a four-year historically black coeducational

institution with approximately 1500 students. Miles is the only

four-year, accredited HBCU in Birmingham, the largest city in

Alabama with a population of approximately 65 percent

African American. Miles has an “open door admissions policy.”

Consequently, almost any student who was graduated from

an accredited high school or who has passed the General

Education Development Test (GED) may be admitted. The Miles

College student population is almost 100 percent African

American. The CIPA Program represents a strategic plan to

address the number of underrepresented and underserved

students in the science, technology, engineering, and

mathematics (STEM) related disciplines with the intention

of developing a systematic educational continuum from the

undergraduate to the doctorate level. To accomplish this,

the college has approved a major in Environmental Science

and a course in Geographical Information Systems (GIS),

Global Positioning Systems (GPS) and Remote Sensing (RS)

Technologies, all cutting edge science and technology making

use of NASA generated data and space related applications.

The desired outcome was to increase the number of students

enrolled in the STEM disciplines. Even though this is a

multifaceted undertaking, Miles felt that it could be achieved.

The role of STEM students and professionals on campus will

be showcased so other students can see and understand the

accomplishments of their peers and role models. Seminars and

workshops presented by scientists are open to the general

student body and their scientific media will be promoted and

displayed, providing active student participation, interactive

learning, and analysis of real life data. To accomplish an

initial goal of increasing the number of underrepresented

and underserved students enrolling at Miles, the college

reached into the local city school systems with activities such

as two-week workshops for fourth and fifth grade students

and a Saturday Academy Program during the summer for

elementary, middle, and high school students. The focus of this

program is science mentoring, which will not only increase

the students’ aptitude in the science and math area, but also

serve as a recruitment tool to the college, therefore increasing

the number of underrepresented and underserved students

participating in the STEM discipline. Partners for this endeavor

are Birmingham Public Schools, Fairfield City Schools, Bessemer

City Schools, The University of Alabama at Birmingham, the

Environmental Clearinghouse and Cahaba River Society.

YEAR 2000

51YEAR 2000

Northeastern Illinois University

Name of Program:

Infusing Space Science into

a Science Core Curriculum through

a Community of Scholars


Dr. Laura Sanders

Professor, Earth Science


[email protected]

(773) 442-6051

Chicago, IL


Northeastern Illinois University (NEIU) is a comprehensive

public state institution serving over 10,000 commuter

students. Located on sixty-seven acres in a residential

area on the north side of Chicago, NEIU is the only four-year

federally designated Hispanic-Serving Institution (HSI) in

the state of Illinois. Because of its location in the Chicago

metropolitan area, the university serves a population that is

diverse in terms of age, cultural and experiential

backgrounds and language, and includes returning adult and

first generation college students. The current undergraduate

profile is 26.6 percent Latino, 13.5 percent African American,

14.3 percent Asian, and 45.6 percent White. The overall

goal of this program was to increase the number of students

majoring in the sciences and mathematics by improving

the curriculum in those fields. The expected long-term

outcomes are: (1) increased numbers of students majoring

in the sciences and mathematics; (2) increased numbers of

students of underrepresented groups majoring in the

sciences and mathematics; (3) strengthened curriculum in

courses that are infused with space science;

(4) improved student learning and satisfaction in the

sciences and mathematics; (5) development of a community

of pedagogically innovative science and mathematics faculty;

and, (6) enhanced awareness of the nature and importance of

NASA Space Science programs and objectives.

52

Rust College Holly Springs, MS


Name of Program:

The Aerospace Education

Services Program


Dr. Sana Sise

Division of Sciences and Mathematics


[email protected]

(662) 252-8000 ext. 4304

Rust College a historically black, liberal arts college, is the

only private, four-year historically black college in Mississippi

within a 100-mile radius of Holly Springs. More than 95%

of the 900 students are African American. The state

educational standards are considered one of the lowest in

the nation and students coming to Rust generally come with

very weak backgrounds in the sciences. Rust College believes

these students can achieve in the sciences with proper

motivation. The long-term expectations of this program

are an increase in the number of science graduates and an

increase in the number of minority employees at NASA and in

other industries. However, some of the science curriculum

use lacked cutting-edge technology and needed improvement

to meet the demands and requirements of careers in

NASA-related fields and industry. To improve the science

curriculum at Rust the following activities were proposed:

(1) NASA Summer Enrichment Program for local high school

graduates and field trips to Marshall Space Center for faculty

and students; (2) a two-week NASA Summer Molecular

Techniques Workshop for ten Rust College science students

and six high school science teachers from nearby counties;

(3) participation by a selected faculty member and four

junior level students in science in NASA-related training

programs during the summer, leading to tutoring other students

during the academic year; (4) opportunities for Rust College

science students and high school summer enrichment program

participants to participate in field trips to NASA Space Center

and to attend NASA research symposium during the academic

year; (5) opportunities for students and faculty to interact with

NASA by hosting two NASA seminars on campus each semester;

(6) hiring a research/laboratory assistant to help install the

computer-based learning lab, assist in preparation for course

lab exercises, do basic space science research, and serve as

the link between faculty members interested in teaching and

doing space science research; and (7) incorporate NASA-

related content into the curriculum by creating and offering

courses and workshops designed to help socio-economically

disadvantaged students to reach high academic potential in

science and to gain valuable knowledge and proper training in

science and NASA-related science fields.

YEAR 2000

53

YEAR 1999Y1


Allen University............................................54

Arizona Western College..............................55

Fort Valley State University..........................56


Barranquitas Campus................................57

New York City Technical College.................58

Paine College...............................................59

Paul Quinn College.......................................60

Si Tanka College ...........................................61

Sinte Gleska University ................................62

St. Phillip’s College.......................................63

54

Allen UniversityColumbia, SC


Name of Program:

CIPA Program


Dr. Marion Geter

Director of Program Development


[email protected]

(803) 376-5713

Allen University is a small, historically black, four-year college

located in Columbia, SC. Allen structured its CIPA Program

to benefit the university by helping to infuse technology into

teaching, particularly in the Department of Natural Sciences.

This is crucial to Allen’s goal of reasserting itself in academia.

With approximately 500 students, Allen University finds

it impossible to employ a faculty with the range and depth

of experience and expertise necessary to make a change

in the quality of students’ learning that the 21st Century

demands. With the aid of the CIPA Program, the small

faculty was retooled and their efforts complemented by

materials and activities offered by NASA. The faculty

became an asset that positively affects the fabric of the

entire institution, since the same faculty who teach science

and mathematics majors also teach other students. With

these accomplishments the program met four basic

objectives by the end of the three years: (1) Enrollment in

science and mathematics programs of study, including the

enrollment of women; (2) Faculty in NASA-related teaching

areas routinely demonstrated enhanced teaching strategies

that integrate NASA-related curriculum materials into their

teaching plans; (3) At least four students chose NASA-related

careers; and, (4) An increased number of community partners

(child development centers, public schools, and senior citizen

groups) expressed a deeper appreciation for the contribution

and potential benefits of science to society.

YEAR 1999

55YEAR 1999

Arizona Western College

Name of Program:

Chemistry and Environmental

Science


Scott Donnelly

Professor of Chemistry


[email protected]

(928) 344-7590

Yuma, AZ


Arizona Western College (AWC) is a two-year college

designated as a Hispanic-serving institution. Through an

innovative educational partnership, AWC has partnered with

Northern Arizona University -Yuma (NAU), to share the same

campus. AWC offers freshman and sophomore instruction

leading to associates degrees, and NAU offers junior and

senior instruction leading to articulated baccalaureate

degrees, as well as graduate programs. This grant funded the

procurement of a high-end atomic absorption spectrometer

and supporting supplies for the quantitative analysis and

characterization of local surface and ground waters by AWC’s

General Chemistry and Environmental Science students.

The proposal’s educational benefits and goals with emphasis

on using the local natural environment as a laboratory were

consistent with the mission of both NASA’s Earth Science

Enterprise and the strategic formation of corresponding

Regional Earth Science Applications Centers. Deeply

committed to improving the science education of its

students, Arizona Western College committed financial

support for this program totaling twenty thousand dollars.

56

Fort Valley State University Fort Valley, GA


Name of Program:

Developing an Undergraduate Minor in

Computer Based Instrumentation and

Measurement at Fort Valley State University


Dr. Masoud Naghedolfeii

Assistant Professor Mathematics and

Computer Science


[email protected]

(478) 825-6430

Fort Valley State University is a historically black institution

with over 3000 students. The primary objective of this

project was to enhance the mathematics, computer science,

and electronic engineering technology programs at Fort Valley

State University (FVSU) by designing and offering a minor in

the field of computerized measurement and instrumentation.

This objective was achieved through development of four

courses, a two-course sequence in instrumentation and State

University measurement systems, a course in applied statistics

and a capstone seminar course. To implement the proposed

curriculum, a state of the art computer-based measurement

and instrumentation laboratory was established. As a

result, FVSU was able to employ hands-on laboratory based

learning techniques to effectively incorporate NASA-related

data and discoveries in its curricula, and to help students

pursue career choices in NASA-related fields. The design

and implementation of this curricula significantly improved

the technological infrastructure and helped students gain a

solid foundation in computer science, physics, mathematics,

engineering and experimental sciences. It was anticipated that

this project would increase the recruitment and retention

rates of African American students in the fields of science and

technology.

YEAR 1999


Dr. Singli Garcia-Otero

Associate Professor Mathematics

and Computer Science


[email protected]

(478) 825-6612

57YEAR 1999

Inter American University of Puerto Rico

Name of Program:

Barranquitas/NASA Science and

Education Curriculum Improvement

Program


Alex Alvarado

Professor Computer, Mathematics,

Physic


[email protected]

(787) 857-3600 ext. 2029

Barranquitas, PR


The Inter American University of Puerto Rico, Barranquitas

Campus, is a private, nonprofit Hispanic-serving institution

located in the central mountainous region of the island of

Puerto Rico. This campus dedicates itself to providing

educational opportunity to those who would otherwise have

little access to a college education. Approximately twenty

percent of the 1,800 undergraduate students are enrolled

in the division of Science and Technology. The main focus

of the program was to enhance the undergraduate science

and science education curriculum in academic fields directly

related to the NASA mission and one of the principal

goals was the improvement of the content and laboratory

equipment for the laboratories in Microbiology, Earth

Sciences, Physiology, and Molecular Biology. These

objectives directly paralleled the new vision for the teaching

of sciences and mathematics adopted by The Department

of Education of Puerto Rico. This strategy, known as Puerto

Rico Systemic Initiative, intended to change the traditional

form for teaching sciences and mathematics to a hands-on

one. With one program enhancing the other, the specific

objectives of the CIPA Program were met: (1) to increase the

quantity and quality of NASA-related science, technology,

engineering and mathematics, curricula, and (2) to increase

the number of underrepresented and underserved students

on the pre-collegiate and collegiate levels that study science,

technology, engineering and mathematics and that choose

careers in NASA-related fields.

58

New York City Technical College - CUNYBrooklyn, NY


Name of Program:

Computer Engineering Technology:

Computer-Based Control


Richard Woytowich, Chair

Computer Engineering Technology


[email protected]

(718) 260-5885

New York City Technical College (NYCTC) is the technical

college of the 20-unit City University of New York (CUNY) and

is a Hispanic-serving institution. Objectives of the project

were: (1) to create a NASA-related Computer Engineering

Technology curriculum that includes an emphasis on

computer-as-controller; (2) to increase by 40% the number

of minority graduates of the applied science and bachelor of

technology programs in the enhanced curriculum from the

current 45 (of the 60 total in ‘97-98) to a minimum of 64 of

an anticipated total of 85 by the end of the grant period; and,

(3) to significantly broaden the range of job titles, including

titles in NASA-related fields, for which graduates are eligible

and into which they are placed. In addition to reaching

the program objectives NYCTC has research to date that

indicates the proposed curriculum may be a model in the field.

The management team and the college plan to disseminate

information about the project at regional and national

meetings and in appropriate journals and other publications.

The department also inaugurated a web page and made

available information about the project.

YEAR 1999

59YEAR 1999

Paine College

Name of Program:

Paine College NASA Project


Dr. Reuben Kesler, Jr.

Chair, Division of Natural Sciences and

Mathematics


[email protected]

(706) 821-8342

Augusta, GA


Paine College is a private, four-year, historically black

college. This grant was used to strengthen Paine College’s

introductory Science, Technology, Engineering and

Mathematics (STEM) courses while greatly enhancing

the college’s instructional technology delivery system.

Specifically, there was significant curriculum revisions in

eleven STEM courses, with emphasis on the integration/

infusion of NASA-related education resources into the

targeted STEM courses. This added many new inquiry-based,

hands-on laboratory modules, beyond enhancements to the

classroom-based part of the courses. In both classroom and

laboratory, use of SmartBoard technologies allow students to

see and interact dynamically with information displayed on

the board and coming from remote sites of NASA and other

agencies or institutions. The overall goal of the project was

to double the number of STEM graduates and to improve

the quality of instruction so as to insure that an increased

number of baccalaureate recipients will go on to graduate

schools and NASA-related professions. An Interdisciplinary

Faculty Team worked on entry-level course revisions and

assisted other faculty across the college, as needed, to

update their courses.

Accomplishments:

Enhanced and enlivened instruction in the STEM

disciplines via integrating alternative teaching and

learning paradigms;

Retention strategies developed continue to aid in the

retention of students and thus an increase in the number

of students graduating with a major in one of the STEM

disciplines;

The number of first time freshmen entering the College

and capable of pursuing a STEM major has constantly

increased; and

Two new courses have been added to the core

curriculum that can be used to complete the Science

requirement: Environmental Science Fundamentals, and

Introduction to Atmospheric Science.

»

»

»

»

60

Paul Quinn College Dallas, TX


Name of Program:

Curriculum Improvement Program

to Enhance Bioscience at Paul

Quinn College


Dr. Weldon Walton

Division Chair


[email protected]

(214) 302-3628

Founded in 1872, Paul Quinn College is the oldest historically black

college west of the Mississippi. The college is a small, private,

liberal arts college offering baccalaureate degrees. The purpose

of this program was to establish a Bioscience Improvement Center

(BIC) and develop new and innovative faculty guides for the

biology area. The Bioscience Improvement Center is a computer-

based classroom with the capabilities to provide hands-on

experiences for pre-service teachers and pre-medicine students.

BIC will provide faculty the opportunity to use current NASA

research to enhance course content and improve instructional

methods and equipment in biology courses. Paul Quinn initiated

a partnership with the Johnson Space Center to assist in the

implementation phase of the project in establishing the BIC,

training faculty and students, and in developing teaching-learning

materials by the faculty and students at the college. Existing

partners, The North Texas Medical Center and the University

of Texas Southwestern Medical Center expressed a willingness

to assist with establishing and implementing the proposed BIC

at Paul Quinn College. A state grant to strengthen the Teacher

Education Center at Paul Quinn was combined with the NASA

grant. The electronic classroom was established using state funds

with the biology curriculum improvements supported by the NASA

grant.

YEAR 1999

61YEAR 1999

Si Tanka/Huron University

Name of Program:

Si Tanka College Curriculum

Improvement Partnership Award

Program for Minority-Serving

Institutions Project


Dr. Carol Rave


[email protected]

(605) 964-8011

Eagle Butte, SD


Si Tanka College is a small, two-year American Indian Tribal

College chartered by the Cheyenne River Sioux. Expanding

upon an established and effective partnership with the

South Dakota School of Mines and Technology (SDSM&T), Si

Tanka established two-year associate degree programs in

Computer Science and Environmental Science. The Computer

Science program has a specific articulation of Geographic

Information System (GIS), Global Positioning System (GPS),

and Remote Sensing (RS) curricula and technological

applications to this degree area. The three emphasis areas

in Environmental Science (Hydrology, Soil Science, and

Atmospheric Science) also articulate GIS, GPS and RS

into the curricula, practica, laboratory experiences, student

and faculty projects, and internship opportunities that are

offered. This emphasis on GIS and RS provides an excellent

match with the educational and research goals of the NASA-

supported South Dakota Space Grant Consortium (SDSGC), of

which Si Tanka is already an education affiliate. The

leadership and membership of SDSGC and the SDSM&T are

strongly committed to work with Si Tanka College to enhance

their technological curricula in the these two area. Students

who successfully complete the initial two-year degree

programs at Si Tanka will have the opportunity to continue

their technological education at SDSM&T because of the

existing articulation agreement between the two institutions.

This educational partnership holds the promise of preparing a

cadre of Native Americans for careers in technological fields

of significant interest to NASA and the Nation.

62

Sinte Gleska University Rosebud, SD


Name of Program:

Curriculum Enhancement


Rodney Bordeaux


[email protected]

(605) 856-4194

Sinte Gleska University proposed to enhance existing

computer science courses by conducting a review of 24

introductory and upper level courses, so that students will be

properly introduced to NASA-related technology in the form of

programming.

Part-time faculty and student assistants would study/review

the networking and information management content found

in existing courses, and enhance the quality of them through

the addition of enhanced courses to the university syllabus.

As a result of this enhancement, Sinte Gleska University would

increase the number of Lakota students, who participate in the

4-year Computer Science Program and who choose careers in

NASA related fields.

YEAR 1999

63YEAR 1999

St. Philip’s College

Name of Program:

St. Philip’s Earth Science

Initiative


Dr. Williams C. Davis

Chairperson

Natural Science Department


[email protected]

(210) 531-3545

San Antonio, TX

HBCU/HSI, 2-Year Institution

St. Philip’s College is the only two-year community college

designated by the U.S. Department of Education as both a

Historically Black College and a Hispanic-Serving Institution.

The Department of Natural Sciences at St. Philip’s has a

partnership with University of the Incarnate Word, which

will continue. The objective of this program to strengthen

the curriculum in Earth Sciences was twofold: (1) to improve

the quality of Geology courses by the incorporation of NASA-

related science and the enhanced contact through mentoring

and internships with University of the Incarnate Word; and

(2) to increase the number of minority students studying

Earth Sciences and to prepare them for careers in NASA-

related fields. Under this program, the two-year curriculum

leading to an Associate of Science degree was significantly

strengthened by drawing upon non-traditional approaches

that include incorporation of Internet and software learning

activities, field trips, multifaceted means of assessment, and

student participation in design of the learning environment.

Each course has assignments drawn directly from NASA’s

selection of educational resources available, such as the

NASA Earth Observing System and the Earth Images and Data

sites. Enrollment in this degree program was expected to

grow by at least fifty percent by the end of the grant period,

and a sizeable majority of students will complete their degrees

and matriculate at a four-year institution, majoring in NASA-

related fields.

64

CIPA PROJECT MANAGEMENT

Dr. Joyce L. WintertonAssistant Administrator for EducationNASA Headquarters, Office of Education300 E. StreetWashington, DC 20546

James StofanActing Deputy Assistant Administrator forEducation ProgramsNASA Headquarters, Office of Education300 E. StreetWashington, DC 20546

Dr. Mabel J. MatthewsActing Director for Higher EducationNASA Headquarters, Office of Education300 E. StreetWashington, DC 20546Phone: (202) 358-0406Fax: (202) 358-3745Email: [email protected]

Dr. Melissa C. GreenDirector, Division of Science and TechnologyUnited Negro College Fund Special ProgramsCorporation (UNCFSP)2750 Prosperity Avenue, Suite 600Fairfax, VA 22031Phone: (703) 205-7636Fax: (703) 205-7645Email: [email protected]

Clarence T. Brown Manager, Infrastructure BuildingUnited Negro College Fund Special Programs Corporation (UNCFSP)2750 Prosperity Ave., Suite 600Fairfax, VA 22031Phone : (703) 205-7641Fax : (703) 205-7645Email : [email protected]

Delzora WilliamsProject CoordinatorUnited Negro College Fund Special Programs Corporation (UNCFSP)2750 Prosperity Ave., Suite 600, Fairfax, VA 22031Phone : (703) 205-7642 ; Fax : (703) 205-7645Email : [email protected]

Dr. Carl S. PersonActing Manager, Minority University Researchand Education Programs,NASA Headquarters, Office of Education300 E. StreetWashington, DC 20546Phone: (202) 358-2378Fax: (202) 3472Email: [email protected]

Dr. Parvin KassaieManager, Education OfficeJet Propulsion Laboratory4800 Oak Grove DrivePasadena, CA 91109Phone: (818) 354-8814Fax: (818) 393-4977Email: [email protected]

NOTES

Dr. Melissa C. GreenDirector, Division of Science and TechnologyUnited Negro College Fund Special ProgramsCorporation (UNCFSP)2750 Prosperity Avenue, Suite 600Fairfax, VA 22031Phone: (703) 205-7636Fax: (703) 205-7645Email: [email protected]

Clarence T. Brown Manager, Infrastructure BuildingUnited Negro College Fund Special Programs Corporation (UNCFSP)2750 Prosperity Ave., Suite 600Fairfax, VA 22031Phone : (703) 205-7641Fax : (703) 205-7645Email : [email protected]

Delzora WilliamsProject CoordinatorUnited Negro College Fund Special Programs Corporation (UNCFSP)2750 Prosperity Ave., Suite 600, Fairfax, VA 22031Phone : (703) 205-7642 ; Fax : (703) 205-7645Email : [email protected]

CURRICULUM IMPROVEMENT PARTNERSHIP AWARD [CIPA] PROJECTc/o United Negro College Fund Special Programs Corporation (UNCFSP)

2750 Prosperity Avenue, Suite 600, Fairfax, VA 22031(703) 205-7641 | (703) 205-7645 fax | email: [email protected]

NASA VALUES DIVERSITY

www.uncfsp.org

NASA will set the Equal Opportunity Standard for Excellence through a highly skilled workforce which is representative, at all levels, of America’s diversity and built upon trust, respect, teamwork, communication,

empowerment and commitment in an environment which is free of discrimination.

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