curriculum improvement partnership award [cipa… · curriculum improvement partnership award...
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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
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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
Inter-American University of Puerto Rico,
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
Clafin University.....................................................14
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
Hartnell College.....................................................38
Haskell Indian Nations University............................18
Inter-American University of Puerto Rico,
Arecibo Campus...............................................29
Inter-American University of Puerto Rico,
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
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
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:
(404) 756–4028
Co-Principal Investigator:
Dr. Emma Cooley
Assistant Professor
Contact Information:
(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
Principal Investigator:
Dr. Robert Hall
Director, Electronic and Manufacturing
Technologies
Contact Information:
(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
Principal Investigator:
Dr. Nesan Sriskanda
Associate Professor of Mathematics
and Computer Science
Contact Information:
(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)
Principal Investigator:
Jean Hindie
Assistant Professor
Contact Information:
(303) 556-3816
Co-Principal Investigator
Keith Norwood
Contact Information:
(303) 556-2972
Denver, CO
HSI, 2-Year Institution
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
OMI, 2-Year Institution
Name of Program:
Project Management Application
Resource System (Project MARS)
Principal Investigator:
Dr. David F. Mullins
Executive Vice President
Contact Information:
(662) 476-5061
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.
Program Achievements:
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
Principal Investigator:
Dr. Pimol Moth
Physics Instructor
Contact Information:
(831) 755-6893
Co-Principal Investigator:
Shannon McCann
MESA Program Coordinator
Contact Information:
(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
Principal Investigator:
LouEdith Hara
Instructor
Contact Information:
(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.
Program Achievements:
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
Principal Investigator:
Jinan Darwiche
Professor of Computer Science
Contact Information:
(310) 434-8662
Co-Principal Investigator:
Gina Jerry
Department Chair
Contact Information:
(310) 434-4686
Santa Monica, CA
HSI, 2-Year Institution
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.
Program Achievements:
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
HBCU, 4-Year Institution
Name of Program:
Curriculum Improvement Partnership
Award II
Principal Investigator:
Dr. Charlie M. Stinson, Jr.
Dean Division Natural Science &
Mathematics
Contact Information:
(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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Program Achievements:
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
Principal Investigator:
Dr. Santanu Banerjee
Associate Professor and Chair of
Physics
Contact Information:
(601) 977-7789
Tougaloo, MS
HBCU, 4-Year Institution
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.
Program Achievements:
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
CIPA INSTITUTIONS(By Year)
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
YEAR 2003Y4
24
Allan Hancock College Santa Maria, CA
HSI, 2-Year Institution
Name of Program:
Mechatronics Curriculum Expansion
Project
Principal Investigator:
Robert Alldredge, Electronics
Instructor
Contact Information:
(805) 922-6966 ext. 3244
Co-Principal Investigator:
Ardis Neilsen; Dean, Community
Education
Contact Information:
(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
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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
Principal Investigator:
Dr. Selma Burrell
Contact Information:
(704) 789-2975
Concord, NC
HBCU, 4-Year Institution
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
HBCU, 2-Year Institution
Name of Program:
The Three (3) M’s Motivating,
Mentoring and Monitoring
Principal Investigator:
Elizabeth “Anne” Wilkes Reid
Instructor
Contact Information:
(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
Co-Principal Investigator:
Aaronita J. Belton
Instructor
Contact Information:
(803) 327-7402
27YEAR 2003
Crownpoint Institute of Technology
Name of Program:
Curriculum Enhancement
Principal Investigator:
Elmer Guy
President
Contact Information:
(505) 786-4100
Crownpoint, NM
HSI, 2-Year Institution
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
HBCU, 2-Year Institution
Name of Program:
NASA Robotic Center at
Denmark Technical College
Principal Investigator:
Dr. Ambrish Lavania
Dean, Industrial and Related Tech.
Contact Information:
(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
Principal Investigator:
Dr. Karen Woolcock
Project Director
Contact Information:
(787) 878-5475
Arecibo Campus, PR
HSI, 4-Year Institution
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
HBCU, 4-Year Institution
Name of Program:
Successful Undergraduate in
Courses Connected to Earthy
System Sciences (SUCCESS)
Principal Investigator:
Dr. Frieda Eivazi
Professor/Research Investigator
Contact Information:
(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
Co-Principal Investigator:
Nsalambi V. Nkongolo
SUCCESS Director
Contact Information:
(573) 681-5397
31YEAR 2003
Los Angeles Valley College
Name of Program:
Curricula Upgrade and Science
Facilities Improvement Project
Principal Investigator:
David Falk
Assistant Professor of Astronomy
Contact Information:
(818) 947-2864
Valley Glen, CA
HSI, 2-Year Institution
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.
Co-Principal Investigator:
Jacquelyn Hams
Assistant Professor of Earth
Science
Contact Information:
(818) 778-5566
32
West Los Angeles College Culver City, CA
HSI, 2-Year Institution
Name of Program:
The Math Success Project:
Curriculum Change and
Student Success
Principal Investigator:
Dr. Bonnie Blustein
Instructor
Contact Information:
(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
CIPA INSTITUTIONS(By Year)
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
HSI, 2-Year Institution
Name of Program:
Albuquerque Microsystems
Education and Training Project
Principal Investigator:
Don Goodwin
Dean, Technology Department
Contact Information:
(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
Principal Investigator:
Dr. Warren Gooden
Chair/Professor
Contact Information:
(610) 399-4511
Cheyney, PA
HBCU, 4-Year Institution
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
OMI, 2-Year Institution
Name of Program:
Environmental Science Curriculum
Development
Principal Investigator:
Dr. Jeffrey Lee
Chair, Division of Biology and
Chemistry
Contact Information:
(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
Principal Investigator:
Dr. Thomas Higgins
Assistant Professor of Chemistry
Contact Information:
(312) 553-5791
Co-Principal Investigator:
Dr. Helene Gabelnick
Professor of Chemistry
Contact Information:
(312) 553-5794
Chicago, IL
OMI, 2-Year Institution
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
HSI, 2-Year Institution
Name of Program:
Astronomy Upgrade and
Expansion Project
Principal Investigator:
Dr. Jesse Cude
Instructor
Contact Information:
(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
Principal Investigator:
Treneice Marshall
Academic Dean
Contact Information:
(906) 353-4606
Baraga, MI
TCU, 2-Year Institution
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
HBCU, 4-Year Institution
Name of Program:
Training Incoming Students to be
Scientists and Engineers (TISSE)
Principal Investigator:
Dr. Bernice Johnson
Assistant Vice Chancellor
for Academic Services
Contact Information:
(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
Principal Investigator:
Dr. Sarah Janes
Dean of Instruction
Contact Information:
(281) 458-4050 ext. 7623
Houston, TX
HSI, 2-Year Institution
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
OMI, 4-Year Institution
Name of Program:
Improving undergraduate computer
science curriculum; Data Mining and
Large-Scale Data Analysis
Principal Investigator:
Dr. Abe Eftekhari
Department Chair
Contact Information:
(202) 478-8267
Co-Principal Investigator:
Dr. Gugo, Iris Moche
Contact Information:
(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
Principal Investigator:
Mr. Douglas L. Crebs
Science Faculty Head
Natural Resources Program
Contact Information:
(406) 395-4313
Box Elder, MT
TCU, 2-Year Institution
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
HSI, 4-Year Institution
Name of Program:
GIS and Environmental
Informatics: Novel Program in
Puerto Rico
Principal Investigator:
Dr. Alberto Rivera Rentas
Dean
Contact Information:
(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
Co-Principal Investigator:
Antonio Gonzalez
Professor
Contact Information:
(787) 766-1717 ext. 6344
45YEAR 2001
Universidad Politecnica de Puerto Rico
Name of Program:
Modern Physics Laboratory
Principal Investigator:
Dr. Edbertho Leal-Quiros
Director, Scientific Research and
Development
Contact Information:
(787) 622-8000
San Juan, PR
HSI, 4-Year Institution
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
HBCU, 4-Year Institution
Name of Program:
The Wiley College Computer-
Based Mathematics Center and
The Science Academy for Kids
Principal Investigator:
Sarah Bush
Coordinator
Department of Mathematics
Contact Information:
(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
CIPA INSTITUTIONS(By Year)
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
TCU, 2-Year Institution
Name of Program:
You Can Be A Scientist
Part Two
Principal Investigator:
Robert Dickinson
Science Instructor
Contact Information:
(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
Principal Investigator:
Dr. Douglas Salane
Associate Professor of
Mathematics
Contact Information:
(212) 237-8836
New York, NY
HSI, 4-Year Institution
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
HBCU, 4-Year Institution
Name of Program:
CIPA
Principal Investigator:
Dr. Charles C. Woods
Associate Professor
Biology and Environmental
Sciences
Contact Information:
(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
Principal Investigator:
Dr. Laura Sanders
Professor, Earth Science
Contact Information:
(773) 442-6051
Chicago, IL
HSI, 4-Year Institution
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
HBCU, 4-Year Institution
Name of Program:
The Aerospace Education
Services Program
Principal Investigator:
Dr. Sana Sise
Division of Sciences and Mathematics
Contact Information:
(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
CIPA INSTITUTIONS(By Year)
Allen University............................................54
Arizona Western College..............................55
Fort Valley State University..........................56
Inter-American University of Puerto Rico,
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
HBCU, 4-Year Institution
Name of Program:
CIPA Program
Principal Investigator:
Dr. Marion Geter
Director of Program Development
Contact Information:
(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
Principal Investigator:
Scott Donnelly
Professor of Chemistry
Contact Information:
(928) 344-7590
Yuma, AZ
HSI, 2-Year Institution
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
HBCU, 4-Year Institution
Name of Program:
Developing an Undergraduate Minor in
Computer Based Instrumentation and
Measurement at Fort Valley State University
Principal Investigator:
Dr. Masoud Naghedolfeii
Assistant Professor Mathematics and
Computer Science
Contact Information:
(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
Co-Principal Investigator:
Dr. Singli Garcia-Otero
Associate Professor Mathematics
and Computer Science
Contact Information:
(478) 825-6612
57YEAR 1999
Inter American University of Puerto Rico
Name of Program:
Barranquitas/NASA Science and
Education Curriculum Improvement
Program
Principal Investigator:
Alex Alvarado
Professor Computer, Mathematics,
Physic
Contact Information:
(787) 857-3600 ext. 2029
Barranquitas, PR
HSI, 4-Year Institution
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
HSI, 4-Year Institution
Name of Program:
Computer Engineering Technology:
Computer-Based Control
Principal Investigator:
Richard Woytowich, Chair
Computer Engineering Technology
Contact Information:
(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
Principal Investigator:
Dr. Reuben Kesler, Jr.
Chair, Division of Natural Sciences and
Mathematics
Contact Information:
(706) 821-8342
Augusta, GA
HBCU, 4-Year Institution
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.
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60
Paul Quinn College Dallas, TX
HBCU, 4-Year Institution
Name of Program:
Curriculum Improvement Program
to Enhance Bioscience at Paul
Quinn College
Principal Investigator:
Dr. Weldon Walton
Division Chair
Contact Information:
(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
Principal Investigator:
Dr. Carol Rave
Contact Information:
(605) 964-8011
Eagle Butte, SD
TCU, 4-Year Institution
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
TCU, 4-Year Institution
Name of Program:
Curriculum Enhancement
Principal Investigator:
Rodney Bordeaux
Contact Information:
(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
Principal Investigator:
Dr. Williams C. Davis
Chairperson
Natural Science Department
Contact Information:
(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.