207050

The preparation of Education and Training Report: Performance

Report--FY 1997 was managed by Mary Anne Stoutsenberger,

University Program Specialist, under the overall direction of

Bettie White, Director of the Minority University Research and

Education Division (MURED), with text editing, layout design,

and graphs provided by Jonathan L. Friedman, Vanessa Nugent,

and Jim Hadow, respectively, at Headquarters Printing and

Design. The Allied Technology Group, Inc., of Rockville,

Maryland, under the direction of Ms. Clare Hines, compiled and

analyzed the data presented in this report. Allied staff members

who worked on this report were Dr. AIford H. Ottley, Ms. Rachel

Smith, and Ms. Lauren Buchheister.

Any questions or comments concerning this document should be

submitted to:

NASA Headquarters

Office of Equal Opportunity Programs

MURED, Code EU

Washington, DC 20546

http://mured.gsfc.nasa.gov

OneofthegoalsofthisNationisthatitsstudentsattaina levelof

scientificliteracythatwill enablethemtofunctionwell inatechnologicalsociety.Scienceandtechnologyarecentralelementsof

NASAprogramsandlie attheheartof achievingtheNASAvision

andmission.NASAscienceandtechnologyhaveprovidedpublic

inspiration,revealednewworlds,disclosedsecretsof theuniverse,providedvitalinsightsintoEarth'senvironment, helped

shapethedevelopment of atmosphericflight,andyieldedinformationthathasimprovedlifeonEarth.Inshort,NASAscienceis

aninvestment inAmerica'sfuture.

Evenmoreinspirational isthefactthatNASAscienceandtechnologyaresystematicallypenetratingeveryaspectoftheeducationalprocess.TheAgencywasfortunateto havehadtheFiscal

Year(FY)1997NASAAppropriationsBillprovideanincreasein

fundingfor"educational programswhichexpandopportunities

andenhancediversityintheNASAsponsoredresearchandeducationcommunity."

ThisreportsummarizestheperformanceofNASAeducationand

trainingprogramsfundedthroughtheOfficeofEqualOpportunity

ProgramsMinorityUniversityResearchandEducationDivision,

duringFY1997.TheprojectsdescribedareheadedbyPrincipal

Investigatorsat HistoricallyBlackCollegesandUniversities,

Hispanic-ServingInstitutions, TribalCollegesandUniversities,

andotherinstitutionsandnonprofitorganizationsthatservesignificantpopulationsofsociallyandeconomicallydisadvantaged

(hereafterreferredtoasdisadvantaged) and/ordisabledstudents.

Projectspanthespectrumof theeducational enterprise, from

kindergartenthroughpostsecondary educationandbeyondto

specializedteachertraining.Thegeneralaimisto increasethe

participationandachievement of targetedstudentsinmathematics,science,engineering, andtechnologydisciplines.

Thereportillustratesthebroadarrayofeducationandtraining

projectswesupport.Itisourhopethatyouwill findtheinformationusefulandenlightening.

GeorgeE.Reese

AssociateAdministratorfor

EqualOpportunityPrograms

_i_ _ _ !i_i

During FY 97, 152 MUREP education and training projects were conducted at OMU institutions. The institutions conducted precollege and bridge programs,

education partnerships with other universities and

industry, NRTS, teacher training, and graduate and/or

undergraduate programs. These programs reached a

total of 23,748 participants, with the predominant

number at the precollege level and achieved major

goals of heightening students' interest and awareness of

career opportunities in MSET fields, and exposing students to the NASA mission, research and advanced

technology through role models, mentors, and participation in research and other educational activities.

Also in FY 1997, NASA continued a very meaningful

relationship with the Hispanic Association of Colleges

and Universities (HACU) through Proyecto Access, a

consortium through which HACU links seven HSI's

together to conduct 8-week summer programs.

OMU Institutions reported 4,334 high school students

in NASA programs and 3,404 of those students selected college preparatory MSET courses. Three hundred

and forty-nine (349) graduated from high school, 343

enrolled in college, and 199 selected MSET majors.

There were 130 high school graduates (bridge students)

in NASA programs, 57 of whom successfully completed their freshman year. There were 307 teachers in

teacher programs and 48 teachers received certificates.

Of the 389 undergraduate students, 75 received under

graduate degrees, and eight students are employed in a

NASA-related field.

Of the 80 graduate students reported in the survey;

11 received Masters degrees, 42 continued for their

next degree, two received doctoral degrees, and four

students are employed in a NASA-related field. Two

students gave presentations at a NASA Installation, two

students had a publication published, and five students

had publications accepted but are not yet published.

Eighteen students gave presentations at national/

international conferences, one student participated on

a NASA panel, and three students participated on a

panel for another agency. Two commercial products

are in the development stage.

4

Acknowledgments

Foreword

Overview

Precollege Awards

Bridge Awards

Undergraduate Scholars/Graduate Fellows Awards

Teacher Enhancement and Training Awards

PACE Awards

Partnership Awards

(MIE and 1997 Partnership Awards)

Network Resources and Training Sites (NRTS) Awards

Other Awards

Appendices

Appendix A: Alphabetical Index by Institution

Appendix B: Index by Institution Type

Appendix C: Index by State

Appendix D: Index by Principal Investigator

Appendix E: Index by Program Type

0ve4,view

During fiscal year 1997, NASA awarded $30,752,629 to nearly

200 colleges, universities, and nonprofit organizations in support

of educational projects designed to expose precollege, prefreshman, undergraduate, and graduate students, as well as in-service

teachers, to mathematics, science, engineering, and technology

(MSET)-based courses, enrichment opportunities, and career

options. These students and faculty were specifically targeted as

minority and/or disadvantaged (in accordance with legislative

mandates to Federal agencies) and/or serving large numbers of

minority and/or disadvantaged students. The projects receive sole

or partial funding from NASA to meet the following program

goals:

Increase the number of disadvantaged and/or disabled students

in public schools, with predominant enrollments of the targeted

group, who graduate from high school with the technical skills,

knowledge, and interest required to successfully pursue mathematics, science, engineering, and technology study at the

undergraduate level

• Improve mathematics, science, and technology literacy among

disadvantaged middle and high school students who are

enrolled in public schools with predominant enrollments of the

targeted group

The following objectives facilitated the above goals:

• Increase the number of students who are fully prepared to

enroll in challenging college preparatory MSET courses in secondary school and successfully advance to the next academic

level without the need for remediation

• Heighten students' awareness, interest, and understanding of

MSET in the world around them, the career options in MSETbased fields, and the academic preparation necessary to pursue

these careers

• Expose students to role models, mentors, and a broad range of

participatory activities and advanced technology that enhance

MSET learning, experimentation, and research

• Increase parental involvement of participating students to

enhance participation and support of their children's academic

and career decision making processes

A summary of the institutions responding to the survey is shown.
" _ ' _ _ .i,_ _'_ 'i_'i_ _iiI _

During the reporting period, these projects in support

of programs for students and teachers were able to

leverage their NASA MUREP funding of $30.7 million

to an additional $5.2 million in support from industry,

other government agencies and nonprofit organiza_

tions.

By the close of FY 1997, NASA's investment in HBCU's

and OMU's through the Minority University and

Research and Education Division totaled $54.8 million

for research, education, and training. Of this amount,

more than half ($30.7 million) was specifically dedicated to education and training, which is the focus of this

report. Both the number of participants and the dollar

amount were almost equally divided between HBCU's

and OMU's. OMU awards and funding included

awards to HSI's, Tribal Colleges and Universities, and

other organizations (such as the Southeastern

Consortium for Minorities in Engineering), which serve

substantial numbers of disadvantaged students.

During the FY 1997 reporting period (Summer 1996

and Academic Year 1996-97), 218 MUREP education

and training projects were conducted at HBCU and

OMU institutions. Of those projects, 56 institutions

conducted precollege, PACE, and bridge programs, 22

education partnerships, 7 Network Resources and

Training Sites (NRTS), 1 7 teacher training, and 99 institutions administered graduate fellows and/or undergraduate scholars programs in addition to

approximately ! 7 other consortiums and associations

that spanned precollege through graduate and teacher

programs. These programs reached a total of 48,433

students, with the predominant number, 46,810 at the

precollege level. Additional outcomes included: 8,422

high school students (grades 9-12) in NASA programs

and 6,739 of those students selected college preparatory mathematics, science, engineering and or technology (MSET) courses. Eleven hundred and thirteen (1,113)

graduated from high school, 1,260 enrolled in college,

and 481 selected MSET majors. There were 966 high

school graduates (bridge students) in NASA programs,

253 of whom successfully completed their freshman

year. There were 1,063 teachers in teacher programs

and 107 teachers received certificates. The preponderance of teacher training was for professional development and capability building rather than certificate

granting.

During the FY 1997 reporting period, 66 MUREP education and training projects were conducted at HBCU

institutions. These institutions conducted precollege

and bridge programs, education partnerships with

other universities, industry and nonprofit organizations,

NRTS, teacher training, and graduate fellows and/or

undergraduate programs. These programs reached a

total of 24,685 participants, with the predominant

number at the precollege level. The programs achieved

major goals of heightening students' interest and

awareness of career opportunities in MSET fields, and

exposing students to the NASA mission, research and

advanced technology through role models, mentors,

and participation in research and other educational

activities. Also in FY 1997, NASA continued a very

meaningful relationship with the National Association

for Equal Opportunity in Higher Education (NAFEO).

NAFEO conducts two programs, Faculty Development

Workshops and Student Researchers, each linking multiple HBCU's through a variety of educational experiences.

The reported outcomes for HBCU's on the survey were

as follows. Grantees reported 4,088 high school students in NASA programs and 3,164 of those students

selected college preparatory MSET courses. Seven hundred and sixty-four (764) graduated from high school,

917 enrolled in college, and 282 selected MSET

majors. There were 836 high school graduates (bridge

students) in NASA programs, 196 of whom successfully

completed their freshman year. There were 756 teachers in teacher programs and 59 teachers received certificates. Undergraduate student programs contained

316 students, 54 of whom received degrees, 40 are

continuing for the next degree, 7 are employed in a

NASA-related field, 43 gave presentations at NASA

Installations, and 4 students presented at a national/

international conference. Of the 37 graduate students

reported in the survey, 17 received Masters degrees, 8

continuing for the next degree, and 3 employed in a

NASA-related field. Twenty-two students gave presentations at NASA Installations.
Aw, 

In a recent report issued by the National Science Foundation, t the

researchers concluded: "The problem of poor retention by underrepresented populations in MSET [mathematics, science, engineering, and technology] undergraduate and graduate study cannot be

viewed apart from the troubling fact that inadequate preparation

and/or lack of resources in MSET often occurs long before these

students reach college age. The programs that demonstrate the

most success in improving the participation of underrepresented

groups are those that provide early support and bridge one educational level to the next." Clearly, increasing minority participation

in MSET fields requires increased intervention in the precollege

years.

Precollege awards are funded on an annual basis and range

between $10,000 and $1 million. The average award, however, is

around $100,000. Recipients are expected to leverage these dollars with funds from other sources to maximize their impact.

Awards are generally for elementary/secondary student support

programs that may include structured experiences and curriculum

development activities. Overall goals of such programs and enrichment activities are:

• Increase student interest, achievement, and persistence in mathematics, science and technology education

• Cultivate awareness of career opportunities in mathematics, science, and engineering

*Encourage and retain in the pipeline those students already interested in careers in mathematics, science, and engineering

• Increase student achievement and persistence in mathematics

and science

During fiscal year 1997, 30 precollege awards were given to the

organizations to the right. Twenty-nine of the 30 submitted data for

this report.

1 Division of Research, Evaluation, and Communication, Directorate for

Education and Human Resources. Indicators of Science and Mathematics

Education, 1995. Edited by Larry E. Suter. Arlington, VA: National Science

Foundation, 1996 (NSE 96-52).
_ _ _ii_ _ ,_...., _ .... _. _ii__ii! IT__!_'__i_'_ .Z_ _,. :_ ,/_

Alabama A&M University

Future Assets Student Talent, Inc.

Program Overview

Future Assets Student Talent, Inc. (FAST), is a high school/hightech career development program that motivates and prepares

students with disabilities to further their education to achieve

high-tech and professional careers. The FAST program, which is

managed by Government agencies, business, and industry, is

modeled after the High School/High-Tech Project started in Los

Angeles in 1983. In 1985, through the cooperative efforts of the

Alabama Department of Education, the Alabama Department of

Rehabilitation Services, and the President's Committee on

Employment of People with Disabilities, north central Alabama

was chosen as the second "high-tech" community in which to

launch this unique program for students with disabilities. The

program thrives today because of the cooperative support of

Government, businesses, industries, schools, community organizations, and special services from individuals and rehabilitation

agencies.

The FAST program targets students with disabilities--of both genders, and all ethnic groups--in grades 7 through 12 with a "C" or

above grade point average. This program is available throughout

a student's college career if the student is a member before entering college. Therefore, the students must have the potential to

pursue higher education to achieve high-tech and professional

careers. FAST will evaluate qualifying students with the following

conditions:

• Hearing impairment

• Visual impairment

• Multiple sclerosis

• Paraplegia

• Epilepsy

oMuscular dystrophy

oCongenital heart disease

• Cerebral palsy

oQuadriplegia

oCystic fibrosis

• Learning disabilities

• Other chronic conditions

Referrals may be made by school and/or rehabilitation service

representatives (for example, counselor, teacher, or other).
_ 11ii:_,_ I=__ >_i,_!i >__iii> ><....

_ii_ _ _i ' , ...... ' _ -

Objectives

The program goals and objectives are to offer career exploration

opportunities through exposure to high-tech/professional jobs and

professional role models, to build self-confidence, to offer opportunities for developing social skills, to motivate students to prepare for

professional careers by taking college preparatory courses, to utilize

community resources from the private, public, and nonprofit sectors

to meet the goals and objectives, and to recruit students throughout

the year. Activities for accomplishing these goals and objectives

include providing a mentor for each student, professional shadowing,

industry tours, scholarships, career and vocational workshops, summer jobs, co-op activities in high-tech businesses, a network for sharing information and services among schools, universities, and service

organizations, and programs for heightening public awareness to the

needs of individuals with disabilities.

Enrollment Data

FAST enrollment increased from 50 to 75 students during the

1996-97 fiscal year.

Outcomes to Date

There were four workshops, ranging in topics from career development to assisting technology, presented to students, parents,

teachers, business personnel, and others. Several tours and shadowing opportunities were provided for the students. Engineers at

NASA's Marshall Space Flight Center conducted these activities in

an actual laboratory environment. A paid summer internship program was very successful, with nine students assigned to Marshall

and one student assigned to Alabama A&M University for 7

weeks. This was a valuable, hands-on learning experience that

provided the students with the information needed to assess their

academic and career goals. At the end of the summer internship

program, a scholarship was created to be given annually to a college student with a minimum of 2 years of participation in FAST

activities. Also, a special award was created for a FAST college

student graduate who best demonstrates the ability to overcome

obstacles to become successful in life and who is established in a

high-tech career. The students received special recognition for

their contribution to the NASA and Alabama A&M departments

they supported. There are plans to implement a quarterly newsletter designed and written by the students and to establish and

maintain a web site.

As a result of participating in the FAST program, many students

reported that the program assisted them in their decision to go to

college, helped them improve their school grades and refine

career goals, increased self-esteem, improved their relationships

with teachers and parents, and aided them in getting along with

other students.
Bethune-Cookman College

Pre-College Readiness Program

Program Overview

This proposal established a Saturday Academy and a summer

Pre-College Readiness Program at Bethune-Cookman College for

2 years. The major goal of the program was to increase college

preparedness of the number of minorities who graduated from

high schools in the Daytona Beach area by 2,0 percent. Thus, the

overall goal of this project was to increase the number of scientists available for the 21st century. To attain this goal, BethuneCookman held classes on Saturdays and 5 weeks during the

summer months for 100 minority students in grades 6 through

12. The curriculum for the students included physics, chemistry,

biology, computer literacy, communications skills, and an integrated science-mathematics-engineering component. The

100 students were selected from four high schools, two middle

schools, and two elementary schools. The classes for the various

courses offered were at the academic levels of the participants.

College students served as tutors during the 5-week summer sessions. The 24 Saturdays of the Saturday Academy assisted the students in keeping up with their normal classes held on Mondays

through Fridays as well as acquainted them with various scientific and mathematical concepts and principles from the 5-week

summer sessions. Science enrichment trips were designed to

motivate the students for careers in science. Volunteer engineers

assisted with the science-engineering component.

Objectives

The overall goal of this project is to increase by 30 percent the

number of minority high school graduates from the Daytona

Beach area who are prepared to enter college in the sciences,

engineering, and mathematics. Because this will take 7 years, the

evaluative academic indicators for a yearly progression were

revised to depict the number of students remaining in the program each year. Also, it is necessary to keep track of the number

of students entering the program in the 6th grade as well as the

number of students exiting the program at the end of the 12th

grade year. The chart to the left shows the number of participants

by the end of each fiscal year for 1995-97.

Enrollment Data

The total number of students from 1995 through 1997 in this program is 320.
Outcomes to Date

1. Four participants have graduated from the 12th grade

since the project began in 1995. All four were admitted

to college in the sciences and engineering-_one at

Morehouse College in engineering, one at Florida State

University in engineering, and two at Florida A&M

University in the sciences.

2. Parents have served as hall monitors, teacher aides, and

chaperones on field trips.

3. The students have taken field trips each year.

4. The hands-on engineering component has provided

each student the opportunity to build his or her own

motor and to work in groups to assemble robots and rockets.

5. All students in the program have continued to increase

their grade point average.

6. All students in the program are taking mathematics at

least at the algebra level (pre-algebra for the 6th graders).

7. All students have had experiences with the computer

using Windows 95 and the Internet.

The community as well as the school district has developed a

better relationship with the college. As the students return to

school in the fall, the teachers are beginning to know, without

being told, which students participated in the NASA/BethuneCookman SEMSAP Program. For the 67 slots available for this

year, there were more than 200 inquires for participation.

 'iiiiiii ill
_ _ _ii_

California State University at Los Angeles

Math, Engineering, Science Achievement

Program

Program Overview

The Math, Engineering, Science Achievement Program (MESA)

serves disadvantaged students in math-based fields, with an

emphasis on African Americans, Native Americans, Mexican

Americans, and other Hispanic Americans. MESA provides a

pipeline of services from kindergarten through 12th grade to

increase the number of these students who choose college

degrees in math, science, and engineering. Serving 17 schools,

MESA at California State University at Los Angeles helps students

succeed in college prerequisite courses with the assistance of an

advisor--a mathematics or science teacher--who provides

weekly academic assistance.

Objectives

The program has five objectives: to increase the number of students participating, to enhance hands-on math, science, and

engineering experiences, to provide academic support and advising, to provide career exploration, and to provide college advisement.

Enrollment Data

The total number of students impacted has been 5,200 since

September 1, 1979. Program enrollment for the past 4 years is

shown in Figure 2. The target grade level is K-12. The students

targeted by category are as follows: females (37)--African

American, Native American, Hispanic, and other; males 124)-

African American, Native American Indian, Hispanic, and other.

Program Implementation

Strategies: year-round enrichment; strong academic component;

involvement of parents, teachers, school counselors, and administrators; mentoring relationships; academic year component;

exposure to career options; summer component; field trip opportunities; Saturday component; SAT/ACT preparation; linkages to

the next level; involvement of the community; tutoring; research

component; use of technology; hands-on learning; problemsolving; and skill development.

Recruitment Strategies: mailings to students and parents, teacher

and counselor recommendations, and one-on-one meetings with

students.
Selection Criteria: interest in math or science, expressed teacher

recommendation, and completion of algebra by 8th or 9th grade.

Partners: California State University at Los Angeles, TRW,

Northrop, MWD, Xerox, and MESA statewide.

Courses Targeted: mathematics, trigonometry, Earth science, prealgebra, pre-calculus, algebra l, calculus, chemistry, geometry,

computer science, physics, algebra II, and physical sciences.

Outcomes to Date

Results: commendation from the Los Angeles Unified School

District.

Tracking: name, address, ethnicity, gender, MSET courses taken,

SAT/ACT scores, career choice, college entrance, college major,

grade point average, and highest academic level.

Lessons Learned: the need to establish concise site agreements or

contracts with schools and districts.

Issues/Challenges: continued funding, institutional commitment,

and district commitment.
California State University at

Summer Chemistry Program

Los Angeles

Program Overview

The proposed project provides minority students an intensive

research experience that is enormously important in developing

the self-confidence necessary for the successful pursuit of an

advanced technical or scientific degree.

Objectives

The objectives are: (1) to encourage underrepresented minority

students to undertake careers in chemistry and (2) to demonstrate

to the students the importance of the relationship among modeling, laboratory measurements, remote and in-situ field measurements, and data analysis.

Outcomes to Date

During the summers of 1998 and 1999, two students each from

California State University at Los Angeles, Los Angeles City

College, and Los Angeles Southwest College will actively participate, for a period of 10 weeks, in research programs being conducted at California State University at Los Angeles and the Jet

Propulsion Laboratory. The students will be part of the research

teams conducting experiments in atmospheric chemistry related

to the Earth and to the surface of Mars.
Capitol College

Pre-College Minority Engineering Program

Program Overview

The Capitol College Pre-College Minority Engineering Program

has been designed to prepare and motivate minority high school

graduates for the rigors demanded by undergraduate studies leading to degrees in the engineering profession. The program

upgrades the skills of minority students who have shown an interest in pursuing a bachelor of science degree in electrical engineering. This is done through a comprehensive effort to upgrade

academic skills, study skills, and interpersonal skills.

Objectives

The goal is to lay the foundation for the successful completion of

the rigorous curriculum leading to a bachelor of science degree

in engineering.

Enrollment Data

Since 1992, NASA has funded a Pre-College Minority Engineering

Program, which is held at the Capitol College campus in Laurel,

Maryland. From ] 992 to 1996, 10 minority students who had just

graduated from high school and wanted to pursue academic

degrees in electrical engineering completed the program. During

the summer of 1997, this number was decreased to nine students

because of a reduction in the overall program budget. Fifty-nine

students have graduated from the program. Of these, 33 are now

enrolled at Capitol College in one of the engineering programs at

the bachelor of science level or have completed their engineering

degree requirements at the college.

Outcomes to Date

The program's class of 1997 consisted of nine students: five men

and four women. Seven students came from the metropolitan

Maryland area, one from Brooklyn, New York, and one from

Philadelphia. All hope to obtain electrical engineering degrees at

Capitol College or at another accredited engineering college.

Upon conclusion of the program, the results were outstanding.

Eight of the nine students are enrolled at Capitol College this fall.

All eight students are enrolled in the electrical engineering program and have excellent prospects of graduating with a bachelor

of science degree. The ninth student is planning to take courses at

a local community college.

• Capitol College Enrollment

t : •

1

19
Thiswasthemostacademicallyinclinedand enthusiastic PreCollege Minority Engineering Program class ever. One mark of

this is that the participants wrote and designed a wonderful magazine that discusses their impressions of the program and what it

meant to them. The students were extremely focused on their

academics. They have expressed how beneficial they believe the

program has been. It has given them a head start on the transition

to college, helped them understand their academic and personal

strengths and weaknesses, and increased their confidence in their

ability to start an academic program.

Every summer, student feedback and program evaluations have

shown that the students felt they were better prepared to enter

college as a result of the 6 weeks they spent at Capitol College.

In addition, comparisons of placement tests (pretests) in English

and math with final tests have clearly shown that improvement

has been the norm for all students. Detailed evaluations of the

results of each program class have been sent to NASA at the

conclusion ot each session and at the end of each academic

semester.

Student Achievements

Since the summer of 1995, four different Pre-College Minority

Engineering Program graduates have worked onsite as summer

interns at NASA's Goddard Space Flight Center. This has been

very successi:ul in providing students with the opportunity to

work with NASA engineers to obtain experience within their

career field and get additional focus on the work of electrical

engineering majors.

During the 1996-97 academic year, 22 of the then 50 program

graduates were enrolled in engineering programs at Capitol

College. At the end of the year, a major program milestone

occurred as the first member of the Pre-College Minority

Engineering Program class of 1992 received his bachelor of science degree. He is now working on site at Goddard as a contractor employed by Hughes STX. In addition, three program students

received associate in applied science degrees at the 1997 May

commencement ceremonies. All three are continuing on for their

bachelor of science degrees.

One program student worked onsite at Goddard as an intern during the summer of 1997. She had the opportunity to use her digital design skills while developing a test box for an HRSN Bread

Board. This board was designed to support the performance of

housekeeping telemetry tasks for the MAP Satellite.

3_
Longitudinal Study

A recently completed longitudinal study of the Pre-College

Minority Engineering Program classes of 1992 to 1996 clearly

shows the impact of the program. An analysis of retention rates,

cumulative grade point averages, and completed credits compared entering freshmen minority students with Pre-College

Minority Engineering Program students. The benefits of the program for the students were clear:

*The average number of credits completed by the program students was higher than the average number of credits completed

by their peers.

*The average cumulative grade point average of the program

students was higher than the average cumulative grade point

average of their peers.

• The retention rates for the program students were higher than

the retention rates of their peers.

*Two members of the incoming class of 1992 earned bachelor

of science degrees. One of the two was a program student.

• All three members of the incoming class of 1993 who earned

associate of applied science degrees were program students.

Partnering

Scholarships for Pre-College Minority Engineering Program students have been donated from Litton Industries and the

Baltimore-Washington Corridor Chamber of Commerce

Foundation annually for the past 4 years. The 1996-97 Litton

Scholar is now working at Litton Industries as an engineering

aide.

Funding History--

Capitol College

21
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Cuyahoga Community College

Science, Engineering, Mathematics and

Aerospace Academy

Program Overview

The 1996-97 program year saw considerable achievement and

expansion for the Science, Engineering, Mathematics and

Aerospace Academy (SEMAA). The program served more than

1 939 students by providing them innovative science and mathematics programs at no cost to the students. In addition, more

than 120 parents were involved in various parent seminars,

which taught them not only how to better support their children's

education but also how to further their own education.

SEMAA was jointly established in September 1993 by Cuyahoga

Community College and NASA's Lewis Research Center. Funding

for SEMAA was provided by the Office of Equal Opportunity

Programs at NASA Headquarters. Classroom and administrative

space was provided by Cuyahoga Community College.

Objectives

SEMAA brought together five preexisting youth programs at

Cuyahoga Community College. All five of those programs were

combined to:

• Increase the participation of underrepresented and underserved

groups in science, engineering, mathematics, and technology

careers

• Increase the success rates of all students interested in science

and mathematics

• Support the continued success of students interested in math

and science

• Develop partnerships to recognize and support students interested in these fields

Enrollment Data

The framework for each preexisting program allowed SEMAA to

serve a student population ranging from kindergarten through the

! 2th grade. During the fourth program year, 1,939 students participated in the program--1,379 (71.1 percent) of whom were

African-American, 340 (17.5 percent) of whom were Hispanic,

176 (9.1 percent) of whom were Caucasian, and 44 (2.3 percent)

of whom were Asian-American or from other ethnic back-
grounds.Inaddition,morethan120parentso_5thto 12thgrade

studentswereinvolvedinvariousparentrainingprograms, and

severalhundredparentsofKthrough4thgradestudentsparticipatedinclasseswiththeirchildren.

Outcomesto Date

All SEMAA participants were given the opportunity to learn and

develop interests through hands-on/minds-on experiences, field

trips, speakers, and mentors. All functions were developed to create an interest in and a better knowledge of science, engineering,

mathematics, and aerospace for the SEMAA participants.

The following institutions were partners with SEMAA in providing

various aspects of the SEMAA program:

• Cuyahoga Community College

• Case Western Reserve University

• Cleveland State University

• Lakeland Community College

• Lorain Community College

Summer components were held at the Metropolitan (Metro) and

East campuses of Cuyahoga Community College, the El Barrio

Community Center, the Esperanza Community Center, and one of

the Cleveland public schools, Buhrer School, as well as at Case

Western Reserve and Cleveland State Universities. A revised

9th- to 12th-grade summer program was added at Cuyahoga

Community College, as was a new summer program in conjunction with Inventure Place, a hands-on children's science museum

in Akron, Ohio.

The Mobile Aeronautics Education Laboratory was completed in

May 1996 and was used by SEMAA for the 9th- to 12th-grade

summer and academic-year programs. The laboratory takes a cutting-edge approach toward teaching math, science, and aerospace topics. The laboratory will continue to be used for 9th- to

12th-grade SEMAA components in the future. SEMAA has been

awarded a grant to replicate the Mobile Aeronautics Education

Laboratory workstations at Cuyahoga Community College during

the 1997-98 academic year.

Cuyahoga College Enrollment
2e

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Edward Waters College

Mathematics, Science,

and Technology Intervention

Program Overview

The NASA-sponsored math and science academic enrichment

program at Edward Waters College provides growth in academic

and technical knowledge, self-confidence, and global awareness

for minority high school students in the Jacksonville, Florida, community. Using a curriculum designed around an interactive series

in physics for grades 9 through college, the program integrates

course work in computers, mathematics, physics, and electronics.

The program offers conceptual physics and graduated electronic

laboratories. Computers are used to access the rich Internet

resources to research physics and electronics topics, enhance

electronic skills using simulator software, and write computer programs to solve problems from math and physics classes. In addition to reinforcing basic skills in algebra and geometry, math

classes focus on such subjects as vectors and number systems.

Objectives

The program's objectives are to:

-,Improve the participants' attitude and skills with respect to

"hard science" and mathematics courses

• Instill an awareness of the relationships between mathematics and science

• Strengthen the overall support basis through parental and community involvement

• Allow academically gifted students from targeted schools an

opportunity to meet with each other in an academically competitive environment

Enrollment Data

The total number of students impacted is 248 since May I, 1994.

The target grade level is the 9th through 12 grade. Of the female

participants, 14 are African Americans; of the male participants,

9 are African Americans. Program enrollment for the past 4 years

is shown in on the next page.

Program Implementation

Strategies: year-round enrichment, strong academic component,

summer component, involves school counselors and administrators,
fieldtripopportunities, Saturdaycomponent, linkagestothenext

level,useoftechnology, hands-onlearning,andskilldevelopment.

Recruitment Strategies: ranked 67 prior participants based on recommendations from instructors in four subject areas; invited 30 students

to an interest meeting with parents, presented program, and signed

commitment statements; surveyed by phone remaining students to

ascertain availability; repeated step 2 for the next block of 10 available students; recruited from 8th grade class at local engineering

magnet school and Black Male Explorer Program.

Selection Criteria: limited participation of 20 students and 3 alternates and recruitment pool was a group of 67 who participated in

the same program during the spring of 1997 and public school

students entering 9th grade in the fall of 1997.

Partner: Continental Cablevision.

Courses Targeted: pre-algebra, algebra I, geometry, computer science, and physics.

Outcomes to Date

Results: Posttest scores increased an average of 69.5 percent and

above for the 5-week summer program. Excellent attendance was

attained, with only two excused absences. An interdisciplinary

mathematics, physics, and computer curriculum was successfully

implemented. Overall, the participants rated the quality of exams

as "excellent" (20 percent) and "good" (60 percent), the quality of

lectures as "excellent" (19 percent) and "good" (57 percent), and

the quality of textbooks and materials as "excellent" (50 percent)

and "good" (32 percent).

Tracking: name, address, ethnicity, gender, MSET courses taken,

grades, grade point average, and highest academic level.

Lessons Learned: Some desirable students could not make the commitment to both summer and Saturday participation as the program

design required because of competition with public summer school

and other special programs. In every type of course, the traditional

full-period lecture needs to be modified when working with students

age 14-17. Strategies and methods such as hands-on practice, group

competition, and rewards are effective.

Edward Waters College

Enrollment

120

100

80

60

40

20.

0

1994 1995 1996 1997

$200,0O0

$260,000

$200,000

$160,000

SIO0,0OO

SSO, O00

Funding Historym

Edward Waters College

Issues/Challenges

Edward Waters College must secure additional funding sources to

continue operating the program after May 1997. The group is of

mixed age and experience level; the program is challenging the

college to design a curriculum that provides consistent growth.

Recruitment must bring in a more uniform startup student pool

for future phases. 25
Hispanic Association

Universities

Proyecto Access

of Colleges and

Project Overview

The NASA/Hispanic Association of Colleges and Universities

(HACU} Proyecto Access identifies middle school and high

school students with the potential and interest in becoming practitioners or teachers in engineering, science, and other mathematics-related areas and to reinforce them in the pursuit of these

fields. Minority students are the targeted participants. NASA and

HACU selected seven sites across the country to serve as centers

for the project•

Objectives

The main objectives for the project are to:

QAcquaint the students with professional career opportunities in

math, science, and engineering

• Reinforce the mathematics preparation of these students at the

secondary level

• Increase the retention rates of these students in college

• increase the number of competently prepared minority and

female high school students from Proyecto Access who will ultimately pursue engineering, mathematics, or science studies in

college

Project Implementation

NASA and HACU selected the following Hispanic Serving

Institutions to serve as the implementation centers for the 1997

project year:

Florida International University

Hostos Community College

Jersey City State College

Los Angeles City College

New Mexico State University

Pima Community College

Richard J. Daley College

Miami, Florida

Bronx, New York

Jersey City, New Jersey

Los Angeles, California

Las Cruces, New Mexico

Tucson, Arizona

Chicago, Illinois
The academic portion of the program consists of an 8-week program, conducted between June 2, 1997. and August 29, 1997

The actual dates of the program depended on the site The overall

projecl end date for 1997 is mid-January 1998. The following

programs, courses, and activities were offered at the sites (actua

selection varied by sitel:

• Logic and its Applications to Mathematics

• Introduction to Engineering

• Introduction to Computer Science

• Topics in Problem Solving (Seminar)

• Career Awareness guest speakers and special presentations

• Field trips

• Practice SAT examinations

The selection criteria are the completion of the school year by

June 27, 1997, 3.0 grade point average, and the completion of

required mathematics courses depending on the students' class

level (pre-algebra, algebra, or geometry/. Each applicant needs to

be nominated by two teachers or counselors, at least one of

which must be a mathematics teacher.

There are no tuition and fees. Financial assistance from the local -_

Private Industry Council Summer Youth Programs and free breakfasts and lunches through the State-administered U.S. Department

of Agriculture Summer Food Service Program became available to

many low income students who are eligible for their academic

year school lunch program. Five sites had the Summer Food

Service Program. two had a Summer Youth Program. and one had

program counselors provided free of charge.

Program staff include college faculty members, high school and

middle school teachers, and program assistant mentors (undergraduate engineering and science majors). Financial and in-kind

program support come from NASA, center institutions, local

school districts, local private industry/Council Summer Youth

Program the State-administered U.S. Department of Agriculture

Summer Food Service Program, and other public and private sector agencies. HACU provided fiscal and programmatic support.

Initial technical support was provided by the Texas Pre-freshman

Engineering Program office of the University of Texas at San

Antonio.

27
Outcomesto Date

The following is the basic statistical summary of the program

participants: applied--539, started_-426, and completed--349.

Of those students completing the program, the following ethnic

breakdown applies: 2 Native Americans, 44 Caucasians,

48 African Americans, 219 Hispanics, and 36 others. The gender

breakdown was: 51.86 percent male and 48.14 percent female.

The following information is being gathered (or will be gathered

in future years) for evaluation, research, and tracking purposes:

name, address, ethnicity, gender, grades, SAT/ACT scores, career

choices, college entrance, college major, grade point average,

education levels of parents, and college degree(s). Other data

may be added in the future.

Issues/Challenges

Proyecto Access needs to work closely with its schools that have

the year-round calendars and to identify the students earlier in

the year so that they receive the necessary authorization/permission from their home schools to be able to participate in the local

program. Each program needs to develop linkages with local

public- and private-sector agencies so that local support will fund

the program's growth.
Lincoln University

EXCITE Program

Program Overview

The purpose of this program is to promote the use of technology

in middle school science education. The program is currently

working with three middle schools: Penns Grove Middle School

in Oxford, Pennsylvania, a small community in a mostly rural

area; Gordon Middle School in Coatesville, Pennsylvania, an

urban area with a significant minority population; and Glenbrook

Middle School in Concord, California, also an urban area with a

significant minority population. The objective is to get the schools

involved in working on a community project and in using technology to accomplish the goals of the project. The schools are

working on the following projects using both classes and before

and after school clubs:

°Penns Grove Middle School (Project ExCITE)--This school

includes 6th and 7th graders who are working on two projects.

The first is a determination of the availability and suitability of

farm ponds for fighting fires in rural areas; the second project is

a study of methods to reestablish and preserve natural grasslands (savannas) that occur in a serpentine barrens area that

serves as a county park.

°Gordon Middle School (Project ExCITE)--The 5th, 6th, and 7th

graders at this school are working on Lyme disease. Specifically,

they are involved in gathering information about it and sharing

this information with the community in printed form and

through public presentations.

°Glenbrook Middle School (Project PLANET)--These 6th, 7th,

and 8th graders are working on a tidal marsh area that adjoins

the schools grounds where they plan to develop a wetlands

interpretative area and teaching park.

Enrollment Data

The Penns Grove Middle School is in Oxford, Pennsylvania, a

small town in a largely rural area. The students, 6th and 7th

graders, are mostly white (86 percent); both male and female students have participated in the project. The students are recruited

through a technology fair that is held early in the school year; the

fair includes stations that illustrate the Internet, satellite technology, optics, the serpentine barrens habitat, and mapping. In addition, the students in the program make presentations to their

peers in school assemblies for the purpose of recruitment.

Dr.Da_ Royer

LincolnU_

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Gordon Middle School which enrolls 5th, 6th, and 7th graders,

is in Coatesville, Penns ,Ivania. an urban community with a significant African-American population, which is reflected in the

school population (29 percentl. The students are recruited into

the program through a science fair similar to the one held at

Penns Grove. The fair at Gordon includes a station on Lyme disease, microscopy, rabies, hand washing and germs, aerial photographs and mapping, and satellite technology.

Glenbrook Middle School is in Concord, California, and enrolls 6th,

7th, and 8th graders. The student population is about 40-percent

Hispanic, 10-percent African-American, 5-percent Asian, and the

remainder white. The students are introduced to the project by a science fair. Students can choose to participate on a volunteer basis, but

all students are exposed as the curriculum in all three grades contains

units derived from the work on the marshes.

Outcomes to Date

Penns Grove Middle School

To build on the first year's work. it was decided to involve students in three ways. One was to use volunteers both before and

after school. Second, Project EXCITE offered a club that met twice

a week whose function was to concentrate on the fire pond project. Third, a new approach was to offer an extra class during

school hours that met twice a week. This class was team-taught

bv project teachers, using a multidisciplinary approach to teach a

multigrade, multilevel mix of students.

The volunteer group was in charge of communications; this

included community displays, public speaking, newspaper

reporting, and a display case. This group of 20 prepared a trifold

display that was used to promote community involvement at a

variety oi: public gatherings. In addition, this group spoke to four

school assemblies, at a Home and School Association meeting,

and to congressional aides in Washington, D.C.

The club analyzed aerial photographs to locate ponds for the fire

company. The members used mapping and analytical skills to

complete the first phase of this project. Next fall, the data will be

used to prepare maps and data bases; this information will be

presented to the fire company.

The Project EXCITE class was established to create an informed

nucleus of students who would serve as leaders for the project.

Students had to apply to join this class by filling out an interest

and achievement questionnaire and obtain parental permission to

take on extra school duties. The class was limited to an enrollment of 25 and met twice a week throughout the entire school

year. Content focused on two areas: the use of the Internet as a

research and communications tool and the use of controlled
burns to maintain the serpentine barrens that are

threatened by encroaching vegetation. To learn about

the Internet, students divided into cooperative groups

and researched its origin, language, use, and information. Then, they presented the information to their

classmates. Students enjoyed a field trip to Lincoln

University's computer laboratory for an afternoon of

"surfing the net." The outcome of these activities was

the creation of a home page for the project by a parent

volunteer with articles and input from students.

To learn about the use of controlled burns, students participated in an electronic field trip purchased with the NASA

grant. This field trip was broadcast live from Minnesota,

and students could send in questions by e-mail. This precipitated several classroom meetings and discussions on

fire, followed by five experiments on fire and two on "tree

cookies" to study the history of trees as revealed by their

growth rings. Next, the students hiked through

Nottingham Park with Superintendent lim Subach to look

at areas targeted for fire and other control methods to protect the prairie grasses from encroaching green briar and

leaf litter. Unfortunately, because of safety and insurance

reasons, the students were not allowed to attend the

burns, which ,,,,,ereconducted in areas of 4 to 5 acres at a

time. Two teachers were able to film a burn, and the students will finish writing the script for voice-overs and editing the film over the summer. The students went on a hay

ride after the fire to survey the results of the burns.

The highlight of the year was an exchange program with

Glenbrook Middle School in Concord, California. Six students and a teacher spent a week in California learning

firsthand about a different geographic area, culture, and

school system. The students were exposed to Glenbrook's

Project PLANET, new technology, and sites of San

Francisco. Students sent back daily messages and photos

though e-mail to keep Penns Grove's students updated on

their adventures. The following week, six Glenbrook students and one teacher arrived in Oxford, where they

spent time at Penns Grove and went on field trips to

Amish country, Nottingham Park, Washington, D.C., and

Philadelphia. Everyone involved in the exchange agreed

that this unique opportunity resulted in a memorable

learning experience.

Gordon Middle School

Early in the school year, a science fair was held in the

school's library; the purpose of the fair was to attract

students to the project. All students had one 45-minute

period to attend the fair, which lasted over 3 days. This

resulted in the formation of a student population to

work on the project that included new students and

students who had participated the year before. These

students then had afternoon meetings to gather and

organize information about Lyme disease; in the spring,

this was expanded to include before-school meetings.

The focus in the spring shifted to the preparation of the

Lyme disease information booklet; the students also

prepared their presentation, which was part of a yearend trip to Washington. The presentation, which

included a rap song on Lyme disease, was made to

Representative Miller (California) and Representative

Pitts' (Pennsylvania) legislative assistant.

Glenbrook Middle School

During the past year, the students completed a geographic

information system (GIS) of Peyton Hill Marsh. They have

also completed a comparison of four different marshes to

determine which o_e was most suitable as an educational

resource. Several partnerships with local environmental

groups have allowed the students to obtain more information on tile marshes. The students and teachers were

trained on ARCView by outside experts. Finally, the integration of project units into the curriculum was completed

for all three grades at the school.

Partnering

Lincoln University coordinates the project by overseeing

the budget for this project, serving as a link between the

schools and the funding agency, and providing technical

support, training for teachers and students, and support for

the technology being introduced into the schools.

TRW Corporation serves as a subcontractor on the project, providing training for teachers in satellite image

analysis and GIS. In addition, the company has supported the science fairs at the schools by providing the

Lewis satellite model as well as a person to explain its

operation. Dr. lay Pearlman of TRW has also communicated with the teachers on a regular basis, providing

valuable input to accomplish the projects.

3t
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Midtown Educational Foundation

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Midtown Educational Foundation

Enrollment

Program Overview

Midtown Educational Foundation (MEF) provides supplemental education programs for inner city youth through its Midtown Center for

boys and the Metro Achievement Center for girls. Three programs

serve students in the 4th through 12th grades. In the One-on-One

Program for grades 4 through 6, students receive individual tutoring

in math, science, and English. The focus on math, science, and

English continues in the Midtown/Metro Achievement Program for

7th and 8th graders, which prepares students for entrance into college-track high schools. Finally, the College Orientation Program

prepares high school students for college entrance exams, helps

them explore college options, and opens professional horizons,

especially in the fields of math and science.

In 1993, with a multiyear grant provided by NASA, MEF began to

implement a curriculum focused on math and science to prepare

students to pursue studies and careers in technical fields. The

1996-97 goals of the project were as follows:

• Excite students about math and science

• Encourage students to pursue math and science courses in high

school so that they might then pursue technical studies in college

• Orient students toward careers in math and science

• Provide supplementary assistance and professional guidance

through individual mentoring

To achieve these goals, Midtown and Metro use a multifaceted

approach that combines academics, mentoring, character education, and parental leadership.

MEF programs target the average student--those in the 30th to 70th

percentile. Students participate in MEF programs after school, on

weekends, and during the summer. Many students attend for more

than one semester. Students are recruited through presentations

made at local schools and program brochures. This year, in an effort

to reach out more effectively to teachers in Chicago's inner city, MEF

sent a mailer that announced the Summer Program--the centers'

busiest time of the year--to more than 500 teachers and principals.

The mailer incorporated strong testimonials from teachers who

already know the value of the MEF programs.
Parentsandstudentsalikeundergopersonalinterviews

inascreeningprocessforadmissionto theprogram.To

beadmitted,studentsmustdemonstrateadesireto betterthemselves, personallyandacademically. Theyand

theirparentsmustalsoshowintentto staywiththe

programforthelongterm.Studentsalsomustsubmita

copyoftheirreportcard.

Enrollment Data

In the 1996-97 academic school year, 661 students

from close to 75 public and private schools participated in MEF programs: 293 males in grades 4 through 8;

210 females in grades 4 through 8; 78 males in high

school; and 80 females in high school. Of these,

90 percent were African American or Hispanic.

Typically, the students are the first in their families to

attend college. While 7 out of 10 of their peers drop

out of high school, 95 percent of MEF students graduate from high school and 65 percent go on to college.

Outcomes to Date

In the 1996-97 academic year, students in all three programs continued to build their math, science, and computer skills through classroom instruction and

educational activities. Students spent 50 percent of their

academic time in math and science classes and activities.

In the One-on-One Program for 4th through 6th

graders, MEF expanded the Family Math Series for

Metro students and introduced the Technology in the

Home Project at Midtown. The three-part Family Math

Series offers students the opportunity to attend handson math classes with their family members. Activities

focus on the development of critical thinking and problem-solving skills. The Technology in the Home Project

uses computers and the Internet as a tool for increasing

the contact time between One-on-One students and

tutors. Computers were installed in the homes of

14 students enrolled in the summer session of One-onOne.

Ninety percent of the students in the Midtown/Metro

Achievement Program for 7th and 8th graders were

accepted in college-track high schools. Thirty-two stu

dents received high school scholarships totaling more

than $90,000. This year, boys enrolled at Midtown

spent more than 100 classroom hours strengthening

their math, science, and computers skills. At Metro,

students were divided into study groups according to

their academic level and school curriculum. Metro students also participated in the Museum of Science and

Industry's Science Club Network. Students learned

mathematical and scientific concepts through engaging, hands-on experiments. Topics covered include

architecture, engineering, electricity, and plant biology.

Finally, 100 percent of the seniors enrolled in the

College Orientation Program for students in the 9th

through 12th grades graduated from high school, and

100 percent were enrolled in college in the fall of

1997. Students are attending schools such as

Northwestern University, Cornell University, the

University of Southern California, the University of

Illinois, and DePaul University. Seven seniors received

scholarships totaling almost $100,000. Midtown student Rolando Padilla received the largest award--

$66,000. Rolando will attend the Illinois Institute of

Technology on a full 4-year scholarship.

This past summer, both centers worked in collaboration with local colleges to prepare students academically and practically for college. At Midtown, 9th and

10th graders benefit from challenging classes taught at

Robert Morris College. At Metro, students attended

weekly seminars at Lexington College, a private 2-year

college for women, which emphasizes business management, social responsibility, and the value of work.

Academics occupied only half of the day for these

young men and women. The other half was spent volunteering in all areas of the One-on-One and

Midtown/Metro Achievement Programs, including advising, assisting teachers, organizing sporting events, and

performing general maintenance. College Orientation

Program students in the 11th and 12th grades were

exposed to the world of work through paid and volunteer internships. Thirty-eight students worked in local

corporations, hospitals, universities, and museums.
Earlierthisyear,MEFwasoneofonly50organizationsselected

fromacrossthecountryto participateasamodelprogramatthe

President'sSummitforAmerica'sFuture.Forthelast2 years,the

One-on-OneProgramforstudentsinthe4ththrough6thgrades

hasbeeninvitedtoparticipateintheChicagoPublicSchools'

10,000Tutorsinitiative.Apartof thecity'sChildrenFirstprogram,10,000Tutorswasdesignedtocreatea volunteercorpsof

l 0,000tutorswhoprovideacademicsupportto studentsand

teachers.CollegeOrientationProgramstudentsoperatedaJunior

Achievement company.TheMuseumofScienceandIndustryhas

chosenMetroandMidtownassitesfortheirScienceClub

Network.OtherorganizationsinvolvedincludeDaleyCollege,

theDanielMurphyScholarshipFund,FutureLeadersofChicago,

andToastmasters International.

Overthepastyear,MEFhasproventhatgivensustainedpersonal

attentionandanopportunitytolearn,innercitychildrencan

becomeexcitedaboutmathandscience.Subsequently, theyare

able to excel in these courses. Students prefer hands-on experiential learning to a lecture approach. Finally, to have a lasting

impact, mentoring and individual attention must be a part of the

learning process.

Issues/Challenges

While MEF is working to integrate technology into its activities,

there is a need to increase the resources available to students.

Many of the computers in the Computer Lab are quite old and

are in constant need of repair. In addition, they do not have the

capacity to run newer educational software programs. By integrating learning technologies into the programs, MEF can help

students build the critical computer skills that they will need to

succeed in their academic and professional careers.

Staffing also continues to be a concern for MEF. In addition to

making sure that there is adequate staffing levels for the programs, MEF must further study how to effectively recruit and

retain qualified professionals who share a commitment to

Chicago's youth. Retention of staff, particularly at the at the program level, is a notable challenge. MEF must also ensure that

staff are provided with resources to help them continue their

professional development.
Mount Holyoke College

SummerMath

Project Overview

SummerMath is a summer mathematics project for young women

in high school. It is based on research in women's learning and a

constructivist approach to learning. A diverse group of approximately 100 students participates. Academic classes consist of

three 90-minute classes per day for 6 weeks and focus on conceptual understanding, with students working in pairs to explore

solutions to problems. Students also study computer programming, attend workshops on topics such as brain imaging, architecture, economics, and astronomy, explore careers, and

participate in sports and field trips. Feedback shows consistent

positive changes in confidence levels and attitudes toward mathematics.

The target audience are female students of diverse racial and ethnic backgrounds in 9th grade through the entering-college level.

Courses targeted are problem-solving conceptual understanding

of mathematics and the use of technology. The selection criteria

are a desire to participate, a willingness to try new learning methods, an essay, and a teach/mentor recommendation (optional).

Recruitment strategies include a network of teacher, administrators, and former students and mailing lists from the College

Board. The program has two major strategies:

• Partners: SummerMath partners include the Black Student Fund

of Washington, D.C., and the Summer Search Foundation of

California.

• Other Strategies: A summer project has strong academics and

makes linkages to the next level. It incorporates the use of technology, hands-on learning, reflection on activities, and problem

solving. It involves teachers and administrators and provides

mentors and field trips.

Enrollment Data

The total enrollment is 1,399 since June 1982_ The fiscal year

1997 female enrollment breakdown is 27 African Americans,

4 Native Americans, 7 Hispanics, 0 Native Alaskans/Pacific

Islanders, and 37 others (32 European Americans and 5 Asians or

Asian Americans, for a total of 96.

J
Outcomes to Date

Results: An independent evaluation found that students maintained confidence in their ability to learn and use mathematics

for several years after the program, that students in high school

were taking the necessary college preparatory courses, and all

who had graduated from high school were attending college.

Extensive research by project directors into attitudes toward

mathematics shows positive changes in all areas for most students.

Tracking: name, address, ethnicity, gender, next courses taken,

college entrance, and college major.

Lessons Learned: To effect significant positive change in mathematical understanding, attitude, and behavior of high school students, a project must build a strong staff team with expertise,

shared goals, and trust.

Issues/Challenges

The program should convince students that they will be more

empowered by learning mathematical reasoning, communication, and justification than by memorizing algebraic and numerical facts.

Funding History--

Mount Holyoke College
An

New Mexico Highlands University

Integrated Approach to Engineering

Education in a Minority Community

Program Overview

This program integrates two threads of engineering education:

undergraduate research experience and precollege outreach. In

the undergraduate component, students participate in a summer

internship at NASA facilities, and during the school year, they

work with their faculty mentor. In the precollege component, support is provided during the school year for the Young Astronauts

program, and during the summer, middle school students are

selected to participate in a water ecology program. Professors conduct Internet training programs for both precollege teachers and

staff throughout the year. These, in turn, train and supervise students who access the Internet. Highlands students provide a network and mentor middle and high school MESA students.

Objectives

The program has the following five objectives:

• Produce a pool of applied engineers recruited from rural or

minority populations in New Mexico

• Produce graduates who are competitive in technical jobs with

graduates of major universities

• Engender engineering creativity and encourage entrepreneurship

between college and precollege students and improve preparedness for college (especially math readiness) of high school graduates in the northeastern region of New Mexico

• Increase the retention of regional students who have already

entered the math and science educational "pipeline"

• Foster scientific inquiry by giving secondary school children and

their teachers direct access to the Information Superhighway

Enrollment Data

The total number of students impacted is ] ,298 since September

1, 1992. The targeted grades are 6 through 12. Students targeted

are 846 female Hispanics and 452 male Hispanics.

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Program Implementation

Strategies: year-round enrichment; strong academic component;

mentoring relationships; academic year component; involvement

of teachers, school counselors, and administrators; community

involvement; tutoring; research component; use of technology;

hands-on learning; problem solving; and skill development.

Recruitment Strategies: Teachers are recruited through mailing

and word-of-mouth. Student recruitment is not a problem

because of the high demand for Internet access among students.

Selection Criteria: Internet access is available to all students in

middle and high schools provided that a parental consent form

and waiver is on file with the school network administrator, usually the librarian. Young Astronauts and Water Ecology students

are teacher-selected.

Outcomes to Date

This outreach project has brought the Information Superhighway

to the schools of northeastern New Mexico. As a result of the

interactions with precollege students, the engineering enrollment

has tripled over the 4 years of the project.
New Mexico MESA, Inc.

NASA Senior Incentive Field Trip,

Maintenance and Expansion Efforts, and

the K-5 Buddies Program

Program Overview

New Mexico MESA, Inc., is a nonprofit organization and part of a

national initiative promoting educational enrichment for precollege students from historically underrepresented groups. New

Mexico MESA prepares students in grades 6 through 12 for college majors and careers in mathematics, engineering, science,

and related fields. While the primary focus is on Native

American, African-American, and Hispanic groups, all students

are encouraged to participate. New Mexico MESA is a year-round

program and is currently in its 15th year of operation and

includes field trips, competitions, tutoring, leadership workshops,

summer enrichment, incentive awards, teacher enhancement,

and so on. NASA provided funding for the 1997 NASA Senior

Incentive Field Trip, the maintenance and expansion efforts; and

the K-5 Buddies Program.

Enrollment Data

Any student in grades 6 through 12 may participate; however,

emphasis is placed on Native American, African-American, and

Hispanic involvement. Recruitment is handled on a school-byschool basis and is directed by the MESA advisor at that site.

Strategies range from notices in school newsletters and school

announcements to recruiting through math and science teachers

at the individual school. Students must have and maintain a minimum 2.0 grade point average and enroll in college prep math,

science, and English courses.

Outcomes to Date

Based on a recent survey, 98.9 percent of New Mexico MESA

seniors indicated they plan to enroll in higher education after

high school graduation, with 69 percent indicating majors in

mathematics, engineering, or science. Of these graduates, 79 percent are receiving grants or scholarships. Based on the August

1996 New Mexico Commission on Higher Education Evaluation

of New Mexico MESA, 97 percent of MESA's 1994-95 graduates

are still in college. New Mexico MESA added one new school

during the 199-97 school year, bringing the total number of

schools served to 72.
NewMexicoMESAstudentscontinuetoenrollinhighereducationathighernumbersthantheirpeersdo.Themajorityreceives

grantsandscholarships. Duringthe1996-97schoolyear,

302middleandhighschoolstudentsmentored463elementary

students,providinghands-onmath-,science-,andEnglish-based

activities,tutoring,andservingasrolemodels.

Funding Histo_ _ _ -

New Mexico Mesa_

Seventy-two high school seniors from 18 New Mexico MESA

school sites were selected to participate in the Senior Incentive

Field Trip to NASA's Kennedy Space Center in Florida. Students

were selected based on outstanding participation in New Mexico

MESA, exceptional grade point average, and extracurricular

activities. These students toured Kennedy for 2 days, including

job shadowing with NASA mentors, viewing a Space Shuttle

launch, and completing the trip with a visit to Epcot Center.

Of 106 females tested, the Enhanced ACT Composite Score was

21.8, and of 45 males, the score was 22.7. In addition, 119 students were awarded $75,300 in incentive awards upon their full

time enrollment in a degree-granting institution of higher learning.

Partnering

New Mexico MESA administers Project Partnership in New

Mexico. MESA students are partnered with Federal employees

who introduce these students to the people, activities, and the

mission of their respective Federal agency. Students participate in

field trips, job shadowing, and the like. Teachers are provided

with professional development by individuals from these Federal

agencies. Mentors, in turn, participate in joint community service

projects, provide leadership training, serve as judges at math and

science competitions, and participate in career fairs and summer

enrichment courses.

Challenges/Lessons Learned

1997

New Mexico MESA must limit its expansion because of monetary

and staffing limitations. Schools are currently wait listed until

such time that New Mexico MESA can fully support their MESA

program. Expansion must be limited to a strict number of schools

each year to ensure quality support during their first year.
NonProfit Initiatives, Inc.

El Ingeniero

Program Overview

El Ingeniero seeks to instill an interest in mathematics, science,

and engineering careers in Hispanic junior high students and

enhance their mathematics and science skills. The program consists of two components: the Summer Component and the Alumn

Component. The Summer Component consists of three elements:

the Self-Awareness Element, the Career Exploration Element, and

the Mathematics and Science Enrichment Element. The objectives

of the Summer Component are to:

• Reinforce the students' self-confidence, self-esteem, and positive

attitudes toward the world of work

• Provide the students with an introduction to the engineering

occupation and its career options

• Increase the students' skills in mathematics and science.

The objectives of the Alumni Component are to:

• Reinforce alumni self-confidence, self-esteem, and positive attitudes toward school and work

• Maintain alumni group identity and a mutual support network

dedicated to mathematics and science achievement

• Provide alumni with information regarding educational and

career opportunities in mathematics, science, and engineering

• Motivate and increase the skills of the parents of alumni in

working with their children's educational concerns.

The activities that have been used to accomplish these objectives

include presentations of the summer projects, alumni-parent

meetings, career and guidance counseling, and summer job and

internship placement assistance.

Parents are involved in all aspects of the program. Specifically, the

students' parents participate in a program orientation before the

start of their child's El Ingeniero experience and in a midprogram

parent luncheon seminar (focusing on planning for future educational opportunities, including college). The parents also accompany their children on field trips not only as chaperones but as

active participants in the experience, participate in a closing

Co .mbla, Mary nd21O44

715-9828

F,_ (410;"Z15-9828
ceremony where their children make their final presentations and display their project, and interview candidates for the program during the program recruitment

process.

Enrollment Data

The participants of the Summer Component are 22 7th

and 8th grade students (approximately 50 percent boys

and 50 percent girls), primarily Hispanic, from junior

high schools in the Capital District area (that is,

Montgomery and Prince George's Counties in Maryland;

Washington, D.C.; and northern Virginia). The students

are on or above a grade level with a "B" average in

mathematics or science. They are U.S. citizens currently

enrolled in normal or honors college prep mathematics

and science sequences. The process for selecting the

students includes contacting middle schools in the

Capital District area and with staff assistance, identifying

students who meet the selection criteria. Students are

selected on the basis of academic records, school recommendations, attendance reports, and the screening

interview conducted by parents of El Ingeniero alumni.

The participants of the Alumni Component are the

327 alumni of the Summer Component.

Outcomes to Date

Alumni have graduated from the country's finest engineering schools and are now professional engineers.

The program has also been a bridge and catalyst for

alumni to reach for other opportunities in the education pipeline. Herein lies the value and exponential

impact of El Ingeniero. For example, one of the program's alumni, Elizabeth Mendoza, was featured in an

article about another NASA-funded precollege engineering program experience. Another example is

Claudia Molina, an El Ingeniero alumna who (using El

Ingeniero as a model) was instrumental in the design

and development of the other precollege education

program in which Elizabeth participated and who was

that other program's first coordinator. Claudia holds

two engineering degrees from the University of

Pennsylvania and an MBA from Harvard. She is currently a consultant with Booz-Allen.

Because of the breadth of media coverage (for example, National Geographic's World magazine) on the

program, El Ingeniero's impact has been national and

international in scope. This, coupled with the director's

promotion of mathematics, science, and engineering

education in collaborative efforts with public and private middle schools in the Capital District area, means

that over the years El Ingeniero has impacted positively

on thousands of Hispanic and other students. During

the 1997 Summer Component, the students designed

and constructed a large-scale model of a residential

drainage system and developed individual home pages

for the Internet. Their work was featured on local cable

television.

Partnering

The program's summer host is the University of

Maryland at College Park. Specifically, the university's

Center for Minorities in Science and Engineering

enables the project to obtain university support services (such as copying, buses, and parking permits).

Other university entities (such as the Physics,

Engineering, and Agronomy Departments) have provided the program with space. Private industry, government agencies, and other institutions have provided

support through offering speakers and hosting field

trips.
I i  ̧

i k ̧<

Norfolk State University

Cooperating Hampton Roads

Organizations for Minorities in

Engineering

Program Overview

Cooperating Hampton Roads Organizations for Minorities in

Engineering (CHROME) is a model organization for mentoring

and inspiring youths in area schools toward science, mathematics, and engineering. CHROME is a highly effective partnership of

volunteer organizations with more than 70 contributing community member organizations that work together to provide enrichment programs for the community's youth. The November 1997

organizations consist of partners from business, industry, governmental agencies, institutions of higher education, public school

systems, and civic and professional associations. CHROME serves

Hampton Roads, which consists of nine cities and three counties

in the Tidewater area of Virginia.

To provide continuous support for students of all ages, CHROME il! ii

has developed a CHROME club structure, with clubs throughout _

11 school systems in the area. Led by a guidance counselor and

science and/or mathematics teacher, these clubs provide the stu- ._:_

dents with a sustaining program throughout their precollege edu- "

cation. These experiences are aimed at enhancing their ....."

knowledge base and/or improving their academic skills, especial .... ;_

ly in the areas of mathematics and science, broadening their _-_....

understanding of these fields, and increasing their awareness of

the opportunities available to them.

Objectives

CHROME has the following eight objectives:

• Continue expansion of the CHROME club program

• Provide additional enhancement activities on Saturdays, on holidays, and during the summer

• Strengthen the CHROME alumni network to provide additional

motivation and support for students and teachers

• Provide training activities, programs, and resources for teachers,

counselors, and parents to encourage these students to pursue

careers in technical fields

• Increase parental participation through more direct communication with the home, workshops for parents, and the encouragement of parental participation in all programs

......
7 i  ̧

• Expand the identification and distribution of local state and

national opportunities for teacher and counselor enhancement

related to CHROME's mission

• Foster partnerships between member organizations and

CHROME clubs

• Continue to build school system and community support for

minority student participation and achievement in mathematics

and science

Enrollmenl Data

CHROME is currently in 79 percent of its member school systems' middle and high schools. In 1996, there were 122 clubs

representing 3,264 students; in 1997, there were 138 clubs representing 3,804 students. The target grade levels are K-12 and

alumni The students targeted are 2,331 females and 1,460 males

who are African Americans, Native Americans, Hispanics, individuals with disabilities, Pacific Islanders, Alaskans, and others.

Program Implementation

CHROME operates a club program in more than 135 elementary,

middle and high schools in Hampton Roads, Virginia, involving

close to 4,000 students and 400 teachers and counselors.

CHROME offers a variety of programs for club members, which

include speakers at club meetings, academic counseling, career

education. Saturday and summer academic and mentoring programs, field trips, a student-teacher annual recognition symposium. an annual celebration for outstanding students, and

academic research experiences at area colleges and universities.

CHROME also trains teachers and counselors in the school systems to be effective leaders of local student clubs and rewards its

sponsors with appreciation days and outstanding club awards.

Recruitment Strategies: Sponsors handle the recruitment of stuclents in the various schools by making announcements.

CHROME staff host several public open houses during the year,

particularly during science/mathematics/engineering weeks.

Selection Criteria: high motivation, interest, and ability to communicate orally and verbally.

Courses Targeted: mathematics, trigonometry, Earth science, prealgebra, pre-calculus, biology, algebra 1, calculus, chemistry,

geometry, computer science, physics, algebra II, and physical sciences.
Outcomes to Date

The CHROME club program has undergone major expansion during the past 7 years. The number of schools involved has more

than tripled, and the number of teachers and counselors participating has grown from 100 to more than 400. During the past

year, the most significant growth in the number of CHROME students occurred at the critical middle school level. CHROME's

expansion of its program to the elementary level is well under

way. Two Hampton Roads school systems have undertaken efforts

to ensure that CHROME clubs are established in every school. In

September 1997, CHROME was awarded a Presidentia[ Award for

Excellence in Science, Mathematics, and Engineering Mentoring.

Also, with the support of NASA, Norfolk State University, Paul D.

Camp Community College, and local business and industry,

CHROME is about to embark on a new effort to expand its program to rural western Tidewater, Virginia.

Issues/Challenges

Although significant progress has been made, much remains to be

done. Many of the clubs are in their embryonic stage and need

continued development and support. Major efforts on behalf of

the regional coordinators will be needed to support the new

growth as well as to extend it. While on its way to achieving the

goal of being in each of the 100 middle and high schools in the

region, adding 170+ elementary schools in the area will be a considerable challenge.

Lessons Learned

Existing club programs require far-reaching efforts on the part of

the CHROME staff. Over the years, CHROME has found that

extensive effort is needed each year to maintain existing school

club programs. However, with a concerted effort on the part of

CHROME along with growing support of the participating school

systems and member organizations, CHROME has proven to be

adaptable to a wide variety of scholastic settings.

S30,O00

SlO,O00

Funding History--

Norfolk State University
_ /"_ ,, '_ _i!! _ _; _i_ _ _ = _i_ _ _'_ _ii_ _ _ .... =_7 _

Pasadena Unified School District

The Saturday Academy

Project Overview

The Saturday Academy provides an opportunity for 4th through

6th grade district students to participate in hands-on interactive

learning experiences in the curricular areas of science and engineering, pre-algebra, and computer literacy. Students from

throughout Pasadena Unified School District's 22 elementary

schools are nominated by their principals to attend 20 Saturday

classes from September through May for 3 hours per session

Students are instructed by district teachers in conjunction with

high school academy students (students who were once participants in the program) and Jet Propulsion Laboratory (JPL) scientists, engineers, and technicians. Students work independently

and at their own rate by progressing through a series of hands-on

engineering experiments in the beginning engineering classes to

actually soldering, reading, and drawing schematic diagrams at

the advanced level. The pre-algebra classes include basic

instruction in algebraic concepts, with the computer classes

ranging from the students learning how to store and retrieve data

to writing basic programs to learning how to design web pages.

Enrollment Data

The students targeted are disadvantaged students, with an

emphasis on African Americans and Hispanics in the 4th

through 6th grades. The breakdown is 65 males, of which 19 are

African Americans, 16 are Hispanics, 6 are Asians, and 24 are

others, and 35 females, of which 9 are African Americans, 8 are

Hispanics, 5 are Asians, and 13 are others, for a total of 100 students.

Program Implementation

Partners: NASA/JPL, Pasadena Unified School District, and

Pasadena City College (funding, technical support, and guidance).

Strategies: The project incorporates technology hands-on learning, problem solving, and skill development. It provides a continuum for students who have participated to return to the

academy as high school students to share and reinforce learning

with students and to serve as role models. It also provides a

bridge to the NASA Pasadena City College Pre-College Academy.

It involves parents, the community, and teachers.
Tracking: name, address, school of attendance, ethnicity, gender,

grades, career choice, college choice, college major, and highest academic level completed.

Outcomes to Date

An evaluation was completed by an outside evaluator. The project provides students with self-esteem, enhanced mathematics

and computer skills, engineering skills to build individual projects, a positive attitude toward science and engineering fields

and toward the space program and its accomplishments, a positive attitude toward school, and an exposure and involvement

with JPL engineers and technicians in the professional field.

Lessons Learned

Students can learn and understand science engineering and

algebra skills at an early age. Early exposure to this curriculum

develops sensitive and positive attitudes toward science and

engineering fields of study.

Issues/Challenges

There is still a need for funding.

.......
_ _i _ ̧

Texas A&M University-Kingsville

College Outreach Programs in Science,

Engineering, and Math

Program Overview

The College of Engineering at Texas A&M University-Kingsville

(formerly known as Texas A&I University) secured a 5-year grant

with NASA for 4th-year funding in 1996-97. The primary goal of

this grant was to provide a series of programs for junior high and

high school students that would expose and motivate them

toward science, engineering, or math degrees.

The components of the program include: South Texas Engineering,

Math and Science (STEMS), for junior high students; Satellite, for

high school students; South Texas Adventures in Research ISTAR),

for high school and incoming college freshmen students; and

Chemistry Bridge, for incoming college freshmen. An outreach

component features events such as an engineering day, where

more than 500 students compete in design events, Girl Scout

days, parent involvement programs, a mentoring program for elementary students and teachers, and college campus tours and visits. The overall objective of these programs was to expand the

awareness and enhance the skills of south Texas students in

grades 7-12 as related to math, science, and engineering, as well

as to heighten knowledge of the U.S. space program opportunities. The goals of these programs were to:

• Expand the current successful outreach and summer programs

for grades 7-12. The goal is to reach more than 650 students,

parents, and teachers within the 5-year period.

• Further impact students' and parents' knowledge regarding

preparation for careers in math, science, and engineering. Exit

surveys administered at the programs' completion posed questions about the impact on participants of the career information

disseminated.

• Increase the pipeline of students enrolling as science, engineering, and math majors in college. The goal was to attract students interested in studying science and engineering, but lacked

the proper academic skills or preparatory information needed to

successfully complete such degrees.

• Improve the success rate of underprepared freshman by enhancing mathematical and verbal skills. The College of Engineering

can track participants' graduation rate from high school, data on

college matriculation, degrees sought, and persistence.
oStrengthen problem-solving and mathematical (pre-algebra and

algebra) skills of precollege students and provide hands-on science laboratory experiences, thereby creating enthusiasm

among students at the junior and senior high levels, as well as

first-time college students.

• Encourage strong outreach participation by women and minorities at levels equal to the population distribution of south Texas.

Hispanics comprise more than 60 percent of the south Texas

population. Participation in Texas A&M University-Kingsville's

summer engineering programs would be maintained at a similar

percentage.

Enrollment Data

For all programs, applications were distributed through school

counselors and teachers in south Texas. Applications for the

STEMS program were solicited from students in the Kingsville and

Riviera area, especially those in Memorial Middle School in the

Kingsville Independent School District and Riviera Independent

School District. The STAR and Chemistry Bridge programs also

solicited students from a list of students applying to the university

as science and engineering majors and from high schools in the

south Texas region.

Outcomes to Date

The STEMS program is unique in that it has had participants ranging from gang members to honors students. Such exposure and

mentoring are often what at-risk students need to continue in

school and what students as a whole need to understand that

they can become scientists and engineers. The Chemistry Bridge

participants have a higher retention and achievement rate in a

first-semester chemistry course than do TAMUK engineering students not attending the program. It proved to be extremely difficult to recruit seniors to the Chemistry Bridge program, as many

needed to work summer jobs or felt they had a good chemistry

background. The College of Engineering has implemented an

incentive program with outside funding that stipends students

enrolling in Chemistry Bridge who also enroll in the first chemistry course during the fall. Furthermore, an adaptive model is

being developed for those students who earn grades of D or F

during the fall. It will be offered the week prior to the return to

classes for the spring semester.
Student Achievements

The students and their director, Helen Mebane, were so enthused

by the STEMS program that they formed a team to compete in the

statewide Odyssey of the Mind Contest. The group competed in

the regional and district events, placing second. Dan Wright, an

instructor for the College of Engineering, served as the technical

consultant on the project.

A number of the Chemistry Bridge participants were full-ride

scholarship recipients at Texas A&M University-Kingsville.

Furthermore, many of the student employees on the project went

on to take summer jobs across the country as undergraduate

researchers; one became president of the Engineering Student

Council, and one was hired as "webmaster" for the College of

Engineering. All are significant accomplishments within the

College of Engineering and Texas A&M University-Kingsville.

Partnering

The College of Engineering partners with industrial members

such as Hoechst-Celanese to provide students in the STAR and

Chemistry Bridge programs with industry facility tours and talks

by engineers and scientists. Furthermore, the National Science

Foundation-funded College of Engineering program, the

Foundation Coalition, also assists the program with funding and

faculty i nvolvement.

The College of Engineering has partnered with middle school science teacher, Helen Mebane, to conduct academic-year parent

involvement programs and mentoring projects for both elementary teachers and students. Mebane, a Hispanic female, trains

parents, teachers, and students in hands-on science experiments

that she has developed or found through her participation in the

Society for the Advancement of Chicanos and Native Americans

in Science.
Z _i ! _ " _

Trenholm State Technical College

High School Science Enrichment Program

Program Overview

The NASA High School Science Enrichment Program (HSSEP)

held at Trenholm State Technical College in Montgomery,

Alabama, is designed to address the lack of preparation in precollege mathematics, English, and science that the National

Science Foundation has identified as a major deterrent to educational excellence in the United States. The NASA HSSEP consists of two components: a 7-week Intensive Summer Science

Camp and two 10- to 12-week Saturday Academy sessions held

during the academic year. HSSEP has five curriculum components: Mathematics Applications, Integrated Science, Computer

Literacy and Programming, Communication, and Field

Experience in Science. The overall program objective is to provide access to mathematics, science, engineering, and technology careers for historically bypassed students.

Objectives

The major objective is to improve students' skills in and understanding of mathematics and science subject contents to successfully complete the high school college preparatory courses

and advance to the next academic level without the need for

remediation. Consequently, these participants will be better prepared to enter college and successfully complete their college

mathematics, science, engineering, and technology courses

without the need for remediation. In addition, time is devoted

to developing effective study skills, good test4aking techniques

including American College Test (ACT) preparation, and critical

thinking and analytical skills. Specific objectives are to:

• Increase students' mathsciencecomputer science/communications skills

°Improve students' grade point average in math and science

°Improve students' SAT/ACT performance

°Improve student retention in math and science subjects
EnrollmentData

During this reporting period, 86 minority students from

Montgomery and Lowndes Counties participated in NASA HSSEP.

There were 31 males and 55 females in grades 9 through 12.

Recruitment is by word-of-mouth from parents of NASA HSSEP

participants and through junior high school counselors and

math/science teachers.

Outcomes to Date

There was a 100-percent graduation rate among HSSEP students

and 50 percent enrolled in a college mathematics, science, engineering, and technology major. The graduating seniors participated in the Summer Bridge Program for entering college freshmen

at Alabama State University. Also, Monica Whiting and Gerald

Cobb (11th graders) participated in the High School Summer

Research Apprentice Program at Alabama State University.

Monica placed first and Gerald third in an oral and written presentation of their research projects. Both students attributed their

success to the lessons learned while attending NASA HSSEP,

which has:

• Served an increased number of students without the benefit of

additional funding

,,Increased significantly the participation of boys over the last

2 years

Trenholm State _t

•Increased the percentage of students in each cohort who are 9th

graders

• Maintained an attendance rate of 97 percent, with very few students dropping out during any given session

• Modified successfully its math/science curriculum to correlate

with the schools from which the participants come to enhance

students' school performance

•Improved (raised) math/science grade point averages for students who persist in the program

In an effort to increase male participation, there was a sudden

emergence of poor classroom performance. However, it was

determined that because of the male underrepresentation in previous HSSEP cohorts and given their poorer classroom performance, boys contributed to the overall decline in HSSEP

students' math/science grade point averages. The frequency of

HSSEP's student/parent/staff interactions increased student participation and performance. It was also noted that those students
whoseparentswereactivelyinvolvedinHSSEPandthosewith

thehighestpercentageof possiblesessionsattendedwerebetter

performersintheclassroom.

AparallelformoftheACTexamscoresadministeredonapretest

andposttestbasiscontinuesto reflectsignificantpre-post

improvementsin mathandscience.However,becausethecritical

massof HSSEPstudentshasyettohavetheACTadministeredfor

collegeadmissionspurposes,it isstilltooearlyto determinethe

impactoftestpreparationactivitiesonscoresthataremeaningful.

Concentratingtherecruitingeffortsto 9thgradersincreasedthe

numberof HSSEPstudentswhoremaininthemathematics, science,engineering, andtechnologypipeline.Itisevidentthatearlierparticipation:

,,Helpsstudentsavoidtheinitialfailurethatcausedsibling/peers

to dropoutofthemath/sciencepipeline

• Helpsstudentsunlearnpreviouslylearnederrors

oHelpsdevelopthepracticeof workingingroups

•Helpsstudentsgainopportunitiestoearnmoneyastutors--

whilereinforcingskillsthattheymightotherwisehaveforgotten

',Putsstudentsinlinetotakethehighermathandsciencesubjectsinpreparationforcollegemathematics, science,engineering,andtechnologycourses

Theparticipants' personal assessments revealedthattheprogram

hasplayeda majorroleinincreasingtheirmath/science/technologyinterestandlearning.Classroomteachersof programparticipantsobservedstudentsashavinggreaterinterest/motivation,

appearingmoreconfident,beingmorefocusedandseriousabout

approachingwork,andimprovinghomeworkpreparationand

attentionto homework.

Theparticipatoryactivitiesinmath,science,andtechnology

offeredindividualizedaswellasgroupactivitiesinmathematics,

science,engineering, andtechnologylearning.Groupprojectsin

science,math,andtechnologyrequiredstudentsto integrateconceptsandusetheircommunicationsskills.Studentsdeveloped

computervideopresentationsof mathematicsandscienceconceptslearned,aswellaspreparedthelayoutdesignforthe

HSSEPnewsletter. Theseandotherhands-onactivitiesworked

welltogetstudentsinvolvedinthelearningprocess.Thestudents

assumedresponsibilityfortheirlearningexperiencesbyusing

investigativelarningstyles,criticalthinking,anddecisionmaking

skills.
_il__ ...._ _ _ _ _

!_ 'i_£ i!iiii,_'_ !i ;__i__i !'i ....

During the Summer 1997 session, NASA HSSEP participants went

on the following field trips_ Alabama State University,

Montgomery, Alabama; Army National Guard, Montgomery,

Alabama; The Challenger Learning Center, Chattanooga,

Tennessee; U.S. Space and Rocket Center Astrotrek Adventure,

Huntsville, Alabama; Kennedy Space Center, Florida (July [,

1997, Space Shuttle launch); Marshall Space Flight Center,

Huntsville, Alabama; and the U.S. Army Space and Strategic

Defense Command Center, Huntsville, Alabama. During each

trip, the students had opportunities to meet interesting, entertaining role models in mathematics, science, engineering, and technology careers.

As a means of increasing parental involvement in their children's

educational process, a computer literacy class was held for parents of HSSEP participants. The response was very good. These

sessions addressed current academic expectations, basic computer literacy, word-processing applications, and parental assistance

in the learning process.
United Cerebral Palsy of

Prince George's and Montgomery Counties

HIGH SCHOOL/HIGH TECH

Program Overview

To help increase the diversity of workers at the NASA centers, it is

necessary to provide students with disabilities the opportunities to

explore careers in high technology. HIGH SCHOOL/HIGH TECH,

an enrichment program pioneered at NASA's Goddard Space

Flight Center, successfully introduces students with disabilities to

high-tech careers. This community-based oartnership serves as a

model for three additional NASA sites Ames Research Center,

Johnson Space Center, and Lewis Research Center.

Objectives

For a 3-year period beginning August 15, 1995, the goal of this

program is to provide financial and technical support to a local

agency in each NASA center area that serves persons with disabilities to enable a high school/high-tech program to develop

and stand alone. This support is through United Cerebral Palsy of

Prince George's and Montgomery Counties. Inc.. and the three

local agencies are United Cerebral Palsy affiliates. Each project

will develop a basis of cooperation with Ames, Johnson, and

Lewis, as well as a variety of community groups, including the

public schools, high-tech employers, postsecondary education

and training programs, rehabilitation agencies, and community

economic development organizations.

Throughout the startup period and thereafter, local youths with

disabilities will have early exposure to professions in mathematics, science, and technology-related fields. This exposure will be

multifaceted to ensure adequate opportunity for realistic career

exploration go these youths have an opportunity to test their interests and abilities. The exposure will be presented in the most supportive environment that is feasible.

Enrollment Data

The project focuses on youth with disabilities beginning in the

10th grade and continuing throughout high school. Youth from

groups that are traditionally underserved are encouraged to participate. Project participants at each site are identified and

referred to the project by school personnel from cooperating

schools. Schools and school districts are chosen for involvement

in the project in a manner to increase diversity and ensure a reasonable number of project participants.
Outcomes to Date

During the school year at each project site, there were multiple

opportunities for the participants to become involved in experiences

to enhance their awareness of career opportunities in high technology. These included workshops, tours, mentoring and shadowing

experiences, and for 67 youngsters a chance to work last summer in

a high-tech setting. Twenty-seven of the students worked at one of

the NASA centers. In particular, these work experiences provided a

great boost to the youngsters' self-esteems, enabled them to learn

high-tech skills, and provided information that could lead to career

decisions in high technology.

Student Achievements

Because the proiect is primarily one of enrichment and exposure,

the students do not create products or easily demonstrate accomplishments. The most evident accomplishments are seen in their

performance at work sites. Without singling out any one student, in

general the students who worked during the summer were lauded

for their enthusiasm, maturity, and work skills. Reports are still

being developed that compile the results of their work experiences.

Some students have been chosen to continue working at their job

sites past the end of the summer work experience because their

work was outstanding and their contributions could be ongoing.

Partnering

An intent of the program is to embed it among the many educational institutions, employers, and community groups that are in

the position to help the participants move into careers in high

technology. A listing of the partners that have been identified by

the four program sites follows (it includes a total of 88 distinct

partners or an average of 22 per project):

Government Agencies

Federal

Library of Congress

National Aeronautics and Space Administration (NASA)

NASA/Ames Research Center

NASA/Goddard Space Flight Center

NASA/Lewis Research Center

National Institutes of Health

National Oceanic and Atmospheric Administration

(NOAA)/National Marine Fisheries

NOAA/National Weather Service

Patuxent Wildlife Research Center

U.S. Department of Agriculture/Beltsville Agriculture Research

Center

U.S. Department of Transportation/Federal Transit Administration

U.S. Food and Drug Administration
Local

Bureau of Vocational Rehabilitation-Cleveland

Division of Rehabilitation Services

Ohio Aerospace Institute

Prince George's Commission for Persons with Disabilities

San Jose Police Department

Educational Entities

School Systems

Berea School District

Brecksville/Broadview Heights School District

Brunswick School District

Clear Creek Independent School District

Cleveland Heights/University Heights School District

Cleveland School District

Cuyahoga Heights School District

Houston Independent School District

Lakewood School District

Montgomery County Public Schools

Parma School District

Prince George's County Public Schools

Colleges and Universities

Bowie State University

Capitol College

Case Western Reserve University

Cuyahoga Community College

Evergreen Community College

Houston Community College

John Carroll University

Montgomery College

Notre Dame College

Prince George's Community College

San Jose City College

University of Maryland

Private Sector Companies

Adobe Systems

Advanced Technology Research Corporation

Analex Corporation

Bechtel Foundation

CAMP Manufacturing Leaning Center

Cleveland FES Center

CTA, Incorporated

Edison BioTechnology Center

Fairey Hydraulics, Inc.
General Electric-Lamp Division

Hughes Applied Information Systems Litton-Amecom Division

Local Aerosystems

McDonnell Douglas Aerospace-Engineering Services Division

MetroHealth Medical Center

Nortel

NSI Technology Services Corporation

Ogden Logistics Services

Silicon Graphics

SoundCom

Tencor Instruments

The Cleveland Clinic

The Plain Dealer

WOIO-TV 19/WUAB-TV 43

Xiliox, Inc.

Nonprofit and Community Organizations

Dig1 tal Clubhouse

__'_ Z,,,Z-_---¢_::__, _-_-----_ Edward H. White II Memorial Youth Center

_:_ _:g __":_-_ ........ _ ...........--:_" High Technology Council of Maryland

__"z;_. _-_<_,:_: _ _'_"__.z___-_,_ Houston Mayor s Committee on Employment of People with Disabilities

-:,_k ._ _-]_<_:_:_]_. Martha Holden lennings Foundation

-._i:i__4!i! _>Z_::_- _>!_:_i?!-_2_:_Z_-_.,_ Maryland Governor's Committee for People with Disabilities

.... _._ .......... _ .... , .............. Memorial Hospital Southeast

Metropolitan Multi-Service Center

Montgomery County Workforce Development Corporation

Ohio Governor's Council of People with Disabilities

Prince George's Private Industry Council

Prince George's County United Way

Prince George's Economic Development Corporation

Prince George's County Career Connections

Texas Governor's Committee on People with Disabilities

United Cerebral Palsy of Greater Cleveland

United Cerebral Palsy of Greater Houston

United Cerebral Palsy of Texas

United Cerebral Palsy of Prince George's and Montgomery

Counties, Inc.

United Cerebral Palsy of Santa Clara and San Mateo Counties

United Way of the Bay Area

United Way Services (Cleveland)
.... _ _ i _ii _i lIP

University of Central Florida

Success Programs for Academic Careers

in Engineering

Success Programs for Academic Careers in Engineering (SPACE)

address students' diverse academic preparation, different learning

styles, study habits, and group cohesiveness, while developing

self-confidence and encouraging academic success. The program

provides a continuum of opportunities for academic enrichment

in engineering, science, mathematics, and communication from

the 6th grade through the bachelor's degree. Throughout the academic year, personal, career, and academic counseling and tutorial services are available for college students. SPACE students'

academic progress is monitored. Computer classes and engineering-related seminar programs are held for precollege SPACE participants throughout the regular school year, as well as inservice

workshops for Southeasten Consortium for Minorities in

Engineering CSECME)teachers. Program features include the

following:

• An academic year-round program for SECME/P-SPACE students

• A summer-term prefreshman summer bridge program

• Collaborative efforts among the university, industry, school systems, and NASA

• Exposure to graduate school and research opportunities

*A total of 121 students participating in the bridge program

°A total of 70 students participating in the summer and academic

school year P-SPACE/SECME Saturday engineering-related

seminars

• of, Centra Florida

i___Z iiZ:i:!En_lment

59
• =_,=

University of Cincinnati

NASA Lewis Institution Grant: Emerging

Ethnic Engineers

Program Overview

The Emerging Ethnic Engineers (E3) Program has a precollege and

undergraduate component. The 5-week Summer Institute is

designed for precollege students with career interests in mathenlatics, science, engineering, and technology (MSET). Students

enroll in MSET classes that they will be taking in the fall. In addition, students participate in a special MSET Project and attend

field trips. Students who successfully complete the summer component with a grade of B or better earn a 1-year scholarship to

the University of Cincinnati if they major in an MSET field.

Students earn additional 1-year scholarships for each summer

they attend and successfully complete.

Objectives

The E_ Program has the following objectives:

• Recruit 60 6th through 11th grade students who have participated in the academic-year Minorities in Mathematics, Science

and Engineering activities and who have demonstrated an interest in mathematics, science, and engineering as evidenced by

school grades and teacher recommendations

• Introduce students to key topics and concepts in their next level

of mathematics and science courses while providing hands-on

experience that complement this instruction

°Promote greater competencies in critical thinking and problem

solving through "hands-on" mathematics, science, and engineering activities

• Improve the student's attitude toward mathematics, science,

and engineering by building their confidence and ability to

handle number sense, translation from English to mathematics,

and application of mathematical concepts

• Motivate these students to enroll in their high school's college

preparatory mathematics and science academic sequence

• Have students explore the world of engineering by learning

about the different roles of engineers through hands-on activities, games, and role-playing activities
*Havestudentsformproductionteamsandbuildmechanical

devicesusinga newcomputer-basedsystemcalledLEGOTC

logo

°Have30incomingfreshmenintheSummerBridgeProgramand

preparethemto excelincalculus,chemistry,physics,and

Englishcoursesduringtheirfreshmanyear

EnrollmentData

The total number of students impacted is 617 since June 1, 1990.

The target grades are 6 through 13. The students targeted are

34 females, of which 31 are African American or Hispanic and

3 are Caucasian, and 55 males, of which 48 are African

American or Hispanic and 7 are Caucasian. Program enrollment

for the past 4 years is shown in the chart to the right.

Program Implementation

Strategies: year-round enrichment; strong academic component;

involvement of parents, teachers, school counselors, and adniinistrators; academic year component; exposure to career options;

summer component; field trip opportunities; Saturday component; linkages to the next level; tutoring; research component; use

of technology; hands-on learning; problem solving; and skill

development.

Recruitment Strategies: Applications are first mailed to former

institute participants. Applications are then mailed to Minorities

in Mathematics, Science and Engineering coordinators at local

middle and high schools, who then distribute, review, and return

completed the applications to the institute. In addition, the institute is publicized through local public service television programs.

Selection Criteria: academic year participation in Minorities in

Mathematics, Science and Engineering; B+ average in mathenlatics and science courses; mathematics and science teacher recommendations. All African American, Hispanic, and Native

American students who are accepted in the College of

Engineering are invited to participate in the Bridge Program.

Partner: Minorities in Mathematics, Science, and Engineering.

Courses Targeted: trigonometry, pre-algebra, pre-calculus, biology, algebra I, calculus, chemistry, geometry, and algebra II.

Tracking: name, address, ethnicity, gender, MSET courses taken,

grades, career choice, college entrance, and college major.

100,

8O

6O

40.

20

0

University of Cincinnati

Enrollment

61
?. i

Outcomes to Date

Of the 64 participants who have graduated from high school,

53 have enrolled in college and 60 percent are majoring in mathematics, science, or engineering. Of the 528 who have participated in the project since its inception, 242 have earned 1-year

tuition scholarships at the University of Cincinnati. Of the

71 Summer Institute students who have graduated from high

school, 60 have enrolled in college and 60 percent are majoring

in mathematics, science, or engineering. Of the 590 students

who have participated in the project since its inception, 256

have earned 1-year tuition scholarships at the University of

Cincinnati.

Lessons Learned

Because the University of Cincinnati was not able to offer student

stipends, it was discovered that students who enrolled were more

conscientious.

Issues/Challenges

There is the challenge of raising funds to house nonlocal and

out-of-state students.

i
University of MarylandEastern Shore

Engineering and Pre Engineering Programs

Program Overview

Minorities and females are underrepresented in the field of engineering. History shows that few minorities and women have been /_-

encouraged to pursue careers in engineering and other science

and technology professions. In recent times, efforts have been

made to reverse this situation. Society, with strong support and

initiative from government and private industry, is encouraging

minorities and women to prepare themselves for careers in the

sciences, mathematics, engineering, and related fields. The

University of Maryland-Eastern Shore (UMES), a Historically /:_ •:7 /,t_"i ::'_

Black College and University, is playing an important role in

helping meet these needs.

About 1 5 years ago, UMES proposed and received enthusiastic _i _i ii, . ,:. . .....

support from the University of Maryland Central Administration ..... :.. _i_{-.

and the University of Maryland at College Park (UMCP/College .i:_,ii',/_:i_il ii,iiiiili} : i : . • :_iii _

of Engineering to establish the first 2 years of the engineering cur- :' L_'_ L_ 11_'_r

riculum at UMES. NASA supported this effort with funding to "?,::?_"_

recruit minorities and women through scholarships, outreach pro- _ _LL'_r__i _I_

grams, and extensive counseling and tutoring programs. Much _,, ........r

emphasis is placed on making the transition from high school :L. "_''_..... _ •

into the rigorous engineering curriculum as smooth as possible.

In the past, a triad approach has been taken to attract more

minorities and women into engineering: an outreach program, a ......::

summer enrichment program, and on-campus engineering and -':-".......

preengineering curricula. The UMES outreach program works ..... _.

very closely with counselors, teachers, students, and parents to .... _ _.::_,.,_,.,,. .....

keep them informed through workshops, seminars, and direct

communications. Another component is a 2-week summer

enrichment program for high school students entering grades "_i _...

11 and 12. The thrust of the program is to seek out and identify

engineering student candidates and provide positive experiences

and samplings of engineering and the sciences. Students are pre- . :_

sented with hands-on experiences, such as mechanical theories t._-:.._:.:,: .....

(for example, the operation of internal combustion engines), ..

structural theory along with model bridge construction, and digital theory and the use of digital techniques for computers, data

handling, graphics, and communications. Participants are ...:__•,,_.,;_. ,_.;.: ....

informed of careers in the various fields of engineering, technolo- :.:. "........ :: ' :" :::_"::/

gy, and the sciences. -"_.,_ ' 'C
-_C _ ; - - i-__ _-_-_-

k

ii ̧ ̧ _L

_ _i _ _ _ _ !_i_i!

The Engineering Curriculum at UMES is offered in cooperation

with the UMCP A. James Clark School of Engineering. UMES

offers the first 2 years of the engineering curriculum. Students

meeting minimum scholastic performance standards may transfer

to the UMCP College of Engineering after their freshman or

sophomore years. Because most classes at UMES are small, students are able to get more personal attention during the first 2

years when most universities use large classes. Tutors are available for extra help in difficult courses. Students not eligible for

admission to the engineering curriculum may enter the preengineering curriculum for preparation.

Enrollment Data

At the beginning of the fall 1996 semester, the engineering and

preengineering programs had the enrollment shown to the left.

The 1996 Summer Engineering Enrichment Program had the

enrollment also shown to the left.

Outcomes to Date

The UMES Engineering Program has been successful. It began

operations in the fall of 1982 and has completed its 15th academic year. The following is a statistical achievement breakdown:

• An average of about 24 students per year have been recruited

into the Engineering Program, most being minorities and

females.

• Thirty-two percent of all students who have entered the UMES

Engineering Program have graduated or persist at a 4-year engineering institution. Seventy-five students have graduated with

B.S. degrees in engineering, including 47 minorities and

females. Three of these students have also earned M.S. degrees

in engineering or engineering management and one in computer science.

• Forty-seven percent of the entering total group has graduated or

persist in a 4-year professional engineering, engineering technology, mathematics, computer sciences, or airway science program. Of this group, 102 have graduated, including 64

minorities and females.

A survey was conducted of all students who participated in previous Summer Engineering Enrichment Programs who have

reached college age. All of the participants returning surveys are

currently attending or have graduated from college, 45 percent of

them in engineering. Of the minorities in the program 43 percent

majored in engineering. Of the nonminorities, 46 percent of them

majored in engineering.
University of South Florida

Yes, We Care! Minority Engineering

Program

Program Overview

The University of South Florida's Yes, We Care[ Program is

designed to enhance the academic competence of students in

grades 6 through 12 in the areas of mathematics, science, computer science, and engineering, as well as in science-oriented

college programs and subsequent professional careers.

Implementation is accomplished through a well-established

Saturday morning enrichment program at four centers for normally 26 Saturdays during the regular school year, but only 20

Saturdays in 1997.

Objectives

The Yes, We Care! Program has the following objectives:

Over 25 weeks conduct 3-hour Saturday morning "enrichment"

schools

Use combined resources of supporting organizations to create the

best program structure

Have students experience engineering, mathematics, science, and

computers

Offer small classes and personal attention in a club-like atmosphere so the students can form friendships and get to know teachers and volunteers

Enrollment Data

The total number of students impacted is 637 since January 1,

1991. The current enrollment is 61 students for 1997. The students targeted are 34 females and 27 males who are African

Americans, Native Americans, and Hispanics.

Program Implementation

j.yO U,

Tdephone: (813)

Fax:(8/3) 9g_6973

StrateGies: strong academic component; involvement of parents,

teachers, school counselors, and administrators; mentoring relationships; academic year component; exposure to career options;

field trip opportunities; Saturday component; SAT/ACT preparation; linkages to the next level; community involvement; tutoring;

research component; use of technology; hands-on learning; problem solving; and skill development.

University of South Florida

Enrollment
Recruitment Strategies: Recruitment is done by science and mathematics teachers and guidance counselors, with referrals from

past and present students or their parents.

....

Selection Criteria: African American, Hispanic, and Native

American students in grades 6 through 12.

-,.,: ....

- I<C-, , -

.. - .

Partners: General Telephone Company, Seminole Electric, and

Hillsborough City School System.

Courses Targeted: mathematics, trigonometry, Earth science, prealgebra, pre-Calculus, biology, algebra I, chemistry, geometry,

computer science, physics, algebra II, and physical sciences.

Tracking: name, address, ethnicity, gender, grades, grade point

average, highest academic level, and attendance.

Outcomes to Date

This joint effort by the University of South Florida, the school system, business and industry, and individual professionals (volunteers) is increasing minority representation in the engineering

profession.

Lessons Learned

The program's use of teamwork and competitions is very

effective.

Issues/Challenges

Resource limitations hold down the number of students. More

students could benefit from the program. A delay in 1997 funding

hampered the number of students recruited.
University of Texas-Brownsville/Texas

Southmost College

South Texas Engineering, Math and Science

Program Overview

South Texas Engineering, Math and Science (STEMS) is an outreach program for high school students from Rio Grande Valley

in south Texas. STEMS addresses many of the educational issues

relating to a population living at a social and economic disadvantage. It accomplishes its goals through a collaboration among

NASA, the University of Texas-Brownsville, area school districts,

and Gorgas Science Foundation, a community nonprofit organization. The goals of STEMS are to:

• Provide a superior scholastic background

• Break down cultural and gender barriers to nontraditional

occupations

• Reach elementary through college-level students

• Provide role models as guest speakers

*Encourage minorities to share their knowledge and skills

• Develop a substantial program that will continue beyond the

funding period.

All the goals continue to be met as STEMS encompasses five

school districts and plans to expand to other areas of high

minority enrollment.

Objectives

STEMS is on a year-round calendar that is separated into two

parts. The objectives are accomplished with a school-year program, from September through May, and a 6-week program during the summer. The objectives are to:

• Increase awareness and career planning in mathematics, science, engineering, and technology fields

*Improve academic and test-taking skills

• Increase participation and performance for the SAT/ACT exams

• Promote critical and analytical thinking skills

• Expand the program to other school districts
:i

UTB Southmost

STEMS Enrollment

1997

SISO,O00

Funding History--

STEMS

$100,000

$S0,000

1997 1996 1995

6_

During the school year, students are exposed to hands-on laboratories, SAT/ACT workshops, engineering competitions, guest

speakers, college mentoring, school projects, field trips, community involvement, and other activities. The summer program consists of courses taught by professors and instructors at the

University of Texas-Brownsville/Texas Southmost College campus. Students are enrolled in courses with a curriculum based on

engineering, medicine, science, SAT math and verbal, Texas

Instruments calculators, college orientation, computer word processing, and keyboarding. The summer program concludes with a

career fair, a recognition ceremony, and a 4-day science field station experience.

Enrollment Data

The selection pro(ess targets high school students who have an

interest in engineering, mathematics, science, or medicine.

STEMS involves elementary and middle school students via presentations and career fairs. The STEMS program is funded by

NASA and has 304 students. Two underrepresented pol)ulations,

Hispanics and females, make up the majority of students in the

program. However, no student is turned away, and all students

are encouraged to participate. Recruitment is accomplished

through classroom presentations, campus sponsors, mathematics

and science teachers, counselors, announcements, word-ofmouth, news articles and letters, and parents.

Outcomes to Date

STEMS accomplished something most programs often do not: it

made the transition to hard funding. Brownsville Independent

School District now funds its own STEMS program previously

piloted by NASA STEMS. Brownsville Independent School District

includes about 550 students and expanded STEMS into its elementary, middle, and high schools. STEMS is at four other school

districts and will soon go to three more school districts.

The project is atteml)ting to reach more parents in an effor_ to

overcome some of the obstacles students confront. Traditionally,

parents from this area do not want their children to go away for

college. Students are often fearful of the unknown, are usually

late in taking college entrance exams, and are often not encouraged to take challenging courses. It is difficult for students to

overcome the idea that they cannot compete with students from

other areas of the country.

Student Achievements

Students excel while participating in STEMS. A few examples

include Francisco Castillo, a Port Isabel High School STEMS student, who is presently at MIT working on a mathematics degree.
HewasthestatechampionattheUniversityScholasticLeague

numbersensecompetitionduringthe1996-97schoolyear.

Anotherstudent,ClaudiaReyna,aSTEMSparticipantfrom

BrownsvilleIndependent SchoolDistrict,iscurrentlyworkingon

a researchgrantoutoftheUniversityofTexas-Brownsville/Texas

Southmost Collegeto enhanceourknowledgeonbirdspecies.

HerresearchisbeingconductedataremoteranchinMexico.

STEMSstudentshavealsobeenrecognizedatcompetitionsatthe

Universityof Texas-Brownsville/Texas Southmost Collegeduring

thesummerprogram,atTexasA&MUniversity-Kingsville, and

duringtheschoolyear.

Duringthepastyears,STEMShasencouragedpublicawareness.

Studentsareinvolvedinreportingprogramactivitiesinindividual

STEMSschools'newsletters. VeteranSTEMSstudentsserveas

mentorsforincomingstudents.Studentswhograduatefromhigh

schoolreturntogivebacktotheprogrambysharingtheircollege

experiencesandachievements.

Partnering

STEMS is a collaboration among the University of Texas

Brownsville/Texas Southmost College, Gorgas Science

Foundation, San Benito School District, Point Isabel School

District, Los Fresnos School District, and Rio Hondo School

District. The University of Texas-Brownsville/Texas Southmost

College provides classroom space for the summer program and

vehicles for transportation. Individual school districts provide

funds, classroom space, and summer transportation to the university. Gorgas Science Foundation provides scholarships for students in the summer program and other funding as needed to

sustain the program. Overall, the above entities provide one-third

of the program's funding, or $62,759 out of a total budget of

$139,702.

Texas A&M University-Kingsville

STEMS

Black Other

7% 3% White

31%

Hlspanlc

59%

69
University of Texas-Brownsville/Texas

Southmost College

K-12 Science Outreach Program

Program Overview

This new outreach program was designed mainly to encourage

college students to work with students and teachers at the secondary, middle, and elementary school levels. The role of the

college student includes mentoring, counseling, and facilitating

MUREP and National Science Foundation project specialists with

program implementation. Four outreach programs are linked-two

MUREP (STEMS and Treasures of the Rio Grande Delta: A South

Texas Curriculum) and two National Science Foundation

(DinoScience and Students Teaching Students). College students,

because of their age, help serve a bridge, linking with K-12 and

providing effective mentorship, guidance, and support. In turn,

the college students (some of whom are MUREP students) gain

the most difficult skills of leadership and self-reliance.

Enrollment Data

The first year of the K-12 Science Outreach Program was very

successful• More than 25,000 students and teachers from south

Texas benefited from the program. In addition, 30 college students participate. The ethnicity breakdown is: 97 percent

Hispanic, 2 percent white, and 1 percent Native American. Fortyfive percent are women. The breakdown of majors, hours, and

grade point average is as follows: 75 percent biology majors with

at least 65 hours and an average grade point average of 2.7;

20 percent enrolled in a medical program with an average grade

point average of 3.5; 2 percent industrial engineering majors with

at least 45 hours and an average grade point average of 3.0;

2 percent chemistry and physical science majors with at least

49 hours and an average grade point average of 2.5; and

1 percent business majors with at least 32 hours and an average

grade point average of 2.5.

Outcomes to Date

The K-12 Science Outreach Program accomplished its goal to

partner college students with high school, middle, and elementary school students. The objectives of the four outreach programs to promote science, math, medicine, and engineering were

facilitated by the integration of college students. College students

were present and active at most of the outreach programs' sessions, workshops, and field trips.
Student Achievements

All the college students have commented on the personal benefits

and accomplishments this program has provided them-from the

presentation skills needed to talk to groups of hundreds to the

personal skills when talking to young students on a one-to-one

basis. Their enthusiasm to learn and teach was overwhelming. All

the students decided to pool their consulting fees and venture to

learn about a new culture, people, and conservation methods.

Having been provided the opportunity and the invitation from

one of their peers, they decided to take a trip to India; 17 students and 4 teachers embarked on a trip of a lifetime.

Partnering

The University of Texas-Brownsville/Texas Southmost College

provided the resources and curriculum for the program. The program's principle investigator, Lawrence V. Lof, is a faculty member at the university. Gorgas Science Foundation provided

additional resources and took charge of the program's management. Inkind contributions were provided in the amount of

$30,000. Gladys Porter Zoo provided staff and materials for the

program. Most of the equipment needed for the program was provided by the zoo, which also matched the inkind contributions.
University of Texas-Brownsville

Hispanic Mother-Daughter Program

Enrollment

University of Texas-Brownsville/Texas

Southmost College

Hispanic Mother-Daughter Program

Program Overview

The Hispanic Mother-Daughter Program at the University of

Texas-Brownsville/Texas Southmost College is a program that

focuses on encouraging participation of Hispanic females in

career fields such as mathematics, science, engineering, and

medicine through higher education.

Objectives

The program has the following objectives:

• Provide exposure to role models, field trips, and careers in the

math, science, engineering, and health professions

• Offer skill-building and enrichment programs that use individualized instruction plans and promote cooperative learning,

activity-based instruction, and discovery methods

• Provide academic support that includes tutoring, study skills,

and test preparation

• Work with parents (usually mothers) to provide support and

encouragement for their daughters to succeed

Enrollment Data

The total number of students impacted is 298 since September 1,

1995. The program enrollment for the past two years and the

current year is: first year--64 students (1995-96); second

year-94 students (1996-97); and present year--140 students

(1997-98). The target grade level is 8th grade, and the 298 students were all female Hispanics.

Program Implementation

Strategies: provide academic support services that will help with

the completion of high school and college; break down culture

barriers to nontraditional careers for women (in particular, math,

science, engineering, and medicine); and promote self-sutficiency and self-respect.

Recruitment Strategies: presentations in mathematics and science

classrooms, on-campus sponsors, announcements over the
_,,'_ _ _ _ ,@% ._,_ _._, _

intercom, word-of-mouth (student to student), phone calls to parents, and, most importantly, counselors.

Selection Criteria: Hispanic females in the 8th grade who are first

generation, college bound, and low income and have an interest

in mathematics, science, medicine, and engineering.

Partners: University of Texas-Brownsville/Texas Southmost

College, Brownsville Independent School District, Los Fresnos

School District, San Benito School District, and Point Isabel

School District.

Courses Targeted: mathematics, pre-algebra, geometry, science,

biology, chemistry, and engineering.

Tracking: name, address, ethnicity, gender, Texas Academic Skills

Scores (TAAS), career exploration, mail surveys, and phone calling.

Outcomes to Date

During its first year, the program was implemented at Oliveira

Middle School with the Brownsville Independent School District

and the middle schools from Los Fresnos and San Benito School

Districts. During the second year, Faulk Middle School from

Brownsville Independent School District was added to the program. The students who have participated in the program have

exceeded the TAAS scores and district percentages as a result of

their attendance at tutoring sessions. The program had a high percentage of attendance during the enrichment sessions as well as

the tutoring sessions. The parents' (mothers) involvement has

been an important element of the program because it demonstrates the support needed for each student's success.

Lessons Learned

After 2 years, an opportunity was presented to modify the program by hiring three student mentors who are students at the university. The student mentors facilitated the tutoring and

self-enrichment sessions, tracked the students' academic progress, • /: :. •

and have acted as role models for the students in the program.

Issues/Challenges

So far, the program has had great parental involvement. A major

challenge is to motivate the parents to complete their G.E.D. or

pursue a postsecondary education to promote self-sufficiency.
Sin _ T_a6"_'249

4 -44, 

TexPREP Enrollment

University of Texas-San Antonio

Texas Pre-Freshman Engineering Program

Project Overview

The Texas Pre-Freshman Engineering Program (TexPREP) identifies

high achieving middle and high school students with the potential to become scientists and engineers and provide them with

academic reinforcement in pursuit of these fields. This program is

designed to increase the number of competently prepared middle

and high school students who will ultimately pursue science and

engineering studies in college and to acquaint these students

with professional opportunities in science and engineering.

Objectives

TexPREP has the following objectives:

•Acquaint these students with professional opportunities in engineering

• Reinforce the mathematics preparation of these students at the

secondary school level

• Increase the retention rate of these students in college

• Increase the number of competently prepared minority and

female high school students from TexPREP who will ultimately

pursue engineering or science studies in college

Enrollment Data

The total number of students impacted is 14,988 since June 1,

1979. The target grades are 6 through 12. The students targeted

are 54 percent female and 46 male, who are African Americans,

Native Americans, and Hispanics. The program enrollment for

the past 4 years is shown at left.

Program Implementation

Strategies: year-round enrichment; strong academic component;

mentoring relationships; academic year component; involw_ment

of teachers, school counselors, and administrators; exposure to

career options; summer component; field trip opportunities;

Saturday component; SAT/ACT preparation; linkages to the next

level; community involvement; tutoring; use of technology;

hands-on learning; problem solving; and skill development.
Recruitment Strategies: visitations/presentations at local middle and

high schools and mailing of recruitment packets to agencies and

programs that work within the minority populations in their communities, such as NAACP, Texas Alliance for Minorities in Engineering,

Communities in Schools, and Federal housing authorities.

Selection Criteria: There must be completion of the school year

by May 31, 1997, a 3.0 grade point average, and completion of

required mathematics courses, depending on the student's class

level (pre-algebra, algebra, and geometry). Each 8th, 9th, 10th,

and 11th grade student is expected to have earned at least a B

average in mathematics courses by the end of the first semester.

Each 6th, and 7th grade student is expected to have earned an

A average in his or her mathematics, science, or English course

by the end of the first semester. Each first year applicant will

need to be nominated by two teachers or counselors, at least

one of whom must be a mathematics teacher.

Partners: 24 universities, 142 businesses from the private sector,

and ] 08 businesses from the public sector.

Courses Targeted: mathematics, trigonometry, pre-algebra, precalculus, algebra I, geometry, computer Science, physics, and

algebra II.

Tracking: name, address, ethnicity, gender, grades, SAT/ACT

scores, career choice, college entrance, college major, grade

point average, highest academic level, college degree(s), and

education levels of parents.

Outcomes to Date

More than 14,988 middle school and high school students have

completed at least one summer of TexPREP; 80 percent have

been minority, and 54 percent have been female. The high

school graduation rate is 99.9 percent; the college entrance rate

is 91 percent, and the college graduation rate is 87 percent. Of

the college graduates, 57 percent are engineering or science

majors. NASA has awarded a major grant to the Hispanic

Association of Colleges and Universities to collaborate with the

University of Texas-San Antonio and TexPREP for the replication

of PREP sites at seven Hispanic-serving colleges outside Texas.

This program is known as Proyecto Access.

Issues/Challenges

TexPREP needs to work closely with its schools that have year-round

calendars and identify the students earlier in the year so that they

receive the necessary authorization or permission from their home

schools to be able to participate in PREP.The program needs to find a

more effective way to conduct its annual followup to increase its

response rate. Finally, there needs to be a replacement of the local

funds from the Texas Higher Education Coordinating Board.

Funding Historym

University of Texas-San Antonio

1997
University of the District of Columbia

Saturday Academy

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Program Overview

The Saturday Academy was designed as a scientific academic

intervention program for urban city precollege youth. The program involves this group in participatory hands-on activities that

promote critical thinking. The program meets on Saturdays only

during the fat[ and again in the spring and daily during the summer.

Objectives

The long-term goal of the program is to increase the number of

women and minorities working and studying in the mathematics,

engineering, and technological fields. The general objectives are

to:

• Influence positively the high school graduation rates

• In(rease the number of urban youth in college

• Increase the number of them majoring in quantitative fields

Enrollment Data

The Saturday Academy focuses on a precollege population made

up of 4th through 8th graders from a diverse background of environmental influences. An attempt is made to recruit from all of

the available population and to balance the gender of participants

selected. Re(ruitment is done by personal appearances of program staff and alumni, contact with schools (both public and private), youth-base(I community centers, YMCA's, and churches.

Outcomes to Date

Since 1988 through | 996, program participants have been able to

show a significant difference between their performance on the

following benchmarks and those of their peers with respect to

high school graduation rates, college enrollments, and choices of

a quantitative major. From the beginning of the program though

the summer of 1997, more than 5,000 participant slots have been

filled by public and private school children in the metropolitan

area of Washington, D.C. This population has worked on nine

levels of performance, from beginners to special projects, based

on their longevity in the program and the ability to apprehend,

comprehend, analyze, and synthesize the concepts explored in
thetraining.Tofurtheraccommodatethestudents, ateachertrainingprogramemergedfirstto providetheirpresentteachers

andthento providetrainingforotherteacherswhowouldbe

sendingstudentstotheacademyinthefuture.Morethan160

teachershavetakenthecourseSaturdayAcademyMaterials

(SAM)PartsI andII.

Student Achievements

Many of the program participants have gone on to become

teaching assistants in the program and in the replications of the

program throughout the city. By so doing, they reinforce the

materials that they have learned and go on to enter and win local

math/science fairs. They also serve as the major recruiters for

new students.

Partnering

The major partners in this endeavor have been the District of

Columbia Public Schools and the Department of Education with

direct financial support. Other partners have come from area

organizations, churches, community centers, and the like.

Parents, staff teachers, and SAM teachers also have been an

invaluable resource, serving as role models and tutors.

Funding History--UDC

$600,000

$580,000

$560,000

$540,000

_20,000

1997 1996 1995
University of Turabo

Engineering Preparatory Project for

Hispanic High School Students

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Program Overview

The Engineering Preparatory Project for Hispanic High School

Students includes 11th and 12th grade students who represent a

broad spectrum of educational backgrounds from private and

public high schools in rural areas, small towns, and the San Juan

metropolitan area. All the students in this program are Hispanics,

reflecting the population-at-large in Puerto Rico. These students,

to a large degree, are planning to major in the various engineering disciplines when they enter college. The goal of the program

is to provide students with academic experiences not available to

them at their high schools, to better prepare them to succeed in

college engineering programs. These experiences include courses

such as pre-calculus, calculus, computer science, communications skills in English, introduction to engineering, chemistry, and

physics.

Objectives

This project has the following objectives:

• Recruit and retain young Hispanic women with the intention of

attracting them to the engineering field

• Offer career counseling emphasizing options within the engineering professions

• Increase the pool of well-trained Hispanic students entering

engineering undergraduate programs

• Motivate and train students for college engineering majors by

providing an intensive academic enrichment program of minicourses and formal college-level course work in science mathematics, conlputer science and pre-engineering

• Offer extracurricular enrichment activities (lectures, seminars,

field trips, and an internship summer program in research and

experimentation)

• Provide participating students with a supportive environment

where they develop the personal attributes that will help them

succeed in their academic and professional careers

°Strengthen parental support through group meetings, assemblies, and opening and closing activities
Enrollment Data

The total number of students impacted is 622 since April 1, 1995.

Program enrollment for the past 4 years is as follows: 1994--160;

1995--165; 1996--152; and 1997--155. The target grades are

11 through 12. The students targeted are 73 females and 82

males, all Hispanic.

Program Implementation

Strategies: year-round enrichment; strong academic component;

parent involvement; mentoring relationships; academic year conlponent; exposure to career options; summer component; involvement of school counselors and administrators; field trip

opportunities; Saturday component; linkages to the next level;

tutoring; use of technology; hands-on learning; problenl solving;

and skill development.

Recruitment Strategies: The initial candidate screening process is

directly coordinated with the counselors or school administrator,

by scheduling a group for orientation visits, or by coordinating

group visits to the facilities of the University of Turabo School of

Engineering. In addition, program information (brochure) is sent

directly to the schools or to the students by request.

Selection Criteria: student's overall grade point average, grade

point average in science and mathematics, Mathematics

Placement Exam, 11th anti ]2th grade high school students, as

well as group and individual interview.

Courses Targeted: trigonometry, pre-calculLJs, computer science,

physics, algebra II, physical sciences, and chemistry.

Tracking: name; address; ethnicity; gender; math, science, engineering, and technology courses taken; grades; career choice;

college major; grade point average, and highest academic level.

Outcomes to Date

In the past 7 years, 79 students from the program have enrolled

in the School of Engineering at the University of Turabo.

Approximately 85 percent of all (910) students who have gone

through the program pursue an engineering or science career.

Lessons Learned

By providing the students with the necessary tools for their development and sense of direction, they would reach any desired

goal. Students need help to develop thinking and reasoning skills.

The serious commitment with concerned citizens involved in the

University of Turabo Enrollment

184

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decisionmaking process helps to make a better program. The program can create a deep consciousness in the preservation of the

Earth and its resources.

Issues/Challenges

With the implementation of the Applied Engineering Laboratory

(last year's challenge), the students now gain firsthand experience

in the design and application of simple engineering problems.

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NASA's vision is to serve America through space exploration and

to improve the quality of life on Earth. In achieving this, NASA

involves the academic community and fosters educational excellence by creating learning opportunities to challenge and inspire

young minds. The ability of the United States to maintain leadership in the world economy depends in part on its ability as a

Nation to educate and train talented scientists and engineers. The

partnership that is fostered between secondary and postsecondary

education gives rise to Bridge programs.

Bridge awards are funded on an annual basis and range between

$10,000 and $150,000. The average award, however, is around

$70,000. Recipients are expected to leverage these dollars with

funds from other sources to maximize their impact.

Awards are generally made to colleges and universities that conduct academic enrichment programs most often for high school

seniors and high school graduates preparing to enter postsecondary education. These enrichment experiences take a variety of

forms, including class work, research, seminars, and so forth. The

overall goals of such programs are:

Provide a smooth transition between secondary and postsecondary

education

• Increase the enrollment of students in mathematics, science,

engineering, and technology (MSET) disciplines

• Strengthen precollege students' MSET skills

• Encourage students to pursue MSET careers in the future

To achieve these goals, the programs often:

• Target students to successfully complete gateway courses, such as

algebra, geometry, college preparatory mathematics, and science

• Establish collaborative efforts among the mathematics, science, engineering, technology, and education departments within the university

• Engage students to participate in enrichment activities, such as

research, use of advanced technology, peer support groups, and

mentoring relationships

• Increase student awareness of the MSET career world

During fiscal year 1997, 10 Bridge awards were granted to the

schools listed on the right.
82

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Bowie State University

Bowie State's Science, Engineering, and

Mathematics Education

Program Overview

Bowie State's Science. Engineering, and Mathematics Education

/BSEME) reform is a program of the Model Institutions for

Excellence (MIE) initiative, one of six programs at different institutions funded by the National Science Foundation and the NASA.

The overall goal of BSEME is to ensure that a higher number of

students seek and complete advanced, quality education in science, engineering, and mathematics (SEM). The focus is on developing and validating an educational reform model that can be

disseminated and successfully adapted by other institutions.

Bowie State's MIE initiative is implementing an institutional

development model that encompasses the following educational

reform components:

• Outreach

• Retention

• Educational Reform

• Research

• Linkages and Collaboration

• Infrastructure and Human Resource Development

• Assessment and Self-Evaluation

The efforts of the second year (July 1, 1996, through June 30,

1997) of this long-term, comprehensive project focused on a

number of key activities in the educational reform model. While

BSEME continued to develop and enhance the infrastructure, the

following areas were the primary focus of the resources and

efforts during the 1996-97 project year: supplemental education,

assistantship program, internship program, and faculty and student development.

Enrollment Data

The MIE initiative supports recruitment and retention activities to

increase the enrollment of minority students in SEM. The strategy

includes assisting the Admissions Office on recruitment visits and

hosting specia showcase and outreach activities. In addition,

financial assistance is offered to more than 120 students to help

recruitment and retention. The overall headcount of SEM enrollment was 507. The overall science, engineering, and mathematics enrollment was: 75 percent African Americans, 9 percent

Caucasians. 16 percent others, with 48 percent females and

52 percent males. Students financially supported by MIE were:
70percentAfricanAmericans,15percentCaucasians, and

15percentothers,with48percentfemalesand52percentmales.

Outcomes to Date

A number of milestones and accomplishments have been

achieved, including the following:

Outreach

• The 6-week SEM Summer Academy program was successfully

implemented for high school graduates in transition to college.

The program focused on learning and study skills, mathematics,

and computer and information technology applications. Fiftynine students participated in the program, and 73 percent of

them moved from one level math course to another as a consequence of the program.

oSEM Week was a week-long program of activities showcasing

student achievements in SEM from Bowie State and area high

schools. Several student and faculty speakers were featured, and

awards were given to students with best poster presentations.

Retention

,,An SEM Tutoring Center was established to provide needed academic support to students. A group of trained tutors provided

nlore than 1,400 one-on-one and group tutoring sessions this

year.

• The Summer Internship Program continued to be developed.

Consequently, a data base of more than 200 summer internship

programs has been created and was used to place 28 SEM assistants in summer programs nationally and internationally.

Student Achievements

There were a number of significant achievements of students supported by MIE, including:

oTwenty-eight students placed in national and international sunlmer internship programs.

,,More than 30 paper posters were presented at the Annual MIE

Conference.

°Several students have been awarded national scholarships.
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Partnering

The following summarizes the partnership with this program"

• Partnerships with several organizations (for example, Bell

Atlantic Corporation and Argonne National Laboratory) have

been established to increase internship and employment opportunities for students.

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City University of New York-Medgar

Evers College

GISS-CUNY Institute on Climate and Planets

Program Overview

The Institute on Climate and Planets (ICP) is an education and

research collaboration between the Goddard Institute for Space

Studies (GISS) and the City University of New York's (CUNY)

Alliance for Minority Participation (AMP). It involves minority

community college, senior college, and high school students,

their science and mathematics faculty, and GISS scientists in a

team approach to carrying out current NASA climate and planetary science research. The aim of the program is to increase the

number of disadvantaged minorities entering the science pipeline

and create opportunities for scientists and educators to collaborate on reforms in science education.

Objectives

This collaboration has the following objectives:

• Involve students as active participants in the research community, where they are exposed to scientists, research habits, and science problems, to explore their interests in and potential for

science and develop competitive workforce skills.

• Provide precollege and college minority students with greater

access to science and research experiences that involve them in

a professional network that develops their potential to complete

high school, baccalaureate, and graduate studies in science,

engineering, and mathematics, as well as to gain basic scientific

understandings related to their research.

• Offer CUNY precollege and college faculty professional opportunities to work with scientists on current climate and planetary

research, leading to the integration of NASA data and research

into curricula (science, mathematics and computer science) and

the institutionalization of ICP research program for their students

at their schools.

• Offer professional and academic opportunities that retain in the

science pipeline, and enrich the GISS research community with

disadvantaged students and faculty who possess the interest in

and potential for contributing to NASA's climate and planetary

research program.

85
Enrollment Data

The total number of students impacted is 203 since May 1, 1994.

The target grades are 9 through 12 and high school graduates.

The targeted students were 26 female and 31 males who are all

African American and Hispanic. Program enrollment for the past

4 years is shown at left.

Program Implementation

Strategies: year-round enrichment; strong academic component;

mentoring relationships; academic year component; involvement

of teachers and school administrators; exposure to career options;

summer component; field trip opportunities; Saturday component; linkages to the next level; tutoring; research component; use

of technology; problem solving; and skill development.

Recruitment Strategies: Announcements are sent to college deans,

school principals, and department chairs. ICP representatives

conduct school visits with the interested students, faculty, principals, and department chairs.

Selection Criteria:

*Minority and other disadvantaged students in science, mathematics, engineering and technology

• Demonstrated interest and ability in physics, chemistry, mathematics, and/or computer science

°Commitment to serve as a school representative to establish

GISS school-based research programs

°Application with faculty recommendation

*Interviews by CUNY (students and faculty) and GISS scientists

,,Committee reviews applications

Partners: Columbia University and National Science FoundationNew York City.

Courses Targeted: trigonometry, Earth science, pre-calculus, calculus, chemistry, computer science, physics, and physical s(iences.

Tracking: name, address, ethnicity, gender, MSET courses taken,

grades, SAT/ACT scores, career choice, college entrance, college

major, grade point average, college degree(s), and extracurricular

activities.
Outcomes to Date

Some of the research groups have obtained research results suitable for publication. Activities to develop the school-based ICP

satellite research programs are being led by faculty who translate

their research experience into the science, mathematics, and

technology curriculum.

An interdisciplinary high school faculty team was developed and

field-tested a weather and climate curriculum, which will also

serve as the bases of Summer Institute workshops. The colleges

are including research to design a prep course as an introduction

to scientific inquiry, integrating research-related topics into the

physics and computer science curricula, and establishing a campus-based research program. Multimedia interactive courseware

materials, based on ICP research, are currently being developed

and placed on the Internet for dissemination to high schools and

colleges.

Lessons Learned

Workshops can be designed to prepare students with the skills

and knowledge they need for research, and selected students can

be teaching assistants for these workshops. The faculty members

gain much from having high school and undergraduate students

conduct research with them because of the variety of research

experiences and the sharing of how they can acquire essential

knowledge and skills. This is valuable for developing a campus

research program at their home institutions. A research course

(lecture hours and lab hours for conducting a miniresearch project) is a valuable format to ease students into a productive

research experience. For all ICP activities, everyone contributes to

the planning: students, faculty, GISS scientists, the ICP director;

and CUNY project directors.

Issues/Challenges

ICP needs to integrate research into the precollege science curriculum so that it complements New York State regent requirements. The research experience (in general) must be moved to

campuses, with faculty leading the initiatives. Research data and

software should be prepared to facilitate campus research,

Internet connectivity should be established, and workstations

should be provided at the schools and campuses.

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Florida A&M University

Engineering Concepts Institute

Program Overview

The Engineering Concepts Institute (ECI) at Florida A&M

University has provided enrichment activities for 387 students

since its inception in 1987. ECI has evolved from a program that

targeted high-risk minority students from rural areas to minority

students with diverse backgrounds and academic achievements.

ECI is a summer bridge program designed to prepare students for

the rigors of a first-year engineering program at Florida A&M.

Enrollment Data

The ECI program invited 44 students to participate in the tenth

session of ECI. The student body for this tenth session was geographically and sexually diverse, with 45 percent in-state, 55 percent out-of-state, 55 percent (24 students) male, and 45 percent

120 students) female. All of the ECI students were admitted to

Florida A&M and were committed to attending the university for

the 1996-97 academic year.

Outcomes to Date

The ECI program has achieved great success in preparing minority students for the rigors of engineering. Because the engineering

program is a 5-year program, students involved in the first six ECI

programs have had an opportunity to graduate. There have been

56 graduates from the program. Of these 56 graduates, 17 are in

graduate school working on their terminal degrees.

Performance Results of the ECI Class of 1996

The performance analysis of the ECI class of 1996 is now complete. There were 44 minority students who participated in the

ECI program in the summer of 1996. Of these 44 participants,

39 enrolled for the fall semester of the 1996-97 academic year.

The 44 participants had outstanding high school credentials. The

average grade point average was 3.49 (out of 4.00), the average

SAT score was 1,068, and the average ACT score was 23. ]he

performance of these ECI students was compared with the performance of a cohort group of students enrolled directly into the

Florida A&M without participating in ECI.

There were 96 Florida A&M engineering students who did not

participate in ECI. The non-ECI participants had an average high

school grade point average of 3.36, an average SAT score of
1,095, and an average ACT score of 23. The two cohort groups

of students, ECI and non-ECI, were comparable in terms of academic prowess. The ECI students had a slightly higher average

grade point average, while the non-ECI students had a slightly

higher SAT average. The two groups had equal ACT averages.

Because of the similarity in academic prowess of both cohort

groups, a direct comparison can be made of the effect of ECI on

the performance of students in the program. In terms of grade

point average, the ECI students achieved an average of 3.37, as

opposed to the non-ECl students who earned 2.94. There were

no ECI students with an average grade point average below 2.5,

as compared to 30.2 percent for the non-ECI students. As shown

below, the ECI students outperformed the non-ECI students in

every grade point bracket.

The retention rate for this class was 100 percent. The universitywide retention rate for all ECI participants is 85.2 percent.

Program Evaluation

For the tenth session, 98 percent of the students felt that the program was beneficial, and 100 percent of the students would recommend the program to other high school students. In addition,

the students indicated that they had a positive academic experience from all of the courses that were taught as part of the ECI

program. Also, the 1996-97 ECI students stated that they had a

positive experience with the program counselors and facilitators

and recommended them highly.

Student Achievements

Joliette Eddings and Comas Haynes were recipients of the prestigious National Science Foundation Fellowships. David Hogan,

Jon Brown, Vashon Roland, Rhashan Walker, and Kevin Brinson

were the recipients of the prestigious NASA Lewis Research

Center Minority Fellowships, and Consuela Hargrove, Delariah

McNeal, and Latoya Deans were recipients of GEM Fellowships.

One former ECI student, Comas Haynes (ECI 1990) graduated

with a perfect 4.0 grade point average and has successfully

passed his doctoral qualifying exam at the Georgia Institute of

Technology. Three former ECI students, Monica Laing, Sonja

Jonas, and Vashon Roland have recently graduated with their

master of science degrees.

Partnering

NASA support for the ECI program was augmented with support

from the ARCO Foundation ($15,000), British Petroleum of

America ($15,000), and Florida A&M University ($60,000).

Funding Hi_ory--

Florida A&M University
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Morehouse College

Project Space

Program Overview

Project Space is a 6-week bridge program for prefreshmen students accepted to Morehouse College. These scholars will take a

specified combination of the following courses: analysis, chemistry, computer science, introduction to engineering, physics, and

English. The courses during the summer session are designed to:

• Strengthen the problem-solving abilities of the scholars

• Improve their skills in science and mathematics

• Improve their reading, writing, study, and test-taking skills

• Increase their awareness in the sciences and engineering

Objectives

Project Space has the following four objectives:

• Recruit talented high school students with an abiding interest in

and commitment to pursue an academic career in engineering

and sciences

• Continue the collaborative relationship with NASA to provide

internships and research experiences for scholars

* Increase the number of Morehouse students attending graduate

school in engineering and sciences

• Establish collaborative relationships with other programs and

projects designed to increase the number of minority students

in engineering, mathematics, and science

Enrollment Data

The total number of students impacted is 135 since January 1,

1992. The target grades are 9 through 12 and high school graduates. Program enrollment for the past 4 years is as follows:

1994--10, 1995--20, 1996--16, and 1997--16. The students

targeted are 16 African-American males.
ProgramImplementation

Strategies: year-round enrichment; strong academic component;

mentoring relationships; academic year component; involvement

of teachers and school counselors; summer component; linkages

to the next level; tutoring; research component; use of technology; and problem solving.

Recruitment Strategies: Selection is made from the pool of students submitted from the Admission's Office.

Selection Criteria: 3.0 grade point average and 1,000 or higher

on SAT.

Courses Targeted: pre-calculus, calculus, and computer science.

Tracking: name, address, grades, career choice, college major,

grade point average, and graduate School.

Outcomes to Date

Ronald E. McNair graduates are enrolling and pursuing graduate

school programs.

Lessons Learned

The Bridge program experiences have proven to be invaluable.

Issues/Challenges

Project Space should continue to increase the number of students

pursuing graduate studies versus industry employment offers.

Funding History--

Morehouse College

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1997

91
Northern Arizona University

Multicultural Engineering Program

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Program Overview

To increase and enhance the academic performance and graduation rates of the underrepresented students, the Multicultural

Engineering Program was established in 1993. This program consists of several programs: STAR PALS (the summer bridge engineering program), the Hispanic Engineering Program, the Sacred

Mountain Scholars, and the Native American Engineering

Program. Both the Hispanic and Native American Engineering

Programs use many of the techniques described in this report for

STAR PALS. For example, intrusive advising and academic remedies are used to enhance academic performance. Although there

are no formal programs for either African-American or women

students, all services are available to these individuals.

Outcomes to Date

The first STAR PALS group was recruited in 1994. At that time,

16 freshmen minority students (Hispanic, African American, and

Native American) were admitted. They entered a summer engineering program for 5 weeks that emphasized math, English/writing, and cultural studies. The 16 freshman had math scores that

placed them into Math 110 (the equivalent of college algebra).

They also enrolled in both English 199 and an introductory

course in engineering. The freshmen engineering preparation program provided credit toward graduation.

The first group of STAR PALS began with the 16 students. Since

the spring of 1997, there has been a constant decline in retention.

Currently, seven members of the original class are still in engineering. The decline has been attributed to several factors, but

the primary reason has been academic disqualification. A number

of students have failed to pass calculus, while others continue to

do well in their classes. The cumulative grade point average of

the students still enrolled is 2.88.

There were 21 students recruited for the 1995-96 STAR PALS program, which used the same schedule. They enrolled in English

199 and Math 110, as well as an introductory engineering course.

To ensure their success in math, the foundation material was covered in Math 110 and mandatory tutoring was added. For the fall

semester, the students registered for Math 198 (engineering math),

Engineering 198 (Multicultural Engineering Program orientation),

and physics. Engineering 198 was facilitated by program staff; the

goal of this class was to teach each student academic survival
skills.Thetopicsincludedtimeandfinancemanagement,studyskills,test-taking, note-taking, stressmanagement, and learning about campus resources

(Learning Center, computer centers, and so on).

The group's retention rate is 71.4 percent, with a

cumulative grade point average currently at 2.58. The

program lost one student because of academic and

personal difficulties. Another student decided that engineering was not for her, and she transferred to business. The students in this group are experiencing

difficulties with calculus I, specifically Native

Americans. Of the 14 students, 6 have passed calculus

I, while 6 are still trying to pass calculus for the third

time.

Twenty students were selected for the 1996-97 STAR

PALS: 2 African Americans, 6 Hispanics, and 12 Native

Americans. The program has retained 16 of the students, making the retention rate 80 percent. One

Hispanic female, one African-American males, and two

Native Americans withdrew. The Hispanic female withdrew from classes at midterm during the fall semester.

She indicated that she was very close to her mother

and sisters and missed them. She had already decided

not to return to Northern Arizona University in the

spring. The African-American male also withdrew from

classes. He stopped attending classes and spent more

time with his friends. All attempts by the Multicultural

Engineering Program and the National Society of Black

Engineers to reach him were unsuccessful. The Native

American female had a series of family problems, and

she withdrew from classes at midterm. Repeated contacts with her did not provide any meaningful change.

The Native American male did not register for the

spring semester. No reason was provided except that

he transferred to San Juan College in Farmington, New

Mexico. All four were excellent students; their grade

point average at time of withdrawal was 3.20.

The 1996 PALS did well during the fall seniester. The

students were registered in Engineering 198, Physics

141, and Math 198. The Multicultural Engineering

Program orientation class again focused or] academic

survival skills, such as time arid budget management,

study skills, note-taking, test-taking, and so forth.

Tutoring was mandatory in both the math and physics

class. Academic progress was monitored through grade

checks, enabling the program to initiate remedies

immediately.

The students were clustered in chemistry, English, and

pre-calculus classes during the spring semester.

Tutoring was again mandatory in both chemistry and

pre-calculus. The program used upper division niinority students as tutors. The students also registered for

the second-semester Multicultural Engineering Program

orientation class. Instead of repeating the fall semester

curriculum, the class changed. A project-oriented class

was established. The curriculum included projects that

are geared to increase the students' engineering knowledge. An additional purpose was to increase the students' communications skills because written as well as

oral reports were required.

Projects included building paper airplanes, bridges,

and a sound-activated robot, constructing a solar-celled

fan, and determining the costs of computers.

Theoretical concepts were included in the project

writeups. For example, does the wing span of an airplane affect the gliding distance, or does the weight of

a material impact its strength capacity? The theoretical

concepts were included so students understand the

relationship to their chemistry and physics classes. If

students can understand why these classes are necessary, they are more likely to perform better in those

classes.

In 1997 98, STAR PALS recruited 18 students; the ethnic breakdown includes one Asian/Pacific Islander, two

Hispanics, three white females, and ten Native

Americans (three Hopis, one Apache, and six Navajos).

The program took place from May 31 to luly 3. The

curriculum used previous formats. The classes were

augmented by community-building and social events.

The program kicked off with a welcome and orientation dinner for both the parents and students. Field

trips to Meteor Crater and Oak Creek Canyon were

scheduled. A barbecue was sponsored by the

Multicultural Engineering Program for students and

engineering faculty. Other programs included pizza

night, talent night, and shopping night at the mall.
ArizonaUn xra 

,_ _ ii_

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The program concluded with an Awards Banquet. More than 80

students, family members, and special guests attended, including

the chair of the Hualapai Tribal Council and the vice chair of the

Hopi Tribal Council; the Arizona MESA (Math, Engineering and

Science Achievement) director was the guest speaker.

The College of Engineering and Technology designed the math

and engineering component of STAR PALS to incorporate principles of collaborative learning and academic excellence. The

College of Engineering and Technology has worked closely with

the Math Department to provide a math class that would incorporate group learning, the integration of physics and engineering

concepts, problem solving, and the use of technology, such as

graphics calculators and computer-based applications programs.

In addition to the Math 198 instructor, a tutor hired specifically

for PALS students provided daily study groups to integrate,

review, and enrich the concepts introduced in the class.

PALS students spent 3 hours each afternoon, 3 days a week, at

the College of Engineering. Each engineering discipline was represented. College of Engineering and Technology faculty presented a weeklong lesson that allowed PALS to experience the

disciplines offered. For example, the Civil Engineering

Department introduced students to bridge design and construction. Students took part in a bridge-building contest in which

teams designed and built bridges to scale. They then test-loaded

their bridge in the Materials Testing Laboratory to determine the

highest load to weight ratio. The local media provided news coverage of the event, and the story and accompanying photograph

made front-page news.

Funding History_

Northern Arizona University

$80,o0o

SSo,ooo

$4@000

$2@000

1997
Soulh Dakota Schoolof Mines and Technology

Scientific Knowledge for Indian Leaming and

Leadership(SKILL)Program

Program Overview

The mission of the Scientific Knowledge for Indian Learning and

Leadership (SKILL) Program is to develop and support academic

training emphasizing mathematics, science, and engineering to

enable minority students (principally Native Americans) to enroll

in and graduate from post-secondary institutions. The SKILL

Program is an effort by the South Dakota School of Mines and

Technology to help the Nation overcome an expected shortage of

professionals in math and science fields.

Beginning with an elementary program in 1989, SKILL has

reached more than 3,000 Native American students, fostering

their interest in math and science, increasing their awareness of

career opportunities, and enhancing their confidence in their

abilities. Now in its 8th year, SKILL provides a wide range of programming for students from grade school through high school,

including research opportunities, tutorial assistance, classroom

curriculum, and academic summer programs.

The SKILL/NASA Honors Program is the South Dakota School of

Mines and Technology's precollege high school project that

began in 1992. The Honors Program focuses on recruiting

25 Native American students each year for the 4-year program.

Students attend a 4-week skill-building summer experience each

year with year-round followup of students through site visits to

their schools. They are encouraged to conduct research on science projects during the academic year. The program curriculum

includes an emphasis on student understanding of NASA's

Mission to Planet Earth.

Objectives

The SKILL Program has the following objectives:

• Support students' desires to excel in the study of science and

mathematics

• Introduce students to careers that require math and science

knowledge through participatory activities, field trips, research.

and mentor relationships

• Contribute to student confidence in their academic abilities, and

strengthen their study skills

Fax: (_05) _/31

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Enrollment

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oAcquaint students with post-secondary education and the necessary preparation for careers in science and math

To determine student achievement for program evaluation, each

student completed a number of entrance and exit exams. These

exams included attitude surveys in science (Dutton) and mathematics fPodell). The students also took an assessment survey,

which focused on the students' study habits, their knowledge of

careers in science and mathematics, and what courses they

should take in school to achieve a career in science or mathematics. Student ability tests were also administered in all academic

classes. All third-year students are given the South Dakota School

of Mines and Technology's math placement exam. Students scoring in the top six of the class may enter the Math 110 college

algebra summer class for dual credit.

Entrance exams of students continue to show that the majority of

these students have poor study skills and little knowledge of

career fields in science and mathematics, and few have any longterm goals and/or had no understanding of what elective courses

might prepare them for college. The results of the pretests in the

academic classes show that most of the students had little or no

knowledge of the course work outlined in individual class syllabi.

Through the support of SKILL/NASA Honors Program staff, the

participation and encouragement of Goddard Space Fligbt Center

personnel, and the commitment of each student to succeed in the

program, the exit exams showed a dramatic increase in all these

areas, with emphasis on individual assessments, the establishment

of goals, and the ability to make choices in their education.

Enrollment Data

The current enrollment is 68. The total enrollment since the June

1992 project inception has been 100. The students targeted are

Native Americans at the high school level. The enrollment breakdown of the 100 students is as follows: of the 39 males, 32 are

Native Americans and 7 are others, and of the 61 females, 55 are

Native Americans and 6 are others. The 13 others are 12 Cau(asians

and 1 Asian.

Program Implementation

Recruitment Strategies: Applications and project information are

distributed to schools with high percentages of minority students

in South Dakota. The targeted recruitment is students previously

involved in SKILL.

Courses Targeted: mathematics, computer science, Earth science,

physics, environmental chemistry, and communications.
Selection Criteria: student essay on interest and commitment,

math or science teacher recommendation, parent commitment,

transcripts, attendance, and personal interview.

Outcomes to Date

Of the 24 original first-year students, 20 graduated from the program on June 28, 1996. All applied for admission to a university

and identified a major in science or engineering. Of the 20 students, 18 are currently attending a university. One student is in a

vocational-technical school, and one student is in the U.S. Navy.

Of the 18 attending universities, 8 are attending South Dakota

School of Mines and Technology, comprising 25 percent of the

Native American freshman enrollment. The students in the SKILL

Program have had the following accomplishments:

• Of the numerous medals and special awards won at regional

and national science fairs by students conducting individual

research over a span of 5 years, SKILL students have won more

awards than any other contingency from South Dakota at the

American Indian Science and Engineering Society's (AISES)

National Science Fair.

• Fifteen separate student experiments have flown on two Space

Shuttle missions.

• Four students presented their research at the Shuttle Small

Payloads Symposium in 1995.

• Ten students successfully completed 11 math classes and 3 college freshman-level courses at South Dakota School of Mines

and Technology during their high school sophomore and junior

years of the program.

• Fourth-year students completed a total of 589 hours of program

instruction.

• There has been an overall increase in the students' grade point

averages.

• Students receive presidential recognition at the Oval Office on

December 2, 1996.

• The program won the 1997 National Science Foundation

Presidential Award for Excellence in Science, Mathematics, and

Engineering Mentoring, September 11, 1997.

Funding History--

University of South Dakota
Spelman College

Model Institutions for Excellence, Summer

Science and Engineering Program

. H

Spelman College

Enrollment

$160,000

Program Overview

The Summer Science and Engineering Program (SSEP) is a 6-week

residential summer program for prefreshmen who intend to pursue a major in mathematics, science, or engineering. The program provides an academically challenging curriculum with

classes in computer science, mathematics, chemistry, statistics,

and engineering, as well as academic enrichment experiences in

problem solving and critical thinking, study skills, time management, and seminars that feature scientists and engineers.

Educational excursions are made to a NASA Center and local scientific sites. The program enables students to strengthen their science and mathematics backgrounds and to develop skills

essential to success in these areas.

Objectives

This program has the following objectives:

• Increase the number of African-American women earning mathematics, science, and engineering baccalaureate degrees

• Enhance the science and mathematics backgrounds of prefreshmen students

• Provide students with information on careers in mathematics,

science, and engineering, with exposure to role models, and

with encouragement

• Gain parental support in encouraging students to pursue mathematics, science, and engineering careers

Enrollment Data

Total number of students impacted is 338 since June t, 1988. The

targeted group is high school graduates. The targeted students are

42 African-American females. Program enrollment for the past

4 years is shown at left.

9_
Program Implementation

Strategies: strong academic component, exposure to career

options; summer component, field trip opportunities, involvement

of school administrators, linkages to the next level, tutoring, use

of technology, hands-on learning, problem solving, and skill

development.

Recruitment Strategies: Applications are sent to all students who

have applied to Spelman and indicate an interest in majoring in

science, engineering, or mathematics.

Selection Criteria: high potential for success in mathematics, science, and engineering college studies as judged by SAT or ACT

scores; grade point average; courses selected in science and

mathematics; and extracurricular activities.

Partner: Morehouse College Penn Foundation.

Courses Targeted: pre-calculus, calculus, chemistry, and computer

science.

Tracking: name, ethnicity, gender, grades, college entrance, and

college major.

Outcomes to Date

The program has produced a strong core of highly motivated,

well-prepared science, engineering, and mathematics freshmen

who have successfully completed degrees and moved into graduate programs in scientific and technical careers. This has

enhanced the academic climate and led to an overall increase in

science, mathematics, and engineering majors.

Lessons Learned

Early planning, a strong organizational structure, and support

from other units of the college are essential to project success.

Parents should be contacted to explain the importance of students

participating in this program.

Issues/Challenges

Increasing costs, particularly relating to attracting good faculty

member, is a challenge. Students with major financial needs are

not always able to participate because of the need to earn summer money to pay for fall college costs.

$1oo,ooo

S120,O_

Sso.ooo

Funding History--

Spelman College

1997 1996 1995
Turtle Mountain Community College

Recruitment and Retention of Indians in

Science and Engineering

The Recruitment and Retention of Indians in Science and

Engineering (RISE) project recruits and retains Native American

students in the fields of science and engineering. The project

offers an innovative program to engineering students at Turtle

Mountain Community College by establishing a working relationship with North Dakota State University to offer onsite laboratory

and research experience under the guidance of the faculty from

the civil and mechanical engineering departments. The mechanical properties of the engineering materials, such as concrete,

steel, wood, and composites, are obtained by the students

through hands-on experiments during their 3-day visit to North

Dakota State University. The students also participate in the

Sunday meetings to discuss properties of the materials. To reward

student participation, the RISE project provides each student with

the stipend and offers two credits for the course called

"Introduction to the Engineering Materials."

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University of South Florida

Minority Engineering Program

Program Overview

The University of South Florida's Minority Engineering Program

offers women and disadvantaged minorities an opportunity to

hone their mathematical, scientific, and analytical skills for the

freshman-year engineering curriculum. In addition, students, faculty, and high school teachers tour local engineering facilities and

NASA Centers and participate in career panels with professional

engineers.

Objectives

The Minority Engineering Program has the following objectives:

• Introduce students to college-level calculus, chemistry, computer science, and English

• Provide hands-on laboratory experiences similar to those

encountered during the freshman year

• Conduct research designed by critical corporate engineers to

enhance thinking

• Establish a mentor program among high school graduate students, engineering faculty, and upper class individuals to provide college survival skills

• Enhance a partnership between local high school mathematics and

science teachers through team teaching with university faculty

• Provide participants with college survival skills

Enrollment Data

The total number of students impacted is 440 since January 1,

1995. The targeted students are 70 African-American, Native

American, and Hispanic females and 70 African-American,

Native American, and Hispanic males. Program enrollment for

the past 3 years is shown at right.

Program Implementation

Strategies: year-round enrichment, strong academic component,

mentoring relationships, academic year component, involvement

of teachers, exposure to career options, summer component, field

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University of South Florida

Enrollnent

101
trip opportunities, linkages to the next level, community involvement; tutoring, research component, use of technology, problem

solving, and skill development.

Recruitment Strategies: High school counselors in a three-county

area (Hillsborough, Pinellas, and Polk Counties) of Florida receive

applications and fliers. Also, Southeastern Consortium for

Minority Engineering (SECME) teachers are contacted. Churches

and youth organizations are provided information. The National

Society of Black Engineers and the Society of Hispanic

Professional Engineers provide recruitment assistance. The

Minority Engineering Program director makes presentations to

classes. Every student who meets the criteria and has been admitted to the College of Engineering receives a letter from the dean.

Selection Criteria: disadvantaged students and women who have

been admitted to the College of Engineering at the University of

South Florida with a minimum 3.0 grade point average.

Partner: Proctor & Gamble.

Courses Tarl4eted: pre-calculus, calculus, chemistry, and computer

science.

Tracking: name, address, ethnicity, gender, MSET courses taken,

grades, career choice, college major, and grade point average.

Outcomes to Date

The partnership with industry has resulted in scholarships and

internships.

Lessons Learned

The program must continue to personalize the recruitment of

minorities, especially Hispanics. Stipends must remain as incentives for participation and retention.

Issues/Challenges

There is strong competition with other Florida universities for the

best and the brightest students.

102
Xavier University of Louisiana

Stress on Analytical Reasoning II Program

Program Overview

The Stress on Analytical Reasoning II (SOAR 2) Program is a

4-week summer program for prefreshmen initiated to help students develop the type of problem-solving skills needed to succeed in college-level mathematics and science, thereby

increasing the number who can succeed in and choose a science-related career goal. SOAR is unusual among programs

developed by scientists because it attempts to develop "problemsolving ability" rather than to teach content. SOAR 2, the program for students interested in computer science, engineering,

mathematics, or physics, has the following five components:

• An inductive approach to laboratory experiments to improve

general problem-solving ability

• Specific instruction to improve verbal and quantitative reasoning

skills

• General vocabulary-building

• Group competitions

• A selection of activities to inform and motivate students for

careers in the targeted areas

Objectives

SOAR has the following objectives:

-,Increase the number of minority students exposed to the Xavier

intervention method through a nationwide recruiting effort

'*Improve participants' problem-solving skills through exposure to

an instructional model based on Xavier's successful biological

science interventions

• Expose students to the university's academic environment so

they are better prepared to negotiate the educational process

when they enroll as freshmen

,,Expose students to career opportunities and issues in advanced

technological environments

,,Enhance the retention rate of students enrolling in mathematics,

science, and engineering courses of study

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T.l,_.on_: (5O4)483-7645

Fax:(504)484-7074

I03
Enrollment Data

The total enrollment since project inception (May 1986) is 741.

The fiscal year 1997 enrollment breakdown is 26 AfricanAmerican and 1 Caucasian male and 51 African-American

females, for a total of 78.

..... ++

Xavier University of E_

Enrollment

1997

Funding History--

Xavier University of Louisiana

1;17o,ooo

$1so,ooo

$130,000

$110,000

SSO,O00

$70,000

SSO,O00

1997

Program Implementation

Students are recruited through a mailing of more than 2,000

applications to high school counselors and science teachers in

selected school districts around the country. All eligible participants in the local precollege Louisiana Engineering Advancement

Program (LEAP) Program and all eligible prospective freshmen at

the university are also invited to participate in the program. In

addition to the mailouts to school districts, information letters are

sent to parents of local students who participate in Xavier

University's Summer Science.

Students are selected for the program on the basis of their high

school performance in their academic subjects, their standardized (ACT/SAT) test scores, their projected college majors (engineering, mathematics, or physics), the expected date of

graduation, and the recommendation of their teachers or

counselors.

Outcomes to Date

The program has been a significant contributor to the growth and

stability of the Xavier Dual-Degree Program. As a model, it has

also most recently contributed to a significant increase in the

enrollment in the Computer Science Department at Xavier. The

student accomplishments include the following:

• Of the SOAR 2 students enrolled at Xavier, 49 percent are in

the Dual-Degree Engineering Program.

"Of the SOAR 2 students enrolled at Xavier, 59 percent chose

majors in engineering, computer science, physics, or mathematics.

• Of the SOAR 2 students enrolled at Xavier, 71 percent chose

majors in engineering and the physical sciences (includes

chemistry and biology).

!_ _ _7 - ̧ _

,,Of all the SOAR 2 students, 71 percent chose majors in engineering, computer science, physics, or mathematics.

• Of all the SOAR 2 students, 72 percent chose majors in engineering and physical sciences.
• Participants maintain a cumulative grade point average at

Xavier University that is approximately 0.6 higher than nonparticipants.

oParticipants are retained at a 20-percent higher rate than nonparticipants.

,,The largest percentage of participants in special graduate school

preparation programs are former participants in the Bridge program.

Lessons Learned

Bridge programs can significantly impact a student's ability to

integrate into and negotiate the academic process when that program focuses on the issues essential to a student's critical thinking and group dynamic process.

Issues/Challenges

SOAR must maintain an open approach to introducing innovations into the program as society, students, and technology

change.

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Undergraduate student support programs provide scholarships,

internships, grants, and other forms of support for students to

carry out research and related activities. In some instances,

awards are made to a particular HBCU, OMU, or organization

that facilitates the awards to the student. In other cases, such as

Undergraduate Student Awards for Research (USAR), awards are

made directly to the student Overall goals of undergraduate student support programs are:

• Attract students who are underrepresented in mathematics, science, engineering, and technology (MSET) fields to MSET fields

of study of interest to NASA

• Encourage student persistence and appropriate progress to a

degree, and support degree completion

• Enrich the undergraduate educational experience by increasing

student exposure to and involvement in research activities in

NASA-related fields

• Encourage and support the transition from undergraduate work

to graduate studies in MSET or to the first professional position

in MSET-related fields

Graduate student support programs generally provide fellowships,

internships, grants, and other forms of support for students to

carry out research and related activities. In some instances,

awards are made to a particular HBCU, OMU, or organization

that facilitates the awards to the student. In other cases, such as

Graduate Student Research Program, awards are made directly to

the student Overall goals of graduate student support programs

are:

• Recruit high-quality students to pursue graduate studies in

NASA-related fields of science and engineering

• Maintain appropriate numbers of high-quality scientists and

engineers, who are typically underrepresented in MSET fields, in

NASA-related fields

During fiscal year 1997, more than 800 students were supported

through a variety of scholarship/fellowship programs. Among

them were those listed to the right
Bowie State University

Model Institutions for Excellence

Io_

Program Overview

Bowie State's Science, Engineering, and Mathematics Education

(BSEME) Reform is a program of the Model Institutions for

Excellence (MIE) initiative, one of six programs at different institutions funded by the National Science Foundation and NASA.

The overall goal of BSEME is to ensure that a higher number of

students seek and complete advanced quality education in science, engineering, and mathematics (SEM). In the meantime, the

focus is on developing and validating an educational reform

model that can be disseminated and successfully adapted by

other institutions alike.

Bowie State's MIE initiative is implementing an institutional

development model that encompasses the following educational

reform components:

• Outreach

• Retention

• Educational Reform

• Research

• Linkages and Collaboration

• Infrastructure and Human Resource Development

• Assessment and Self-Evaluation

The efforts of the second year (July 1, 1996, through June 30,

1997) of this long-term, comprehensive project focused on a

nurnber of key activities in the educational reform model. While

BSEME continued to develop and enhance the infrastructure, the

following areas were the primary focus of the resources and

efforts during the 1996-97 project year: supplemental education,

assistantship program, internship program, and faculty and student development.

Enrollment Data

The MIE initiative supports recruitment and retention activities to

increase the enrollment of minority students in SEM. The strategy

includes assisting the Admissions Office on recruitment visits and

hosting special showcase and outreach activities. In addition,

financial assistance is offered to more than 120 students to help

recruitment and retention. The overall headcount of SEM enrollment was 507. The overall science, engineering, and mathematics enrollment was: 75 percent African Americans, 9 percent

Caucasians, 16 percent others, with 48 percent females and
52percentmales.StudentsfinanciallysupportedbyMIEwere:

70percentAfricanAmericans,15percentCaucasians, and15

percentothers,with48percentfemalesand52percentmales.

Outcomesto Date

A number of milestones and accomplishments have been

achieved, including the following:

Outreach

• SEM Week was a week-long program of activities showcasing

student achievements in SEM from Bowie State and area high

schools. Several student and faculty speakers were featured,

and awards were given to students with best poster presentations.

• The 1997 Annual MIE Conference was hosted; it showcased

Bowie State's accomplishments in SEM and technology.

Approximately 100 people attended the conference.

Retention

• More than 120 students were granted partial and full assistantships under the SEM Assistantship Program. All 46 full-time

assistants served as research, teaching, or laboratory assistants

under the mentorship of faculty or staff members.

*An SEM Tutoring Center was established to provide needed

academic support to students. A group of trained tutors provided more than 1,400 one-on-one and group tutoring sessions

this year.

• The Summer Internship Program continued to be developed.

Consequently, a data base of more than 200 summer internship

programs has been created and was used to place 28 SEM

assistants in summer programs nationally and internationally.

Infrastructure and Human Resource Development

,,New research staff and faculty members in the Department of

Biology have been hired to support research and studies in

Earth and space sciences.

• Several faculty, staff, and student development workshops were

held, including "Integrating Technology into the Curriculum,"

"Institutionalizing Undergraduate Research," "Effective

Mentoring," and "Active Learning."

• A state-of-the-art Scientific Data Visualization Laboratory was

established to support interdisciplinary research in Earth, space.

and medical sciences. _o_
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On another front, the MIE program assisted Bowie State

University in its governance reform activities and in automating

personnel requisition and hiring processes in Human Resources.

Student Achievements

There were a number of significant achievements of students supported by MIE, including:

oFive alumni entered graduate schools.

• Six students presented papers/posters at national conferences or

symposia.

• Twenty-eight students placed in national and international summer internship programs.

• More than 30 paper posters were presented at the Annual MIE

Conference.

• Several students have been awarded national scholarships.

Partnering

The following summarizes the partnerships with this program:

oAn SEM Graduate School Fair was held to introduce SEM students to many graduate study opportunities at institutions such

as George Washington, Johns Hopkins, University of Maryland,

University of Oklahoma, and Penn State.

• The Bowie State University Satellite Operation and Control

Center has been established as a partnership with NASA's

Goddard Space Flight Center to train students and develop curriculum in mission and spacecraft operation and control.

11o
Florida A&M University

Project IMAGE

Program Overview

Beginning with the 1988-89 school year, Florida A&M University

was awarded a grant from NASA to initiate a project aimed at

increasing the number of minorities completing graduate degrees

in engineering. Dubbed "Program IMAGE" (Increasing Minority

Access to Graduate Engineering), the project provides financial

and academic support for participants throughout their undergraduate years of study and, upon graduation, offers assistance in

pursuing graduate study and employment.

To qualify for participation, a student must have a minimum high

school grade point average of 3.5, have an ACT score of 27 or

SAT score of 1,200, and be interested in pursuing a graduate

degree, preferably the Ph.D. degree in engineering. Upon acceptance, the student must complete a minimum of 30 hours of

course work each academic year, maintain a cumulative grade

point average of 3.0, and accept internships at a NASA facility.

Students have an option of pursuing a degree in chemical, civil.

electrical, industrial, or mechanical engineering.

Enrollment Data

Since 1988, there have been 192 participants in Project IMAGE.

During the 1996-97 school year there were 93 students

(50 females, 43 males) in the project. These participants come

from 21 different states, Washington, D.C., and the Virgin Islands.

An aggressive recruitment effort is conducted each year; this

includes the active involvement of the Florida A&M's President,

Dr. Frederick S. Humphries. This effort has resulted in Florida

A&M being ranked among the top three institutions in the Nation

in attracting National Achievement Scholars.

Outcomes to Date

Project accomplishments include the following:

• Of 110 participants in six entry classes (1988 through 1993) eligible for graduation, 81 (nearly 74 percent) have done so. Some

of these included students in 5-year degree programs.

• Of these graduates, 41 have enrolled in graduate engineering

programs.

': • . [" i" ' "

,111
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oTwenty-two graduates have earned graduate degrees.

• Forty-six students were provided internship experiences at

NASA sites. The students engage in numerous and diverse projects, and their mentors reported high performance by Florida

A&M students. A large number of Project IMAGE students performed internships with private companies.

Student Achievements

• Fifteen students have received fellowships to attend graduate

school.

• Ten students received a NASA fellowship for graduate study at

Florida A&M.

• Three students received National Consortium for Graduate

Degrees for Minorities in Engineering and Science, Inc. (GEM),

fellowships.

• One student was the recipient of an Air Force fellowship, and

another student was awarded a Wright Laboratory Cooperative

fellowship.

Partnering

Project IMAGE students are active participants in the Florida

A&M's Graduate Feeder Program, which has a cooperative

arrangement with 33 major universities. These universities reserve

spaces for graduate study by Florida A&M's graduates, with financial assistance provided in various forms.

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Morehouse College

Project SPACE

Program Overview

The primary goal of the Project SPACE (Strategic Preparedness

Advancing Careers in Engineering/Sciences) program is to give

high-achieving students an opportunity to pursue undergraduate

studies in engineering, mathematics, and the physical sciences.

Students selected for the program will receive scholarship awards

that cover the cost of their undergraduate education. Participants

(incoming Morehouse College freshmen) are required to meet the

following criteria:

*A minimum overall grade point average of 3.00

*A minimum score of 1,000 on the SAT or comparable ACT

*An interest in pursuing an advanced degree

Selected program participants are named Ronald E. McNair

Scholars in honor of the late Challenger astronaut.

The Project SPACE program is designed to increase the number

of African-American men in the sciences. Because of the underrepresentation of African-American men in the sciences, it was

necessary and critical to create an initiative that would focus on

developing a talent pool of educated men to meet the needs of

the 21 st-century workforce.

With the goal of encouraging students to pursue careers in engineering mathematics and the sciences, the Project SPACE program provides scholarships that specifically provide financial

support to engineering, math and science (EMS) students.

Students who receive financial support can focus on their academics and not worry about how they will pay for tuition.

Enrollment Data

The Project SPACE program has existed for almost 8 years.

Currently, there is a total of 95 Ronald E. McNair Scholars

enrolled at Morehouse College. The following is a program profile for these 95 scholars. There are 40 freshmen, 14 sophomores, 17 juniors, and 24 seniors. In terms of college major,

18 are enrolled in engineering, 15 in computer science, 8 in

physics, 18 chemistry, and 36 in mathematics. There are a total

of 81 scholars scheduled to graduate May 1998.

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Since 1989, the program has selected a class of 10 to 20 incoming freshmen students for each academic year However, for the

1997-98 academic year, the number of selected students doubled

because of funding changes The program offers scholarships that

cover 50 percent of the total educational costs instead of 100 per

cent; therefore, more students were selected as program partici

pants

Outcomes to Date

The success of the program can be attributed to the critical pro

gram components that serve to enhance the scholars' academic

experiences The components are designed to ease their transition

from high school to college, motivate students to attend graduate

school and provide them with a forum that encourages them to

strive for excellence Overall, the program has been successful in

retaining students and motivating them to graduate school

Program statistics indicate that with each graduating class, over

half of the students will enroll in a graduate school program

iiiii
NAFEO Services, Inc.

Student Researchers Consortium

Program Overview/Objectives

The major objectives of the NASA-sponsored Student Researchers

Consortium coordinated by NAFEO Services, Inc., are to:

• Identify, from a universe of financially needy students, a targeted

number who have high potential for conducting research in

areas relevant to NASA's mission

*Identify mentors who will give support and guidance to the student researchers

• Create a consortium so that the researchers would have an

opportunity to interact among their peers from other institutions

*Provide a summer research experience for the students

• Initiate the actual performance of research by the students

Outcomes to Date

NAFEO Services has enjoyed spectacular success in accomplishing the objectives of the project. It has worked in close cooperation with administrators from 15 HBCU's. The principal

investigator and her staff have selected the finalists for the Student

Researchers Consortium after thoroughly screening them from a

large pool of nominees. The NAFEO Services personnel have

documented that the finalists meet financial need and, following

clearance with NASA officials, have selected 58 student

researchers from the 15 institutions.

Fifteen faculty members were selected by the presidents of these

institutions to serve as mentors to the students. Two workshops

were held in the Washington, D.C., area for both the mentors and

the student researchers. Scholarships were processed for all of the

students in consultation with mentors and faculty members.

Forty-nine student researchers were placed in summer research

internship positions and have embarked on their research careers.

A significant number of researchers have specifically identified

research projects.

The Student Researchers Consortium is both directly and indirectly relevant to NASA's Strategic Enterprises. An important component of this program is to ensure that the scholars are given

preparation for obtaining leadership roles in the fields of science

(20 

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115
and technology and to develop ground-breaking research relevant

to the solar system and the currently known and unknown infinity

of the universe. This program, in step with NASA's Space Science

Enterprise, strengthens the cooperative benefits of education and

scientific literacy to enhance the prospectus of the further

advancement of future space missions and its relativity to economic programs and natural resource preservation.

This project aims to increase the participation of underrepresented groups in the various programs sponsored by NASA. NAFEO

Services has redirected 58 students whose financial need may

have impeded their academic progress and restrained them from

being catapulted into career paths parallel to the career opportunities provided by NASA. Their success will inevitably produce

tax-paying rather than tax-supported citizens. It also will produce

individuals who, as researchers, may expand our scientific knowledge of Earth and space.

Student Achievements

• i k L

116

A number of students have initiated research projects--an achievement in itself. Many of the researchers have been provided strategies for research on any given subject matter. The preparation

includes preliminary research, the preparation of a research

prospectus and a formal research methodology, the maintenance of

a structured lab notebook, and the assimilation of the completed

research outcomes into a presentable formula that equals su(cess.

The following are some specific examples of the achievements the

students have made in initiating and developing research projects:

• In solving simple structural problems in compounds and molecules, success was achieved by the detection of bonds concerning their molecular structure and mass weight by using infrared

spectroscopy.

• The development of a research-supported petition to gradually

introduce hydrogen as the primary energy source for the future

can be accomplished through the development of solar energy

concentrators or photovoltaic systems to decompose energy at

an affordable price. The petition also provided an outline of the

benefits this energy source will afford society by its encouraging

a more sound and stable ecosystem.

,,Some interns have been performing biomedical research that

might be used to benefit individuals physically involved in outer

space research through highly complicated microbial and genetic experimentation.

• One researcher performed risk analysis for flight missions and

missile observation and became familiar with equipment used

for missile testing and attack drills. The student researcher
developeda newcomputerapplicationfortheComputer

ScienceCenterat NASAWallopsFlightFacilityusingDelphi

computersoftware.Thisnewapplicationhastransformedthe

center'scomplexwindinterphaseinformationsystemto become

moreuserfriendlyforaccessingfiles.

oAnotherresearcher hadtheopportunityto performresearchtat

potentiallycouldhaveawide-spreadimpactonNASAemployees.ServingasamemberoftheBoeingInformationServices

TeamatNASAHeadquarters,esearchwasconductedondevelopmentfortheimplementationfatacticalplanthatwill allow

NASAinstallationstooperatemoreeffectively. Aconclusionwas

derivedthatthiscouldbeaccomplishedbystandardizingworkstationsregardlessof locationand/orstatusto increasethepotentialinteroperabilityofeachemployeeandreducetheamountof

timeusedtoresolveproblemsandovercomeobstacles.

Asanobservation, thestudentresearchersinthisprogramaretakinglongstridestowardfulfillingtheexpectationsof themand

theirobligationsasscholarsintheStudentResearchers

Consortium.
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Northern Arizona University

Sacred Mountain Scholars

Program Overview

To increase and enhance the academic performance and graduation rates of the underrepresented students, the Muhicultural

Engineering Program (MEP) was established in 1993. The program consists of several programs: STAR PALS (the summer bridge

engineering program), the Hispanic Engineering Program; the

Sacred Mountain Scholars, and the Native American Engineering

Program. Both the Hispanic and Native American Engineering

programs use many of the techniques described in this report. For

example, intrusive advising and academic remedies are used to

enhance academic performance. Although there are no formal

programs for either African-American or women students, all services are available to these individuals.

Outcomes to Date

Sacred Mountain Scholars

Currently, there are six Sacred Mountain Scholars. The program

lost two students during the fall 1996 semester. Lorrisa Betoney

left the program when her husband completed his engineering

studies and they relocated to Seattle. She is waiting until she

qualifies for residency before she returns to complete her engineering studies. Nolan Curley transferred to another school

(University of New Mexico) and also changed his major to computer information science. Gregory Sheperd was on leave from

the program for a semester and has since returned. He is more

focused and is working harder to raise his grade point average.

The program has three students who are 3.0 and above.

Milestones seem to describe this group. Two students graduated

in May. Benjamin Hoskie graduated cum laude. As an environmental engineering student, Hoskie accepted an offer with BHP

Minerals in Farmington, New Mexico, and intends to work for a

year; he is considering returning to take on graduate studies in

environmental engineering or the MBA program. Norman Collins

was picked by the both the students and faculty to be the student

speaker at the college's recognition ceremony. Collins, an electrical engineering major, accepted an offer from Motorola. He is

also considering doing graduate work in business.

It is anticipated that Rachel Brown will graduate in December

1997. It was anticipated that Nathaniel Morris would graduate in

December but he is deficient one class; the program is exploring
severaloptionswithhimHeisexpectinganofferfrom

FordMotorCompany.LutherNezwill graduateinMay

1998.Nez,alongwithRachelBrown,spenthesummerattheJetPropulsionLaboratoryin Pasadena,

California,thispastsummerfor10weeks.MartinSagg

hasindicatedthatheisinterestedinaco-opinthe

springsemestersoheplansto putoffgraduationuntil

December1999.PeterLittlehatwill alsograduatein

December1999,butheplansto workoverseasforat

leastasemesterbeforehestartsgraduatework.The

programwill thenbeleftwithGregoryShepherd, who

returnedto classesat NorthernArizonaUniversityand

seemsto bemorefocused.HespentthesummerworkingfortheUSDAForestryService.NolanCurleyleft

NorthernArizona,changedmajors,andenrolledatthe

Universityof NewMexico.

Severalindividualsweresuccessful thisacademicyear.

Inadditionto theiracademicworkloads,LutherNez,

NormanCollins,andPeterLittlehatworkedastutors.

LittlehatservedasAISESpresidentthisyearandstill

maintainedhishighgradepointaverage.Asfarasprofessionalgrowthtopicswereconcerned, thestudents

discussedanumberof issues,suchasstressmanagementandcomputertopics,andthehighlightwasa

mockdinnerinterviewforbothbusinessandgraduate

schoolinterviews.Thestudentswererequiredtodress

intheirbusinessattireandparticipatedinadinner

interview.Thedeanandotherfacultyservedasinterviewers.DiscussionswiththeSacredMountain

Scholarsindicatedthattheyfoundthisexercisevery

usefulbecauseit provideda"reallife"experience.

General MEP

There was more in-depth advising and more personal

contact with the students. A review of the semester's

statistics demonstrates that more intrusive advising and

constant monitoring is necessary to ensure academic

progress. More academic remedies will be initiated,

such as tutoring and grade checks. Tutoring was available for the following classes: physics, chemistry, statics, circuits, microprocessors, programming in C++,

EGR 280, 305, pre-engineering math, calculus I, II, III,

and IV, and differential equations. The program utilized

10 upper division minority-engineering students as

tutors; some students tutored two classes. PALS have

mandatory tutors so their grade point averages are

higher.

When the grade checks are returned, MEP contacts the

students and, if needed, tutoring sessions are initiated.

In addition, students are asked to conduct semester-bysemester course scheduling with anticipated date of

graduation. Ongoing discussions are held monthly to

ensure that students adhere to the plan. This also

shows the retention and graduation rates. For the first

time, MEP graduated 11 underrepresented students--

two Hispanics and nine Native Americans. The program anticipates 15 students graduating in December

1997 and 11 more in May 1998.

Issues/Challenges

One problem associated with this program is the lack

of student data. Tracking data is necessary because

such information provides program strengths and

weaknesses. MEP is implementing a student data base

that will provide basic student information, academic

and professional progress, and scholarship information.

It is difficult to find tutors because engineering is such

a demanding field. Students spend so much time on

their own class work that they do not have time to

help others. To address this issue, MEP is now recruiting tutors from other departments. In addition, MEP

contacted the math, physics, and chemistry faculty and

solicited their support for these programs.

The lack of scholarships prevents the college from

attracting top-quality students. An MEP objective is to

initiate more scholarship searches and encourage

many of the students to apply. For example, the

Society of Hispanic Professional Engineers just

announced their scholarship. MEP contacted a number

of Hispanic students and provided the application. It

was asked that the application be returned to the MEP

119
i_i _ !_?i ._i!_

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office so that the program could forward all the applications to

the national office. This would ensure that a number of students

would apply. Currently, MEP is reminding them of the deadline

and intends to use this method for all students.

Future Direction of the Program

The program has recruited 18 students for the 1997-98 STARPALS, and similar methods will be used to ensure academic success. Although most of the curriculum will remain unchanged,

the second semester of Engineering 198 will be undergoing

changes. This is a project-oriented class, which will provide

hands-on experience in engineering. The class focuses on teambuilding skills. The class also will promote the students' oral and

written skills; students will be required to write reports as well as

present their projects in classes. Finally, the class will provide

motivational tools and provide more information in their chosen

disciplines.

Another emphasis will be to initiate a student data base.

Currently, tracking students is difficult. MEP initiated a threepage information sheet which should provide comprehensive

information on students. This information will demonstrate program effectiveness as well as provide such information as the

number of students who received scholarship, from what

sources, and ethnic/gender breakdown.

Professional student development will be another area of

emphasis for MEP, which is implementing a training program for

the mentors, and 1996 STAR PALS will be matched with the

1997 STAR PALS. The program will place more students on

scholarship and internships. A cultural awareness workshop was

held for the students on September 17, 1997. The Society of

Women Engineers will be brought under the MEP umbrella.

How MEP will address the women issue is still unclear because

there are a number of issues to consider.

120
Women in

Spelman College

Science and Engineering

Scholars Program

Program Overview

The Women in Science and Engineering (WISE) Scholars Program

is an academic and research program in science and engineering

that embraces the undergraduate years. The program provides scientifically talented minority and disadvantaged women students

with the opportunity to pursue undergraduate studies in science

and engineering in the highly motivating and supportive environment of Spelman College. WISE scholars enroll in Spelman as

freshmen and pursue majors such as electrical engineering

through the Dual Degree Engineering Program, mathematics, and

physics.

Objectives

The WISE Scholars Program is designed to motivate students to

pursue a Ph.D. in science or engineering and to enter careers as

scientists, engineers, or teachers. Its goal is to increase the number of highly qualified women in scientific and technical careers.

The program objectives are to:

• Identify and recruit capable students with an interest in science

or engineering

• Enhance the science and mathematics backgrounds of prefreshman students selected for the WISE Scholars Program

• Enrich the undergraduate academic experience for talented students majoring in science and engineering

• Provide research experiences for scholars at Spelman College,

NASA Centers, and other sites

oProvide students with information on career opportunities and

activities at NASA

oMotivate and encourage students to pursue graduate degrees in

science and engineering

Enrollment Data

Students begin the WISE Scholars Program as freshmen at

Spelman College. They are selected on a competitive basis from

talented minority and disadvantaged female high school seniors

who are interested in the physical sciences, mathematical

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sciences, computer science, or engineering, particularly those

living close to NASA Centers. Brochures and applications are

sent to high schools in the targeted areas. The materials are distributed during college recruitment trips, on high school campus

visitation days, and upon request. Applications are also sent to

seniors applying to Spelman College who indicate a major in the

specified fields and demonstrate scientific talent.

Fourteen new WISE scholars of the highest quality were added to

the program in the fall of 1996, bringing the total to 64. One student was enrolled at North Carolina A&T State University, and

18 enrolled at Georgia Tech as Dual Degree Engineering

Program students. The remaining 45 students attended Spelman

Col lege.

Outcomes to Date

Freshman scholars attended the Summer Science and

Engineering Program prior to entry and an orientation conference for students and their families. Presentations were given by

NASA officials and the Spelman College program staff. The

scholars at Spelman were approved for registration in strong

sequences leading to majors in mathematics, physics, chemistry,

computer science, and engineering. A weekly seminar was held

for the freshman scholars with the director and codirector.

Presentations of summer research projects at NASA Centers were

given during two open sessions in September. Tutorials throughout the year provided assistance in freshman and sophomore science and mathematics courses. Other activities included a

transitional meeting for Dual Degree Engineering Program students, the Graduate Research Orientation Workshops (GROW)

for seniors, science lectures, a newsletter, and a recognition

activity for graduating seniors. Twenty-nine students engaged in

summer research for 10 weeks at NASA Centers and the Jet

Propulsion Laboratory.

Student Achievements

Fourteen students graduated from Spelman with bachelor of science degrees, and seven of these also graduated from Georgia

Tech with bachelor of engineering degrees. Six students were

accepted to graduate school with scholarships and two to professional schools. Four students were elected to the Pi Mu Epsilon

Honorary Mathematics Fraternity, five to the Mortar Board, two

to the Golden Key Honor Society, and one to the Beta Kappa

Chi Honorary Scientific Society. WISE scholars were named as

the Most Outstanding Fourth-Year Mechanical Engineering

Student, the Most Outstanding Fourth-Year Chemical Engineering

Student, and the Leadership Student of the Year at the Dual

Degree Engineering Program Awards Banquet. Wise scholars

won first place for a mathematics poster, a physics poster, and an
engineeringoralpresentationattheAnnualScienceDay.Scholars

gaveposterororalpresentationsatthejointmathematicsmeetingsandtheNationalConferenceonUndergraduateResearch. A

juniorscholarcoauthoredapaperwithherchemistryprofessor.

Partnering

The only formal partner is Spelman College. The college provides

many support activities, which are essential for the success of the

scholars through the Student Life Division. A major contribution

is the provision of research opportunities during the academic

year by professors, who supervise students in undergraduate

research and prepare students for campus and external public

presentations.
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Spelman College

Undergraduate Scholars Awards for

Research

Program Overview

The Undergraduate Scholars Awards for Research (USAR)

Program provides academic, research training, and scholarship

support for outstanding students in science, mathematics, engineering, and computer science. The goal of USAR is to increase

the number of qualified minority women scientists and engineers,

particularly those with graduate degrees.

Objectives

The program objectives are to:

• Identify and attract disadvantaged, entering women students to

career paths in science, mathematics, and engineering

• Retain students in science, mathematics, and engineering majors

until they receive bachelor's degrees

• Prepare students for success in graduate study in scientific: and

technical areas

olncrease the number of students who pursue graduate degrees

and research-related or teaching careers in scientific and technical areas

Enrollment Data

Students are selected for the USAR Program on a competitive

basis from the pool of scientifically talented students who have

applied for admission to the freshman class of Spelman College

and from the pool of outstanding students completing the freshman class. Students are considered if they are seeking majors in

the areas of science, mathematics, and engineering that are related to NASA's mission and if they have grade point averages and

entrance test scores that reflect high academic achievement and

promise. A small number of students meeting the qualifications

are invited to apply, as well as any student who makes an inquiry.

There were 11 USAR students in the Spelman USAR Program during the 1996-97 academic year. Two fourth-year Dual Degree

Engineering Program students and one junior attended Georgia

Tech. Two freshmen, one sophomore, two juniors, and three

seniors were enrolled in Spelman College.
Outcomes to Date

Each USAR scholar was assigned a faculty mentor, with returning

scholars given the same faculty mentor as the previous year. The

scholars and faculty mentors were invited to a joint opening

reception/meeting where program policies and procedures were

outlined and student responsibilities were discussed. A program

was held in the fall for oral and poster presentations of summer

research projects. Faculty mentors attended a group meeting to

make plans for the year. Scholars met with their faculty mentors

at least twice a month for advisement and counseling. In some

cases, the faculty mentor served as a research supervisor for the

student, and their meetings were merged into the research

endeavor. In some cases, because of changing interests of the student, the faculty mentor made arrangements for research supervision by another faculty member.

USAR seniors participated in the Graduate Research Orientation

Workshops (GROW). Students of all classifications were encouraged to attend special science events that were identified by their

faculty mentors. Students were assisted by their faculty mentors

and the Office of Science, Engineering and Technical Careers in

applying for summer research opportunities. All of the students

who were expected to continue as USAR scholars in 1997-98

were placed in external locations for the summer, with the

exception of one freshman who remained at Spelman.

Student Achievements

Two students graduated from Spelman College in May with honors. One was accepted to a Ph.D. program in mathematics and

the other to medical school. Two students gave poster presentations at the Spelman Annual Science Day and the National

Conference on Undergraduate Research. A USAR scholar in the

Dual Degree Engineering Program was selected as the Most

Outstanding Fourth-Year Electrical Engineering Student at the

Dual Degree Awards Banquet.

Partnering

As partners, Spelman College and Georgia Tech provided faculty

mentors for the USAR scholars. Spelman College also provided a

program director and services of the Office of Science,

Engineering and Technical Careers.

/25
University of New Mexico

NASA Training Project

_6

k

Program Overview

The NASA Training Project is a federally funded program designed

to increase the number of scholastically well-suited, highly qualified

Hispanic, Native American, and African-American students achieving degrees in engineering, mathematics, science, or related undergraduate degrees. It achieves this by establishing a support system

to maximize the students' ability to achieve and maintain a record

of academic excellence during their undergraduate years. The professional development and cooperative/collaborative learning components of the program are designed to increase the numbers of

underrepresented minority engineering and science students who

pursue advanced study and research, as well as academic careers in

engineering, science, or technology-related pedagogy. The NASA

Training Project consists of the following components:

oThe Freshman Scholars Component focuses on increasing the

numbers of high-quality students with the potential, interest, and

drive for completing undergraduate degrees in engineering, mathematics, and science in a curriculum that includes cooperative

education.

oThe Mentoring Scholars Component is aimed at increasing the

ability of the participating students to achieve and maintain a

3.0 grade point average in upper level courses in the pursuit of

undergraduate degrees in engineering, mathematics, and science and increase their awareness and interests in the possibility of advanced study and research and academic careers.

oThe Educator Exposure Project is directed at underrepresented students majoring in education with an expressed interest in teaching

secondary mathematics and/or science. This effort is intended to

impact the fashion in which science, engineering, and mathematics

teachers view their disciplines and thereby improve the ways in

which students are trained at the secondary school level, before

they arrive at the college or university level of study. Exposing the

potential teachers to the rigors of science, engineering, and mathematics academic environments, while they themselves are being

trained, will prepare and empower those teachers to do a better job

once in the classroom. The education students will interact with

NASA students and follow similar rules, guidelines, and stipulations

of the NASA Training Project.

oThe University of New Mexico/NASA Engineering Transfer Bridge

Component provides transferring sophomores and juniors matriculating into the NASA Training Project from 2-year and 4-year
collegeswiththemuch-neededemphasisnscience

andmathematicsnecessaryto performoptimallyinan

engineeringcurriculumatacomprehensiveuniversity

suchastheUniversityofNewMexico.Thiscomponentwill nourishanincreasedpoolof U.S.students

capableofprogressingthroughundergraduateprogramsinscience,engineering, andmathematicsand

betterpreparethemforadmittanceintotheUniversity

ofNewMexico'sSchoolofEngineeringbypromoting

excellenceintheiracademicperformances attheir

respectiveinstitutions.

UniversityResearchCenterTechnical Conference. They

attendedworkshops, viewedthenumerousdisplays,and

wererecognizedattheconference'sawardsbanquet.

•TheUniversityofNewMexico/NASAUndergraduate/

GraduateBridgeComponent will introducehigh-quality

andqualifiedNASATrainingProjectjuniorsandseniors

ingoodstandingtoreal-timegraduateschoolactivities

bypartneringthesestudentswithactiveresearchprofessorsto participateingraduate-level researchandinthis

wayencouragegraduateschoolattendanceformaster's

andPh.D.degrees. Inaddition,studentswill havethe

opportunityo internatNASAsitesduringthesummer.

•TheUniversityof NewMexico/NASAKindergarten-Fifth

GradeProgramwillpresentanopportunityforthe

NASAscholarstogivesomethingbacktotheircommunitiesthroughpresentations thatareintendedto

increasetheinterestandawarenessofscienceand

mathematicsatthekindergartenthrough5thgradesof

elementaryschool,includingparticipationithe

"JuniorUniversity"withtheSanFelipePueblo

ElementarySchoolandtheFamilyMathAcademy.

Outcomesto Date

The NASA Training Project and its scholars have experienced many successes. The students have participated in some excellent NASA-sponsored activities this

year, including an expanded freshman orientation; a

welcome back activity; a NASA co-op representative

function; numerous outreach activities cosponsored by

the University of New Mexico student chapters of the

National Society of Black Engineers, AISES, and

Hispanic Engineering Organization (HEO), as well as

the Northwest New Mexico Regional Science and

Engineering Fair; extensive recruiting efforts to schools

in outlying areas, as well as career fairs and college

days; and a series of student success workshops.

In collaboration with the NASA-funded Center for

Autonomous Control Engineering, many of the NASA

scholars participated in portions of the 1997 NASA

During the slimmer of 1996, two NASA scholars were

funded by the University of New Mexico to participate in

the internship program at NASA's Kennedy Space Center.

In 1997, 1! students will be funded by the University of

New Mexico to participate in internship programs at

Kennedy as well as at NASA's Langley Research Center,

Johnson Space Center, and Ames Research Center.

Possibly the biggest accomplishment of the NASA Training

Project is its ability to impact such a large number of engineering, mathematics, and science students for such a relatively low cost. About 100 students directly participate in

the NASA Training Project as NASA scholars. Another

50 to 100 students benefit every year from the many

NASA-sponsored activities. Overall, the project has created an environment where academic excellence thrives.

To summarize, NASA enables the University of New

Mexico and its School of Engineering through the NASA

Training Project to attract some of the best and brightest

students New Mexico has to offer. It provides a model

retention program recognized for its excellence and a

highly visible outreach program in New Mexico communities. It clearly demonstrates NASA's commitment to quality education with a focus on increasing the pool of

underrepresented students in engineering, mathematics,

and science. In turn, the University of New Mexico and its

School of Engineering contribute additional funds and services to complement the programs offered through the

NASA Training Project to help ensure a successful and

rewarding undergraduate experience for the scholars. The

end result of this highly effective collaboration is the production of a cadre of extremely well-educated and talented graduates from traditionally underrepresented groups

who are prepared to assume leadership roles in their professions, serve as role models for subsequent generations

of students, and promote the missions of NASA and the

NASA Training Project based on their knowledge and

experience.

_7
_ _ _ I  ̧

American Society for Engineering Education

NASA-Helen T. Carr Fellowship Program

•• ii_ ̧

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128

Program Overview

The NASA-Helen T. Carr Fellowship Program is designed to provide incentives for African-American and other socially and economically disadvantaged underrepresented groups to pursue

doctoral studies in engineering and to consider teaching careers

n minority institutions. The program originated in the late 1970's

and provides financial assistance up to $10,000 per year to students selected by the member deans at one of the eight participating schools (Hampton, Howard, Morgan State, North Carolina

A&T, Prairie View A&M, Southern, Tennessee State, and

Tuskegee/.

Enrollment Data

Since 1990, NASA has invested $465,000 in the NASA-Helen T.

Carr Fellowship Program. To date, the program has helped more

than 20 African-American engineers earn Ph.D/s and join the

faculty at one of the Historically Black Engineering Colleges

(HBEC). Since 1990, seven NASA-supported fellows have earned

their Ph.D.'s and fulfilled their commitment to teach at an HBEC.

Currently, NASA supports six fellows (including two women) who

are expected to earn Ph.D.'s by the end of 1998.

Issues/Challenges

The 1997 Helen T. Carr Fellowship Program continuation

proposal calls solely for direct stipend support. Under the program guidelines, students selected may receive up to $10,000 in

support each year for a maximum of 5 years of support, provided

they continue to make satisfactory progress toward the completion of their doctoral degrees in engineering. The program will

continue to be managed by the American Society for Engineering

Education (ASEE) with an HBEC committee serving as a board of

directors to ASEE. The participating deans of engineering will

continue to select the students to be nominated for consideration

by the HBEC committee. The full committee of the HBEC will

approve selections. The ASEE Projects Office, with a staff of five

full-time employees, will be responsible for administering the

program. A 3-year funding cycle beginning in 1997 requests

$50,000 to support four current participants and three new

awards; 90,000 is requested for 1998 to support six previously

funded participants and three new awards; and $110,000 is

requested for 1999 to support eight previously funded participants and three new awards.
FAMU

Florida A&M UniversityFlorida State University

Graduate Fellowship Program

Program Overview

In 1995, Florida A&M University requested funds from NASA to

initiate a bold venture to produce minorities (especially African

Americans) with their Ph.D. degrees in engineering. This venture

enabled Florida A&M to recruit 15 outstanding African-American

students to pursue their terminal degrees. As outlined in the original grant proposal, 10 of the 15 African Americans would be

recruited from the NASA scholarship program at Florida A&M

called Program IMAGE.

Enrollment Data

There were 22 African-American students recruited and awarded

the NASA Lewis Research Center Fellowship at Florida A&M.

There were 8 females and 14 males with their bachelor of science degrees in engineering. Of the 22 fellows, 20 (91 percent)

were recruited from HBCU's: Southern, Morehouse, Tuskegee,

South Carolina State, and Florida A&M. The average Graduate

Record Exam (GRE) score and the average undergraduate grade

point average for the fellows were 1,100 and 3.35, respectively.

Outcomes to Date

Of the 22 NASA Lewis fellows, 11 have graduated from the program with their master of science degrees. Seven of these 11

graduates are pursuing their terminal degrees in engineering.

Three of the 10 graduates (Jesse Ingram, Nigel Richardson, and

Shannon Grady) are continuing at Florida A&M to obtain their

Ph.D. degrees. One of the 10 graduates (Shannon Grady) has

already passed the Ph.D. qualifying exam and is assured of

obtaining her Ph.D. degree.

The retention rate for the NASA Lewis fellows is 86.4 percent, or

19 out of 22. The remaining 8 fellows are continuing with the

program and are expected to graduate with their master of science degrees in the spring of 1998.

Partnering

Florida A&M provided halftime support in the amount of $19,450

for the coordinator for the NASA Lewis Graduate Fellowship

Program. Lockheed-Martin Marietta provided $28,000 for teaching development and $15,000 for graduate stipend support; the

British Petroleum Company of America

Fred Foreman

Flor_ A&MUni_

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129
Florida A&MUniversityFlor la Stat University

FAMUGraduateFdZows pProgram

provided recruitment funds in the amount of $7,500

and faculty development funds in the amount of

$20,000 for the Graduate Fellowship Program at

Florida A&M.

Issues/Challenges and Lesson Learned

Tile NASA Graduate Fellowship Program at Florida

A&M completed its second successful year. There were

several key events that provided an opportunity for

assessing and improving the program. In particular, it

seems that it would be beneficial if the fellows' advisor

and researchers at NASA's Lewis Research Center

could have a research meeting once a year to discuss a

plan of action leading to the Ph.D. degree for the fellow. This would enable a structured approach and

more collaborative efforts between Florida A&M and

Lewis in ensuring the successful performance of the

fellows. This would also provide a basis for the formation of thesis or dissertation committees composed of

members from the engineering faculty at Florida A&M

and researchers at Lewis.

The production of Ph.D.'s in this country is primarily

determined by the student's performance on a doctoral

qualifying exam and by the successful negotiation of

the politics of a Ph.D. defense. There is some uncertainty about obtaining the degree after passing the

appropriate exams, completing the coursework, and

conducting the research. It is not guaranteed that the

research will be considered worthy of contributing

new knowledge to a field or that the student can find a

solution to a research topic within an allotted timeframe. The uncertain nature of obtaining the Ph.D. is

sometimes called the "Ph.D. uncertainty principle."

Since 1991, 50 percent of the African Americans that

have taken the doctoral qualifying exam at the College

of Engineering have passed the exam. If the Lewis fellows follow this trend, then only half of them will

graduate with their Ph.D. degree. There is a tremendous need to increase the pool of available students

because there is no way to guarantee that a student

witl pass the doctoral qualifying exam and successfully

negotiate the academic politics.

In addition, a good number of Ph.D.-level students in

engineering are rejected by the Graduate Degrees for

Minorities in Engineering and Science (GEM)

Consortium. In 1997, 32 African-American students

interested in obtaining their Ph.D. degrees in engineering were rejected by the GEM Consortium. Seven of

these students came from HBCU's. These students all

had outstanding academic credentials. Because NASA

is one of the selecting agencies for GEM, it would be

beneficial if NASA could select some of these students

as NASA GEM fellows with the intent of the students

pursuing the Ph.D. degree at Florida A&M or other

NASA-supported universities. It is too late to try to

recruit the rejected GEM Ph.D. students when the list

is made available in August of each year.

The NASA Lewis fellows need an incentive to continue

pursuing the Ph.D. degree. The lure of high-paying

industry jobs is too great of a pull on the students.

Hence, it is suggested that a graduated stipend scale be

used based on the level of the student's achievement

toward the Ph.D. degree. Master of science students

will receive a $1,250-per-month stipend, Ph.D. students prior to the qualifying exam will receive a

$1,400-per-month stipend, and Ph.D. candidates will

receive $1,600 per month. These changes represent a

no-cost modification to the grant.

130
National Consortium for Graduates

Graduate Degrees for Minorities in

Engineering and Science, Inc.

Program Overview

The NASA Education Grant to the National Consortium

for Graduate Degrees for Minorities in Engineering and

Science, Inc. (GEM), provides selected NASA undergraduate scholars with master of science fellowships,

NASA summer research experiences, and mentoring to

enhance their competitiveness for the NASA Graduate

Student Research Program, leading to a Ph.D. in key

disciplines.

Enrollment Data

Nine NASA sites will recommend two fellows each

year for a total of 18 fellows. These selected students

are senior-level undergraduates and NASA scholars

who are pursuing a graduate degree in engineering.

These individuals will be selected based on recommendations by the NASA site. Selected fellows will

have expressed research interests suitable for the participating NASA Center. These fellows will intern in a

NASA laboratory for the summer and enroll in graduate

school in the fall.

Outcomes to Date

The successful summer internship program provided

the student with a NASA mentor and an enriching

research experience at a NASA Center. The selected

students began graduate school in this academic year

of 1997-98. A goal at this juncture in the program is

the retention of those students in their graduate programs, with the continuing view toward increased

competitiveness for the NASA Graduate Student

Research Program. This was enhanced by a comprehensive Summer Institute, given by the GEM

Consortium, which addressed this through our

Graduate Research Orientation Workshop (GROW)

and the mentoring workshops.

Eighteen students have been awarded fellowships in

the first year. Out of those 18, 14 (78 percent) are

NASA scholars or NASA Lewis scholars. Eleven of the

selected students are female (61 percent), and seven

are male (39 percent). Thirteen of the students

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selected are African American (72 percent), and five

are Hispanic. All of the students selected have grade

point averages of 3.0 or above.

Partnering

Through the GEM Consortium, the 83 university members provide a strong partnership that will support the

NASA GEM fellow through the graduate school experience. This is further enhanced by the partnership

between the NASA mentor and the NASA GEM fellow.

This builds a triad partnership that strengthens the

entire structure, with the fellow as the recipient. As the

students continue on through their graduate school

education, they will receive further preparation through

their NASA mentors, summer internships, and the

GROW program to enhance their competitiveness in

the NASA Graduate Student Research Program and

their Ph.D. degrees.

gl
National Physical Sciences Consortium

Graduate Fellowships

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Program Overview

The National Physical Sciences Consortium (NPSC),

now in its ninth year, has provided 211 physical science fellowships. Currently, 26 fellows have been

awarded a Ph.D., and 23 have received a master's

degree. Graduates are employed as research scientists

by their sponsoring employers, as a university professor, or are doing prestigious postdoctoral work.

NPSC membership now consists of 105 major Ph.D.

granting universities, 15 associate member universities,

and 37 private and public employers. NPSC fellowship

opportunities are open to U.S. citizens who wish to

pursue a Ph.D. in one of the physical sciences.

Applicants must have a minimum grade point average

of 3.0. Over the past 7 years, the average grade point

average of the NPSC applicant has been 3.6.

NPSC recruits candidates for the fellowship program

from all U.S. undergraduate institutions providing a

first-class physical science curriculum. All applicants

are screened by a select committee of science professors from member universities. This committee develops a rank-ordered list of those students they feel will

be highly successful in graduate school. NPSC prorides employers with this rank-ordered list along with

detailed demographics and copies of the student applications. New NPSC fellowships are awarded annually,

during the third week of January. These awards are

totally employer driven and are made only by the

employer member at the annual selection meeting.

Funding for NPSC fellows is provided by cost sharing

between the universities and employer members.

Universities provide full tuition and fees; the employer

provides the stipend and two summers of employment

performing research at the employer's site. Many companies and public agencies have adopted vigorous

campaigns to seek out, educate, and employ underrepresented students. NPSC targets qualified minorities

and females, encouraging them to pursue Ph.D.

degrees in the physical sciences. This approach has

given NPSC the opportunity to identify and recruit the

most qualified students and the ability to offer the

employer members the student diversity necessary to

build a balanced workforce.

Once selected, mentoring begins with an orientation

seminar and continues throughout the program. This

mentoring is provided by both the university and the

employer. NPSC monitors the student academic

progress and the job performance and is able to provide this information should the sponsoring employer

request it. In short, this is an employer-driven program.

The employer continues to be the master link in the

chain of events that begins with the selection of the

fellow and tracks the fellow's progress throughout his

or her academic career and future employment.

Outcomes to Date

The NPSC fellowship is the most successful program of

its kind with a retention rate of 93 percent. This fellowship provides up to 6 years of graduate education. The

employer sponsor will find the NPSC program to be

very cost effective. NPSC does all student recruiting

and screening, handles student logistics, and provides

that interface with the employer and the university so

important in creating smooth transitions from undergraduates to graduate studies and employment.

132
North Carolina A&T State University

Ronald E. McNair Graduate Research

Fellowship Program

Program Overview

The purpose of the Ronald E. McNair Graduate Research

Fellowship Program is to increase the number of "socially and

economically disadvantaged students and individuals with disabilities, with special emphasis on these students historically

underrepresented in NASA programs (disadvantaged students)" to

obtain Ph.D. degrees in engineering at North Carolina A&T State

University through academic-year financial assistance and paid

summer research internships.

Obiective

The objective of this program is to fund doctoral students,

enabling them to earn Ph.D. degrees in the recently established

Ph.D. programs in electrical and mechanical engineering.

Program Implementation

This program required coordination, implementation, and administration of a funded program of study to attract talented and

committed disadvantaged candidates for degree completion. This

will ultimately result in the availability of a diverse workforce

necessary to fulfill the research mission of NASA and to increase

the pool of highly trained HBCU faculty.

The program team has developed operational strategies to implement in the program and designed mechanisms to administer the

program with an intrinsic commitment to providing academic

advisement and financial support that offers each fellow an

enhanced "graduate school experience." All aspects of program

administration are focused on meeting the needs and expectations of NASA, the fellow, and the College of Engineering at

North Carolina A&T State University.

Plans are being implemented to bring the fellows and their

selected NASA Centers together to develop a defined research

plan that meets the fellows' degrees and NASA needs. Fellows

and their faculty advisors have been advised to finalize the

research focus together prior to the development of collaborations with the NASA Center researcher. Some changes in research

areas and departmental focuses have presented a delay in finalizing summer of 1997 plans. This is expected to be completed by

February 15, 1997. Upon completion, documentation will be

provided to NASA that will outline plans and locations.

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133
Nortl Carolina A&TStat Univ 

Ronald E.M air Gradua Resear 

FellowshipProgram

Outcomes to Date

The Ronald E. McNair Graduate Research Fellowship

Program was implemented at North Carolina A&T

State University during the fall of 1995. The university's College of Engineering Ph.D. program is in the second year of performance and has increased from 3

fellows in 1996 to a current number of 10 fellows

enrolled in electrical and mechanical engineering disciplines. Program growth is on target based on data

from other universities implementing new Ph.D. programs.

The College of Engineering is implementing strategies

to create interdisciplinary doctoral studies across all

engineering disciplines, including computer science.

Those initiatives are still in the developmental stages,

and application has been made to the university system for degree-granting approval.

Current Ph.D. fellows are involved in diverse research

areas and have developed collaborations with NASA

Centers across the nation. Summer research plans are

being finalized to ensure that the Ron McNair fellows

have opportunities to develop team research with NASA

Centers and other Government contractors. In addition,

the summer research opportunities will provide the fellows access to enhanced science knowledge, hands-on

research experiences, and opportunities to perform

research in NASA state-of-the-art research facilities.

Program recruitment has expanded to include all eight

Ph.D. degree-granting HBCU engineering programs. A

fall 1997 colloquium has been proposed to bring

together HBCU fellows, faculty advisors, and NASA

researchers to provide a platform for developing ongoing research projects beyond degree completion and

possible NASA employment.

Program Management

The Ronald E. McNair Graduate Research Fellowship

Program team is as follows:

Dr. Carolyn Meyers

Dr. John Kelly

Dr. Jag Sankar

Ms. Sunnie Howard

Program Director

Program Co-Principal

Investigator

Program Co-Principal

Investigator

Program Administrative

Coordinator

Dr. John Kelly serves as the Associate Dean for

Graduate and Research Programs and performs program oversight from the academic and research areas.

Day-to-day administrative activities are performed by

Sunnie Howard under the supervision of Dr. Kelly. In

addition, graduate recruitment, program information

dissemination, and interdepartmental academic advisement is performed by Dr. Jag Sankar.

g_
TeacherTrainingAward 

NASA is committed to increasing diversity among mathematics,

science, and technology state-certified teachers. For our Nation to

achieve and maintain a position of economic leadership, all of its

citizens must acquire the necessary skills to compete in an

increasingly global, technological society. This requires our

schools and our teachers to deliver a world-class education to all

students. Rapidly changing student demographics coupled with a

renewed emphasis on educational reform have increased awareness of the need to improve curricula and teacher preparation, to

integrate theory and practice, and to determine what works in

educating all of our students-particularly in the areas of mathematics, science, and technology.

Teacher training awards, the majority of which are MASTAP

(Mathematics, Science and Technology Awards for Teacher and

Curriculum Enhancement Program), increase the number and

strengthen the technical skills and knowledge of socially and economically disadvantaged and/or disabled mathematics, science,

and technology teachers. As a result of this award, selected preservice and inservice teachers will have knowledge of national

and state teaching standards. Participants become state-certified

and experienced in teaching at middle and high schools that

have substantial enrollments of disadvantaged students.

Teacher training awards are funded annually and range between

$30,000 and $225,000. The average award is $140,000.

MASTAP awards, although refunded annually, are 3-year awards

not to exceed $200,000 annually.

The goals of teacher training awards are to:

olncrease the number of state-certified socially and economically

disadvantaged and/or disabled teachers in schools with substantial enrollments of minorities by strengthening the technical

skills and knowledge of underrepresented secondary mathematics, science, and technology preservice teachers

°Improve mathematics and science literacy among socially and

economically disadvantaged and/or disabled preservice and inservice teachers impacting middle and secondary school students.
TeacherTrainis,gAwards

The objectives are to:

• Improve the education and preservice teaching skills and experiences of disadvantaged undergraduates preparing for careers in

teaching mathematics, science, and technology at the middle

and secondary school levels

• Enhance the preservice curriculum to provide pedagogical models emphasizing (1) team teaching in middle and secondary

schools with substantial numbers of disadvantaged students, (2)

mathematics and science standards and assessment, (3) activities

involving applications of critical thinking, and

(4) culturally sensitive approaches to teaching science and

mathematics

• Expand disadvantaged education students' knowledge of career

opportunities as mathematics, science, or technology teachers

• Disseminate information on successful strategies and models to

other minority colleges and universities and to middle and secondary schools with significant minority enrollments

During fiscal year 1997, 18 teacher training awards were giw_n to

the entities listed on the left. Sixteen of the 18 submitted data for

this report.
American Indian Science and

Engineering Society

Teacher Enhancement in Science and

Mathematics Project

Program Overview

The goal of the Teacher Enhancement in Science and Mathematics

Project is to provide for teachers who had previous American

Indian Science and Engineering Society (AISES) teacher education

programs with continuing education development opportunities in

the areas of science and mathematics content knowledge, teacher

problem-solving strategies, the effective use of technology, the

incorporation of experiential learning, and the development of culturally appropriate curricula. A fundamental aspect of these objectives was to integrate indigenous cultural knowledge in science

curricula, advance teaching pedagogy, implement cooperative

learning strategies, and implement the use of technology in classes

and among teachers involved in the AISES Foundation.

Outcomes to Date

The major activity of the project was a teacher education workshop

at the 1996 AISES National Conference. Forty teachers attended a

1-day workshop on "Indigenous Ways of Knowing and Teaching."

The topics included "Patterning in Math," "Using Traditional

Techniques in Teaching and Learning," "Native Ways of Knowing,"

and "Developing Culturally Integrated Science Curriculum." The

teacher education workshop was very successful, and feedback following the conference indicated that teachers were interested who

had participated in previous AISES-sponsored teacher programs.

Other workshops and concurrent sessions in the conference followed this theme, and teachers were able to select sessions that

furthered training along these lines. The teachers participating

included those who had participated in previous AISES-sponsored

teacher programs. The 6-day conference workshop originally

planned was reduced to this 1-day workshop. Teachers could not

commit 6 consecutive days during an academic year and be absent

from their teaching assignments.

AISES will conduct a Teacher Education Program at the 1997

AISES National Conference with the theme "Developing

Community Based Education." Four major activities will occur

(Teacher Education Day, NASA Mission to Planet Earth, Teacher

Teams Development and Planning Workshop, and Teacher

Education Concurrent Sessions). Teachers will have the opportunity to participate in a day-long workshop, with elders speaking

on traditional forms of education, elders and Native American

scholars addressing indigenous knowledge of science and the

Boulde_Colo_ 80301-2339

(3O3)939-OO23
reconciliation of technology and tradition, and presentations of

successful community-based education projects. A half-day

teacher workshop will be designed in conjunction with NASA's

Mission to Planet Earth education program. A half-day planning

and development workshop for the core teacher teams continuing

curriculum development and educational technology development will be held. Six follow-on concurrent sessions will be

designed for teachers to continue their interest emanating from

the major teacher education themes.

Participants

Core teacher teams of three from a school will be identified and

invited to participate. The teacher teams will be identified from

the Comprehensive Education Program (12 total), Gila River

Crossing (3 total), Santa Fe Indian School (3 total), and Teecs Nos

Pos School in New Mexico (3 total). A total of 15 teachers will be

supported on the NASA grant. The event will also be opened to

other teachers attending the conference not identified as a core

team. A total of 70 educators are anticipated. The core teams will

participate in an additional workshop to frame and design a project that they will continue at their home school sites, including

the development of a culturally integrated space and Earth curriculum and the use of technology in their classrooms.

The Mid-continent Regional Educational Laboratory will also

sponsor 10 to 15 teachers to attend and participate in the AISES

Teacher Education Program at the conference. Their teacher education effort also focuses on strengthening teaching and learning

in math and science.

Each site brings a vast amount of expertise in community- and

culturally based curricula, indigenous knowledge, experiential

learning, cooperative learning, and the use of technology in

teaching and learning. This event will provide an opportunity for

these various projects to collaborate and share knowledge and

resources, develop potential partnerships, network, develop a

product to disseminate, and serve as a catalyst for developing a

larger sustainable initiative in math, science, and technology. The

AISES Conference Teacher Education Program will be the major

and final activity to complete the grant.

138
Bennett College

MASTAP

Program Overview

The purposes of the NASA MASTAP Resource Center are to:

• Enhance the Bennett College mathematics and science education programs through strengthening technology

• Provide preservice training designed to motivate prospective

teachers to become mathematics, science, or technology teachers, and enhance the teaching ability of persons engaged in the

teaching of mathematics, science, and technology through summer institutes and workshops

• Provide curriculum materials and equipment designed to

enhance the training of prospective teachers and provide additional training to inservice teachers of mathematics, science,

and technology to teach children with physical, mental, visual,

and/or auditory challenges

• Provide resources and instructions on the learning and teaching

of ethnic minorities

The center is open 5 days a week and on Saturdays by appointment. The Bennett faculty, staff, and students are encouraged to

use the center for classes and the equipment to supplement their

curricula and assignments. In addition to computers, the center

houses curriculum guides and resource materials for classroom

teachers in science, mathematics, technology, learning styles,

multicultural education, and special education.

Enrollment Data

The target audiences for this project are middle and high school

mathematics, science, and special education teachers and college students. Also included are teachers who teach ethnic

minorities and students with special needs. The goal is to provide

supplemental materials and training to preservice and inservice

teachers.

Preservice participants were recruited through a mass mailing to

all community colleges, colleges, and universities in the State of

North Carolina. Inservice participants were recruited from a mass

mailing to all middle and high schools in the State of North

Carolina. Inservice participants were also recruited at the North

Carolina Council of Teachers of Mathematics (NCCTM)

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139
MA AP

conference (NASA MASTAP set up a booth), the North

Carolina State Teachers' Association State meeting,

Education Day activities, and word of mouth.

Outcomes to Date

The NASA MASTAP Summer Institute was held June

16, 1997 through July 3, 1997. The following workshops were offered during the Institute:

• Effective Teacher Training

• How to Pass the Praxis the First Time

• Sign language

• The Employment

• Biology Magic

• Math Games

• Special Kids First

• Teaching Styles Learning Styles

• Why Teach and What Is a Teacher

• Teaching Science to Students with Disabilities

• How to infuse African American Literature in the

Math and Science Curriculum

• How to Infuse Technology in the Math and Science

Curriculum

• CBL for Math and Science Teachers Ocean

Circulation

The NASA MASTAP Project held more than 30 workshops, 3 field trips, and 4 seminars during the 1996-97

year. The participants volunteered at the Gateway

Educational Center at its Family Fun Day. The coordinator conducted several workshops for the Bennett

College Children's House's Washington Elementary

School and Smith High School. During the course of

the project year, participants received 17 contact hours

in technology and a $50 stipend for attending the

workshops. The following workshops were held during

the year:

• Explore the World Wide Web

• CBL Workshop for Science Teachers

• CBL Workshop for Math Teachers

• Integrating Technology Into the Curriculum

• Effective Teacher Training

• How To Pass the New Math Competency

• Multicultural Education

• Math Games with Graphing Calculator

• Strategies for the Hearing Impaired

• Science for the Middle School Curriculum

• Working With the Special Needs Child

• Animals in the Wild

• Computer Technology

• How to Design a Spread Sheet

• Cultural Differences in the Classroom

All preservice participants attending the summer institute received a $500 stipend, and inservice participants

received a $1,000 stipend and qualified for 6 continuing education units.

Partnering

The Bennett College NASA MASTAP Project has a

strong partnership with the Guilford County Public

Schools. The Science and the Math Supervisors and the

lead teacher at James B. Dudley High School Science

and Math Technology Academy serve on the Advisory

Board. Workshop presenters and summer institute participants have been teachers in the Guilford County

Public Schools, and Dudley High School was used to

hold a computer workshop.
California State University-Los Angeles

MASTAP (FAST)

Program Overview

This grant was awarded in November 1994, but only became

fully operational in 1995 because of the requirements of the university academic calendar. The two basic goals are to increase

the number of African-American and Hispanic science teachers

serving inner city schools and to increase the scientific literacy of

those pupils who have been historically undeserved by NASA's

science, mathematics, and technology programs. The complexities of California laws that affect State teacher certification.

matched with the acute shortage of science teachers, predetermined the inclusion of three types of teachers in this project:

undergraduate science majors who are teacher aides, student

teachers who hold a bachelor's degree in science and teach

under emergency credentials, and crossover teachers with elementary credentials plus strong experiential backgrounds in science who teach in the middle school grades.

Each participant was required to sign a forgivable loan contract in

an effort to institute accountability on the part of the teacher/student. This effort was predicated on the research data that revealed

that more than 50 percent of all new science teachers leave Los

Angeles County urban schools within 3 years. In addition, many

science majors entering financially beneficial programs such as

this do not enter the teaching profession after graduation as they

promised when entering the program.

Primary Objectives and Outcomes to Date

The first objective stated that within 3 years the project would

recruit 60 and retain 40 African-American and Hispanic participants to be educated (technical skills and content knowledge;

and state certifiable as biology, chemistry, geoscience, physics, or

general science teachers for schools that have substantial enrollments of underrepresented minority pupils.

The outcomes at the end of 2 complete academic years are the

following:

"Recruited" refers to all students, 54 undergraduates and preservice teachers, who entered the project. The count does not

include students who did not participate in any of the project

activities. Of the 54 students who participated at some level in

Dr, T.Jean Adenlga-M_

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MASTAP(FAST)

the program, 44 percent were African American, 59

percent were Hispanic, 7 percent were other, and 15

percent were undergraduate students.

"Retained" refers to students who participated and

were state certified, are very close to certification, or

are completing their bachelor of science degree. Of the

24 African Americans recruited, 75 percent were

retained. Of the 26 Hispanic students recruited, 81 percent were retained. Four of the six undergraduate students are still participating in the project. Each of the

"other" ethnic groups completed state certification.

Of the 54 students recruited, 39 will be state certified by

March 1998, 4 are completing preliminary certification,

and 15 are completing lifetime-clear certification. Each

remaining undergraduate will graduate between now and

August 1998. A "no-cost financial extension" has been

requested to support the program through August 1998,

the project's actual third year of full operation.

The second objective is to enhance California State

University-[ os Angeles' teacher training curriculum to

provide appropriate and exemplary cross-cultural pedagogical models, field experiences, and suitable academic

content in the sciences emphasizing team teaching by

preservice teachers with experienced teachers and the

implementation of curricula that should net measurable

results in the preparation of target underrepresented

minority pupils in mathematics and science-based classes.

The outcomes are measured in terms of the reduction in

the number of pupils who earn "D's and F's" in the participants' science classes. The overall average shows a

reduction of between 9 and 12 percent, which is not statistically significant but still an improvement, considering

at the beginning of the project 48 to 62 percent of the

pupils were receiving below-average grades. Because of

the acute shortage of science teachers, only four of the

participants were team teaching, as teacher's aides. Any

participant who earned a bachelor's degree was immediately assigned to his or her own classroom. The project

hired outstanding retired teachers to serve as coaches in

the classrooms of these teachers. Between the weekly

coaching and monthly workshop sessions, the teachers

were steeped in the strategies shown by research to work

with the target population.

Through this methodology, the participants learned the

most current exemplary academic content knowledge,

national standards and curriculum, pedagogy appropriate for cross-cultural classrooms, strategies of the

reform literature and its application to the urban classroom, and the appropriate use of pupil assessment

techniques to broaden both the knowledge base of the

prospective teachers and to contribute to the academic

environment of minority students in the sciences.

Through the courses that the participants took in the

summer institutes, they experienced activities involving

applications of critical thinking, problem solving, cooperative learning, and other techniques to encourage

scientific literacy and higher order thinking among not

only themselves but also the pupils in their classrooms.

Assessment of their growth involved classroom observation and evaluation, course exams, discussions, simulation teaching, and brainstorming sessions with the

participants and coaches.

Key Activities and Components of the Project

Academic Advisement: Participants are provided

increased advisement time and direct assistance with

the demanding admissions process, course requirements, tutoring, and assistance upon demand for two

required exams, the CBEST and the NTE: PRAXlS.

Professional Education Institutes: Summer special

experimental professional development institutes of

courses are offered toward fulfilling the 45 education

quarter units postbaccalaureate and the 15-unit science

and/or mathematics requirement for state certification.

The experimental professional development block is

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intenseandhighlyacademic,speedstheeducational process,

andseeksto buildenduringcollegialityamongeachcohort

group.

Special Fellowship Stipend: A special fellowship stipend of

$7,000 was awarded to high-ability, mature graduate students to

complete the new California State-required science and mathematics subject matter sequence for secondary science teacher--

in one quarter, which required a 5-day, 12-hour/day schedule of

coursework and laboratories in lieu of full-time teaching.

Academic Excellence Workshop: Workshops come in three types.

First, basic substantive courses in the sciences were presented as

required. Second, workshops with content that covered the breadth

and depth of science education at the national and state level were

offered. A third type of academic workshop involved a variety of

topics central to the reform in science education, such as technology, assessment and evaluation, national and state science standards,

research into better schooling for underrepresented minority students, and so forth.

Special Seminar Component: Special seminars will be offered for

credit when the students have not mastered critical portions of

the education curriculum required to assist urban students in

learning important science or mathematics concepts.

Textbook and Materials Support: Participants were provided 15

fundamental textbooks and a variety of other science/mathematics materials. A wealth of materials was secured from the NASA

Centers; these materials are being used by those participants

who have their own classrooms.

Field Trips: Eleven field trips to NASA teaching centers and other

science- and mathematics-related learning institutions and geological sites gave the educators an opportunity to see firsthand

science and math theories converted into practice. The group

attended their first National Science Teachers Convention in

New Orleans in 1997; they were genuinely impressed with the

important contribution that science is making in the lives of

teachers and children.

Master Teacher and Graduate Teacher Trainee Coach Component:

Science and mathematics secondary teachers who successfully

work in inner city, predominantly minority schools, who have

attended workshops/seminars on national standards and thematic

interdisciplinary teaching, and who have participated in numerous

other enrichment science/mathematics programs at any of the

many local universities team with teacher apprentices, called

"teacher aides" by the districts. The university coaches, described

above, work closely with each master teacher, principal, and district mentor, as well as with the NASA student teacher.
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City University of New YorkMedgar Evers College

Science and Technology Teachers for

the Next Millennium

MASTAP

Program Overview

The Science and Technology Teachers for the Next Millennium

Project, a collaborative effort between Medgar Evers College and

the City College of New York (CCNY) of the City University of

New York (CUNY), provides science and technology majors with

the opportunity, knowledge, and skills to become teachers of secondary school science and technology in an urban, multicultural

environment. The project is a partnership with selected secondary

schools and local school districts in New York City, the National

Science Foundation-sponsored New York City Alliance for

Minority Participation (NYC-AMP)Teacher Preparation Program,

the CCNY/CUNY Network Resource and Training Site (NRTS), the

Institute on Climate and Planets of the Goddard Institute of Space

Studies and the NASA Teachers' Resource Center at CCNY The

goals are as follows:

• Increase the number of individuals from underrepresented

minority groups who complete teacher preparation requirements, achieve certification, and gain teaching positions

• Enhance the knowledge base of pre- and inservice teachers in

science content and through the use of innovative pedagogical

approaches

• Develop a new model of teacher preparation that emphasizes

research-based training in science content, creative uses of technology, inquiry-based teaching methods, and roles for master

teachers from the public schools that can be disseminated and

replicated at other colleges and universities

Teacher Preparation Program

The major features of the program are an innovative recruitment

system involving community colleges in CUNY, an internship

designed to bring the participating students into close contact

with practicing secondary school teachers and their students,

education courses constructed to include the needs of multicultural, urban teaching with constructivist and inquiry-based classroom strategies, and enriched science experiences in areas

related to NASA's research interests (computers and network connectivity, global climate studies, and planetary science. The students take their science and mathematics requirements at their
communitycollegeand/orseniorcollegeandtheireducation

coursesandfieldexperienceattheseniorcollege.Thestudents

gettheirstudentteachingexperienceinschooldistrictsaround

theirrespectiveseniorcolleges,underthesupervisionofeducationfacultyattheseniorcollege.Inaddition,inserviceteachers

fromtheparticipatingschooldistrictsandhighschoolshavethe

opportunityto participateina professional development program,

whichincludesshortcoursesandworkshops, curriculumdevelopment,andresearch. Theinserviceteachersserveasmentorsto

CUNYpreserviceteachercandidates.

Recruitment

Science, mathematics, and technology majors at participating colleges were invited to attend orientation receptions on their campus with the project directors, Professors Leon Johnson and

Michael Weiner. Many of the students were peer tutors and workshop leaders involved in the CUNY-wide NYC-AMP. Most of the

new participants are from CCNY, Medgar Evers College, New

York City Technical College, Borough of Manhattan Community

College, and LaGuardia Community College. The student participation increased to 85 during the 1996-97 academic year, and

66 are receiving stipends. More than 90 percent of the students

are minorities (60 percent African American and 30 percent

Hispanic), and 55 percent are female.

Curriculum

CCNY and Medgar Evers College have baccalaureate degree programs in teacher education. The Teacher Education Departments

at both schools have agreed to cross-list those courses developed

for science teachers. The two introductory courses are:

Educational Psychology (EDUC 307--Foundations of Educational

Psychology at Medgar Evers and EDUC 202--Human Learning

and Instruction at CCNY) and Teaching Science (EDUC 314.4-

Inquiry in the Science Classroom at CCNY and EDUC 317--The

Teaching of Science at Medgar Evers). Although the courses have

different titles, the syllabi are essentially equivalent. Students

enrolled at other schools without Education Departments register

at their home school "on permit." This allows them to register for

the educational courses at either Medgar Evers or CCNY. The second level of courses are taught at CCNY: EDUC 433, 443--

Methodology of Teaching and Curriculum Development I and II,

EDUC 464--Student Teaching-Junior High School. The third level

courses are EDUC 465--Student Teaching-Senior High School,

and students at Medgar Evers may register for EDUC 471,472--

Student Teaching I and II.

$560,000

$540,000

$520,000

$500,OOO

Funding History_

Medgar Evers

1996

1995

I_5
City 4

and Technology for

NextMillennium

MASTAP

Collaboration With the Teacher Preparation Program

This project began a collaborative effort with the NYCAMP Teacher Preparation Program and the New York

City Board of Education. The major thrust of this collaboration is tile establishment of the AMP Science

Teacher Preparation Summer Academy. Fourteen students were awarded undergraduate teaching assistantships for the summer and the academic year. The

participating high schools are Fort Hamilton, A. Philip

Randolph, Morris, Hillcrest, South Shore, and Lincoln

Hostos. The activities were as follows:

°During the month of June, teaching assistants enrolled

in either the Educational Psychology course or the

Inquiry/q-eaching Science Education course.

°During July and August, the master teachers trained

the teaching assistants in the use of exemplary science curricula in a Summer Academy with recently

graduated New York City middle school students.

• The relationship between the high school teacher and

the teaching assistant is continuing during the academic year via an internship at the school of the master

teacher.

Teacher Professional Development Program

The Summer Professional Development Program for

inservice teachers included the following activities: a

course (Introduction to Computing--C++), workshops

(Using Internet in the Classroom, HTML Authoring, and

Curriculum Development), and research opportunities.

Twenty teachers enrolled in courses or workshops.

Four teachers were involved in research and partially

supported by the recently funded NASA award,

"MEC/GISS Partnership--Atmospheric/Ocean and

Environmental Science Research Program." Faculty

participants from elementary, junior high, and senior

high schools in New York City are selected on the recommendation of their supervisor or principal.

Strengths of the Project

The project emphasizes retention in the regular science-based major courses first and then has the students begin the education sequence in the upper

sophomore or junior year. The introduction of the preservice participants to the secondary school classroom

at an early stage is important. This is aided by the project's plan to have the participating inservice teachers

act as mentors to the preservice participants. Another

strength involves using the resources of the NASA

Goddard Institute of Space Studies' Institute on Climate

and Planets, the NASA Teachers' Resource Center at

CCNY, the CCNY/CUNY NRTS, the NYC-AMP Teacher

Preparation Program, and "MEC/GISS Partnership--

Atmospheric/Ocean and Environmental Science

Research Program." Finally, the offering of stipends to

all students who are participating helps defray part of

the costs of recent increases in tuition.

Issues/Challenges

Increased tuition and a decrease in student aid have

decreased the number of students participating in summer school. Some students have dropped out because

of outstanding college bills. Stipends are particularly

valuable in the summer when most students cannot

attend full time and are therefore not eligible for state

aid. Also, the problem of welding participating students

at several campuses of CUNY into a cohesive teacher

preparation program will have to be addressed more

vigorously in the coming years.
Fayetteville State University

Teacher Training Workshop-Graphics

Calculator

Program Overview

The Teacher Training Workshop-Graphics Calculator was

designed to address the problem of how best to introduce technology mathematics and how to use the Internet as a resource for

teaching and learning. The mathematics courses selected were

algebra, geometry, pre-calculus/calculus, and statistics. Faculty

selected were HBCU faculty and those at deprived high schools

across the southeastern United States. Emphasis was placed on

participants gaining hands-on experience in the use of this technology and in understanding the recent National Council of

Teachers of Mathematics (NCTM) Standards for delivering effective mathematics instruction.

The workshop consisted of 5 days with 5 hours of instruction per

clay, and on Monday through Wednesday, there were three

2-hour labs, during the week of June 23-27, 1997. The four

mathematics workshop sessions were: Algebra/CBL led by

Sherman Sumpter, a high school algebra/trigonometry instructor

in the Cumberland County School System; Geometry with the TI92 led by Duane Olson of Olympia, Washington; Precalculus/

Calculus with the TI-92 led by Dr. Kenneth Jones, who recently

completed the doctoral program in mathematics education at

American University in Washington, D.C.; and Statistics with the

TI-83 led by Lane Peeler, a mathematics consultant for the South

Carolina Department of Education.

Content and methods to teach and assess with the new technology were demonstrated, and participants were able to practice in

cooperative groups. Effective instructional methods were modeled according to the NCTM Standards. The most effective

instruction with graphing calculators involved the use of a classroom overhead projection model; this was demonstrated (luring

the workshop by each presenter. Each participant received a

TI-83 or -92 calculator. Each day, a TI-82/83/92 view screen was

raffled. CBL's were available for participant use (luring the workshop.

There were also three evening workshops: Beginning Internet led

by Dr. Edwards, director of the Mathematics/Science Education

Center at Fayetteville State University; Advanced Internet led by

Dr. Dan Wishnietsky, Winston-Salem State University; and Web

Page Creation led by Bill Gibson, training and web site coordinator for Management Information Systems at Fayetteville State

University.

Nor 2830'I

T phone:(910)486-1669

147
Enrollment Data

There were 73 participants; 31 were HBCU faculty members and

42 were high school teachers. Of the 73 participants, 41 were

African American, 5 were Asian/Pacific Islanders, 1 was Hispanic,

and 25 were Caucasians. The participants came from Alabama

(14), Georgia (10), Louisiana (2), Maryland (3), New Jersey (3),

North Carolina (26), South Carolina (1), Virgin Islands (5), Virginia

(8!, and Washington, D.C. (1). They were recruited from the pool

of previous graphics calculator workshop attendees, through a

mailing to all t4BCU's, and through the distribution of a brochure

at professional meetings and conferences. Registration information was also placed on the center's web site.

Outcomes to Date

Based on participants' evaluations, the workshop was a great success. This workshop will have a multiplier effect in enabling participants to share their knowledge with other professors at their

respective HBCU's and high schools and will serve as a catalyst

to inspire disadvantaged youth to experience the power of visualization in mathematics via the TI-82/83/92 calculators and computers. Such empowerment should enable additional students to

persist and appreciate higher levels of mathematics and increase

the recruitment, retention, and graduation rates in mathematics

and other sciences.

A midyear followup is planned to encourage and sustain growth

and development, along with a midyear evaluation and survey of

technology use at respective participating institutions. These data

will serve as a benchmark for follow-up sessions and research in

the use of technology in HBCU's and high schools.

Partnering

Through a partnership with the Eisenhower Consortium SERVE,

44 high school teachers from the southeastern region were also

participants in this teacher training workshop. Funds were made

available for their travel, housing, and materials.

_8
Florida International University

Minorities Achieving Success in Teaching

Mathematics and Science Project

MASTAP

Program Overview

The overall accomplishments of the Minorities Achieving Success

in Teaching Mathematics and Science Project (MASTMS/at

Florida International University are as follows:

*Nine courses are offered with the ffeisman Support Model.

(Treisman is a professor at the University of California-Berkeley.

He has developed a model that effectively supports students

from urban settings.)

• Twenty-five students were supported in work-study efforts.

• Forty students spend 5 or more hours in a teaching experience

at the junior year level.

• Fifteen seniors devote all day on Fridays (for a full semester) to

collaborative study and mentoring.

*Two new technology laboratories are furnished with college and

university cooperation.

*Seven colloquia have supported faculty growth and development.

*Thirty faculty and students benefit from professional conference

participation.

• Twenty senior high school mathematics and science teachers

participate in year-long study groups.

• Fifteen students are fully supported by scholarship.

Objectives

Although MASTMS is principally an education program, it does

contain a research component. This component is approximately

one-fourth of the thrust of this NASA education program, and it

has the following objectives:

1. Study the effects of MASTMS on retention and increased

standards in mathematics and science teacher preparation

2. Study the effects of technology on the preparation of

undergraduates in the learning and teaching of mathematics

and science

11200 S.W.8th Street

M_mi, Florida 33199

T_ (305_348-20_

149
3. Study the effects of technology on the attitudes toward

learning in mathematics and science

4. Study the learning styles of students, particularly undergraduate

students, as they relate to mathematics and science

Outcomes to Date

Objective 1

MASTMS is collecting substantive data to support the belief that it

is clearly possible to increase the number and standards of programs that graduate more and better prepared underrepresented

students to teach secondary school mathematics and science. In

2 years, this project has been able to increase from 40 students in

junior and senior year preparing to be mathematics and science

teachers to 89 such junior and senior students. In that same time,

the project has doubled the number of African Americans and

nearly tripled the number of Hispanic students succeeding in

these programs, as follows:

The standards have increased during this time, partially as a result

of an intent to better prepare these secondary school teachers and

partially because of increases in Florida's standards.

Objectives 2 ar_(! 3(Reported Together]

Research studies have been intensively conducted on students'

nlathematical thought (for example, geometric visualization) in

terms of reasoning and concept development. This is taking the

form of investigations of the effects of technology on visualization

and reasoning of undergraduate students and, in parallel, concurrent studies of nlathematical thought in underrepresented minority 7th and 8th graders. In both groups, approximately half of the

students have a strong sense of visual, intuitive approaches in

both geometry/measurement and statistical/probabilistic areas.

The contrast, for another one-third of the group, is of a verbal,

procedural tendency. These students are less likely to be comfortable with technology and are likewise uncomfortable with

hypothesis building and hypothesis testing. The project's partially

confirmed patterns include the following:

°Technology is a powerful tool for students with a well-dew,loped "sense of visual, relational" understanding of mathematics

and science. They are able to adapt to and adopt the use of

technology in both learning and teaching. They are able to

make sense of the mathematical and scientific problems and see

the technology as a valuable tool for studying mathematics and

science.

• The "verbal, procedural" students are nlore characterized as

avoiding the use of technology or expecting to be told exactly
whatto dowithit.Theyarelesslikelyto useit as

atoolfor

investigationsandarequiteprocedural intheirviewof mathematics.Theydependonthemoreexperiencedpersonsina

groupto tellthemhowtosolvea mathematical problemorthe

meaningofa mathematical or scientificconcept,oftenwanting

to stoptowritedownthestatements. Theyaretypicallyquite

dependent, wantingto knowif theyare"right"andto have

someoneconfirmandaffirmwhattheyaredoing.

•Incontrast,he"senseofvisual"subpopulationismorerelational intheirthought,seldombeinglimitedtothinkinginprocedures.Theyaretypicallyabletoseemoreconnectionsandto

lookforhypothesesinsituations.Theyalsotypicallyaremore

aptto workindependentlyandtesttheirhypothesesanddraw

conclusionsontheirown.

Objective4

Learning styles are showing greater consistencies among categories of ways of thinking than along minority/nonminority lines.

The visual thinker and the verbal thinker have characteristics that

tend to describe the larger subpopulations and that support the

initial hypothesis about the learning styles. They also tend to differ in the way of thinking about technology as tools for improved

standards and understanding. These "thinking" characteristics do

not parallel ethnic lines, because there are very visual thinkers in

each ethnic group and likewise very verbal thinkers as well.

These two groups do not utilize technology in the same ways, do

not process mathematical concepts and problems in the same

ways, and have very different sets of values. In general, the

hypothesis on which the project is working is that the "visual"

thinkers are more able to utilize technology effectively for learning and teaching mathematics and science. They also are able to

move to levels of abstraction through the use of technology more

effectively than the "verbal" thinkers. On the other hand, the

"verbal thinkers" are more likely to grapple for procedural guides

and to need each detail explicated, or they are very uncomfortable. Thus, the free exploration and use of technology tends to be

slower to develop with them, and their movement to more clear

and meaningful abstractions is more deliberate and emerges more

slowly.

Relevance to NASA Strategic Enterprises

The underrepresented minority students in these teacher preparation programs have or will become familiar with NASA curriculum materials. These preservice teachers are developing (or will

develop) enough knowledge and skills in science, mathematics,

and technology so that they will be able to effectively teach the

content of NASA and related curriculum materials to their future

students. This project has successfully stimulated these teachers'

enthusiasm and sense of responsibility to educate and influence 151
MP6"T@

their future students to develop a strong interest in NASA and

related careers. This project has helped to train leader teachers to

better help other teachers and administrators to work with science, mathematics, and technology curriculum in multicultural

settings. The project also has successfully stimulated these teachers' enthusiasm and sense of responsibility to help their future students become educated, experienced, and highly skilled adults,

many of which will be employed in science, mathematics, and

technology fields, including the U.S. aerospace industry. Finally,

the project has helped to identify improved instructional strategies for enhancing science, mathematics, and technology learning

outcomes for underrepresented minority students.

Benefits to Society

The project has significantly increased the number of underrepresented minority students graduating from teacher preparation

programs who not only have strong knowledge and skills in

mathematics, science, and technology, but also are well aware of

the needs of society and will show great care, concern, love, and

respect for their future students. These teachers' enthusiasm and

sense of responsibility have been stimulated to educate and influence their future students to develop a strong interest in careers of

medicine, agriculture, aerospace, transportation, computer, and

other high-tech areas important in Florida. The teachers are also

stimulated to help their future students become educated, experienced, and highly skilled citizens in society.

Q

152
Hampton University

Teacher Training

Hampton University and the Portsmouth and Hampton City

Public School Systems propose to develop, implement, and evaluate a 3-year teacher training program in mathematics, science,

and technology for socially and economically disadvantaged

teachers and students. The project will feature a three-phase

8-week Summer Institute. Phase one will focus on course content

in mathematics and science for inservice teachers. Phase two will

include pedagogical skills and techniques for preservice and

inservice teachers, and phase three will focus on a practicum

with middle and high school students for both preservice and

inservice teachers. The preservice teachers will be mathematics,

science, and technology majors who have studied at least 3 years

of science and mathematics. Twenty-four middle and high school

teachers will be selected to participate in this initiative, and

approximately 12 preservice teachers will be selected.

Nationally recognized science and mathematics curricula appropriate for middle and high school students will be the foundation

for instruction. In addition, all components will be developed and

presented within the context of Virginia Standards of Learning for

mathematics and science, the newly released National Science

Standards of Learning, the National Council of Teachers of

Mathematics Standards, and the local standards for mathematics

and science. Teachers will focus on innovative ways to teach

mathematics and science using technology with a problemsolving, inquiry, and hands-on approach to teaching and learning.

The expected outcome is to enhance the teaching of mathematics

and science at the middle and high school levels.

153
. H

Shaw University

Mathematics, Science and Technology

Awards for Teacher and Curriculum

Enhancement Program

MASTAP

Program Overview

Research shows a strong correlation between student achievement and student role models. Teachers, including minority

teachers, serve as positive role models for students. Minority

teachers enhance the overall development and educational

growth of children. They help to foster an understanding of diversity and an appreciation of various cultures. These teachers also

hold a considerable percentage of the powerful foundation needed for our country to be successful in the competitive, diverse,

and global society of the 21 st century. Therefore, the current

shortage of minority teachers is a problem of great magnitude--a

problem that warrants a decisive, prompt, and effective resolution

involving all caretakers.

The Shaw University Mathematics, Science and Technology

Awards for Teacher and Curriculum Enhancement Program

(MASTAP) is an innovative approach to minority teacher recruitment and training. Collaboratively, the university, NASA, and

20 North Carolina local education agencies (LEA) engage in an

innovative approach to the recruitment, training, and job placement of certified minority mathematics and science teachers.

This project is a preservice training model with two major components: (1) an ongoing curriculum enhancement program that

relies on the expertise of inservice teachers and qualifies consultants to strengthen and intensify the traditional training of

prospective teachers and (2) ongoing teacher recruitment.

Ongoing curriculum enhancement includes bi-supplementary

instruction for preservice teachers that reinforces classroom

instruction and gives the student the opportunity to synthesize

and apply the theories and principles of pedagogy learned during

regular instruction. This supplementary training also has a focus

on the development of the personal skills necessary for success as

a teacher (such as speaking, personal interactions, reflection and

contemplation, leadership, and general classroom coping skills).

The second component of the program, teacher recruitment, is

student centered. MASTAP scholars plan, design, and implement

an initiative to successfully attract to the program high school students, neighboring university and community college students,

and other Shaw University students. The project is also exploring

the impact of perceived learning styles and self-confidence on

minority student performance and career choices.
Objectives

This project has the following objectives:

,,Recruit and retain prospective mathematics and science

teachers

oReview and revise the mathematics and science curricula to

include more opportunities for teaching experiences in school

districts with more than a 50-percent minority student population

-,Review and revise the mathematics and science curricula to

include the development of students' knowledge and the most

recent mathematics and science standards and assessments

oExpand the use of critical thinking and problem-solving strategies in the math and science curricula

Enrollment Data

Several competitive programs seek students with an interest in

the math and science fields. Many of these students have preconceived notions about the salary benefits of teaching and refuse to

consider the profession as an option. MASTAP scholars commit

to teach for a minimum of 2 years in a North Carolina school

system with a high concentration of minority students. Given

these concerns, recruitment is challenging. More than 30 percent

of the Shaw University students are out-of-state residents and

choose not to remain in North Carolina following graduation.

Thus, a major focus of recruitment is directed toward North

Carolina students. This project is unique in that it successfully

uses a student-centered recruitment initiative that attracts and

retains students. A total of 19 nlinority students are currently

enrolled in the project--10 from North Carolina and 9 from other

states. The 1997-98 recruitment initiative is ongoing.

Outcomes to Date

The primary goals of the Shaw University MASTAP project are to

(1) enhance the mathematics and science/technology teacher

preparation programs, (2) plan, design, and implement an exemplary teacher preparation model that expands the minority student's knowledge of teaching mathematics and science/

technology, and (3) produce more state-certified mathematics and

science teachers. This training model is summarized in publications (newspaper and journal) and shared with colleagues (luring

conferences. The project increases the number of minority teachers and is strongly recommended to others as a viable approach

to alleviating the current teacher shortage. Specific accomplishments follow.
Review and Revise the Curricula to Include the

Development of Students' Knowledge and the Most

Recent Standards and Assessments

Award for andCurricu m

Program

MASTAP

The mathematics and biology curricula were fully

revised to include an emphasis on and incorporation of

all new challenging standards and guidelines governing

the fields. All licensure areas of the Education

Department successfully underwent National Council

for the Accreditation of Teacher Education (NCATE)

and North Carolina Department of Public Instruction

(NCDPI) continuing accreditation in the fall of 1997,

including the math and science programs.

Expand the Use of Critical Thinking and ProblemSolving Strategies in the Curricula

Recruit and Retain Prospective Math and Science

Teachers

A total of 19 scholars are participating in the proiect

(9 math and 10 biologyl. One math scholar graduated

and is now successfully teaching in a partnership

school district. Several scholars will soon complete the

program (8 in 1997-98, 7 in 1998-99, and 4 in

1999-00). Another two students are pending processing, and recruitment is ongoing. Telephone inquiries

continue to increase as information about the program

goes public. Approxinlately 25 unsolicited telephone

or other inquiries occur each month.

Review and Revise the Curricula to Include More

Teaching_._)eriences in Districts With More Than

50-Percent Minority Population

On a regular basis, scholars complete field experiences

in the Franklin County schools, a rural district with a

high student minority enrollment. Scholars also make

visits to schools in other partnership districts and are

eligible to complete the Level Ill field experience (student teaching) at a partnership site (other than Franklin)

when that site hosts the visit and provides accommodations.

The program expanded its collection of instructional

materials that develop critical thinking problem-solving

skills. The purchase and inclusion of computer technology that enhances the acquisition of content knowledge and skills were extensive and included new

computer instructional aids, such as Forces and

Motion, Exploring the Solar System and Beyond,

Exploring Mathematics With Technology, Math Blaster

Mystery, The Great Brain, Data Insights, and so on.

Scholars planned, developed, and delivered instructional activities related to aeronautics (grades 7-12)

and requiring critical thinking and problem-solving

skills. These activities were creative, challenging, and

appropriate for use with minority students.

Partnering

The minority population in the 118 North Carolina

school districts ranges from a low of 1 percent to a

high of 94 percent in minority enrollment. Those districts with at least a 50-percent minority school population are eligible to participate in this project. A total of

20 LEA's collaborate with Shaw University and NASA

on this project. These partners refer students for program participation, make suggestions regarding implementation, and provide opportunities for field

experiences and site visits. They also sponsor teachers

to aid in preservice training, employ certified graduates, and support new employees during the 2-year initial licensure program. NASA provides financial

support and guidance for program implementation.

Shaw University provides personnel, supplies, and

inkind assistance. Corporations serve as informal partners by providing summer internships for interested

MASTAP scholars.
South Carolina State University

SWAPOP Project

MASTAP

Program Overview

The SWAPOP Project is designed to foster a collaborative relationship between preservice and inservice science, mathematics,

and technology teachers in middle and high schools. Inservice

teachers serve as mentors to preservice teachers. Preservice

teachers assist inservice teachers in the preparation, maintenance,

and instruction of their classes. These combined efforts are

focused toward the academic development of the students. It is

from this relationship that the project's acronym and name,

SWAPOP (Share with a Pair of Peers), is derived. Mentoring and

assisting activities are conducted mainly during the academic

year.

The project also conducts a 6-week Summer Institute that provides training in the integration of science, mathematics, and

technology to effectuate better planning, instruction, selection,

and use of instructional materials and assessment of the learning

process. The Summer Institute participants are preservice and

inservice middle and high school science, mathenlatics, and

technology teachers. A variety of planned events relative to the

institute's theme are utilized. These include field trips, presentations by representatives of state and Federal agencies, and

required research projects on an environmentally oriented topic

with science, mathematics, and technology inlplications. The

research projects are supervised by faculty in each of the aforementioned areas. These activities and others are directed toward

the achievement of the following goals:

,,The preparation and state certification of underrepresented

minority teachers in s_hools with substantial enrollments of

minority students

*The improvement or mathematics and science literacy of middle

and high school students

,,The exposure to and achievement of science and mathematics

standards advocated by organizations, agencies, and councils

• The expansion of students' knowledge of career opportunities as

teachers of mathematics, science, and technology

,,The dissemination of relevant information generated through

project activities

Dr.JosephFuller,m

South_ Stat_Uni_,_y

P.O._oxI_r51

_ Sou__

Td_iI.hone:(803} 536-7000

157
SWAPOPPropd

MAST@

Enrollment Data

The target groups for this project are preservice and inservice science, mathematics, and technology teachers, HBCU's, and partnership middle and high schools teachers with substantial

numbers of disadvantaged students. Preservice teachers become

project participants as a result of their selection of teacher education as a major and the need to satisfy preprofessional clinical

experiences requirements. Inservice teacher participants are identified by school administrators and are given the opportunity to

become a part of the program.

Outcomes to Date

There has been a significant increase in the number of science,

mathematics, technology, and engineering (SMTE) majors since

the advent of the project, especially in biology education. The

SWAPOP Project has been given permission by both the School

of Education and the Department of Teacher Education at South

Carolina State University to assume greater responsibility in providing teacher education experiences for the university's majors.

To assist in this effort, the previously chartered SMTE Association

serves as a guidepost. A Tutorial and Test Preparatory Center has

also been established that provides students an opportunity to

improve their knowledge in specific courses and increase their

passing of state-certifying and professional entrance examinations. Claflin College (a neighboring HBCU) has been invited and

agreed to participate in SWAPOP Project activities. The 1997

SWAPOP Summer Institute was a great success. Participants

experienced a wide range of field, laboratory, research, and

classroom activities that integrated science, mathematics, and

technology. Graduate students working toward master of arts

degrees in teaching were granted permission to take certain

courses in conjunction with the institute. In addition, graduate

credits were earned by inservice teachers for recertification.

Partnering

Partnerships with participating area schools have provided a spirit of collegiality and cooperation between preservice and inservice teachers and the university. A structured activity plan has

been devised and used to properly match the experiences of preservice teachers with the classroom roles they will play.

158
University of North Carolina-Pembroke

Minorities in Science and Mathematics

Education

Program Overview

The aim of the Minorities in Science and Mathematics

Education (MISME) program is to increase the number

and strengthen the skills of underrepresented minorities, particularly Native Americans and African

Americans, in science and mathematics teacher education programs at Pembroke State University.

Objectives

The MISME program plans to achieve the following

objectives:

• Improve the education of underrepresented minority

undergraduates preparing for careers in teaching science, mathematics, and technology at the secondary

school level

* Improve the preservice teaching skills and experiences

of underrepresented minority undergraduates preparing

for careers in secondary science or mathematics teaching

oEnhance the existing preservice curriculum at

Pembroke State University with pedagogical models

that emphasize national mathematics and science

standards and assessment techniques

• Enhance the existing preservice curriculum at

Pembroke State University with pedagogical models

that emphasize activities involving applications of

critical thinking skills

• Replicate and export pedagogical models to other

colleges and universities and secondary schools with

significant minority enrollments

• Expand underrepresented minority education students' knowledge of career opportunities as mathematics or science teachers

oEnrich the science and mathematics background of

underrepresented minority preservice teachers preparing for careers in teaching secondary school science

and/or mathematics

Dr.Jose D'Arruda

4 No, Caro a-P 

Punbrok¢,NorthCarolina 28372

Tel_./-os_(910) 521-6247

• Enrich the science and mathematics background of

underrepresented minority inservice science and

mathematics secondary teachers

• Enhance the science and mathematics background of

underrepresented minority secondary school students

The MISME program will achieve these objectives by

improving the existing preservice programs at

Pembroke State as follows:

olmplement a new student recruitment plan

oEstablish a mentor/advisor team for each student in

the program

• Conduct intensive summer science/mathematics

enrichment programs on and off campus

• Provide for offcampus field trip experiences during

the academic year

oEstablish and implement a new pedagogical model, a

professional opportunities seminar series, a Saturday

morning science/mathematics program, and a preservice teacher tutorial assistance program

• Establish a strong, dynamic partnership between the

university and local secondary schools

159
University of Puerto Rico-Humacao

MASTAP

Program Overview

This project's main goal is to increase the number of statecertified Puerto Rican teachers by strengthening the technical

skills and knowledge of middle and secondary science and mathematics inservice teachers, as well as providing a strong pedagogical background for preservice teachers who are currently

enrolled as science and mathematics students pursuing a B.S.

degree in those disciplines. To achieve these goals, the project

capitalizes on the strength of the school's education, science, and

mathematics programs.

The basic objectives of this project are as follows:

°Increase the number of competent Puerto Rican secondary science, mathematics, and technology teachers through increased

educational opportunities at the preservice and inservice levels

*Provide strong content and knowledge to develop the appropriate pedagogical skills of preservice/inservice science, mathematics, and technology teachers at the University of Puerto

Rico-Humacao by offering a wide range of activities that lead to

the full development of individual content knowledge and

teaching ability

°Increase the number of certified secondary science, mathematics, and technology teachers in the eastern region of Puerto

Rico by offering coursework that will allow noncertified inservice teachers to obtain certificates

*Contribute to the Puerto Rico Systematic Statewide Initiative

reform by improving preservice and inservice science, mathematics, and technology teacher preparation and by providing

curricular enhancement/enrichment opportunities

Enrollment Data

Two populations are served by the project:

°Science and mathematics students currently enrolled in the

Departments of Biology, Chemistry, Physics, and Mathematics

who want to choose education as a professional option receive,

through the project, the educational and pedagogical preparation required to be teachers and to obtain the official certification for the actual professional practice.
,,Scienceandmathematicsinserviceteacherswhoare

tocompletetheofficialcertificationprocess,through

theproject,will completetheirspecialtyaswellas

theireducationcredits.

All participantsareHispanics.Attheendof thesecond

yearof theproject,therewasanenrollmentof 63students,of which36arefemalesand27aremaJes.

Recruitment isperformedfollowingtwostrategies, one

foreverytargetedpopulation.Forregularsciencestudents(preservice), theprojectpostsaroundcampus

announcements of theprogramobjectivesandthe

existingfinancialaidfortheproject.Abasicrequirementisagradepointaverageof nolessthan2.5.For

inserviceteachers,theprojectinformsthelocalPuerto

RicoDepartment ofEducationofficerandreliesonhis

orhernetworktodetecteacherswhomayapplyto

theprogram.Sofar,bothstrategieshaveproveneffective.Inserviceteachersmusthavea bachelorof sciencedegreeandnotnecessarilyhavealreadytaken

specialtycredits.Applicantsthenareinterviewedby

thedirectorandcodirectorof theproject,andthose

whoseideas(andattitudes)abouteachingandeducationaresoundarethenaccepted.

Outcomesto Date

Sixteen new preservice and 9 new inservice teachers

have enrolled in the program. Two new courses, not

existing in either science or education curricular and

aimed to cover the need for certification, were designed,

implemented, and offered: Methodology of Mathematics

Teaching and Geometry. This latter course has a strong

computational component. A revision of the course

Exceptional Children was made to include material relative to intermediate and high school children. Four

MASTAP participants registered and passed the required

Puerto Rico Teacher Certification Examination with higher than average marks. Most participants have attended

science and education meetings, some of them have

made conference presentations, and others have participated in seminars, colloquia, and conferences outside

Puerto Rico.

Student Achievements

Four students requested and passed the Puerto Rican

Teacher Certification Examination with outstanding

marks. Two students were invited by NASA MASTAP to

the Pre-service Summer Institute at Bennett College,

Greensboro, North Carolina, on June 16 to July 3,

1997. Two students created a geometry teaching project, which was tested with high school students of a

local high school. The report and outcomes of the project were presented at the 11th Annual Latin American

Mathematics Educational Meeting held in Morelia,

Michoscan, Mexico. This report will be published in

the proceedings of the conference. Two preservice

teachers designed and presented posters on the philosophy and strategies of the University of Puerto

Rico-Humacao's MASTAP at the Puerto Rico

Conference for Excellence in Science and Mathematics

Teacher Preparation Programs. So far, the attrition rate

is low (7.3 percent).

Partnering

Local partnering so far is most important. The

University of Puerto Rico-Humacao's science departments are the main contributors providing facilities for

courses and activities. Connections with local industry

are already established to comply with one of the originally proposed activities.

161
University of Puerto Rico-MayagLiez

MASTAP

c,.P.O.B,,,=.¢_

k

Program Overview

The principal objectives for this project were to improve the

teaching skills of high school mathematics and science teachers

in the western region of Puerto Rico and to improve the education curricula at the University of Puerto Rico-MayagOez of

mathematics and science teachers. These objectives coincide

with the purpose of the NASA MASTAP program.

To that end, during the past 2 years, the University of Puerto

Rico-MayagQez, with the sponsorship of NASA MASTAP, offered

a series of workshops to 99 local high school mathematics and

science teachers from the western region of Puerto Rico. 1he

workshops were to train the teachers to use Calculator Based

Laboratory technology (CBL technology) in the classroom. CBL

technology uses a portable, handheld device to collect "realworld" data and a graphics calculator to analyze these data.

With inexpensive sensors, this device can measure force,

motion, temperature, light intensity, sound, pH, acceleration, gas

pressure, heart rate, magnetic field, and so forth. The teachers

were recruited in interdisciplinary teams. The workshops were

directed by professors from the physics, mathematics, chemistry,

biology, and education departments. Through CBL technology,

students and teachers can work with "real" data to do science.

Using the graphics calculator to construct mathematical models

to explain relationships of "real" data highlights the interaction

between mathematics and science.

Outcomes to Date

The high school teachers who participated in the project used

the CBL technology in their classrooms as expected. In addition,

they made presentations with CBL technology in local conferences, wrote successful proposals for acquiring more technology

for their schools, and offered technology workshops for their

peers. The enthusiastic reports of the participants in local conferences have generated so much interest that the Puerto Rico

Statewide Systemic Initiative is planning to include CBL technology in its development of new high school mathematics and science curricula.

/62
The project and the University of Puerto Rico-Mayag0ez will

host the first Caribbean Conference on Using Technology to

Teaching Science and Mathematics in Mayag_ez, Puerto Rico,

on May 22-23, 1998. The Puerto Rico Department of Education

has agreed to sponsor the participation of at least ! 25 teachers in

the conference. This is half the total number expected to attend

the conference. Drs. Frank Demana, Antonio Quesada, Florial

Gracia, and Bruce Edwards will be the four guest speakers at the

conference. All are internationally recognized educators. Texas

Instruments will sponsor Frank Demana and Florial Gracia. The

conference will offer many CBL technology workshops conducted by former project participants. These presentations are being

prepared and polished with the assistance of the workshop leaders. Project staff and participants are now preparing a CBL activity guidebook for high school teachers. The activities will be

presented in a format that includes all of the related pedagogical

considerations, as well as step-by-step instructions.
g4

University of Texas-Brownsville

Training Teachers to Teach Students

with Disabilities in Inclusive Settings

Program Overview

The current 1996-97 project titled "Training Teachers to Teach

Students with Disabilities in Inclusive Settings" is designed, as in

the past, to provide teachers in elementary and secondary school

settings the tools to teach students with disabilities. The program

especially addresses the need of teachers In science content

areas to address students who are part of the classroom's regular

science program. The specialized theme of the yearlong program

continues to be "The Environmental Interactions within the

Wildlife Corridor." All science content areas are related to this

theme. The program of study consists of two courses and related

field trips.

Objectives

Tile objectives of the program include:

• Familiarize practicing elementary and secondary science teachers with the characteristics of students with disabilities

• Enable practicing elementary and secondary science teachers to

develop adaptations and modifications of investigations in science to facilitate the inclusion process of students with disabilities

°Develop and pilot science modules that meet the needs of students in inclusive settings for use in public schools

• Disseminate the project activities, results, and products

Enrollment Data

Twenty-two elementary and secondary teachers participated in

the project. Seventeen females and five male teachers attended

courses taught by Dr. Reynaldo Ramirez and Dr. Melanie

Dreisbach. The group enrolled in EDCI 6342--Topics in Science

Education and SPED 6306--Selected Topics in Special Education.

The group was recruited from school districts near the Uniw_rsity

of Texas-Brownsville. One participant from Santa Rosa

Independent School District and another participant from Pharr,

Texas, had to travel more than 50 miles to attend the Mond,_y

night class. The students were recruited by fliers sent to surrounding school districts, e-mail and other electronic announcements,

instructional television stations, and personal contacts.
Theparticipantsmadeupthefollowingdemographiccomposition:12Hispanicfemales,5Hispanicmales,and5 Caucasian

females.Fouroftheteacherstaughtinsecondaryschools,

17wereelementaryteachers,and1 individualwasaneducationalspecialistwiththeNationalWildlifeRefugeSystem.

Outcomesto Date

Teacher participants participated in a year-long program of

courses and workshops. The teachers developed modules and

disseminated them to other elementary and secondary science

teachers at a special conference (Celebration 2000). The following is a list of accomplishments made possible to the 22 participating elementary and secondary teachers through the

implementation of this grant:

• Earning a minimum of 6 graduate hours of coursework in science education and special education content and pedagogy

• Participating in more than 105 hours of professional development activities in science and special education topics

,,Attending workshops that developed an understanding of environmental science concepts of the wildlife corridor and skills in

observing, recording, and interpreting natural phenomena and

investigating resources and adaptations for students with disabilities

,,Developing a resource module for teaching science to students

with disabilities

• Disseminating the skills and techniques that they learned and

the activity modules that they developed as part of the coursework and workshop activities

The primary responsibility of the module development fell under

the science education course. In addition, teachers involved in

the project were given opportunities to conduct research as part

of the special education course requirements.
University of the District of Columbia

Scientific Renewal Program

k

Program Overview

The primary function of the Scientific Renewal Program has

been to provide transitional hands-on scientific experiences for

inner city urban area teachers of mathematics and science at the

precollege level. These experiences range from historically based

African mathematics and science through state-of-the-art technology provided by NASA and other technology professionals.

Introductory experiences are designed for the math/science

inservice and preservice teachers whose background has been in

part compromised by the lack of hard-core math/science courses

taken during their collegiate training, combined with a basic

reluctance to take traditional courses at the graduate level to

remove any existing deficiencies, prior to or during their teaching careers.

Objectives

It is the long-term goal of the Science and Engineering Center, in

implementing the Scientific Renewal Program, to better provide

its target population of teachers with transferable scientific experiences that will not only enhance their abilities in teaching but

will also in part encourage their peers to further their own studies. With this in mind, the following general objectives were to:

• Increase the teachers' knowledge of math/science and computer science in a user-friendly atmosphere

• Enable them to feel comfortable using a hands-on approach in

their classrooms

• Prepare them to use a multicultural approach in their classrooms to increase their students interest in science and selfesteem

• Prepare them to serve as master teachers by sharing their training with their peers

Enrollment Data

After an initial planning year (1990), the Scientific Renewal

Program enrolled its first cohort in 1991. In response to the first

year's participant group, a second year was implemented in

1992 and a third in 1993. All three phases were run concurrently from then through 1996. In 1996, funding was cut in half, and
onlytwogroupswereoffered.Throughout theprogram,eachsessionreacheditsintendedenrollment

andover.Thisenabledtheprogramto pickfroma

ratherextensivelistof prospectiveparticipantsand

therebyreachthe"criticalmass"recommendedbythe

programevaluatorfor participatingareaschools.

Outcomesto Date

Through the analysis of standardized math test data

published by the D.C. committee on Public Education,

it did seem that:

,,At a time of declining D.C. test scores, Scientific

Renewal Program early elementary instruction seems

to minimize these negative trends noted in otherwise

comparable non-Scientific Renewal Program schools.

• Despite system-wide declines, a majority of the

schools designated as "at risk" that also have a "critical mass" of three or more Scientific Renewal

Program-trained teachers have demonstrated dramatically increased math rankings.

• Students attending junior high schools with two or

more Scientific Renewal Program teachers are substantially more likely to improve or at worst maintain

their 9th-grade math achievement scores and achieve

scores at or above the national norms.

A very significant number of Scientific Renewal

Program teachers requested additional courses during

the academic year, and some even became recertified

via these courses. To accommodate this group, the

Science and Engineering Center sponsored the following courses for precollege teachers:

,, Topics in Astronomy

• Topics in Space Science

• Introductory Physics I and II

Student Achievements

Because our Scientific Renewal Program students are

inservice or preservice teachers, their achievements are

measured in the overall accomplishments listed above.

Other evidence of their achievements has been documented through an 8-month followup ill the form of

telephone interviews conducted by the program evaluator. The interviews were made with Scientific

Renewal Program teachers who had attended one, two,

or three sessions. The results were as ff)l[ows:

• Of the teachers interviewed in three annual interviews, 97 percent (117 of 121) indicated that their

teaching in the Scientific Renewal Program content

areas had improved.

• Of the respondents to the principals' survey, 70 percent indicated that they had observed that Scientific

Renewal Program teachers' instruction improved after

their inclusion in the program.

oA large majority of teachers and principals also

reported both increased math/science interest and

performance among students taught using the

Scientific Renewal Program approach.

Partnering

During the development and implementation of this

program, the Science and Engineering Center of the

University of the District of Columbia partnered with

the National Urban Coalition and included the training

of African math and science strategies. These strategies

had been developed and tested with their "Say Yes"

program in various urban areas throughout the United

States and abroad.
Xavier University of Louisiana

Project Teach

MASTAP

Objectives

Dr.Etim Eduok

eomp 304D

7325 palmetto,Street

NewOrleans_Louisiana 70125

T phon (504)486-7411x-6335

Fax: (504) 486-0251

The objectives of this project include the following:

• Increase the recruitment and retention of AfricanAmerican secondary and middle school math and

science teachers

• Increase the number of African-American middle and

secondary math and science teachers with observation and student teaching experiences appropriate for

African-American students

Enrollment Data

Program Overview

Critical personnel shortages of secondary math and science teachers pose a formidable problem in the delivery of educational services in Louisiana and throughout

the Nation. Minorities are especially underrepresented

as secondary math and science teachers. One of the

major goals of Project Teach is to educate AfricanAmerican preservice secondary teachers in competencies that will enhance the instruction of middle and

high school math and science subjects.

Five preservice teachers per year are provided scholarships and graduate assistantships for a 1-year, 31-hour

graduate program of study, culminating in a master of

arts in curriculum and instruction degree. Students

who have completed undergraduate degrees in mathematics, biology, chemistry, physics, or computer science are recruited into the Project Teach program.

Here, they develop professional skills, improve content

knowledge, learn multimedia and computer technology skills, and acquire the pedagogical strategies and

abilities necessary to teach African-American and other

ethnically and culturally diverse middle and secondary

school students in mathematics and sciences.

For the ]997-98 school year, there are five students

(all African American) enrolled in the program. Four

are females, and one is a male. There is one student in

math, one in chemistry, and three in biology. There is

an open policy for recruitment, provided the entering

graduate students have a grade point average of at

least 3.0. Preference is given to Xavier students, but the

program does admit students from other colleges and

states. Last year, one student was from Alabama, and

this year, one is from Mississippi. The opportunity for

admission into the program is widely advertised on

campus and off campus. At the end of the 1997-98

school year, 15 students would have graduated from

the program. All 10 previous graduates have passed

the NTE and are certified to teach two subjects. The

feedback from schools where the previous graduates

are working has been very positive. The graduates are

praised for their efficiency and effectiveness. The program also make use of faculties as mentors for the students.

Partnering

Students perform their "student teaching" in local high

schools, and this is very beneficial "to both the projects students and the high schools. A paper on Project Teach has

been submitted for publication.

168
PACEAwards

NASA science is an investment in America's future. The ability of

the United States to maintain leadership in the world economy

depends in part on its ability as a Nation to educate and train talented scientists and engineers. Changing demographics indicate

that Americans who are socially and economically disadvantaged

and/or disabled (a disability that limits a major life activity) will

make up nearly 30 percent of the new entrants into the labor

force by the end of the century. This target group must be included in the development of the Nation's stock of well-trained scientists and engineers.

PACE awards are funded to support educational outreach projects

at eligible universities to increase the number of students who

successfully pursue mathematics, science, engineering, and technology (MSET) study at the undergraduate level and beyond, ultimately contributing to the pool of talented scientists and

researchers in MSET fields. Awards are generally designed to:

• Increase the enrollment of students in MSET college preparatory

courses

• Strengthen the students' MSET skills

• Increase student enrollment in college in MSET disciplines

• Encourage students to pursue MSET careers in the future

To achieve these goals, the objectives of the PACE program are

to:

• Increase the number of targeted students successfully completing gateway courses, such as algebra, geometry, and college

preparatory mathematics and science

• Communicate and collaborate among the MSET and education

departments within the university and between the

university/nonprofit organization and the public schools

• Engage students in participatory activities, such as hands-on

learning, research, use of advanced technology, peer support

groups, and mentoring relationships with professionals and college students

• Increase student awareness of MSET in the world, multicultural

contributions to MSET fields, and career options through career
PACEAwards

exploration, counseling, and discussions of higher education

options, requirements, and financial assistance

• Inform parents of the students' academic progress and involve

them in orientation and awareness activities designed to

strengthen family support of MSET education

,,Involve community groups, business, industry, research laboratories, museums, and educational and professional organizations through mentoring, field trips, and guest speaker

invitations

PACE awards are established under a grant with funding not to

exceed $100,000 annually for 3 years. Second- and third-year

funding is based on an annual evaluation of documented

progress, the availability of funds, and the amount of funds

reported in NASA's Financial and Contractual Status Report as

disbursed at the end of the award's period of performance.

During fiscal year 1997, 17 PACE awards were given to organizations to master.
Bennett College

PACE/SEMSET

Program Overview

The PACE program at Bennett College is a 6-week summer residential camp and a 7-month Saturday Academy for middle and

high school students. Specifically, the program targets Guilford

County school students between the 6th and 11th grades. The project combines academic instruction with practical application and

hands-on experiences to introduce new concepts and enhance the

knowledge of its participants. The focus of the PACE/SEMSET program is science and technology, with specific emphasis on biology, chemistry, conlputer science, and space technology.

The Life Skills portion of the program seeks to enhance the social

aspect of the lives of the participants. This is achieved by counseling sessions that address social issues that have an impact on

middle and high school children. Exercises in conflict resolution

are designed to help youth in addressing conflict appropriately.

Objectives

The overall objectives of the program are to:

• Motivate middle and high school students to pursue careers in

science

• Heighten each student's awareness of the importance of science,

mathematics, and computer science to daily living

• Build self-confidence and remove negative attitudes toward

math and science

• Provide a broad range of instructional, extracurricular, and

recreational activities designed to allow the participants to

explore science and math

Enrollment Data

All students in the program were middle and high school students

in the 6th-11 th grade range. Thirty-seven of the participants were

males, and 56 participants were females. The students were

recruited from middle and high schools from Guilford County

schools through school counselors, teachers, and parents.

Dr.Mi_l C_.n

_ No_ C,_,lina 27_01

Te_ (910)370-8743

171
PACE/SEMSET

Outcomes to Date (Year 3)

Students entering the 19!)7 Summer NASA SEMSET

Program were administered the Wide Range

Achievement Test (WRAT/ within the first week of the

program. This test is designed to test basic skills in

reading comprehension, spelling, and mathematics.

The students were administered the test during the last

week of the program. All students improved on their

test scores from the initial test.

One new module, Physics, was successfully implemented during the summer program. In addition to the

science curriculum, the program continued the implementation of three noninstructional modules:

Minorities in Science, Space and Technology, and

Conflict Resolution I Counseling.

Perhaps the most important and rewarding accomplishment of the program is the continued overall academic

improvement and performance of the students within

the public school system. Many of the participants are

recognized by their schools as excellent students;

many of them are honor roll students.

The involvement of industry in NASA SEMSET included

Rosenberg Foundation, as ,,*,,ellas Bennett College.

There was also the involvement of parents as mentors

and chaperones. The students traveled to the U.S.

SI)ace and Rocket Center in Huntsville, Alabama.

Improvements

The program experienced the following improvements:

• Teachers who work in the Guilford County School

System served as teachers of biology, English, computer science, and mathematics in the SEMSET

Program. This proved to be a major advantage in that

the instructors were familiar with academic issues

that needed to be addressed. In addition, these

instructors were familiar with the curriculum patterns

and competencies that must be achieved by the students within the public school system. Most of the

participants attend schools within the Guilford

County School System.

• There was the addition of the Physics curriculum.

*There were separate teachers for middle and high

school mathematics and English classes.

Future Goals

This program has set the following goals for the future:

• Incorporate use of the Internet in NASA/SEMSET

• Introduce students to new and advanced technologies

• Encourage the involvement of the business community, parents, and other civic organizations in partnerships

192
California State University-Los Angeles

University Preparatory Program

Program Overview

The University Preparatory Program (UPP) provides underrepresented disadvantaged students at Garfield High School and

Lincoln High School with a pathway to the baccalaureate

degree. In the fall, approximately 80 9th grade students are

accepted into UPP at each high school. These students have C to

B grades and agree, with their parents, to participate in a program that requires a rigorous college preparatory curriculum,

after-school tutoring, and Saturday laboratory experiences at

California State University-Los Angeles. The goal of the program

is to prepare these students for success in college in science,

engineering, and mathematics majors. UPP was first established

at Lin(oln High School in 1989. The purpose of this PACE/MSET

project is to determine whether L/PP can be replicated at another

high school and to further refine the Lincoln High School program. Thus in 1996, a UPP program was established at Garfield

High School.

Enrollment Data

During the 1996-97 reporting period, there was a total of 279

students in the UPP programs at Lincoln and Garfield High

Schools. These were all Hispanic students. At Lincoln, there

were 67 in 9th grade, 55 in 10th grade 58 in 11th grade, and 35

in 12th grade. At Garfield, there were 64 in 9th grade. Students

are recruited for UPP through close cooperation with the counselors at the feeder middle schools. An initial screening is conducted of all 8th grade middle school students who are potential

UPP stuclents. The program looks for middle-achieving students

who have grades in the C to B range and good attendance

records. When available, scores on standardized tests are also

examined. Candidates for UPP are then interviewed individually

and told about the program. Written information is given to each

candidate, along with an application to take home. Final decisions on admission are done by personnel fronl California State

University-Los Angeles and the high schools.

Outcomes to Date

A major objective of UPP is to determine whether the experiences and successes with the initial program at Lincoln were

particular to tilat site and to the teachers and administrators

there. Starting a second program at Garfield provides a useful test

of the validity of the general UPP program concept. Garfield is a

(2 3)343-2 00

173
Univ rity Preparatory

multitrack school, which is on a different time table

than a traditional single-track school such as Lincoln.

Garfield also changed principals at the start of the first

year of UPP, while t_incoln has had the same principal

since well before UPP started there in 1989.

The first year at Garfield got off to a hectic start

because funding for the program was secured in late

spring, much later than desirable to start recruiting students for the track, which starts at the end of August.

Nevertheless, the program was able to pull together a

good candidate class of 64 students and an initial

cadre of teachers for the clustered UPP classes. An

important feature of UPP is that this is a true partnership program that is uhimately structured by the participants from both the university and the high school.

The program evolved at Garfield along the general

lines of the UPP program at Lincoln, with some interesting differences. The council and steering committee

meetings at Garfield had more direct parent participation than at Lincoln, and the after-school tutoring program ultimately was built around a peer tutor-led study

group concept. Here, students from California State

University serve in a supervisory, troubleshooting role

rather than being directly engaged in one-on-one or

group tutoring, and UPP students from Garfield, who

are doing well in their classes, work as paid peer tutors

to lead groups of students during the tutoring sessions.

Several meetings on improvement of writing skills were

held. Marilyn Elkins, a professor of English at California

State, went with UPP co-coordinators to these meetings

at Lincoln. The issue was a discussion on the performance of UPP students on the English Placement Test

(EPT) as they make the transition to the university.

Although UPP students do somewhat better that the

average entering Bushman at California State, their performance leaves room for improvement. That is, based

on their EPT scores, many place in the remedial

English composition course sequence rather that in the

college-level composition course. Given the rigorous

sequence of English courses they take as UPP students

at Lincoln, this has been a perplexing matter. In this

PACE/MSET proposal, it was planned to coordinate

meetings between English faculty at Lincoln and

California State to address this. In the meetings, an

action plan was established. It included the development of a required summer reading list for UPP students, attendance of UPP students at plays and talks at

the university, a contract with a representative from the

California Poets to meet with the 9th grade UPP

English classes on several days, EPT review sessions in

the 12th grade UPP English class, and participation by

Lincoln English faculty in the university's

Intersegmental English Conference. Several of these

were put into place in the spring of ]997. A final meeting for the 1996-97 year was held on May 16, 1997,

to review progress, evaluate each element of the plan,

and determine action items for the 1997-98 year.

The program able to run all of the planned UPP activities. These included three Saturday morning activities

at California State for each class from each high

school. They were mostly science labs, but also included some lectures and demonstrations as well as library

and public speaking skill-building activities. During the

year, there were three parent meetings at each school,

a Christmas potluck event at Garfield, and a midday

Christmas social activity at Lincoln. In addition, there

were field trips for several of the individual classes.

Among these were an oceanography trip aboard the

Ca liforn ia State U n iversity boat (Yellow Fin), attendance at a play (The Glass Menagerie), and a trip to

the Los Angeles Zoo led by graduate students from the

university's Biology Department. The program concluded the year by having separate award ceremonies for

each high school at California State University.

The UPP program at Garfield has gotten off to a solid

start. The program has successfully recruited a second

class of students, and so far it seems that UPP is model

that can be successfully replicated at other high

schools. As had been expected, it has required a major

increase in personnel to add another UPP high school.

f_
Thestructurethathadbeenproposedto addressthisseemsto be

workingwell.Inparticular,theprogramhasrecruitedthree

CaliforniaStateUniversity-LosAngeleseniorswhoareUPPstudentsfromLincolnto workwiththeUPPdirector.Twoofthese

studentsworkatthehighschoolsandoneisattheUPPofficeat

theuniversity.Itisparticularlygratifyingthattheyhaveall done

an excellent job.

One of the challenges is preserving the enthusiasm and commitment among the faculty and administrators at Lincoln for a program that has been an acknowledged success there but can

sometimes be neglected since it is already an essential component of the school. The program has responded to this by scheduling special meetings at Lincoln to discuss this issue. This is an

ongoing situation that seems to be getting better largely because

everyone recognized the problem and are now committed to

improving things.

Student Achievements

In the fall of 1996, 279 students were in the UPP program. Of

these, 35 graduated, and 202 continued in the UPP program in

the fall of 1997. Of the 35 who graduated, 34 enrolled in a 4-

year college, and 19 of these declared majors in science, engineering, and mathematics disciplines. Eleven of the graduating

students were selected to participate in a summer partnership

program involving California State University-Los Angeles and

the Jet Propulsion Laboratory (JPL). These students were placed

in research groups at JPL.

Partnering

The partners are California State University-Los Angeles, Garfield

and Lincoln High Schools, and Southern California Edison. The

university coordinates the project and provides faculty, laboratory materials, financial aid and admissions counseling, and facilities for several events during the year. The high schools provide

administrative support, faculty to teach UPP classes and supervise tutoring sessions, counseling support, and facilities for meetings and tutoring. California Edison donated $1,200 for field trip

expenses.

/

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N_ Yo_I0469

City University of New York

(CUNY)-Lehman College

Mathematics, Science, and Technology with

Excellence in Research: A Science and

Technology Entry Program (MASTER-STEP)

Program Overview

The proposed program provides students from Bronx high schools

the opportunity to prepare for careers in science, mathematics,

and technology by participating in project-oriented, inquirybased, hands- and minds-on science based in real-world issues

related to Earth systems and physical science, to build a seamless

science-mathematics pipeline for students that facilitates and

eases the transition from secondary to postsecondary education,

and to link high school teachers with college faculty and with

Bronx Systemic Initiative member schools in planning and delivering science project-based learning and developing alternative

assessment techniques. By engaging students in activities that

afford them the opportunity to gather information on a topic, formulate hypotheses, design research using the concepts of variables and controls, gather data, analyze data; and explain

findings through projects in science, mathematics, and technology, they use and hone techniques of critical thinking and problem

solving and are captivated through participation in laboratory

experiences of their own design in which outcomes may be predictable but are uncertain.

The areas ()f study include Earth systems, physical climate, and

Internet/technology/research. Students engage in sequential constructivist/laboratory projects in the three areas during summer

and academic-year project sessions. A highlight of the program is,

as always, the Academic Olympics, college bowl-type competition that is a weekly event during the summer in which cooperative teams of students compete to earn points. The point structure

is such that any team can win up to the last competition by

improving their preparation efforts, thus sustaining interest over

the summer sessions.

Program evaluation relies on alternative assessment procedures,

including student portfolios composed of lab journals and reports,

library research papers, and selected school work; long-term tracking

of program participants; anecdotal reports of program staff, coordinators, counselors, and group leaders; a comparison of general, s(:ience, and mathematics academic achievement with a matched

sample; and a comparison of attendance in the program and in

school, standardized test and regents scores, PSAT/SAT scores, the

rate of progress towarcl graduation, college advance and type and

status of college, and level of scholarship support.
Elizabeth City State University

PACE

Program Overview

The major objective of the project is to provide instructional

enhancement in mathematics, science, computer science, and

technology to 100 8th-grade-level students of five middle schools

located in rural poverty-stricken northeastern North Carolina

through instructional activities via a Saturday Academy, a

Summer Science Academy, After-School Club activities, and science- and technology-focused field trips. Faculty development

through a series of Saturday workshops (onducted by invited

consultants and active participation by parents ill every programmatic phase are hallmarks of this total endeavor.

Objectives

The objectives of the program included identifying students with

a strong interest in mathematics, science, and technology and

providing them with intellectually challenging experiences and

activities to"

• Motivate them to develop a life-long interest in learning mathematics, science, and technology

• Enable then1 to develop personal goals leading to continuing

their mathematics, science, and technology studies at high

school and college

,,Enable them to develop their self-confidence in their own

power to successfully negotiate, understand, learn, use, explain,

and profit from science and technology

• Explain how scientists, mathematicians, and technologists

develop, promote, and create mathematics and science--thereby enriching their lives and the lives of their fellow humans

Carolina279O9

335-3242

177
Elizabeth City State University

Enrollment

_ , !i! ̧_? ii •

Another objective of the project is to increase student awareness

of career options in mathematics, science, and computer and

other technologies. This objective is achieved though exposing

the students to professionals in the field of mathematics, science,

and technology either by arranged visitations at their place of

work or by inviting them to give lectures and/or demonstrations

to program participants. Students were trained in accessing the

Internet (in schools where this is available) and using it to procure a variety of information pertaining to activities in which

NASA is involved, such as understanding our changing planet.

The students compared space food with regular food to study the

impact of space food on our regular food. They exploited capabilities to develop science and math projects for participating in

variety of competitions. They developed scale models of the

solar system and a biodome. They assembled model rockets and

spaceships and used computer applications and research related

to space travel.

Enrollment Data

All of the students who participated in the project are AfricanAmerican 8th grade children with the following gender distribution as shown to the left.

Outcomes to Date

The program targeted intellectually challenging activities in prealgebra, algebra I, Earth science, physical science, environmental science, and computer science. Ten master teachers involved

in the program were trained in conducting the program activities

through a series of Saturday workshops. Simultaneously,

Saturday Academies were held on school sites on alternate

Saturdays. Program students were also involved in After-School

Club activities. The program activities culminated with a summer

Science Academy at each school site. Several field trips were

organized, including visits to Virginia Living Museum in

Newport News, Nauticus in Norfolk, Virginia Air and Space

Museum in Hampton, Virginia, Museum of Life and Science in

Durham, North Carolina, Halifax Community College in Halifax,

North Carolina, and Elizabeth City State University, Elizabeth

City, North Carolina. As a result of these trips, students were able

to study dinosaurs that lived in prehistoric times and the sea animals that are found in Chesapeake Bay. They were able to pet

sharks and see shark feedings. They participated in weather

channel activities and made their own videos.
DuringtheSaturdayandSummerScienceAcademies,tudents

wereinvolvedinnumerouslaboratoryactivities,includingthe

studyof gravityanditsimpactonourdailylives.Theyexperimentedandresearchedthroughthelnternetasto whatlife

wouldbelikewithouttheforceof gravity.Studentsdrewillustrationsof theinteriorof aSpaceShuttleanddrewpicturesofthe

Marsprobe.Theydiscussedwhattheprobesentbackandhowit

will effectheworldof science.Studentsalsowrotejobdescriptionsofvariousspace-relatedjobs.Theydiscussedquestions

suchaswhatholdstheEarthasit movesinitsorbitaroundthe

Sunandwhatif thatforcevanishes.Mostof theprogramstudentshavebeenplacedinscience-relatedhighschoolcourses.

Lessons Learned

With carefully structured academic activities involving hands-on

experiences in a laboratory setting, students are very receptive to

cooperative participation in problem solving and scientific experimentation. Science- and technology-focused field trips and guest

lectures provide tremendous motivation to the students in learning science, mathematics, and technology. Frequent interaction

with professionals in the field of mathematics, science, and

technology is a strong booster for goal setting in mathematics-,

science-, and technology-related professional careers. The principals of the school sites are critical factors in the success of such

a project.

¢7/
Fayetteville State University

MSEN Precollege Program

Program Overview

Fayetteville State University's Mathematics/Science Education

Center (MSEC) implemented its year-round MSEN

(Mathematics/Science Education Network) Precollege Program for

students of grades 6 through 12. The MSEN Precollege Program is

an academic enrichment program offering instruction for those

grout)s of students underrepresented in mathematics, science, and

technology. The NASA PACE/MSET grant provided MSEC the

opportunity to continue its summer scholars and Saturday

Academy programs as well as provide teacher inservicing and

parent training workshops.

Objectives

The objectives of the MSEN Precollege Program include ensuring

that: (1) all 9th grade students are enrolled in algebra I, (2) 9th

through 12th grade students enroll in academic- or honors-level

mathematics and science courses, (3) seniors graduate with at

least 4 years of math and science even though only 3 years are

required for college entrance, and (4) the pool of students entering and successfully completing math, science, and technology

fields of study is greatly increased. Tutorial outreach programs in

mathematics and science are provided via MSEC for students of

grades 4 12 throughout the academic school year.

The MSEN Precollege Program successfully implemented a 20-

Saturday session Saturday Academy throughout the school year

and a 4-week summer program for all students enrolled. Tuachers

who work with the program participate in extensive training and

planning sessions to ensure that all students are receiving quality

enrichment activities that are hands on and not textbook oriented.

Enrollment Data

The MSEN Precollege Program targets underprivileged, disadvantaged, and disabled students from counties in and surrounding

Fayetteville State University. Students are recruited through

Guidance Counseling Offices from schools within a five-county

region. Based on the guidelines of the MSEN Precollege Program

as established across North Carolina, students must be willing to

remain for 1 full year of commitment, willing to complete and

excel in the curriculum established for the summer and Saturday

Academy programs, maintain at least a C average in any core

course, and enroll in the appropriate high school courses that will

ensure preparation for college.
Morethan500applicationswerereceivedforenrollmentintothe

programat FayettevilleState.Morethan300studentshadthe

opportunityto participate.Becauseit hasbeennationallydetermined that underprivileged, disadvantaged, and disabled individuals are underrepresented in mathematics, science, and

technology college and career fields, the program at Fayetteville

State focuses specifically on these groups.

Outcomes to Date

Statistics on course enrollment for students of grades 6 through

12 participating in the MSEN Precollege Program indicates that

more than 50 percent of 7th grade students are enrolled in prealgebra, more than 60 percent of 8th graders are in algebra I, 50

percent of 9th-11 th grade students are enrolled in academic- or

honors-level math and science courses in high school, and 70

percent of 12th grade students are enrolled in pre-calculus, calculus, physics, or top-level math, science, and technology courses, with 40 percent of these academic or honors courses. Based

on information provided upon graduation (12th grade) and tracking of these students, 65 percent pursue math, science, and technology fields of study. This past year's graduating class reinforces

that trend and reflects the high grade point average received in

high school and retained through college.

The challenge for the MSEN Precollege Program at Fayetteville

State is parent awareness and involvement, ensuring that parents

of students enrolled in the program are actively involved in their

child's education, high school curriculum alignment (course

selection), and their child preparing for and taking the SAT prior

to the 12th grade year. The MSEN Precollege Program provides

one-on-one tutorial assistance in math, science, and technology,

SAT preparation, and scholarship research as a component part

of its Saturday Academy.

Student Achievements

This year's graduating class reflected impressive demographics. Of

the 18 students graduating from the MSEN Precollege Program, all

enrolled in a 4-year college or university, except one. This exception

student enrolled at a technical community college to pursue a

degree in architectural engineering. Of the 17 students who enrolled

in a 4-year school, the following data apply:

,,Eight students are pursuing medical careers (cardiovascular,

obstetrics, neuroscience, or pathology).

• Four students are pursuing engineering careers (electrical,

mechanical, or biomedical).

181
•Three students are pursuing business/accounting careers.

• Two students are pursuing other fields ot study (such as transportation).

Two of the students pursing cardiovascular careers received full

4-year scholarships. Total scholarship/award offers for one of

these students was approximately $250,000, while the other student's was more than $400,000.

Other student achievements were reflected during the Awards

Ceremony, whereby students were recognized for Top Honors

(all A's for the academic year), A-Honors (all A's plus one B), BHonors (A's, B's, plus one C), and Perfect Attendance. More than

125 students were recognized in these categories.

Partnering

The Alpha Phi Alpha Fraternity partnered with 15 male students

of the senior high component during the Saturday Academy and

conducted monthly sessions on leadership skills, mentoring,

social development, and preparation for college. These fraternity

members volunteered their time to this project. Through fundraising activities by the parents' support group, many businesses

donated merchandise in support of this program. Major companies and academic professions in the area such as E.I. DuPont,

Wellman Industries, and Fayetteville Technical Community

College made up the background for the Precollege Advisory

Board that provided major support throughout the year.

Staff

Dr. Leo Edwards, Jr., Director of Mathematics/Science Education

Center and Pre-College Programs

Patricia Murray, Coordinator of Precollege Programs

Fara Sloan, Secretary for Precollege

Math

Valoria Ingrain

Debora McPhaul

Shonette Simmons

Sherman Sumpter

Quincy Magby

Science

Linda Williams

Annie Owens

Janice Daniels

Wilma Godwin

Wilson Marion
TechnologyOther

Theresa Williams

Norma Jones

Hopella Renwick

Rebecca Gentry

Karen Darlington

Lorraine Price

Peggie Williamson

Role Model PresentersMentors

Ronnie M. Coats, Carolina Power & Light Company

Dr. Timothy Corbett, Sr., Aeromedical Services Family Practice,

Pope Air Force Base

Dr. Leo Edwards, Jr., Fayetteville State University,

MathematicsScience Education Center

Dr. Nashid Fakhrid-Deen, Minority Student Affairs, University of

Kentucky College System

Dr. Joyce Hilliard-Clark, MSEN Precollege Programs, University

of North Carolina at Chapel Hill

Dr. Henri Jadotte, Fayetteville State, Department of Natural

Sciences-Physics

O.C. Holloway, Fayetteville, Department of Math and Computer

Science-Math and Engineering

Earl Jones, E.l. DuPont of Fayetteville

Dr. James Raynor, Fayetteville State, Department of Natural

Sciences-DNA Research

Garland Stewart, Fayetteville State, Department of Career

Services

R. Shashu Tucker, "Break the Link .... " Louisville, Kentucky

Dr. Kwami Tuprah, Fayettevil[e State, Department of Math and

Computer Science-Storytel lers

Gloria Tuprah, Fayetteville State, Department of Math and

Computer Science-Storytellers

Dr. Floyd Waddle, Fayetteville State, Department of Natural

Sciences-Snake Demons

Russell Williams, former principal at Westover Middle School

Jeff Womble, Fayetteville Observer Times, "Saturday Extra"
Fort Belknap College

Preserving the Past and the Future

Program Overview

Preserving the Past and the Future is a unique blend of science

and culture designed to increase Native American student interest, participation, and success in math, science, engineering and

technology (MSET) fields. Through a variety of activities, including an outdoor camp, the program strives to increase student

awareness in MSET fields as well. Another focus is to increase

parent, community, and tribal college participation in the public

schools' efforts to achieve these goals. The program is also committed to helping students develop their technological skills,

adapt to changing technologies, and select appropriate technologies to enrich their lives and career opportunities.

The program has provided computers in classrooms in Harlem

schools, along with appropriate software to enhance the learning

experiences. Technological support has also been extended to

three other school districts on or near the Fort Belknap

Reservation in north central Montana. This year's plans include

Internet access in all these schools.

Tutors were made available in these schools in 1997 to address

the goal of improving math, science, and technology literacy

among underrepresented minority and disabled middle and high

school students. In addition, various teaching and curriculum

materials, software, and small equipment were provided to all the

schools to upscale the classroom experience. Thanks to the help

of this NASA PACE/MSET grant, MSET is now a maior emphasis

for the Native American students in this area.

Enrollment Data

While the initial targeted group was the 6th grade in Harlem, the

scope of the program has been expanded to include all levels of

students in all the schools serving the Fort Belknap Reservation.

Male students of Native American descent numbered 403, with

473 Native American females, K-12 grade levels. Male nonNative American students were 48 and female non-Native

Americans 33. Native American students are the target population of the grant, but the non-Native American students are

served as well.

Outcomes to Date

This project has now held two summer camps. The second year

involved a higher level of scientific educational opportunities,
whilemaintainingtheculturalrichnessoftheAssiniboineand

GrosVentrepeopleandhistory.Thefacultyandstudentsof Fort

BelknapCollegeprovidedworkshops, experiments, anddemonstrationsforthecampparticipants. Aparticularchallenge for an

outdoor camp setting is the weather. The campers have endured

wild thunder and wind storms both years while sleeping in their

tipis. There has yet to be a tipi blow over, but occasionally a

traumatized youngster has to be taken home to recover[

Whether involved in the summer camp or participating in enrichment activities in the classroom, the Native American students

are now deeply involved in MSET. They are also reaping the benefits of increased faculty preparedness in these fields.

Student Achievements

Student accomplishments this past year that were most noteworthy

were the winners of the first annual science fair hosted by Fort

Belknap College faculty and students. Students competed in their

school fairs first; then the winners advanced to the college fair where

they cornpeted against entries from the local schools. The categories

were primary, intermediate, junior high, and high school. Ribbons

and plaques were awarded the winners in the top three places.

Science fairs are a common occurrence in many areas, but this was

a first for Fort Belknap College and the first time the schools have

had the opportunity to compete against each other.

Partnering

Partnering with other programs has made a significant impact on

the interest in MSET for the students of Fort Belknap Reservation.

The High Plains Rural Systemic Initiative at the college, funded

by the National Science Foundation, provides professional development for the teachers in K-12. The School to Work program

provides assistance with career opportunities in these fields.

Working together on all the projects results in providing activities, opportunities, and education in ways that are truly making a

difference. In addition, the tribal departments, such as

Environmental Protection, Water Quality, and Fish and Game,

collaborate to enrich this program's experiences as well as theirs.

The most rapidly growing programs at Fort Belknap College are

Natural Resources, Medical Science, and Biological Sciences.

The most exciting changes taking place in the public school

classrooms are in math and science. All of this has been accomplished with participation by organizations such as NASA and the

teamwork of a group of people in an isolated corner of the world

least expected to be original and innovative. The program is

committed and ready to send a Native American into space.

$100,000

SBO,O00

SSO,O00

S40,O00

S20,O00

Funding History--

Fort Bellmap College

1997

1996

185
Hampton University

PACE

This report highlights the first summer program activities. The

summer program enhances the basic skill level of the students to

jumpstart their academic careers at Spratley Middle School and

to build a technical foundation that can be incorporated into

their fall enrichment experiences.

Student Selection Process

Twenty-five students were selected for the NASA-Hampton

University MSET Program. These students were chosen from a

candidate pool of 42 rising Spratley middle schoolers screened

by a Hampton University/Spratley Middle School Review

Committee. This preselected pool of students met all of the criteria outlined in the original proposals--that is, students were

selected based on the Hampton city School System's placement

of students in its Free and Reduced Lunch Program and Free 8us

Program. In its final screening, the committee considered such

factors as (1) self-nomination data, (2) parent nomination survey,

and (3) teacher/principal nomination.

Objectives

The two objectives of the summer program were as follows:

• Enhance student mathematical and science skills in a relaxed

setting

• Introduce students to the scientific method and have them perform experiments that they can scale up during the academic

year into a major science project

Summer Program Activities

The 1997 summer program started on June 30, 1997, ran for

5 weeks, and formally ended on August 1, 1997, with an award

banquei that celebrated student accomplishments. At the banquet, parents and guests had an opportunity to inspect student

projects and learn what their students had accomplished during

the 5-week program.

At the beginning of the summer session, student groups were

formed and student mentors were assigned to each group. These

student groups remained intact throughout the summer program.

The mentors, however, rotated among the student groups. These

student mentors supervised individual groups' activities and
maintainedthemonadailyworkschedule.These

summeractivitieswerequitevariedinscopeand

rangedfrombasicscientificstudiesof fluidsto imageprocessinginvestigations. Theaimoftheseactivities

wasto exposestuctentsoawidespectrumofscientific;

fields.

Outcomes to Date

The inception of the summer program was covered by

the local press (see Daily Press article). That article

addressed the purpose, goal, and scope of the NASAHampton University MSET program. Other highlights

of the summer program were the end of the session

banquet where the banquet speaker was Dr. Bisi

Oladipupo, Assistant Dean of Engineering and

Technology at Hampton University. Dr. Oladipupo

stressed to both students and parents the need to seriously commit to the goals of the MSET programs.

These student participants were described as our future

scientists and engineers and, as such, that we must

nurture them.

Additional outcomes of the summer program included

the leveraging of these activities with ongoing and new

Spratley Middle School initiatives. In particular, three

initiatives come to mind:

,,During the upcoming school year, several of 6th

grade classes at Spratley will participate in an

American Statistical Association endeavor to expand

the statistical knowledge of middle school students.

This initiative evolved as a result of MSET faculty

interacting with Spratley faculty.

• The student mentoring will be extended beyond the

Fall Academy. Several of the student mentors will

also serve as mentors for the Advocacy Program,

which will enhance their overall effectiveness.

,,The Spratley faculty who participated in the NASAHampton University MSET have been reassigned to

follow the select group of students identified by the

NASA-Hampton University MSET program.

Fall Enrichment Activities

During the Fall Enrichment Program, Hamt)ton will

expand the scope of several of the experiments performed in the summer into full-fledged science projects. Student mentors will aid the NASA-Hampton

University students in developing these expanded pro

jects. The resource book titled The Complete

Handbook of Science Fair Projects, by Julianne Blair

Bochinski, will serve as the guidepost.

The major goal this year is to have several of the students competing in local (regional) science fairs. Their

school performance will be monitored, and the program will assist in their successful progress through

their first year of middle school. In addition, the program will actively assist Spratley Middle School in

accelerating the development of two new initiatives

identified above. New student activities developed by

Joanne Hill will also be included as part of the students' fall enrichment.

Summer Program Experiments

• Wind tunnel

• Stem-and-leaf diagram

• Fruit Loops study

• Anatomy studies

• Living histogram

• Thin layer chromatography

• Making a magnet

• Lens and mirrors

• An investigation in pH

• Brownian motion
Jackson State University

PACE

Dr.AbdulMohamed

Jaekson State Uni_

P.O. Box 1857O

Jackson, M'_slppi 39217

C_nter.

Program Overview

The scope of the project was a 4-week intensive summer program and a Saturday academy program. Activities were planned

to stimulate interest and enhance motivation of the students

through hands-on laboratory activities, demonstrations by universit,/faculty,, computer applications of mathematics and science,

tile application of mathematics and the solving of problems in

the sciences, and the utilization of communications skills to

interpret and communicate mathematical scientific concepts.

Techniques and approaches included motivational and scientific

speakers and field trips to scientific landmarks such as NASA's

Stennis Space Center and the Aquarium of the Americas to introduce the middle school students to careers in the sciences. There

,,',,ere demonstrations by university faculty, interactive sessions

with parents, the mentoring of students on the scientific method

in the development of science fair projects, and interactiw; classroom presentations.

The program culminated with an awards ceremony for participants, parents, and staff. During the ceremony, the participants

received certificates for participation, as well as trophies,

plaques, ribbons, and certificates for outstanding achievement/

performance in the various components of the project.

Objectives

The primary objectives of the Pre-College Awards for Excellence

in Mathematics, Science and Engineering and Technology (PACE)

were as follows:

• Identify and recruit rising 7th and 8th graders interested in

mathematics and science

• Expose and provide various approaches to the study of science,

mathematics, computer science, and writing skills

• Expose students to professionals in these areas and hell) them

explore career options

-Provide experiences not included in the regular school curriculum

188
• Increase students' awareness of the academic preparation necessary for such careers

• Contribute to students' confidence in their ability to make

career decisions

• Acquaint students with the environment and resources of universities, colleges, and research organizations

Enrollment Data

Fifty-two male and female students l)articipated in the program.

Outcomes to Date

The tracking data indicate that all of the participants are taking

the appropriate mathenlatics and s(:ience courses in the proper

sequence to satisfy the college preparatory curriculum.

Funding History_

Jackson State

$100,000

.o,ooo /m lm-J

, o,ooo

$20'0001____ _

1996 1995
Jarvis Christian College

NASA Center for Academic Excellence

P.O._ Dra_r G

: _T_

(903 

Program Overview

The ]arvis Christian College NASA Center for Academic

Excellence provides a 6-week/summer precollege preparatory

instructional program in science, engineering, mathematics, and

computational science for 30 underrepresented minority and/or

disabled students at target middle and high schools within the

Tyler Independent School District. Through group and individual

instruction, field and laboratory work, site visits, parent involvement, guest speakers, test preparation, and other special programs, middle and high school students will receive academic

instruction, as well as personal and career guidance, through

programs specifically designed to meet the needs of each participant. The students studied chemistry, trigonometry/geometry, and

computer science during the second summer.

Objectives

The program objectives are as follows:

• Increase student interest and exposure to science-, mathematics-, and technology-related curricula that foster a lifelong

interest in these subjects

• Encourage the exploration of MSET options as choices for higher education and career goals

• Provide a forum for personal exploration and reflection of societal stigmas attached to minority and/or disabled persons

involved in MSET fields of study and career goals

• Teach transferable skills while promoting a sense of linkage

between exposure to these skills and their relation to daily living

°Provide a science, mathematics, and computer science handbook suitable for use in middle and high school precollege

courses and/or future summer MSET-related programs

°Develop an evaluation and tracking method by which participants' subsequent academic success, course selections, academic progress in secondary school and college, and future

career choices can be followed

190
Enrollment Data

Participants in the 1996-97 program are from Boulter and Dogan

Middle Schools and John Tyler High School. The 30 students

selected for participation included 22 rising 9th graders and 8 rising 10th graders. Recruitment strategies included visits to target

schools, brochures, information and application packets sent to

principals and counselors at the target school, and invitations to

them to nominate students with an interest in the areas of mathematics, science, computer science, and engineering.

Outcomes to Date

The program accomplishments were numerous. One was securing 100 percent of needed participants and establishing a waiting

list prior to the startup date. The program also had an increase in

the number of Hispanics and enrolled its first Hispanic male.

NASA's Parent Advisory Board increased in size and activity

level. The board held meetings throughout the summer and academic year. The summer 1996-97 NASA program manuals were

completed for each discipline, which included a variety of

lessons, activities, and other related materials. Students participated in educationally sound, motivational field trips to NASA's

Johnson Space Center in Houston and the Texas Utilities Mining

Company's coal operation in Mr. Pleasant, Texas. Sludents also

participated in a series of seminars and workshops that focused

on self-respect, responsibility, time management, and other topics

essential to positive student development. Career and selfexploration activities allowed the students to gain insight into

MSET studies beyond high school as they relate to employment,

geographical location, pay scales, and work environment.

Student Achievements

All of the students are enrolled in precollege preparatory courses

designed to further increase the level of interest and knowledge

in careers in science, mathematics, and engineering. The students

also achieved an understanding of MSET careers through guest

lecturers who used personal and professional experiences during

their presentations.

Lesson Learned

The students were very receptive to scientific and mathematical

activities, which included problem-solving strategies using basic

mathematical computations and computer simulation activities

correlated with the science and mathematics instruction.

191
Issues/Challenges

The biggest challenge is getting all the parents to participate, as

well as getting students to continue to participate in the program

each summer, because the majority of the students need to work

during the summer.

Partnering

The ]arvis Christian College NASA Center for Academic

Excellence is involved in a cohesive partnership with target

schools and counselors. This partnership allows the NASA Center

to access student records as well as conduct evaluations. The

partnership also allows for counselors to personally recommend

student applicants for enrollment into the program. Included

within this partnership is the agreement to release grade reports

throughout the semester to the NASA program. The following

institutions are also involved in partnering with the Jarvis

Christian College NASA Center for Academic Excellence:

oNASA's Johnson Space Center, Houston (field trip)

• Jarvis Christian College (host site and transportation)

• Tyler Independent School District (students and curriculum

materials)

o pittsburg Independent School District (transportation)

• ]exas Utilities Mining Company (field trip)

• Prairie View A&M University's Chemistry Department (guest

lecturer)

• Hawkins Independent School District (curriculum materials)

• Parent Advisory Board

Funding History--

Jarvis Christian College

$120,000

$70,000

S20,O00

1997

1996
Lincoln University

Lincoln Advanced Science and

Engineering (LASER) Program

Funded by NASA, the Office of Naval Research, and other

sources, LASER employs a comprehensive plan to increase the

number of well-prepared minority students seeking a Ph.D.

degree in science, engineering, and mathematics (SEM). This

preparation begins with the precollege component, known as

"Early Alert." The Early Alert Program seeks to motivate minority

students in grades 7 through 12 for possible careers in SEM. The

specific goals of Early Alert are:

oMotivate minority precollege students to pursue undergraduate

studies in SEM

• Motivate minority Early Alert students to apply to the 10-week

LASER Summer Bridge Program

• Provide support services and exposures that will increase the

likelihood of the students' success in technical careers

The Early Alert Program is held in Philadelphia on Saturday

mornings. Each grade has one lead instructor, one technical professional, and at least one LASER mentor. Students in grades 7

through 12 review concepts in mathematics, biology, chemistry,

physics, engineering, and computing, respectively. Students are

encouraged to participate in local science bowls and poster sessions. Outstanding students in grades 10 and ]1 are invited to

participate in a 3-week Early Alert Summer Program. This program, held on Lincoln University's main campus, encourages students to develop individual projects, such as how to design and

launch a rocket. The eligibility requirements for Early Alert are:

oAt least a 2.50 grade point average in the middle and/or high

school

oThree letters of recommendation

• An interview with the LASER staff

The LASER Summer Bridge Program offers a well-structured curriculum and a supportive environment to help students make a

smooth transition to college. The students are provided with textbooks, academic support, counseling services, parent and mentor

support groups, field trips, and guest seminars by minority professionals. Students can earn up to 18 college SEM credits during

the summer. Successful students in the Summer Bridge Program

receive merit-based scholarships in the freshman and sophomore

Lincoln

Td_.phone:(610)932-8300

/93
years at Lincoln. The Academic Year Program has activities similar to those in the Summer Bridge Program. LASER students are

required to participate in offcampus research experiences to

remain eligible for a scholarship. After the sophomore year, a

select number of outstanding students may apply for LASER fellowships in their junior and senior years. LASER fellows are

required to participate in oncampus research activities, special

programs, and graduate school enrichment activities.

i :_: _ _!!:_i_i_}iii_ !i! ii!i:i,:  ̧

; _ ....ii !'i__:_:iii:ii_i_ii !_{_:_2_i_ _
National Hispanic University

Cientificos 2

Program Overview

The Cientificos 2 project during its second year (January 1,

1997-December 31, 1997) formulated its objectives and activities

based on the following goals:

• Increase the college-going rate among socially and economically disadvantaged and disabled high school students residing in

the City of San Jose and their level of preparation for college

studies in math, science, engineering, and technology (MSET)

• Improve the mathematics, science, and technology literacy

among the same targeted high school students

The goals of the project during its second year were successfully

addressed by implementing the (1) Academic Year Saturday

Academy utilizing Peer Advisor Learning Skills (PALS) tutors and

math and science instruction and (2) the Summer Enrichment

Academy. The project was implemented in collaboration with the

Upward Bou nd Program, a precollege progranl of the National

Hispanic University with similar but distinct goals and services.

The collaboration between Cientificos 2 and the Upward Bound

Program added more advan(ed math and science curricula,

including algebra 1, geometry, introduction to calculus, and biology. Also, additional faculty were hired with the Cientificos grant,

strengthening the math and science precollege component.

Enrollment Data

Forty-one high school students i:rom the 9th through 12th grades

were enrolled in the program. Thirty-nine students completed.

Outcomes to Date

A highlight of the summer program was the very successful

"Knowledge Bowl" challenge to neighboring San Jose State

University's precollege program. The "Knowledge Bowl" was an

academic competition in mathematics, science, social sciences,

and English. Despite the strong emphasis oi the San Jose State

University program in mathematics and science, the Cientificos 2

project participants outperformed their opponents 585 points to

290, consistently outperforniing in math and scien(e.

Nat_ona_Hi_ Un_y

14271StoryRoad

SanJose,_ 95_27

T_phon_(_8) 254-6931

i

195
National Hispanic U_

Cientificor 2

In addition, the collaboration enabled Cientificos 2

Project activities to be expanded during the academic

year from conducting only 5 Saturday Academies to

10, as well as students being eligible to participate in a

Southern California college tour in addition to visits to

local colleges and universities. The collaboration with

the Upward Bound Program also allowed the Summer

Academy to be expanded to 6 weeks during which students were eligible to participate as day students or as

participants in the residential university experience

sponsored by the Upward Bound Program at the San

lose State University dormitories. Thirty-one of 41 students participated in the residential experience at San

lose State University (Sunday evening through

_hursday) and were transported daily to classes at the

National Hispanic University (Monday through Friday),

while 10 students were day students.

The 6-week Summer Academy activities were so

numerous that it was decided to postpone a site visit to

NASA's Ames Research Center to December 1997.

Instead, campus visits were made to four local colleges

and universities, and other educational field trips were

taken.

The retention rate this summer was 92.6 percent, with

38 of the 41 students attending regularly. With regard

to instruction of mathematics, 9 students completed the

algebra 1-1evel class, 20 students completed geometry,

and 7 completed the introduction to calculus class. For

science instruction, 18 students completed the biology

(:lass. All students were enrolled in at least one 5-unit

mathematics or 5-unit science class (45 contact hours),

and 17 students enrolled in a math and science class.

All students were also enrolled in a third class (composition, social foundations of history, or Spanish II) sponsored by the Upward Bound Program.

The following is a list of field trips, motivational speakers,

and college visits conducted during Year 2 of the project:

Jun_ 26, 1997

Santa Clara University (college visit)

july 8,_997

Mr. Don Dorsey, Equal Opportunities Program, Foothill

College (on campus speaker)

JMU_Y.s. 9, 1997 Alisa Hall, Events Specialist, "Etiquette: Feeling

Comfortable Where You've Never Been Before"

(oncampus speaker)

July 10, 1997

University of California, Santa Cruz (college visit)

_ieU_d11,1997

Trip to Alum Rock Park-Biology: specimen collection

Jca_i¢/, 1997

fornia State University, Hayward (college visit)

July 21, 1997

James Wallace II: Story Telling Workshop (on campus)

JKd.y22,"Y_

nowledge Bowl Competition (at Santa Clara

University)

JoUle23,1997

eta McEIory: College and Financial Aid Workshop

(on campus)

July 24, 1997

San Francisco State University (college visit) and field

trip to San Francisco Planetarium and Laserium

july 25-27,1997

tudent and Staff Retreat: Workshop Presenters-lodi De

Lucca (Psychologist) and Steve Paul (Database

Manager)

28, 1997

Trip to Grant Park, San Jose-Biology

196
Students were pretested prior to the start of the Summer Academy

in the areas of math and science using the Iowa Test of Educational

Development (Levels 15-18). Students were retested following the

conclusion of the summer courses during the week of August 4,

1997. Those test results are forthcoming. This information will be

incorporated into the program final evaluation report at the conclusion of Year 2 and forwarded to NASA.

In summary, the experience of identifying low-income Hispanic

and other minority students to undergo tutorial and counseling

services provided through Upward Bound and supplemented by

advanced mathematics and science curricula through the NASA

grant proved successful beyond the traditional introductory-level

courses offered. The NASA Cientificos 2 grant enabled the program to add more advanced math and science curricula, plus the

introduction of successful role models in math and science. The

project participants will now be tracked by the staff to follow the

progress they make in their math and science classes. Academic

advising will be conducted through the college prep math and

science courses. Cientificos 2 will continue to provide the students with math and science tutoring after school and advanced

math and science instruction during the 1997-98 Saturday

Academy. Instructor/student ratios will not exceed 1/20.
Northwest Indian College

Seaquest Phase II

676-2772

198

Program Overview

The NASA Seaquest Program at Northwest Indian College is

designed to motivate Native American youth (ages 14-19) to

master the math/science disciplines and consider a career in the

sciences. Learning experiences are fine-tuned to the learning style

and cultural heritage of Native American youth and provide them

with practical applications that they can relate to their immediate

world. The Seaquest Program is designed to increase the number

of disadvantaged Native American students who pursue careers in

math, science, engineering, and technology or related fields. The

program offers academic-year courses at night with a strong

emphasis on its 6-week intensive summer program. In its Phase II

Program, there is new emphasis placed on developing a peertutoring network for Seaquest students as well as implementing

Seaquest science courses over a satellite network using distancelearning technologies available at Northwest Indian College. To

date, from its inception in April 1994, the Seaquest Program has

serviced 172 Native American youth.

Ninety-three percent of Seaquest students have continued or

graduated from high school. This fall, the number of former

Seaquest students to enter a degree program at Northwest Indian

College or other institutes of higher learning grows to 13.

Nineteen percent of the students participating in a Seaquest

course since 1994 have graduated from high school, and 7 percent of these students are continuing on in college.

Outcomes to Date

Northwest Indian College's NASA Seaquest Phase II Program has

enjoyed success in its first year. During the academic year, students had the opportunity to earn high school credit by enrolling

in a Seaquest world geography course. Seaquest also sponsored

three students, sending them to the national AISES Conference in

Salt Lake City, Utah, in November. The fourth annual summer

session had 48 Native American participants, ages 14-19.

A spring break field trip took students to the University of

Washington's campus, where they met with students from the

campus chapter of AISES (American Indian Science and

Engineering Society), enjoyed a lecture given as part of the

Washington NASA Spacegrant Lecture Series (this one by a geologist interested in dinosaurs), stayed in dorms, and visited

Microsoft's world headquarters.
Thisyear's6-weeksummerprogramfeaturedcoursesinmarine

science,environmental science,physicalscience,math,computers,English,andstudyskills,withafocusoncontemporary

NativeAmericanissues.ClassestookplacefromMondayto

Thursday, 8:30-4:30p.m.andsoughtto teachbothinacollegiatelecturestyleandactivelythroughparticipationinhands-on

activities.FieldorlabactivitiestookplaceeachMondayWednesdayafternoonsandalldayonThursdaysandwere

designedtoenhancethemorning'slecturetopicswithreal-life

examples.

Twenty-oneNASASummerSeaquest Programstudentswere

enrolledconcurrentlyinsummeryouthemployment programs.

TwostudentswereselectedfromtheNASASummerSeaquest

Programto attendNASASpaceAcademyinAlabamainAugust.

ThirteenstudentswerecertifiedinP.A.D.I.scubaduringthe1997

NASASummerSeaquest Program.Forty-eight sudents(27female

and21male)participatedinthefourthannual,6-weekintensive

NASASummerSeaquest ProgramatNorthwestIndianCollege.

Thesestudentscamefrom12areaschoolsandrepresentedthe

Swinomish,Nooksack,andLummiIndianTribes.

Thenumbersofstudentsfromareaschoolswhohaveparticipated

inaNASASummerSeaquest Programareas follows:

High School Location

Lummi Tribal High School

Ferndale High School

Bellingham High School

La Conner High School

Anacortes High School

Mount Baker High School

Mount Vernon High School

Nooksack Valley High School

G.E.D. Instruction

G.E.D. Instruction

High School

Vista Middle School

Lynden Middle School

LaConner Middle School

Lummi Tribal School

Mount Baker Middle School

Shuksan Middle School

1994

Number of Students

1995 1996 1997

Lummi Reservation 4 12 10 1i

Femdale, WA 13 1.5 ! 6 12

Bellingham, WA 1 3 3 1

La Conner, WA 11 9 6 2

Anacortes, WA 0 0 1 1

Deming, WA 1 10 3 3

Mount Vernon, WA 1 1 0 0

Everson, WA 0 4 0 3

Nooksack Tribal Center 0 1 0 0

Northwest Indian College 0 0 0 1

1994

Number of Students

1995 1996

Location

1997

Ferndale, WA

Lynden, WA

La Conner, WA

Bellingham, WA

Deming, WA

Bellingham, WA

1 9 2 5

1 0 0 0

0 0 1 3

0 3 5 2

0 0 0 4

0 2

Total Number of Students 33 69 47 48
Seaquest TutoringNetwork

A strong foundation has been laid for a region-wide peer tutoring

network. The Seaquest Program seeks to collaborate with other

programs to make this peer tutoring venture as sound and effective as possible. The following have agreed to be partners in this

venture:

* NASA Seaquest Program

*Washington MESA Program

• University of Washington's Educational Talent Search

• The Swinomish Bridge Program

• Lummi High School

oLummi Youth Outreach Task Force

• Nooksack Tribe Learning Center

• Western Washington University's Native American Peer

Mentoring Network

• Northwest Indian College's Y'ae Tenges Program (Peer

Mentoring)

Some of the goals the Seaquest Program has for the peer tutoring

network for the academic year of 1997-98 include:

*Three tutoring sites win be set up.

• Ten peer tutors (current Native American college students) will

be hired to work with 20 selected students throughout the

school year.

°Twenty Native American high school students to be tutored will

be selected from the 1997 NASA Summer Seaquest Program.

2_
Pasadena City College

PACE

Program Overview

NASA's MURED in 1996 sponsored Pasadena City College to

provide an academic enhancement project for minority students

from four middle schools. Pasadena Unified School District students attended classes for 11 Saturdays, February 22 through

May 31. Students met 4 hours per Saturday. The core courses

covered were mathematics/computer studies, (general) science,

and engineering and technology. The coursework pointed scholars toward an annual theme (for example, in 1997-98, the

theme is "Telepresence and Remote Sensing"). This project was

enriched by the continuous access to scientists, engineers, staff,

and technicians from the Jet Propulsion Laboratory, Pasadena

City College, and Pasadena Unified School District.

Enrollment Data

The targeted students were disadvantaged students, with emphasis on African Americans, Asians, Native Americans, Filipinos,

Hispanics, and Pacific Islanders. Students must be in 7th or 8th

grade in a Pasadena Unified School District middle school.

Nomination forms are sent to school administrators, with guidelines. Each school nominates 30 students. Participants have SAT

scores at the 85th percentile or above in mathematics and reading/language. Their grade point averages are 2.8 or higher.

For fiscal year 1996-97, the total enrollment was 56, with the

breakdown shown to the right.

Major Strategies

The Saturday instruction incorporated technology, hands-on

learning, Orange County Marine Institute (field trip-simulated

teleconferencing and broadcasting of marine biology research),

problem solving, and skills development. The program has a

strong academic linkage to high school, with an eye beyond to

college. The program provided mentoring and exposure to career

options. The program involved parents, the community, and

Pasadena City College teachers. (During 1997-98 a new service

called the Family Forum will offer enrichment workshops for parents/guardians.)

PACE
4.\

Outcomes to Date

An evaluation was done by an independent evaluator. The team

activities improved student self-esteem, enhanced math and computer skills, and enhanced engineering skills through assembled

kits and computers. Individuals developed a more positive attitude toward science, toward the space program and its accomplishments, and toward school, and they were exposed to

working engineers, technicians, and college science majors.

Some of the activities of the project are as follows:

• Scholars built electronic kits.

• Scholars built two fax/modem, CD-ROM IBM-compatible computers.

• Scholars' computers were bundled with six Dorling Kindersley

CD's and workbooks.

• Scholars received hands-on application of the scientific method

and microbiology.

• Scholars used VoiceType 3.0 (to communicate verbally with

computers).

,,Scholars reviewed telepresence and CuSeeMe technologies.

• Scholars received Pasadena City College library cards.

• Scholars visited the Orange County Marine Institute, producing

a research video.

• Scholars received training in writing and communications skills.

• Scholars received instruction in a wide variety comparative subjects: photosynthesis, eye anatomy/physiology, and molecular

biology.

• Parents received information on perception and learning differences among people.

• Parents received study skills workshop training and literature.

*Parents received admissions information from five colleges

and/or uniw.'rsities.

202

.......

4 , '! _kl  ̧ i" i
Tracking

A data base (provided by Pasadena Unified School District) tracks

scholars by name, address, ethnicity, gender, grades, career

choice, college entrance, college major, and highest academic

level completed.

Future Goals

The project will continue to offer introductory, review, and

hands-on participatory projects for young minority and/or disabled scholars into math, science, engineering, and technology

core areas. Activities are designed to promote and strengthen

their desire to pursue enrollment in precollege preparatory courses throughout middle and secondary high schools. The project's

long-term goal is to increase the number of minority and/or disabled scholars who receive associate degrees form Pasadena City

College and surrounding community colleges and bachelor

degrees from the state universities and private universities in the

core areas of MSET.

The classes were limited to a teacher/staff to student ratio of 1/20.

Pasadena City College students are hired as staff_that is, technical assistants. NASAPSA (grades 7-9 ) is a bridge program that

links the Pasadena Unified School District elementary school

"Saturday Science Academy" (grades 4-6) and the high school

academies (grades 11-12). The challenge is to expand the project

to serve 9th and 10th graders in 1998.

2o3
Southwestern Indian

Institute

PACE

Polytechnic

2O4

Dr.Jo,_ Johnson

9169C_ _ NW

Program Overview

The Southwestern Indian Polytechnic Institute's PACE/MSET

serves 30 high school students destined for MSET careers.

Coming from reservation schools around Albuquerque, these students attend a 6-week summer residential enrichment program on

the institute's campus, receive year-round academic, college, and

career guidance, attend Saturday workshops, and communicate,

if possible, through e-mail regularly. The fundamental goal of the

project is to motivate and enable minority students to choose,

pursue, and achieve postsecondary education in the MSET fields

successfully.

Students selected a module for the summer program--astronomy,

geology, engineering, or computer science. An instructor, an

intern, an assistant, and a volunteer scientist formed a team to

plan the curriculum, activities, field trips, guest lecturers, projects,

and recreation related to the module topic. Students received

instruction in math, science, communication, and college survival

as they worked on projects, presentations, research, and applications of their module material. They went on significant field trips

locally and to NASA's Johnson Space Center. Several guest lecturers also shared specialized information about the module subject.

The students were able to take home a rebuilt computer system, a

telescope, and experiments on which they worked during the session. They presented their module information, project, activities,

and experiments at an open house on the last day of the program.

Parents, staff, students, and the community visited the displays.

Objectives

The objectives are to increase knowledge, skills, and abilities in

college prep classes, score at or above the 40th percentile in

standardized tests, improve grade point averages, and involve

parents and students in workshops for college survival and creative applications of MSET.

Enrollment Data

Eighteen students are female, and 12 are male. Fifteen are 9th

graders, 8 are sophomores, and 7 are juniors. One hundred percent are Native American. Students were recruited through local

liaisons at schools, flyers, and some presentations. After filing an

application, which includes an essay, students were selected

based on desire and commitment to participate.
Outcomes to Date

All students received a "B" or better grade for their work. The

students evaluated the program as beneficial to continued success in high school and enhancing their choice of science

careers. They enjoyed seeing movies from the module viewpoint

and discussing specific applications of concepts studied in the

classroom then evidenced in the movie plot and settings. The

students had opportunities to learn to swim, make a flute, construct a resume, learn line dancing, explore German, Spanish,

and Navajo languages, and to experience other miniclasses of a

similar nature. Because this is the first year of the project, which

began in April, comparison data still need to be gathered for

confirmation of expected success in achieving all objectives.

Each module group was given a set of parameters, objectives,

and dollar amount to budget. The facilitating team met several

times in March, April, and May to plan and develop curriculum.

Enthusiasm and ownership were high. Frustration developed over

time and money constraints. Sometimes the students were reluctant to participate in the high-demand activities that differed

greatly from a traditional classroom environment. This was the

first year of the project, and overall it was evaluated as creative

and successful--a good model for next year.

Partnering

This NASA project partnered with the Upward Bound and

Microsoft projects at Southwestern Indian Polytechnic Institute

and with Sandia National Laboratories, the University of New

Mexico, and local businesses, often sharing resources and talent

to make all modules as creative and efficient as possible.

2_
Saint Augustine's College

Summer Science Camp

T@.hon= 5 -40' 

Program Overview

St. Augustine's Summer Science Camp is a joint effort among the

college, Raleigh's public Enloe Magnet High School, and the nonprofit Higher Education Extension Service. The goal of this collaborative camp is to encourage those students who have

traditionally been underrepresented in the sciences to develop a

life-long interest in MSET areas and to enroll and succeed in

mathematics and science courses that will prepare them for MSET

college majors.

The Summer Science Camp is an enriching and exciting summer

program with academic-year follow-up activities. The summer

component is a 4-week commuter program and simulates a college experience, offering classes in science, mathematics, communications, computer literacy, and test-taking enlivened I)y the

addition of NASA materials, "hands-on" laboratory and computer

work, presentations by science professionals, and field trips to

nearby technical installations. Support for campers is ongoing.

Academic-year activities include tutorial sessions in mathematics

and science for camp participants, as well as a networking program each semester. The fall networking program is planned to

be held on October 28, 1997, for student participants, their

teachers, parents, and friends. A North Carolina State University

Mission to Mars researcher, Dr. Jerold Walburg, will be the guest

speaker for that program.

Students are eligible to continue in succeeding summers. Upon

entering college, camp participants will be given priority in St.

Augustine's National Science Foundation Alliance for Minority

Participation Summer Bridge Program and for the Alliance for

Minority Participation's college scholarships and paid research

opportunities. To evaluate the program, participants' course-taking, grades, and scores will be compared to those of a carefully

constructed control group.

Enrollment Data

The camp will enroll up to 60 African-American9 11thgrade

"graduates" of the college's Saturday Science Academy for 6-8th

graders and from Enloe Magnet High School by the end of the

project. Each year, applications are accepted from students exiting 9th grade at Enloe Magnet. Twenty students are selected each

summer. The initial 20 come back the remaining summers, while

a new 20 will be added each year of the project. Targeted groups
arethosestudentswithgradesofCorbetterinallhighschool

mathematicsandsciencecourses.ParticularLy, thecamplooksat

thosestudentsfromunderrepresented careerareas,MSET.

ParticipantsarechosenfortheirpotentialforsuccessindemandingMSETcourses.

Outcomesto Date/Partnering

An intense year of planning culminated with the first summer

camp being carried out during the weeks of June 16-July 11,

1997. Twenty students exiting 9th grade were selected to participate as the Year 1 cohorts. Two St. Augustine's faculty and two

teachers from the partnering Enloe Magnet High School taught

content area classes. The project evaluator, C. Morning, is from

the partnering nonprofit organization, the Higher Education

Extension Service. Lloyd Gardner, the principal at Enloe Magnet,

maintains close ties through program attendance and support.

Saint Augustine's Dr. L. Shimpi, an assistant professor, taught the

computer skills course and focused on teaching students how to

use PowerPoint to create multimedia presentations, as well as

using the World Wide Web in searching research literature. Dr.

Shimpi also served as an assistant program director. Dr. D.

Brown, an associate professor, taught the communications skills

class. Some of the areas of focus in the communications class

included interpersonal and intrapersonal communications. Key

strategies for giving an effective multimedia presentation to an

audience were integrated in the class as well. M. Petree

Mouzzan, a teacher from Enloe Magnet High School, taught the

mathematics class and served as an assistant program director.

Her course instruction focused on teaching the students a basic

course in statistics. C. Wilder, also a teacher from Enloe, taught

the integrated science course. She reviewed some basics on the

scientific methods and the metric system and then proceeded

with content in basic physics and chemistry.

Students were taken on field trips to the North Carolina State

Museum of Natural Sciences, the National Weather Service

Center, and NASA's Virginia Air and Space Center. Various MSET

Program speakers included C. Morning, a professional engineer

and former NASA project engineer, J. Woods, a St. Augustine's

alumnus and mathematics teacher, and C. Morris and S. Taylor,

MSET undergraduate students. All emphasized to camp participants the importance of reading, studying, developing relationships with mentors, and making better than "average" grades.

Student Achievements

The summer program was drawn to a close with students presenting group projects to parents, summer camp faculty and staff,

colleagues, their principal, and Saint Augustine's science faculty.
Theseprojectsintegratedinformationlearnedbystudentsinall

fourcontentareas.Twogroupswereselectedasthemostoutstandingbasedonexcellenceinintegratingcommunications

skills,computerintegration, accuracyof mathematics, andsciencecontentcredibilityintotheoralandwrittenpresentations.

JamalTurpinandGwendolynBasswonfirstplacefortheir

researchandpresentationof"WaterStorageandUsageonthe

Moon."TeennaBurnside,AlexiaWhitaker,andAyaWallacewon

thesecondplaceaward.

Eachteacheralsoselectedthestudentthatexemplifiedoutstandingachievement inthecontentareas.BillydeBrownwasselectedastheoutstandingmathematicsstudent,GwendolynBasswas

theoutstandingsciencestudent,TracieWilliamswastheoutstandingachieverincommunicationsskills,andTeennaBurnside

wastheoutstandingstudentincomputerskills.

T,

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2O8
Stillman College

Summer Science Camp/Saturday

Academy

Program Overview

The Stillman College NASA PACE/MSET Program consists of a

6-week Summer Science Camp and a Saturday Academy. The

Summer Science Camp focuses on classroom instruction and

hands-on laboratory enrichment activities centered around mathematics, physics, chemistry, computer science, and biology, tt

also includes science enrichment field trips and seminars. The

Saturday Academy focuses on tutoring in math/science courses,

writing, and SAT/ACT preparation.

Objectives

The objectives of the project are as follows:

• Encourage high school students to take more math/science courses

• Motivate high school students to pursue careers in MSET fields

• Improve the students level of competence in mathscience by at

least 25 percent

*Provide direct contact with mentors who will motivate and

encourage students to pursue careers in MSET fields

• Get parents more involved in their children's education

Enrollment Data

The total enrollment since the project's inception is 175 students;

June 1995-96 had 55 students, June 1996-97 had 50, and June

1997-98 had 70. The target group is African-American males and

females in grades 9-11.

Recruitment Strategies

The director of the project visits the school campuses and takes

applications, issues announcements, and gets recommendations

from high school math/science teachers.

Outcomes to Date

Based on pretest and posttest analysis, students have improved

their competence by at least 30 percent.

P.o.

 ,ba,na 3 V3

Stillman College

PACE Enrollment

June1g_'.416 June19_1B

W June19S6--_

Funding History--

Stillman College

$100,000

$80,000

$60,000

1997 1996 199s
210

University of Texas at El Paso

Excellence in Technology, Engineering &

Science (ExciTES)

Program Overview

Excellence in Technology, Engineering & Science (ExciTES) at the

University of Texas at El Paso (UTEP) was funded by NASA

PACE/MSET in 1995 and is a longitudinal program designed to

excite and nurture the interests of a broad spectrum of minority

students in science, engineering, and mathematics, to provide

committed/highly motivated students demonstrating high potential with sustained nurturing and support, and to develop and

strengthen the capacity of local schools to prepare students for

college-level mathematics, science, and engineering education.

ExciTES features two major activities that directly serve students:

(1) academic year synergizers and (2) summer programs for high

school students at different levels• Within these activities, ExciTES

interacts with a variety of constituencies that include science,

engineering, and mathematics professionals, undergraduate engineering and science students, teachers, and parents. Synergizers

are activities that fully engage high school students in engineering- and science-related activities that are rigorous and challenging. Specifically, the synergizers engage high school students in

local, regional, and statewide design competitions.

Longitudinal in scope, ExciTES now offers three summer programs based on the classification of the high school student. The

entry point for students into the summer program or summer

kickoff is the summer between their freshman and sophomore

years (as rising sophomores). As students return the following

summers, ExciTES+ and ExciTES++ are offered to rising juniors

and rising seniors, respectively, where each program increases in

intensity and is designed to challenge the students' critical thinking skills and to broaden their experience in engineering and science. This stage-wise activity engages the students continuously

up through their high school graduation.

Enrollment Data

The targeted population is El Paso area high school students.

Rising sophomores, juniors, and seniors participate in the summer

activities while the academic year synergizers are open to grades

9 through 12. The demographics of the El Paso area are reflected

in the participation of El Paso area youth in the ExciTES program:

80.8 percent Hispanic, 0.4 percent Native American, 1.2 percent

African American, 2.7 percent Pacific Islander/Alaskan native,

and 15 percent other (total of 515). Students are recruited in a

variety of ways--past participants are invited to attend, applications are distributed to all high schools, public service announce-
mentsaregivenonthepublicradiostation,andparticipating

teachersencouragestudentsto apply.

Outcomesto Date

Year 2 has indeed been an exciting year for the project with significant outcomes across all areas, including the following:

• The percentage of students with high self-ratings of their confidence and ability to perform science research increased from

24 to 65 percent and in designing engineering projects

increased from 24 to 86 percent as a result of ExciTES.

Moreover, student self-ratings of thinking about a career in science or engineering increased dramatically, doubling from

41 to 80 percent the percentage of students rating this a 4 or

5 on a 5-point scale.

• The involvement of undergraduate students continues to be a

powerful intervention for the individual student and the program as a whole. Undergraduate students have the direct

opportunity to apply the principles of their discipline, establish

enduring relationships with faculty, serve as role models to

future generations of scientists and engineers, and recognize the

value of lifelong community service.

• There has been a surge in teacher involvement and professional

development as evidenced through a wide array of curricular

products and activities.

• There is evidence that the ExciTES program has an impact on

students beyond those directly participating in activities.

Teacher development and curricular dissemination activities

supported by ExciTES benefit hundreds, if not possibly thousands, of students. Moreover, there is evidence suggesting that

academic development has been enhanced for all students

touched by ExciTES.

• With initial support from NASA, ExciTES has been able to pursue and successfully secure funding from a number of sources.

These have included corporate funding from General Motors

and Hewlett-Packard and other Federal agencies, such as the

National Science Foundation and the Environmental Protection

Agency.

• University faculty involvement in ExciTES has increased by more

than 100 percent. This includes faculty-driven grant writing to

directly support programmatic activities of the ExciTES program.

One such grant has been successfully awarded expressly for

ExciTES curricular development and dissenlination.

211
oA concerted effort has been made to disseminate the NASA

model to local, state, and national constituencies, with one

publication earlier this year and another in the works for this

fall.

Student Achievements

Eight students were involved in ExciTES program delivery and

university research.

Partnering

• El Paso Collaborative for Academic Excellence (EPCAE). As an

ExciTES partner, EPCAE provides funding for the undergraduate

students who assist in the day-to-day programmatic activities of

ExciTES. EPCAE additionally provides stipends to the teachers

who participate as curriculum developers and as participants.

EPCAE is funded by the National Science Foundation through

the Urban Systemic Initiative.

• General Motors. Grant monies support undergraduate student

salaries and participant costs.

oHewlett-Packard. The Diversity in Education award was used to

assist in the administrative costs of ExciTES.

• American Society for Civil Engineering (ASCE). ASCE awarded

the College of Engineering at the University of Texas at I!1 Paso

with monies for field trips associated with the ExciTES program.

• CUESTA/JPL. The Jet Propulsion Laboratory funded the

University of Texas at El Paso with the CUESTA grant, and

monies were used to support ExciTES undergraduate staff.

• Texas Society for Professional Engineers (TSPE). TSPE sponsors

the statewide design competition and funded the five winning

teams' travel expenses to Austin.

• College of Engineering. Travel to the statewide competition in

Austin for two of the ExciTES undergraduate staff was paid by

the College of Engineering. The dean also contributes space,

use of the copy machine, and paper that translates into a substantial contribution.

212
PartnershipAwards

Partnerships between NASA installations and minority universities

have great potential to further the ongoing mission of NASA and

to assist in developing a diverse community of research institutions with a significant percentage of socially and economically

disadvantaged students. The Partnership Award is designed to

create and strengthen such partnerships. Projects supported are

unique and innovative, and they fall outside of NASA's usual

competitive programs. These projects show evidence of having

high potential for long-term support from other sources. Special

efforts are made to include outreach to individuals with disabilities and to public schools with enrollments of predominately

socially and economically disadvantaged students.

Partnership Awards are funded for no more than 2 years, at a

maximum of $200,000 per year for each participant minority

institution. Second-year funds are contingent upon the successful

completion of the first year's activities. NASA installations and

minority institutions' partners are expected to leverage the impact

of the award with other funding.

Awards are made in three categories: education, research, and a

combination of education and research. Education awards are

made in support of precollege projects, bridge projects, course

and curriculum development projects, and/or projects that

expand the understanding and use of education technology.

Research awards are made to cover a wide spectrum of research

that is of interest to NASA. Combination awards are made to projects that skillfully combine activities in both the research and

education areas. During the current reporting year, 15 education

awards, 18 research awards, and 32 combination awards were

made.

A list of research project awards made during the current reporting period can be found in a companion MURED report titled

Research and Technology Report 1997. The education project

awards and selected combination project awards [labeled (c)]

made during the current reporting period are at right.
BowieStat_U_

Bowi_State'sSatelliteOperation&ControlCenter(BSOCC)

Dr. Nagi T. Wakim

Bowie State University

14000 Jericho Park Rd.

Bowie, Maryland 20715

Telephone: (301) 464-7241

NASA C , terand

U_ LosAng_/esPresents.-The_ AmbassadorDistanc_

Dr. T. Jean Adenika-Morrow

California State University-Los Angeles

Charter School of Education

5151 State University Dr.

Los Angeles, California 90032

Telephone: (213) 343-4371

Ca N, State

C¢_A/JPAP_ toEnsu_ D_ StudentsBe_,ne

Scienti_ and Englneers

Drs. Martin Epstein, Milan Mijic & William Taylor

California State University-Los Angeles

Physics and Astronomy Dept.

5151 State University Dr.

Los Angeles, California 90032

Telephone: (213) 343-2100

Mobil,.Aeronaut_Ed_atlon Laborato_(MAEDR_

Mr. J. Thomas McManamon

Cuyahoga Community College

SEMMA Program, Metropolitan Campus

2900 Community College Ave.

Cleveland, Ohio 44115

Telephone: (216) 987-3658

Classroomof _ Futur_Center(COTF)Master_ Teacher

Certi_ (MTCP)Pro_.

Ms. Doris Brown

Edward Waters College

1658 Kings Rd.

Jacksonville, Florida 32209

Telephone: (904) 739-3002, (904) 366-6561

Fayet_ StateUniversity

APre_In.x,_:ce/Model forTeac.gln_Integ_ Math

Dr. Leo Edwards, Jr.

Fayetteville State University

Fayetteville, North Carolina 28301

Telephone: (910) 486-1669

FloridaA&MUniversity

Pro,j_tDisco_r

Dr. Sybil C. Mobley

Florida A&M University

1 SBI Plaza

Tallahassee, Florida 32310

Telephone: (904) 599-3565

Flo._daInternationalUni_

ProjectS.P.A.C.E.

Dr. Gustavo Roig

Florida International University

FlU College of Engineering

University Park, EAS 2450

Miami, Florida 33199

Telephone: 1305) 348-3027
M'_ Ua_u_Stat_U_,_ty

_C_ S_Z Systu_

Dr. Stacy ,L White

Mississippi Valley State University

14000 Hwy. 82 West

Itta Bena, Mississippi 38941

Telephone: (601) 254-3661

T&National Hispanic University

Minority Edu_tors Neuro/.abTraining _o,_Ex_ellen_ in Scienc_

Dr. Maria Cruz Viramontes de Matin

The National Hispanic University

]4271 Story Rd.

San Jose, California 95127

Telephone: (408) 254-6900

Th_National Hishanic University

Dr. Raul Cardoza

14271 Story Rd.

San lose, California 95127

Telephone: (408) 254-6900

American Indian NetworkInfo_n Center (AINIC)

Mr. Alvino "Vino" Sam

Navajo Community College

Tsaile, Arizona 86556

Telephone: (520) 724-6612

N,u_j,,Com,,.,._e,___,.

_ Activit_

Dr. Mark C. Bauer

Navajo Community College

Tsai[e, Arizona 86556

Telephone: (505) 368-3590

No4oZkSt_ U,_ty

Ru_ZOutru_Proj_t

Dr. Clarence Coleman

Norfolk State University

Norfolk, Virginia 23504

Telephone: (757) 683-8180

No,4o_Stau_ty

Th_"Sci_ andMath_o,_E_" Pro_.t

Dr. Moses Newsome, It.

Norfolk .State University

Norfolk, Virginia 23504

Telephone: (757) 683-8663

P_ "SMASH"(Student Math &_ Heal_ I_es)

Drs. Donna J. Demarest & Kathie McAIpine

Oglala Lakota College

Department of Nursing

RO. Box 861

Pine Ridge, South Dakota 57770

Telephone: (605) 867-5856

215
NASAeronautical Ambassador Pogram_ AmericanIndians

(NAAPAI)

Ms. _udy Gobert

p.o. Box 117

Pablo, Montana 59855

Telephone: (406) 657-4800 ext. 211

SanAntonioCo_ andOurLady4 theta_ U_

Ms. Cecilia V. Gonzales & Dr. Jean Kucker

San Antonio College

1300 San Pedro Avenue

San Antonio, Texas 78212

(210) 733-2442

Uni_rsi_4 T_u.-ElPaso

Distan_ Learning Strate_ Promoting Minority Accessto Internet

Tools and R_.rees

Dr. Michael A. Kolitsky

University of Texas-El Paso

P.O. Box 68651

El Paso, Texas 79912

Telephone: (915) 747-5010

Voo_ Co_

Dr. lun Qin

Voorhees College

Denmark, South Carolina 29042

Telephone: (803) 793-3351

Dr. Etim Eduok

Xavier University

Academic Science Complex-304D

7325 Palmetto St.

New Orleans, Louisiana 70125

Telephone: (504) 486-7411 ext. 6335

Sout/ern Uni_ at New Orleans

NASA/SUNO P_ for Exeglen_ in Mathunatics Education

Drs. Penney Heath & Robert Perry

Southern University at New Orleans

6400 Press Drive

New Orleans, Louisiana 70126

Telephone: (504/286-5149
Recognizingthattheinhousexpertiserequiredtodevelopand

supportacampuslocalareanetworkwithaninterconnect tothe

InternetwasnotcommonamongHistoricallyBlackCollegesand

Universities(HBCU)andOtherMinorityUniversities(OMU),

NASA'sOfficeofEqualOpportunityProgramscreatedthe

MinorityUniversity-SpaceInterdisciplinaryNetwork(MU-SPIN)

programin 1991. MU-SPIN's purpose was to improve electronic

information exchange and sharing of computational resources at

HBCU's and OMU's that participated in NASA-related research.

Since its creation, the MU-SPIN program has provided network

access and conducted national and regional workshops to

achieve its goals.

To further enhance HBCU and OMU efforts in achieving MUSPIN program goals, the Office of Equal Opportunity Programs

funded seven regional Network Resources and Training Sites

(NRTS) at HBCU's and OMU's under the Institutional Research

Award (IRA) program. The purpose was to bring the benefits of

computer networking and Internet connectivity to a greater number of HBCU's, OMU's, and predominantly minority-attended

elementary and secondary schools. These NRTS's were required

to provide the following services for institutions identified in the

region: assessment of specific needs, design of computer networks for the institutions, network connectivity, a network user

resource center, and supplemental network training for the mathematics, science, engineering, and technology faculty and student

bodies of those institutions.

Funded proposals focused on the following: design and implementation plans for local, metropolitan and wide area networks;

network management and the provision of access to online

resources for network training; and research and education information servers for students and faculty of institutions in their

region. Those that capitalize on new and existing collaborations

and interactions with other academic institutions, predominantly

minority-attended elementary and secondary schools, government

agencies, and industrial partners were particularly encouraged.

IRA-NRTS awards were for up to $650,000 per year for as many

as 5 years. The funded sites were the schools listed at the right.
City University of New York-City

College

Network Resource and Training Site

Year One Report Summary

The City University of New York initiated a multiyear scientific

program to study climatic conditions of the Earth and planetary

science that involves most of the urban consortium members

defined in this regional hub. Network services such as electronic

mail, the World Wide Web, and Te[net will be accessible to an

enormous number of faculty, staff, and students in this urban area

NRTS in support of ongoing science programs in collaboration

with the Goddard Institute of Space Studies, the Alliance for

Minority Participation in Science, Engineering and Mathematics

Program, and other major programs supported by the local K-] 2

school system to revise the educational curriculum for science

and math.

Technological Accomplishments for Year 1

Most of the NRTS members received, for the first time, maior

enhancements of the internal infrastructure to support ongoing

NASA programs supportive of science, mathematics, engineering,

and technology (SMET) faculty and students. In addition, extended network services have gone to more than 12 new K-12 institutions in the New York region.

Programmatic Impacts for Year 1

Collectively, among the consortium members, at least 20 new

science computer labs were created, and at least 10 science

computer labs were enhanced in SMET departments.

Technological Plans for Year 2

This site will continue to develop and enhance internal network

infrastructures for SMET departments of consortium members.

Another two to five new institutions will be added to the consortium and for the first time receive dedicated connectivity to the

Internet and network training.

Expected Programmatic Impacts for Year 2

Many consortium members will integrate the Internet as a

research and education tool for most undergraduates and faculty

via curriculum enrichment. Substantial development of Internet

multimedia applications, such as the World Wide Web, JAVA,

and videoconferencing, will be incorporated at the local institu-
tions(K-I2)supportiveofresearchandeducationinitiatives

identifiedintheannual report.

Principal Investigator

Dr. Shermane Austin, City College of New York

Co-Investigators

Medgar Evers College, Mohammed Nematollahi

LaGuardia Community College, Milton Pesily

A. Phillip Randolph High School, Mark Neidorff

Bronx High School of Science, Steven Kalin

Queensborough Community College, Miguel Cairol

York College, Che-Tsao Huang

George Washington High School, Reno Gitz

MAST High School, William Johnson

Expanded Co-Investigator Sites

Pride Academy

Samuel Gompers High School

Brandeis High School

JHS 43

Additional 12 K-12 sites

2_
Elizabeth City State University

Network Resource and Training Site

(qlq)335-36 7

Year One Report Summary

The objective of this site is to establish a Regional Network

Resource and Training Site at Elizabeth City State University

(ECSU) to serve the Northeastern North Carolina Region and the

Eastern Virginia Region. The NRTS at ECSU will provide network

training and facilitate HBCU/MI network opportunities in

research and education for MSET faculty and students and for the

teachers of predominantly minority-attended elementary and secondary schools in ECSU's region.

Technological Accomplishments for Year 1

Lester Hall, which houses the Mathematics and Computer

Science Department, has undergone a complete infrastructure

enhancement with Internet connectivity in every classroom,

anchored by a new research and training lab with 15 high-end

workstations. While cabling to other SMET departments is being

completed, high-speed rood lines provide Internet access to these

departments. Asynchronous Transfer Mode (ATM) infrastructure

has been requisitioned and 45 percent of installation completed.

This should be available by the beginning of the fall semester to

support the growing bandwidth demands for training large groups

on multimedia and publishing applications.

Programmatic Impacts for Year 1

The new lab provided the capability for hosting 13 Internet/multimedia workshops. The total attendance for these workshops has

surpassed the 500 mark, with participation from all the consortium members and other NRTS Principal Investigators.

Technological Plans for Year 2

All ECSU SMET connectivity should be completed and leveraged

on for education and research. Fully functional ATM infrastructure should be available. There will be a major investment in all

partner infrastructure, including upgrading of Internet bandwidth,

campus wiring, and computing resources.

Expected Programmatic Impacts for Year 2

Because of the overwhelming number of participants during

Year 1, the collaboration and education initiatives for Year 2 is

expected to be enormous. A major 4-week precollege summer
programhasbeenscheduled, withparticipationfromNASA's

GoddardSpaceFlightCenterandLangleyResearchCenterand

alltheconsortiumprecollegemembers, alongwithnewparticipantsfromtheplannedexpansionof partners.Threenewprogramswill leveragetheprecollegeinvestments: Affordable

Technologyto LinkAmerica'sSchools(ATLAS), GlobalLearning

andObservationstoBenefittheEnvironment (GLOBE), and

SkymathprovidedbyUniversityCorporationforAtmospheric

Research.

Principal Investigator

Dr. Linda Hayden, Elizabeth City State University

Co-Investigators

ECSU Talent Search Program (K-12), Dr. Cheryl Lewis

Bennett College, Mary Stuart

Fayetteville State University, Leo Edwards

Hampton University (Virginia), Mary Ellis

Norfolk State University (Virginial, Jim Kung

Pembroke State University, Jose D'Arruda

Virginia State University (Virginia), H. Moadab

Douglass Park Earth and Space Elementary School, Louise Jones

Emily Spong Elementary School, Stephanie Johnson

I.C. Norcom High School, Anne Gunter

NASA's Langley Research Center, Jeff Seaton (ATLAS)

Proposed Expansion

Elizabeth City Middle School

W.E. Waiters Middle School (Virginia)

Hunt-Mapp Middle School (Virginia)

Lakeview Elementary School (Virginia)

Roanoke River Valley Consortium Schools (NC-35 schoolst

_._ (K--12partn__nMa_ not*b0o_
222

Morgan State University

Network Resource and Training Site

Year One Report Summary

Morgan State University established an urban consortium of

members involved in a variety of major programs supported by

both the Board of Education for Baltimore City and the National

Science Foundation. This consortium is leveraging funds, coupled

with Internet (onnectivity, that will stimulate a major change in

the way science and math is disseminated to this underrepresented community. Network services, such as electronic mail, the

World Wide Web, and Telnet, will be deployed at the participating sites. This will provide access to faculty, staff, and students in

the local area in support of ongoing science and education programs in collaboration with the National Science Foundation, the

National Technical Association, the Baltimore Urban System

Initiative, and other organizations.

Technological Accomplishments for Year 1

Most of the NRTS members received, for the first time, dedicated

24-hours, 7-day-a-week high-speed computer network access in

the Internet. Initially, 75 percent of the consortium institutions had

none and/or very low-speed access to the Internet.

Programmatic Impacts for Year 1

Collectively among the consortium members, at least eight new

science computer labs were created, and at least five science

computer labs were enhanced.

Technological Plans for Year 2

This NRTS anticipates doubling network connectivity for at least

50 percent of the consortium members to handle expected

increases in information exchanges with collaborators throughout

the Internet. In addition, another two to four new institutions will

be added to the consortium and for the first time receive dedicated connectivity to the Internet and network training.

Expected Programmatic Impacts for Year 2

Scientific modeling and data analysis teams centering around the

Cray )916 at Morgan State University will be established as a

computational engine for minority institutions within the consortium and throughout the Internet because of the increased wide

area network connection at Morgan State. There will be substan-
tialdevelopment of Internetmultimediapplications,uchasthe

WorldWideWebandvideoconferencing, atthelocalinstitutions

supportiveofresearchandeducationinitiativesidentifiedinthe

annualreport.

Principal Investigator

Dr. William Lupton, Morgan State University

Co-Investigators

Univ. of Maryland-Eastern Shore, Dr. Eddie Boyd

Harlem Park Middle School, Delores Jones

Central State University, Dr. Kamyar Dezghosha

Coppin State University, Dr. Gilbert Ojonji

Baltimore City Community College, loan Fucci

Frederick Douglass School, Rose Davis

Sojourner-Douglass College, Dr. Kareem Aziz

Gwynn Falls Elementary School, Marion Boston

Central State University, Dr. Kamyar Dezgosha

Bowie State University, Dr. Nagi Wakim

Expanded Co-Investigator Sites

Southern High School

Northern High School

Matthew A. Henson Elementary School

Columbia Park Elementary School

Glenarden Woods Elementary School

223
Prairie View A&M University

Network Resource and Training Site

22_

P.O.g,,_'_

Year One Report Summary

The purpose of this site is to establish a NASA Southwest

Regional Network Resources and Training Site to serve Prairie

View A&M and its collaborators in southeast Texas, Louisiana,

New Mexico, and Oklahoma. Through the efforts of this NRTS, a

high-speed digital network consisting of data and video channels

linking a series of remote sites will be developed, resulting in the

creation of a virtual university for the sharing of resources by all

participants in the project as well as a larger adult community in

this region.

Technological Accomplishments for Year 1

Prairie View A&M has completed local area network connectivity for all SMET departments on campus and cooperatively with

the Information Processing Department and the Business

Department and configured a 40-station training laboratory that

hosts all NRTS-based training. In addition, Prairie View A&M has

provided full T1 connectivity to all institutions for which 11 connectivity was budgeted for Year 1 or for which the Principal

Investigators of this institution lacked previous access. These

institutions include Navajo Community College, Southern

University at New Orleans, Hempstead High School, and

Charles Drew Middle School Academy.

Programmatic Impacts for Year 1

Because of the availability of the new resources and the cooperative

working relationship between Prairie View A&M and MU-SPIN_ 26

Internet-related workshops were provided for Prairie View A&M,

Prairie View NRTS collaborators, and Prairie View community faculty and staff. During these workshops, valuable strategic alliances

were created, and education plans for the future were discussed. In

addition, all the partners mentioned above were able to create their

very first World Wide Web pages introducing the inclusion of _heir

institutions into the information superhighway.

Technological Plans for Year 2

Plans are to provide T1 connectivity, where applicable, or provide further infrastructure enhancements for the Principal

Investigators at Langston University, Jarvis Christian College,

Texas College, Wiley College, Paul Quinn College, and HoustonTillotson College. The distance learning concept that was pro-
posedwill undergoitsinitialfundingforinfrastructure. Plansare

to haveeveryHBCUinTexasconnected.

Expected Programmatic Impacts for Year 2

Proposed Year 2 connectivity will double the electronic collaboration of partners. Week-long partnership training provided by

Texas A&M at Corpus Christi designed during Year 1 workshops

should not only set the tone for the sharing of training responsibilities for the consortium, but should also help define distance

learning requirements. The distance learning initiative will provide for virtual Texas HBCU education. A meeting in July is

scheduled to discuss cross-university registration and education

via distance learning.

Principal Investigator

Dr. John R. Williams, Prairie View A&M University

Co-Investigators

Houston-Tillotson College, Dr. General Marshall

Jarvis Christian College, Ronald J. Wright

Langston University, Elijah Martin

Navajo Community College, Mark Bauer

Paul Quinn College, Dr. Joseph Esin

Southern University (Louisiana), Sharon Stevens

Texas A&M at Corpus Christi, Patrick Michaud

Texas College, Dr. Harlee Wright

Wiley College

Shiprock Independent School System (New Mexico), Dr. Stanley

Bippus

Charles Drew Academy of Math, Science and Fine Arts, David

Baxter

Hempstead High School, Beverly Hardee

Proposed Expansion

Texas Southern University, Mr. James Douglas

Waller Independent School District (Waller, Texas), Sharon Clark

North Forest Independent School District

225
South Carolina State University

Network Resource and Training Site

226

r

Year One Report Summary

South Carolina State University established a rural consortium of

members involved in a variety of environmental programs sponsored by the U.S. Department of Agriculture (USDA) to support

not only the local educational system but also the community

farmers dependent on accurate environmental information for

their livelihood. Network services such as electronic mail, the

World Wide Web, and Telnet will be accessible to the academic

and nonacademic residents of this rural regional hub in support

of an assortment of environmental and community outreach programs supported by numerous Federal and local agencies, such

as the U.S. Environmental Protection Agency, the U.S.

Department of Energy, USDA, the National Science Foundation,

and NASA.

Technological Accomplishments for Year 1

Most of the NRTS members received, for the first time, dedicated

24-hour, 7-days-a-week high-speed computer network access in

the Internet. Initially, 85 percent of the consortium institutions

had absolutely no connectivity prior to this initiative.

Programmatic Impacts for Year 1

Collectively among the consortium members, at least 12 new science computer labs were created, and at least five science computer labs were enhanced.

Technological Plans for Year 2

Internet applications will be fully deployed and well integrated at

the satellite sites as a research and education tool for SMET.

Another two to five new institutions will be added to the consortium and for the first time receive dedicated connectivity to the

Internet and network training.

Expected Programmatic Impacts for Year 2

Many consortium members will integrate Internet activities as a

requirement for most undergraduates via curriculum enrichment.

Substantial development of Internet multimedia applications,

such as the World Wide Web and videoconferencing, will be

incorporated at the local institutions (K-12) supportive of

research and education initiatives identified in the annual report.
Principal Investigator

Dr. Donald Walter, South Carolina State University

Co-Investigators

Allen University, Wanda Crenshaw

Benedict College, Julian Gayden

Bowman Middle School, Bennie Brown

Claflin College, Shingara Sandhu

Felton Laboratory School, Willie Woodbury

Florida International University, Dr. M.A. Ebadian

Morris College, Dorothy Cheagle

Howard Middle School, Iris Arant

Orangeburg-Wilkinson High School, Janet Gilchrist

Voorhees College, Samuel Blackwell

Morris Brown College, Fred Okoh

Expanded Co-Investigator Sites

Five K-] 2 institutions among the counties of Bamberg, Calhoun,

and Orangeburg will be named after the school districts are

consolidated.

z2)
Tennessee State University

Network Resource and Training Site

W'.l am.

T 3"/203

Year one Report Summary

Tennessee State University established an urban/statewide/multistate consortium of members involved in a variety of scientific,

educational, and community-based outreach programs sponsored

by state and Federal sources whose quality of information and

knowledge will be enriched with Internet connectivity. Network

services such as electronic mail, World Wide Web, and Telnet

will be accessible to an enormous number of faculty, staff, and

students in the local and regional areas of Tennessee in support of

ongoing multimillion dollars space science grants in collaboration

with NASA Headquarters and NASA's Marshall Space Flight

Center and several educational initiatives supported by the

local/state K-12 communities.

Technological Accomplishments for Year 1

Numerous NRTS members received, for the first time, dedicated

24-hour, 7-days-a-week high-speed computer network access in

the Internet. Initially, 50 percent of the consortium institutions had

absolutely no connectivity prior to this initiative.

Programmatic Impacts for Year 1

Collectively among the consortium members, at least 68 science

conlputer labs were created, and at least 10 science computer

labs were enhanced.

Technological Plans for Year 2

Internet applications will be fully deployed and well integrated at

the satellite sites as a research and education tool for SMET.

Another 21 new institutions will be added to the consortium and

for the first time receive dedicated Internet support and network

training.

Expected Programmatic Impacts for Year 2

Many consortium members are able, for the first time, to use the

NRTS program as leverage for new research and education initiatives as well as receive funds from their respective jurisdictions for

infrastructure support. Substantial development of Internet multinledia applications such as the World Wide Web and videoconferencing will be incorporated at the local institutions (K-12) supporlive of

the research and education initiatives identified in the annual report.
Principal Investigator

Dr. Willard Smith, Tennessee State University

Co-lnvestigators

Fisk University, Dr. John Springer

Kentucky State University, Tom Hughes

Knoxville College, Dr. Mark Rader

Lane College, Darlene D. Brook

LeMoyne-Owen College

Kings Lane Middle School, Bruce Howell

PearI-Cohn High School, Elton Pedersen

Expanded Co-Investigator Sites

Twenty-one K-1 2 institutions in the Nashville/Davidson metropolitan area are designated as 21st century schools. The local

government will bear the cost of providing network connectivity

to all schools via 64 kilobytes per second.

229
University of Texas at El Paso

Network Resource and Training Site

Un_,_._q4 Texa,at E1Pa,,

Wigg,_Road,P.O.Box68651

El Pas_, T_a_ 79912

Year One Report Summary

The purpose of this NRTS is to establish a Network Resources

and Training Site at the University of Texas at El Paso (UTEP) that

will substantially increase the access to the Internet and the use

of Internet resources by faculty and students in SMET throughout

the southwest Texas, southern New Mexico, and partnering institutions in North Carolina and southern California.

Technological Accomplishments for Year 1

UTEP has expanded its current networking connectivity by

installing an HP9000 at the computer center, and one to two

workstations and/or X-terminals have been configured in each of

the SMET departments on campus. All SMET departments

received some type of high-end personal computer to be used for

publishing (web pages) or appl ication support (word processing,

graphics, and so on). ISDN connectivity for the middle school

partners has been established. Faculty members supporting the

NRTS at UTEP and the middle schools have been set up with PPP

accounts for dialup from home. California State Universitv at Los

Angeles has purchased a server and five personal computer stations to configure a training lab for a summer-long Internet training initiative.

Programmatic Impacts for Year 1

Prior to the grant, all UTEP SMET departments reported limited

use of e-mail, World Wide Web, or Internet resources in course

development. The application of the NRTS grant within the

departments has had a major effect on the availability and use of

Internet resources, both directly in terms of resources and equipment and in terms of focus. All three middle schools are preparing for participation in two Internet educational programs,

Skywatch at University Corporation for Atmospheric Research,

and Kids Writing Internet Curricula implemented by regional Et

Paso school district educators. Two middle schools a 3-hour

drive away joined the spring workshop via videoconference.

California State University at Los Angeles has adopted two ethnic

high schools for Internet education and has developed a major

sunlmer training initiative for Internet education in support of its

NASA-funded Urban Environment Initiative.
Technological Plans for Year 2

A new 25-station personal computer or Macintosh computer laboratory with full Internet connectivity will be configured to support an expected growth in training demands by the SMET faculty

and students of the consortium and community. Video routing

equipment and multiplexer will be acquired. Three new middle

schools will be brought on board and equipped with ISDN connectivity and videoconference capability, along with hardware

and software for web home page production.

Programmatic Impacls for Year 2

UTEP expects its consortium training to quadruple in Year 2. The

new personal computer lab will enable it to provide more handson accessibility for training. This year's workshops were characterized by the sharing of computers by participants. The

videoconferencing infrastructure is planned to support not only

bidirectional training by all partners, but a more frequent monthly

training schedule over a vast region. This would not be feasible if

travel costs were to be continually incurred. California State

University at Los Angeles' Urban Environment Initiative program

is expected to be considered by all regions as a viable

computer/Internet-based education tool for academia and governmerit. New Mexico State University has high-end digitizing and

imaging expertise that will be introduced in Year 2.

Principal Investigator

Dr. Michael Kolitsky, University of Texas at El Paso

Co-Investigators

California State University at Los Angeles, Dr. Ali Modarres

El Paso Community College, Dave Hoyt

New Mexico State University, Charles J. "Jeff" Harris

University of Texas-Pan American, John Villa and Terry Hartman

North Carolina A&T State University, Dr. John Kelly

Charles Middle School, Pam Cook and Richard Hayden

Lincoln Middle School, Helen Bell

Wiggs Middle School, Alan Hodson

Expanded Co-Investigator Sites

San Elizario Middle School (Texas)

Dell City Middle School (Texas)

Marshall Fundamental Middle School (California)

23_

OtherAwards

The NASA publication Science in Air and Space: NASA's Science

Policy Guide states:

"NASA affirms that it will provide opportunity for all individuals and institutions to compete fairly for participation in NASA

programs, and that it will actively seek to expand the group of

qualified individuals and institutions to invigorate broader and

more inclusive competition."

It is NASA policy to encourage and promote the involvement of

women, underrepresented minorities, and individuals with disabilities in NASA research programs and missions. Special attention will be paid to increasing the contact of women, minority

students, and individuals with disabilities. In carrying out such

programs, NASA will consult with leaders, educators, and university faculty and staff from these communities to learn about the

environment in which they work, to build strategies and partnerships to maximize the contributions that NASA research experts

might bring to education and outreach programs, and to enhance

the participation of underrepresented groups and minority institutions in NASA research programs and missions.

MURED has networked with a variety of educational and community service organizations to fulfill the mandate noted above.

MURED's involvement is twofold: to disseminate information

about NASA programs and research and to ascertain how NASA

can further its investment in the community. Some of the agencies

with which NASA MURED has networked are listed to the right.

Another type of award that falls into this category is the combination award, which spans more than one category as outlined in

this report. For example, the Southeastern Consortium for

Minorities in Engineering (SECME) manages a comprehensive

effort that includes Precollege, Bridge, and Teacher Training components. These combination efforts include the entities listed on

at the right.
American Association for the

Advancement of Science

ACCESS

k

° =

Z

23_

Program Overview

In 1997, the American Association for the Advancement of

Science (AAAS) managed ACCESS (Achieving Competence in

Computing, Engineering, and Space Science), a NASA

Agencywide program to discover and develop talent among college students with disabilities who are pursuing technical disciplines. Building on a highly successful 1996 pilot project at

NASA's Goddard Space Flight Center, AAAS expanded the program to include a total of seven NASA sites offering summer

internships for a total of 10-12 weeks.

Objectives

In addition to expanding the ACCESS program, the objedives for

the summer of 1997 were as follows:

• Increase the participation of college students with disabilities in

NASA internship programs

• Increase the diversity in culture, discipline, and gender among

students with disabilities who would participate in the ACCESS

program

°Afford opportunities for college students with disabilities to utilize and develop their talents by working with scientists in highly technical research programs at NASA Centers

• Work with NASA Centers to provide the assistive technology, such

as computer peripherals, large print documents, or sign language

interpreters, required by some students with disabilities for executing their job responsibilities with minimal assistance from others

°Prepare college students with disabilities for the rigorous work

in an environment such as NASA and to assist the students to

adjust to and cope with the social and personal responsibilities

of an offcampus living arrangement

Enrollment Data

The total number of college students with disabilities who participated in the 1997 ACCESS internship program was 19. Of this

total, 13 were undergraduates, and 6 were graduates; 7 were

females, and 12 were males. There were two African Americans,

two Asians, and 15 Caucasians. Fourteen different disabilities

were represented among the 19 students.
Recruitment Strategies

AAAS mailed ACCESS brochures to directors of Disabled Student

Services Offices at colleges and universities around the country

and to the dean of every engineering school in the United States.

ACCESS announcements were placed on electronic listservers

that reached programs for persons with disabilities funded by the

National Science Foundation, HCBU's, vocational rehabilitation

counselors, private organizations serving people with disabilities,

job banks, and career centers.

Outcomes to Date

In 1996, seven college students with disabilities participated in

the pilot internship project at NASA's Goddard Space Flight

Center. In 1997, 19 college students participated in the ACCESS

program, which expanded to seven sites around the country.

An article featuring the ACCESS program, "Aptitude and Attitude

Outweigh Disabilities," appeared in the July 25, 1997, issue of

Science magazine, a weekly peer-reviewed journal published by

AAAS. The magazine is distributed to the 144,000 members of

the association.

NASA installations around the country have worked for many

years to achieve a workforce diverse in discipline, gender, culture, and race. The addition of college students with disabilities

has greatly contributed to this diversity, bringing attention to the

talents and abilities of a minority population often underrepresented in scientific initiatives. The ACCESS program has proven

that a high caliber of qualified students with disabilities can enter

and succeed in highly technical research jobs that are so crucial

to NASA's success.

Student Achievements

In 1996, one of the seven student interns received an award for

an outstanding presentation of his work during the final presentation week at Goddard Space Flight Center. In 1997, two students

from the ACCESS program received awards; both were undergraduate and African American students with disabilities, interning at Goddard. Three of the 1996 interns with disabilities

returned to other summer programs at Goddard.

235
New Mexico Highlands University

American Indian Science Technology

Education Consortium (AISTEC)

Program Overview

AISTEC is a NASA-sponsored partnership among traditional colleges serving large Native American populations and four tribal

colleges, which are also members of the 29-college American

Indian Higher Education Consortium (AIHEC). The guiding philosophy of AISTEC has been, within agency guidelines, to allow

each consortium member to focus on those activities that would

best assist each college to serve its Native American constituency. The approaches taken by consortium members are broad and

range from recruitment and building precollege skills to developing community relations. Taking a variety of local approaches is

supported by educational research that indicates that the factors

preventing success in mathematics and science by Native

American students are also varied and complex.

Enrollment Data Target Grade Level(s)

4,200 students impacted as of 1997 K-College

Category of Students Targeted FY 1997 Funding

Male and female

Native American students

$1,400,000

Program Implementation Strategies

Year-round enrichment; strong academic component; mentoring

relationships; academic-year component; involvement of teachers, school counselors, and administrators; tutoring; research

component; use of technology; hands-on learning; problem

solving; and skill development.

Summary of Consortium Members Programs:

• Arizona State University--To improve the preparation of Native

American students in math and science by: I1 ) improving communication between the university faculty and teachers/faculty

at both reservation schools and tribal colleges; and (2) improving mathematics and science preparation at both reservation

schools and tribal colleges.

274
oD-QUniversity--Toimprovethescienceinfrastructure; training

of faculty;researchandemployment opportunitiesforscience

students;assessment andimprovement ofstudenttransferrates;

anddevelopment ofculturalcoursematerialsthatsupplement

andintegrateintotraditionalcourses.

• Navajo Community College at Shiprock--To increase positive

learning approaches to math and science by linking relationships between scientific fields and traditional Navajo teachings

with 8th and 9th grade students.

°New Mexico Highlands University--To increase the math skills

and interest in SEM within an educational model managed and

influenced by community members, teachers, and students at

the secondary and tribal college levels while huilding articulation agreements at each intersection of the educatk_nal _ipeline.

°Salish Kootenai College--To develop peer mentoring and tutoring skills that will improve Native American entry and access in

secondary and first-year college math and science careers.

°South Dakota School of Mines and Technology To develop a

telecommunications infrastructure that incorporates a computeraccessible data base of Native Ameri(an math and science curriculum information, models, and resot_rces #ore within as well

as outside of AISTEC.

°University of New Mexico--To increase Native American

student participation rates in graduate school.

° University of Washington--To increase the recruitnient of Native

American students to 4-year institutions and graduate programs

in SEM, and to increase American Native success rates at 4-year

and graduate institutions.

2_
Southeastern Consortium for Minorities

in Engineering (SECME), Inc.

NASA Training Grant

8 -33 4

Funding History_

SECME

$100,000

1997

Program Overview

Since 1975, SECME has recognized the need to provide exceptional preparation in mathematics and science for K-1 2 students.

SECME's goal is to increase the pool of minorities (African

American, Hispanic arid Mexican American, and Native

American) who are prepared to enter and complete postsecondary studies in science, mathematics, engineering, and technology (SMET). SECME is an inclusive organization that

encourages precollege students of all ethnicities to participate.

SECME has successfully sustained the collaboration of 38 universities, 65 industries and governmental agencies, 99 school systenls, 21,299 students, and 685 K-12 schools working in the

communities of 13 states and the District of Columbia to impact

student learning. Interdisciplinary team building is encouraged

and permeates throughout the program from individual schools

and school systems to universities and communities. These collaborations have broken down barriers between disciplines and

influenced students to learn how to be adaptable and work in

team--skills that are vitally needed for tomorrow's global

economy.

SECME has established a sound program in effectively training

teachers and promoting mathematics and science enrichment at

the precollege level. As SECME prepares and produces technological graduates for the 21 st century, there is an urgent need for

SECME to continue to implement the goals of its strategic plan.

With NASA funding, SECME has implemented the following initiatives:

• Strengthen and expand the SECME model

• Implement SECME's program components

• Design new forums to meet the changing needs of SECME's

stakeholders

• Enhance SECME's dissemination and public relations efforts

• Sustain and expand data management and evaluation measures

SECME has implemented these initiatives throughout the school

year and at its Summer Institute.

238
Strengthen and Expand the SECME Model

The SECME model is replicable and represents a process that

leverages its resources to promote academic success in SMET.

SECME has continually strengthened and expanded its programs

in all of its 1 3 states (Alabama, Arkansas, Georgia, Florida,

Kentucky, Louisiana, Maryland, Mississippi, North Carolina,

South Carolina, Tennessee, Texas, and Virginia) and the District of

Columbia. With NASA funding, strengthening and expanding the

SECME model have broadened the scope of SECME from a

regional program to a national program.

Implement SECME's Program Components

SECME's principal components include the Summer Institute. the

Leadership Academy, regional workshops, minigrants, and national student competitions. Funding from NASA supports implementation of these program components and promotes important

teacher training and academic excellence in education. The

Summer Institute trains teachers and counselors to be effective in

identifying, encouraging, and influencing students to take

advanced mathematics and science courses to become scientists

and engineers. It enables more than 200 K-1 2 teachers and counselors to learn new teaching strategies and motivational techniques, interact with university and industry SECME members.

network and exchange ideas with colleagues, and earn graduate

credits.

The Summer Institute is unique in that it is hosted by a SECME

member university and the curriculum is developed by engineering and education faculty, SECME staff, and master teachers. This

teacher-centered approach is the only precollege engineering program in the Nation that has consecutively sponsored an institute

for 22 years and directly trained more than 2,900 educators. By

enhancing the skills of teachers, entire classes of students benefit

year after year. This approach also allows SECME to maximize its

resources more effectively while improving the quality of education for all students.

The Leadership Academy for School System Administrators trains

superintendents, principals, mathematics and science supervisors,

SECME program directors, and school board members to assist

the SECMF team in establishing strong and successful programs.

Through the Leadership Academy, SECME successfully involves

education and corporate entities to work with schools and teachers who will influence a large number of students.

Regional workshops and teacher minigrants reinforce teaching

strategies and strengthen student programs and activities that

encourage scientific thought. Regional workshops also reinforce

the Summer Institute experience and allow for a followup of

implementation plans. Topics covered in these workshops include 239
TrainingGrant

strategic planning, learning styles, curriculum development, guidance activities, and student competitions. Minigrants have been

awarded to SECME schools for the advancement of mathematics

and science achievement since the program's inception. These

funds enable educators and counselors to manage their SECME

programs and offer enrichment activities to their students. The

national student competitions honor SECME students for their

engineering design projects. These competitions have played an

important role in reinforcing scientific and engineering principles.

Competitions are held annually at the university and state levels

where student participation in SECME regional competitions has

dramatically increased. More than 150 middle and high school

team winners (accompanied by 30 teacher chaperons) participate

in SECME's annual national competition during the Summer

Institute.

Design New Forums to Meet the Changing Needs of SECME's

Stakeholders

Forums for school administrators, engineering faculty consultants,

and minority engineering program directors have institutionalized

the SECME program and established a level of uniformity for

SECME at the university and state levels.

Enhance SECME's Dissemination and Public Relations Efforts

Disseminating information and enhancing public relations efforts

are vital to make others aware of the opportunities in SMET education. These efforts have leveraged SECME for partnering opportunities and introduced other educational organizations,

engineering universities, and scientific corporations to SECME.

Sustain and Expand Data Management and Evaluation Measures

SECME has established extensive data collection mechanisms and

evaluation measures. Longitudinal data are collected for each student identified in the SECME program. This data base of more

than 21,000 students is updated annually and maintained to evaluate SECME's program effectiveness. NASA funding directly/ supports SECME programs that include 14,483 African-American,

110 Native American, 136 Hispanic American, and 6,561 other

students in grades K-12. Nominations for student participation

come from teachers and counselors and include both students

who are achieving and students with the potential to achieve.

Consistently, more than 90 percent of graduating SECME seniors

attend a college or university and more than half select SMETbased majors.

2_
Outcomes to Date

The SECME model has moved from a regional program to a

national program. This transition prompted the name change

from the Southeastern Consortium for Minorities in Engineering

(SECME) to SECME, Inc. In 1997, SECME's mission was validated

by receiving the prestigious Presidential Award for Excellence in

Science, Mathematics and Engineering Mentoring, awarded by

the White House Office of Science and Technology Policy

through its National Science and Technology Council. This award

was established to recognize individuals and organizations most

influential in increasing the number of students underrepresented

in science, mathematics, and engineering.

Student Achievements

Three SECME alumni scholars were selected as NACME

TechForce Scholars. BelISouth awarded $10,000 in scholarships

to 13 SECME State Scholars. SECME seniors planning to pursue

SMET majors have an average SAT score (1,060) that is

203 points higher than U.S. African-American SAT scores and

151 points higher than U.S. Hispanic SAT scores.

Partnering

The SECME model is based on constructing and maintaining

effective partnerships with funding sources. NASA and the U.S.

Department of Energy have been two of the major supporters.

Several corporations and foundations annually support SECME

program implementation. All of these partners recognize the need

for an exceptionally prepared workforce in the new millennium.

gr/

Alphabetical Index by Institution

Index by Institution Type

Index by State

Index by Principal Investigator

Index by Program Type

Alphabetical Index by Institution

Alabama A&M University-FAST Program PRECOL

American Assoc. for the Advancement of Science (ACCESS) OTHER

American Indian Science and Engineering Society (AISES) TEACHTR

American Society for Engineering Education

-Helen T. Cart Fellowship Program

Bennett College

FELLOWS

MASTAP

Bennett College PACE

Bethune-Cookman College PRECOL

Bowie State University PARTNER

Bowie State University BRIDGE

Bowie State University

California State University-Los Angeles

California State University-Los Angeles

California State University-Los Angeles

California State University-Los Angeles

California State University-Los Angeles

California State University-Los Angeles

Capitol College

City University of New York-City College

CUNY-Lehman College

CUNY Medgar Evers College

CUNY-Medgar Evers College

Cuyahoga Community College

Cuyahoga Community College

Edward Waters College

Edward Waters College

Elizabeth City State University

Elizabeth City State University

Fayetteville State University

Fayetteville State University

Fayetteville State University

Florida A&M University

Florida A&M University

SCHOLARS

PARTNER

PARTNER

MASTAP

PACE

PRECOL

PRECOL

PREC(_)L

NRTS

PACE

BRIDGE

MASTAP

PARTNER

PRECOL

PARTNER

PRECOL

N RTS

PACE

PACE

PARTNER

TEACHTR

BRIDGE

PARTNER

Future Assets Student Talent, Inc. (FASTI ........... 12

ACCESS ................................. 234

Teacher Enhancement in Science and Mathematics ....

Proiect .............................. 137

Helen T. Cart Fellowship Progam ............... 128

Mathematics, Science and Technology Awards for

Teachers and Curriculum Enhancement

Program ............................. 1_,9

PACE/MSET ............................... 171

Precollege Readiness Program .................. 14

Excellence in Technology, Engineering & Science

(ExciTES) ............................ 214

Bowie State's Science, Engineering, and ............

Mathematics Education ................... 82

Model Institutions for Excellence ............... 108

Bowie State's Satellite Operation & Control Center ....

(BS()CC) ............................. 214

The Science Ambassador Distance Learning ....... 214

MASTAP FAST ............................. 141

Precollege Awards for Excellence in Mathematics,

Science, Engineering and Technology ....... 173

Math, Engineering,

Science Achievement Program ............. 16

Summer Chemistry Program ................... 18

Precollege Minority Engineering Program .......... 19

Network Resource and Training Site ............. 218

University Preparatory Program ................ 176

GISS-CUNY Institute of Climate and Planets ........ 85

S(ience and Technology Teachers for the Next

Millennium ........................... 144

CSLA/JPA Partnership to Ensure Disadvantaged

Students Become Scientists and Engineers .... 214

Science, Engineering, Mathematics and Aerospace

Academy (SEMAA) ...................... 22

Mobile Aeronautics Education Laboratory (MAEL)

Replication ........................... 214

Mathematics, Science, and

Technology Intervention .................. 24

Network Resource and Training Site ............. 220

Mathematics, Science and Technology with

Excellence in Research: A Science and

Technology Entry Program (MASTER-STEP) .... 177

Precollege Awards for Excellence in Mathematics,

Science, Engineering and Technology ....... 180

Classroom of the Future Center (COTF) Master Science

Teacher Certification IMTCP) Program ........... 214

Teacher Training Workshop-Graphics Calculator . . .147

Engineering Concepts Institute .................. 88

A Preservice/Inservice/Model for Teaching Integrated

Math Science with Technology (TIMS/T) ...... 214

2_
FloridaA&MUniversity-FAMU-FSU Colleges ofEngineering

FloridaA&MUniversity-EAMU-FSU Colleges ofEngineering

FloridaInternational University

FloridaInternational University

FortBelknapCollege

HamptonUniversity

HamptonUniversity

HispanicAssociation ofColleges andUniversities (HACUi

JacksonStateL;niversitv

JarvisChristianCollege

LincolnUniversity

LincolnUniversity

MidtownEducational Foundation (MEF)

Mississippi W311ey StateUniversity

Morehouse College

Morehouse College

MorganStateUni',,ersity

MountHolyokeCollege

NAFE() Services, Inc.

National Consortiunl lor(,raduates

National HispanicUniversity

National HispanicUniversity

National HispanicUniversity

National Physical ScienceCc_nsortiurn (NPSC1

NavajoCommunity College

NavaloCommtmity College

NewMexicoHighlands University

NewMe×leoMESA, Inc.

Nonprofit Initiatives, Inc.

NorfolkStateUniversity

NorfolkStateUniversity

NorfolkStateUniversity

NorthCarolinaA&TStateUniversity

Northern Arizona University

Northern Arizona University

Northwest Indian College

Oglala Lakota College

Pasadena City College

Pasadena Unified Sc hool Distrkt

FELLOWS

SCHOLARS

PARTNER

MASTAP

PACE

PACE

TEACHTR

PRECOL

PAC E

PAC E

PACE

PRECOL

PRECOL

PARTNER

BRIDGE

SCHOLARS

N RTS

PRECOL

SCHOLARS

FELLOWS

PARTNER

PARTNER

PACE

FELLOWS

PARTNER

PARTNER

PRECOL

PRECOL

PRECOL

PARTNER

PARTNER

PRECOL

FELLOWS

SCHOLARS

BRIDGE

PACE

PARTNER

PACE

PRECOL

FAMU Graduate Fellowship Program ............ 129

Project IMAGE ............................ 111

Project Discover ........................... 214

Minorities Achieving Success in Teaching Mathematics

and Science Project .................... 149

MSEN Precollege Program .................... 184

Preserving the Past and the Future .............. 186

Teacher Training ........................... 153

Proyecto Access ............................ 26

Precollege Awards for Excellence in Mathematics,

Science, Engineering and Technology ....... 188

Precollege Awards for Excellence in Mathematics,

Science, Engineering and Technology ....... 190

NASA Center for Academic Excellence ........... 193

EXCITE Program ........................... 29

One on One & Metro Achievement .............. 32

Project S.P.A.C.E ........................... 215

Project SPACE ............................. 90

Project SPACE ............................ 113

Network Resource and Training Site ............ 222

SummerMath .............................. 35

Student Researchers Consortium ............... 115

Graduate Degrees for Minorities in Engineering

and Science, Inc. (GEM) ................. 131

Incorporating Information Technology to Enterprise

Zones and Empowerment

Community School Systems ............... 215

Learning Innovative Mathematics, Science with

Technology ........................... 215

Lincoln Advanced Science and Engineering (LASER)

Program ............................. 195

Graduate Fellowships ....................... 132

Minority Educators Neurolab Training for

Excellence in Science ................... 215

Science Enrichment Activities ................. 2 ! 5

An Integrated Approach to Engineering

in a Minority Community ................. 37

NASA Senior Incentive Field Trip & K-5

Buddies Program ....................... 39

El Ingeniero .............................. 41

American Indian Network Information Center (AINIC)215

The "Science and Math for Everyone" Project ..... 215

Cooperating Hampton Roads Organizations for

Minorities in Engineering (CHROMEI ......... 43

Ronald E. McNair Graduate Research

Fellowship Program .................... 133

Sacred Mountain Scholars .................... 118

Multicultural Engineering Program ............... 92

Cientificos 2 .............................. 198

Rural Outreach Project ...................... 215

Seaquest Phase II .......................... 201

The Saturday Academy ....................... 46

2t_
Prairie View A&M University NRTS

Salish Kootenai College PARTNER

San Antonio College & Our Lady of the Lake University PARTNER

Shaw University MASTAP

South Carolina State University

South Carolina State University

South Dakota School of Mines and Technology

MASTAP

NRTS

BRIDGE

Southeastern Consortium for Minorities in Engineering (SECMD OTHER

Southern University-New Orleans PARTNER

Southwestern Indian Polytechnic Institute PACE

Spelman College BRIDGE

Spelman College SCHOLARS

Sgelman College SCHOLARS

St. Augustine's College PACE

Stillman College PACE

Tennessee State University

Texas A&M University-Kingsville

Trenholm State Technical College

Turtle Mountain Community College

NRTS

PRECOL

PRECOL

BRIDGE

United Cerebral Palsy of Prince George's

& Montgomery Counties PRECOL

University of Central Florida PRECOL

University of Cincinnati-College of Engineering PRECOL

University of Maryland-Baltimore County PRECOL

University of New Mexico SCHOLARS

University of North Carolina-Pembroke MASTAP

University of Puerto Rico-Mayaguez MASTAP

University of Puerto Rico Humacao MASTAP

University of South Florida PRECOL

University of South Florida BRIDGE

University of Texas-Brownsville PRECOL

University of Texas-Brownsville TEACHTR

University of Texas-Brownsville PRECOL

University of Texas-Brownsville and Texas Southmost College PRECOL

University of Texas-El Paso NRTS

Network Resource and Training Site ............. 224

Project "SMASH" (Student Math &

Science Healthcare Initiativesl ............. 216

NASA Aeronautical Ambassador Program

for American Indians (NAAPAI! ............ 216

Mathematics, Science and Technology Awards for

Teachers and Curriculum Enhancement

Program ............................. 154

SWAPOP Project ........................... 157'

Network Resource and Training Site ............. 226

Scientific Knowledge for Indian Learning and

Leadership (SKILL) Progranl ................ 95

SECME, Inc ............................... 236

Teaching Learning Model for

Middle School Get,science ............... 216

Precollege Awards for Excellence in Mathematics,

Science, Engineering and Technology ....... 204

Summer Science and Engineering Program ......... 98

Women in Science and Engineering (WISE) Scholars

Program ............................. 121

Minority Institutions for Excellence ............. 124

Summer Science Camp ...................... 206

Pre(ollege Awards for Excellence in Mathematics,

Science, Engineering and Technology ....... 209

Network Resource and Training Site . ............ 228

College Outreach Programs in S¢ience, Engineering,

and Math ............................. 48

High School Science Enrichment Program ......... 51

Recruitment and Retention of Indians in Science

and Engineering ....................... 100

HIGH SCHOOL/HIGH TECI't .................. 55

Success Programs for A(ademk Careers

in Engineering ......................... 59

Emerging Ethnic Engineers [E3) ................. 60

Engineering and Preengineering Programs ......... f13

NASA Training Project ....................... 126

Minorities in Science and Mathematics Education . . .159

MASTAP ................................ 162

Mathematics, Science and Technt}[ogy Awards for

Teachers and Curriculum Enhancement

Program ............................. 160

Yes, We Care! Minorily Engineering Program ....... 65

Minority Engineering Program ................. 101

South Texas Engineering, Math and Science (STEMS} .67

Minority Institutions for Excellence ............. 164

K-12 Science Outreach ....................... 70

Hispanic Mother-Daughter Program .............. 72

Network Resource and Training Site ............. 230
University ofTexas-El Paso

University ofTexas-El Paso

University ofTexas-San Antonio

University oftheDistrict ofColumbia

University oftheDistrict ofColumbia

University ofTurabo

University ofTurabo

Voorhees College

Xavier University ofLouisiana

XavierUniversity ofLouisiana

XavierUniversity ofLouisiana

PACE

PARTNER

PRECOL

PRECOL

TEACHTR

PARTNER

PRECOL

PARTNER

BRIDGE

MASTAP

PARTNER

Summer ScienceCamp...................... 210

NASA/SUNO Partnership forExcellence

inMathematics Education................ 216

Saturday Academy.......................... 74

Engineering Preparatory Project forHispanics

HighSchool Students.................... 76

Scientific Renewal ......................... 166

Distance Learning Strategies Promoting Minority Access

To Internet Tools and Resources ............ 216

Engineering Preparatory Project {or Hispanics

High School Students .................... 78

Voorhees College GIS Center .................. 216

Stress on Analytical Reasoning (SOAR) Program .... 103

Project Teach ............................. 168

Project Kaizen ............................. 216

2_
Index by Institution Type

Historically Black Colleges and Universities (HBCU's)

Alabama A&M University-FAST Program AL

Bennett College NC

Bennett College NC

Bethune-Cookman College FL

Bowie State University MD

Bowie State University MD

Bowie State University MD

Edward Waters College FL

Edward Waters College FL

Elizabeth City State University NC

Elizabeth City State University NC

Fayetteville State University NC

Fayetteville State University NC

Fayetteville State University NC

Florida A&M University FL

Florida A&M University FL

Florida A&M University-FAMU-FSU Colleges of Engineering FL

Florida A&M University-FAMU-FSU Colleges of Engineering FL

Hampton University

Hampton University

Jackson State University

Jarvis Christian College

Lincoln University

Lincoln University

Mississippi Valley State University

Morehouse College

Morehouse College

Morgan State University

Norfolk State University

Norfolk State University

Norfolk State University

North Carolina A&T State University

Prairie View A&M University

Shaw University

South Carolina State University

South Carolina State University

Southern University-New Orleans

Spelman College

Spelman College

Spelman College

St. Augustine's College

Stil[man College

University of New Mexico

University of the District of Columbia

University of the District of Columbia

Voorhees College

Xavier University of Louisiana

Xavier University of Louisiana

Xavier University of Louisiana

VA

VA

MS

TX

PA

PA

MS

GA

GA

MD

VA

VA

VA

NC

TX

NC

SC

SC

LA

GA

GA

GA

NC

AL

NM

DC

DC

SC

LA

LA

LA

PRECOL

MASTAP

PAC E

PRECOL

PARTNER

BRIDGE

SCHOLARS

PARTNER

PRECOL

N RTS

PACE

PAC E

PARTNER

TEACHTR

BRIDGE

PARTNER

SCHOLARS

FELLOWS

PACE

TEACHTR

PACE

PACE

PACE

PRECOL

PARTNER

BRIDGE

SCHOLARS

N RTS

PARTNER

PARTNER

PRECOL

FELLOWS

NRTS

MASTAP

MASTAP

N RTS

PARTNER

BRIDGE

SCHOLARS

SCHOLARS

PACE

PACE

SCHOLARS

PRECOL

TEACHTR

PARTNER

BRIDGE

MASTAP

PARTNER

Ms. Shelvie Miller ................. 12

Dr. Donna Oliver ................ 139

Dr. Michael Cotton .............. 171

Prof. Theodore Nicholson, Sr......... 14

Dr. NagiWakim .................. 214

Prof. Nagi Wakim ................ 82

Prof. Nagi Wakim ............... 108

Ms.Doris Brown ................. 214

Dr. Doris Brown ................. 24

Dr.Linda B.Hayden .............. 220

Dr. Sohindar Sachdev ............. 177

Dr. Leo Edwards ................. 180

Dr. Leo Edwards ................. 214

Dr. Leo Edwards ................. 147

Dr. Sybil Mobley .................. 88

Dr. Bennie Samuels ............... 214

Dr. Fred Foreman ................ 111

Dr. Fred Foreman ................ 129

Dr. Morris Morgan, III ............. 186

Dr, Cathine Garner-Gilchrist ........ 153

Dr. Abdul Mohamed ............. 188

Dr. Mary McKinney .............. 190

Dr. Robert Langley ............... 193

Dr. David Royer .................. 29

Dr. Stacy J. White ................ 215

Dr. Gregory Battle ................. 90

Dr. Gregory Battle ................ 113

Dr. William Lupton .............. 222

Dr. Moses Newsom, Jr............. 215

Dr. Clarence Coleman ............ 215

Dr. Patricia Ramsey ............... 43

Dr. John Kelly ................... 133

Dr. John Williams ................ 224

Dr. Joyce Keyes ................. 154

Dr. Joseph Fuller, III .............. 157

Dr. Donald Walter ............... 226

Dr. Penney Heath ................ 216

Dr. Etta Falconer ................. 98

Dr. Etta Falconer ................ 121

Dr, Etta Falconer ................ ]24

Dr. Yvonne Coston ............... 206

Dr. James Christian ............... 209

Dr. Joseph Torres ................. 126

Dr, Winson Coleman .............. 76

Dr. Winson Coleman ............. 166

Dr. Jun Qin ..................... 216

Dr. George Baker ................ 103

Dr. Etim Eduok .................. 168

Dr. Etim Eduok .................. 216
Hispanic Serving Institutions (HSI's)

California State University-Los Angeles CA

California State University-Los Angeles CA

California State University-Los Angeles CA

California State University-Los Angeles CA

California State University-Los Angeles CA

California State University-Los Angeles CA

City University of New York-City College NY

CUNY-Lehman College NY

Florida International University FL

Florida International University FL

Hispanic Association of Colleges and Universities (HACU} TX

National Hispanic University CA

National Hispanic University CA

National Hispanic University CA

New Mexico Highlands University NM

New Mexico MESA, Inc. NM

San Antonio College & Our Lady of the Lake University TX

Tennessee State University TN

University of Puerto Rico-Humacao PR

University of Puerto Rico-Mayaguez PR

University of Texas-Brownsville TX

University of Texas-Brownsville TX

University of Texas-Brownsville TX

University of TexasBrownsville and Texas Southmost College TX

University of Texas-El Paso TX

University of Texas-El Paso TX

University ot Texas-El Paso TX

University of Texas-San Antonio TX

University of Turabo PR

University of Turabo PR

PARTNER

PARTNER

MASTAP

PACE

PRECOL

PRECOL

NRTS

PACE

PARTNER

MASTAP

PRECOL

PARTNER

PARTNER

PACE

PRECOL

PRECOL

PARTNER

NRTS

MASTAP

MASTAP

PRECOL

TEACHTR

PRECOL

PRECOL

NRTS

PACE

PARTNER

PRECOL

PARTNER

PRECOL

Dr. T. Jean Adenika-Morrow ........ 214

Dr. Martin Epstein ................ 214

Dr. T. Jean Adenika-Morrow ........ 141

Dr. William Taylor ................ 1 73

Dr. Milton Randle ................ 16

Dr. Donald Young ................. 18

Dr. Sherman Austin ............... 218

Dr. Anne Rothstein ............... ! 76

Dr. Gustavo Roig ................ 214

Dr. Carlos Brain ................. 149

Dr. Manuel Berriozabal ............ 26

Dr. Raul Cardoza ................ 215

Ms. Maria C. de Matin ............ 215

Dr. Raul Cardoza ................ 195

Dr. Bill Taylor ................... 37

Dr. Evangeline Sandoval Trujillo ...... 39

Ms. Cecilia V. Gonzales ........... 216

Dr. Willard Smith ................ 228

Dr. Alberto Caceres ............... ] 60

Dr. Betty Ramirez ............... 162

Dr. Reynaldo Ramirez ............. 67

Dr. Reynaldo Ramirez ............ 164

Dr. Lawrence Lof ................. 70

Ms. Maria Escobedo ............... 72

Dr. Michael Kolitsky .............. 230

Dr. Juan Herrera ................. 210

Dr. Juan Herrera ................. 216,

Dr. Manuel Berriozabal ............ 74

Ms. Belisa Marrero ............... 216

Ms. Belisa Marrero ................ 78

_0
Non-HBCU/OMU Institutions

American Society for Engineering EducationHelen 1-. Carr Fellowship Program DC

American Assoc. for the Advancement of Science (ACCESS) DC

Capitol College MD

CUNY-Medgar Evers College NY

CUNY-Meclgar Evers College NY

Cuyahoga Community College OH

Cuyahoga Community College OH

Midtown Educational Foundation IMEF) IL

Mount Holyoke College MA

NAFEO Services, Inc. DC

National Consortium for Graduates IN

National Physical Science Consortium (NPSC) CA

Nonprofit Initiatives, Inc. MD

Northern Arizona University AZ

Northern Arizona University AZ

Pasadena City College CA

Pasadena Unified School District CA

South Dakota School of Mines and Technology SD

Southeastern Consortium for Minorities

in Engineering (SECME) GA

Texas A&M University-Kingsville TX

Trenholm State Technical College AL

Turtle Mountain Community College ND

United Cerebral Palsy of Prince George's

& Montgomery Counties MD

University of Central Florida FL

University of Cincinnati-College of Engineering OH

University of Maryland-Baltimore County MD

University of North Carolina-Pembroke NC

University of South Florida FL

University of South Florida FL

Tribal Colleges and Universities (TCU's)

American Indian Science and Engineering Society (AISES) CO

Fort Belknap College MT

Navajo Community College AZ

Navajo Community College AZ

Northwest Indian College WA

Oglala Lakota College SD

Salish Kootenai College MT

Southwestern Indian Polytechnic Institute NM

FELLOWS

OTHER

PRECOL

BRIDGE

MASTAP

PARTNER

PRECOL

PRECOL

PRECOL

SCHOLARS

FELLOWS

FELLOWS

PRECOL

SCHOLARS

BRIDGE

PACE

PRECOL

BRIDGE

OTHER

PRECOL

PRECOL

BRIDGE

PRECOL

PRECOL

PRECOL

PRECOL

MASTAP

BRIDGE

PRECOL

TEACHTR

PAC E

PARTNER

PARTNER

PACE

PARTNER

PARTNER

PACE

Dr. Frank Huband ................ 128

Dr. Virginia Stern ................ 234

Dr. H. Judith larrell ............... 19

Dr. Leon Johnson ................. 85

Dr. Leon Iohnson ................ 144

Mr. J. Thomas McManamon ......... 214

Mr. I. Thomas McManamon ......... 22

Dr. Jim Palos .................... 32

Dr. James & Charlene Morrow ....... 35

Ms. Andrea Mickle ............... 115

Dr, George Simms ................ 131

Ms. L. Nall Snow ................ 132

Ms. Lucy Negron-Evelyn ........... 41

Ms. Grace Boyne ................ 118

Ms. Grace Boyne ................. 92

Dr. Joe Conner .................. 201

Dr. Yvonne Mizell ................ 46

Dr. Phillip Huebner ............... 95

Dr. R. Guy Vickers ............... 236

Dr. Jorja Kimball .................. 48

Dr. Elizabeth Ross ................ 51

Dr. Sunil Karnawat ............... 100

Mr. Charles McNelly .............. 55

Dr. Jacqueline Smith .............. 59

Dr. Edward Prather ................ 60

Dr. Freeman Hrabowski ............ 63

Dr. Jose D'Arruda ................ 159

Dr. Joy O'Sheilds ................ 101

Dr. Joy O'Shields ................. 65

Ms. Suzanne Benally .............. 137

Dr. Mary John Taylor ............. 184

Dr. Mark C. Bauer ................ 215

Mr. Alvino Sam ................. 215

Dr. Kate Yamamoto ............... 198

Dr. Donna J. Demarest ............ 215

Ms Judy Gobert .................. 216

Dr. Joan Johnson ................. 204

25_

Am,, e

Index by State

Alabama

Alabama A&M University-FAST Program

Stillman College

Trenholm State Technical College

Arizona

Navajo Community College

Navajo Community College

Northern Arizona University

Northern Arizona University

California

National Physical Science Consortium (NPSC)

California State University-Los Angeles

California State University-Los Angeles

California State University-Los Angeles

California State University-Los Angeles

California State University-Los Angeles

California State University-Los Angeles

National Hispanic University

National Hispanic University

National Hispanic University

Pasadena City College

Pasadena Unified School District

Colorado

American Indian Science and Engineering Society (AISES)

Districl of Columbia

American Society for Engineering EducationHelen T. Carr Fellowship Program

American Assoc. for the Advancement of Science (ACCESS)

NAFEO Services, Inc.

University of the District of Columbia

University of the District of Columbia

Florida

University of South Florida

Bethune-Cookman College

Edward Waters College

Edward Waters College

Florida A&M University

Florida A&M University

Florida A&M University-FAMU-FSU Colleges of Engineering

Florida A&M University -FAMU-FSU Colleges of Engineering

Florida International University

Florida International University

University of Central Florida

University of South Florida

PRECOL

PACE

PRECOL

PARTNER

PARTNER

SCHOLARS

BRIDGE

FELLOWS

PARTNER

PARTNER

MASTAP

PAC E

PRECOL

PRECOL

PARTNER

PARTNER

PACE

PACE

PRECOL

TEACHTR

FELLOWS

OTHER

SCHOLARS

PRECOL

TEACHTR

BRIDGE

PRECOL

PARTNER

PRECOL

BRIDGE

PARTNER

SCHOLARS

FELLOWS

PARTNER

MASTAP

PRECOL

PRECOL

MSFC ................................. 12

Tuscaloosa ............................ 209

Montgomery ............................ 51

Shiprock .............................. 215

Tsaile ................................. 215

Flagstaff ............................... 118

Flagstaff ................................ 92

San Diego ............................. 132

Los Angeles ............................ 214

Los Angeles ............................ 214

Los Angeles ............................ 141

Los Angeles ............................ 173

Los Angeles ............................. 16

Pasadena .............................. 18

San Jose ............................... 215

San Jose ............................... 215

San jose .............................. | 95

Pasadena ............................. 201

Pasadena .............................. 46

Boulder ............................... 137

Washington ............................ 128

Washington ............................ 234

Washington ............................ | ] 5

Washington ............................. 76

Washington ............................ 166

Tampa ................................ 101

Daytona Beach .......................... 14

Jacksonville ............................ 214

Jacksonville ............................. 24

Tallahassee .............................. 88

Tallahassee ............................ 214

Ta[lahassee ............................ 111

Tallahassee ............................ 129

Miami ................................ 214

Miami ................................ 149

Orlando ............................... 59

Tampa ................................ 65

2_
Georgia

Morehouse College BRIDGE

Morehouse College SCHOLARS

Southeastern Consorhum for Minorities in Engineering (SECME) OTHER

Spe)man College BRIDGE

Spelman College SCHOLARS

Spelman College SCHOLARS

Illinois

Midtown Educational Foundation (MEF) PRECOL

Indiana

National Consortium for Graduates FELLOWS

Louisiana

Xavier University of Louisiana

Southern University, New Orleans

Xavier University of Louisiana

Xavier University of Louisiana

BRIDGE

PARTNER

MASTAP

PARTNER

Massachusetts

Mount Holyoke College PRECOL

Maryland

Bowie State University

Bowie State University

Bowie State University

Capitol College

Morgan State University

Nonprofit Initiatives, Inc,

United Cerebral Pa(sy of Prince George's

& Montgomery Counties

University of Maryland-Baltimore County

PARTNER

BRIDGE

SCHOLARS

PRECOL

N RTS

PRECOL

PRECOL

PRECOL

Mississsippi

Jackson State University

Mississippi Valley State University

PACE

PARTNER

Montana

Salish Kootenai College

Fort Belknap College

PARTNER

PAC E

Atlanta

Atlanta

Atlanta

Atlanta

Atlanta

Atlanta

................................ 90

............................... 113

............................... 236

............................... 121

............................... 124

Chicago ............................... 32

Notre Dame ............................ 131

New Orleans

New Orleans

New Orleans

New Orleans

........................... 103

........................... 216

........................... 168

........................... 216

...... • ................ o .... • ...........

South Hadley ........................... 35

...... 0 ................ ° .... ° ...... 0 ....

Bowie ................................ 214

Bowie ................................. 82

Bowie ............................... 108

Laurel ................................. 19

Baltimore ............................. 222

Columbia ............................... 41

Bowie ................................. 55

Baltimore .............................. 63

Jackson ............................... 188

Itta Bena .............................. 215

Pablo ................................. 216

Harlem ............................... 184

2_
North Carolina

Bennett College

Bennett College

Elizabeth City State University

Elizabeth City State University

Fayetteville State University

Fayetteville State University

Fayetteville State University

North Carolina A&T State University

Shaw University

St. Augustine's College

University of North Carolina-Pembroke

North Dakota

Turtle Mountain Community College

New Mexico

University of New Mexico

New Mexico Highlands University

New Mexico MESA, Inc.

Southwestern Indian Polytechnic Institute

New York

City University of New York-City College

CUNY-Lehman College

CUNY-Medgar Evers College

CUNY-Medgar Evers College

Ohio

Cuyahoga Community College

Cuyahoga Community College

University of Cincinnati-College of Engineering

Pennsylvania

Lincoln University

Lincoln University

Puerto Rico

University of Puerto Rico-Mayaguez

University of Puerto Rico-Humacao

University of Turabo

University of Turabo

South Carolina

Voorhees College

South Carolina State University

South Carolina State University

MASTAP

PACE

NRTS

PACE

PACE

PARTNER

TEACHTR

FELLOWS

MASTAP

PACE

MASTAP

BRIDGE

SCHOLARS

PRECOL

PRECOL

PACE N RTS

PACE

BRIDGE

MASTAP

PARTNER

PRECOL

PRECOL

PACE

PRECOL

MASTAP

MASTAP

PARTNER

PRECOL

PARTNER

MASTAP

NRTS

Greensboro ............................ 139

Greensboro ............................ 17t

Elizabeth City ........................... 220

Elizabeth City .......................... 177

Fayettevflle ............................ 180

Fayetteville ............................ 214

Fayetteville ............................ 147

Greensboro ............................ 133

Raleigh ............................... 154

Raleigh ............................... 206

Pembroke ............................. 159

Belcourt ...............................1O0

Albuquerque ........................... 126

Las Vegas .............................. 37

Albuquerque ............................ 39

Albuquerque ........................... 204

New York .............................. 218

Bronx ................................. 176

Brooklyn ............................... 85

Brooklyn .............................. 144

Cleveland

Cleveland

Cincinnati

............................. 214

.............................. 22

.............................. 60

Lincoln ............................... 193

Lincoln ................................ 29

Mayaguez ............................. 162

Humacao ............................. 160

Gurabo ............................... 216

Gurabo ................................ 78

Denmark .............................. 216

Orangeburg ............................ 157

Orangeburg ............................ 226

2_
South Dakota

Oglala Lakota College

South Dakota School of Mines and Technology

PARTNER

BRIDGE

Tennessee

Tennessee State University NRTS

Texas

University of Texas-El Paso NRTS

Hispanic Association of Colleges and Universities (HACU) PRECOL

Jarvis Christian College PACE

Prairie View A&M University NRTS

San Antonio College & Our Lady of the Lake University PARTNER

Texas A&M University-Kingsville PRECOL

University of Texas-Brownsville PRECOL

University of Texas-Brownsville TEACHTR

University of Texas-Brownsville PRECOL

University of Texas-Brownsville and Texas Southmost College PRECOL

University of Texas-El Paso PACE

University of Texas-El Paso PARTNER

University of Texas-San Antonio PRECOL

Virginia

Hampton University TEACHTR

Hampton University PACE

Norfolk State University PARTNER

Norfolk State University PARTNER

Norfolk State University PRECOL

Washington

Northwest Indian College PACE

Kyle .................................. 215

Rapid City .............................. 95

Nashville .............................. 228

El Paso ................................ 230

San Antonio ............................ 26

Hawkins .............................. 190

Prairie View ........................... 224

San Antonio ............................ 216

Kingsville ............................. 48

Brownsville ............................ 67

Brownsville ............................ 164

Brownsville ............................. 70

Brownsville ............................. 72

El Paso ............................... 210

El Paso ............................... 216

San Antonio ............................ 74

Hampton ............................. 153

Hampton ............................. 186

Norfolk ............................... 215

Norfolk ............................... 215

Norfolk ................................ 43

Bellingham ............................. 198

2S6
Index by Principal Investigator

Dr, T, Jean Adenika-Morrow

Dr, T. Jean Adenika-Morrow

Dr. Sherman Austin

Dr, George Baker

Dr. Gregory Battle

Dr. Gregory Battle

Dr. Mark C. Bauer

Ms. Suzanne Benally

Dr, Manuel Berriozabal

Dr. Manuel gerriozabal

Ms, Grace Boyne

Ms. Grace Boyne

Dr. Carlos Brain

Ms, Doris Brown

Dr, Doris Brown

Dr. Alberto Caceres

Dr. Raul Cardoza

Dr. Raul Cardoza

Dr. lames Christian

Dr. Clarence Coleman

Dr. Winson Coleman

Dr. Winson Coleman

Dr. Joe Conner

Dr. Yvonne Coston

Dr. Michael Cotton

Dr. lose D'Arruda

Ms. Maria C. de Marin

Dr. Donna J. Demarest

Dr. Etim Eduok

Dr. Etim Eduok

Dr. Leo Edwards

Dr, Leo Edwards

Dr. Leo Edwards

Dr. Martin Epstein

Ms. Maria Escobedo

Dr. Etta Falconer

Dr. Etta Falconer

Dr. Etta Falconer

Dr. Fred Foreman

Dr. Fred Foreman

Dr, Ioseph Fuller, III

Dr. Cathine Garner-Gilchrist

Ms Judy Gobert

Ms, Cecilia V. Gonzales

Dr. Linda B, Hayden

Dr, Penney Heath

Dr. Juan Herrera

Dr. Juan Herrera

Dr, Freeman Hrabowski

Dr. Frank Huband

California State University-Los Angeles

California State University-Los Angeles

City University of New York-City College

Xavier University of Louisiana

Morehouse College

Morehouse College

Navajo Community College

American Indian Science and Engineering Society (AISES)

Hispanic Association of Colleges and Universities (HACU/

University of Texas-San Antonio

Northern Arizona University

Northern Arizona University

Florida International University

Edward Waters College

Edward Waters College

University of Puerto Rico-Humacao

National Hispanic University

National Hispanic University

Stillman College

Norfolk State University

University of the District of Columbia

University of the District of Columbia

Pasadena City College

St. Augustine's College

Bennett College

University of North Carolina-Pembroke

National Hispanic University

Oglala Lakota College

Xavier University of Louisiana

Xavier University of Louisiana

Fayetteville State University

Fayetteville State University

Fayetteville State University

California State University-Los Angeles

University of Texas-Brownsville and Texas Southmost College

Spelman College

Spelman College

Spelman College

Florida A&M University-FAMU

Florida A&M University -FAMU

South Carolina State University

Hampton University

Salish Kootenai College

San Antonio College & Our Lady of the I_ake University

Elizabeth City State University

Southern University-New Orleans

University of Texas-El Paso

University of Texas-El Paso

University of Maryland-Baltimore County

American Society for Engineering EducationHelen T. Carr Fellowship Program

PARTNER ..................... 214

MASTAP ..................... 141

NRTS ........................ 218

BRIDGE ...................... 103

BRIDGE ....................... 90

SCHOLARS ................... 11 3

PARTNER ..................... 215

TEACHTR .................... ] 37

PRFCOL ....................... 26

PRECOL ....................... 74

SCHOLARS ................... l 18

BRIDGE ....................... 92

MASTAP ..................... 149

PARTNER ..................... 214

PRECOL ....................... 24

MASTAP ..................... 160

PARTNER ..................... 2 ! 5

PACE ........................ 195

PACE ........................ 209

PARTNER ..................... 215

PRECOL ....................... 76

TEACHTR .................... 166

PACE ........................ 201

PACE ........................ 206

PACE ........................ 171

MASTAP ..................... 159

PARTNER ..................... 215

PARTNER ..................... 215

MASTAP ..................... 168

PARTNER ..................... 216

PACE ........................ 180

PARTNER ..................... 214

TEACHTR .................... 147

PARTNER ..................... 214

PRECOL ....................... 72

BRIDGE ....................... 98

SCHOLARS ................... 121

SCHOLARS ................... 124

SCHOLARS ................... 111

FELLOWS .................... 129

MASTAP ..................... 157

TEACHTR .................... 153

PARTNER ..................... 216

PARTNER ..................... 216

NRTS ........................ 220

PARTNER ..................... 216

PACE ........................ 210

PARTNER ..................... 216

PRECOL ....................... 63

FELLOWS .................... 128

257
L

Dr.PhillipHuebner

Dr.H.JudithJarrel/

Dr.JoanJohnson

Dr.LeonIohnson

Dr.LeonJohnson

Dr.SunilKarnawat

Dr.JohnKelly

Dr.JoyceKeyes

Dr.JorjaKimball

Dr.Michael Kolitsky

Dr.Robert Langley

Dr.Lawrence Lo{

Dr.WilliamLupton Ms.BelisaMarrero

Ms.BelisaMarrero

Dr.MaryMcKinney

Mr.I.ThomasMcManamon

Mr,J.ThomasMcManamon

Mr,CharlesMcNelly

Ms.AndreaMickle

Ms,ShelvieMiller

Dr.YvonneMizell

Dr.Sybi[Mobley Dr,Abdul Mohamed

Dr.MorrisMorgan, III

Dr.James&Charlene Morrow

Ms.LucyNegron-Evelyn

Dr.MosesNewsom, Jr.

Prof.Theodore Nicholson, St.

Dr.DonnaOliver

Dr.JoyO'Sheilds

Dr.JoyO'Shields

Dr.liraPalos

Dr.EdwardPrather

Dr.JunQin

Dr.BettyRamirez

Dr.Reynaldo Ramirez

Dr.Reynaldo Ramirez

Dr.PatriciaRamsey Dr.MiltonRandle

Dr.GustavoRoig Dr.Elizabeth Ross

Dr.AnneRothstein

Dr.DavidRoyer Dr.Sohindar Sachdev

Mr.AIvinoSam

Dr.BennieSamuels

Dr.Evangeline Sandoval Trujillo

Dr.GeorgeSimms

SouthDakotaSchool ofMinesandTechnology

Capitol College

Southwestern IndianPolytechnic Istitute

CUNY-Medgar EversCollege

CUNY-Medgar EversCollege

TurtleMountainCommunity College

NorthCarolinaA&TStateUniversity

ShawUniversity

TexasA&MUniversity-Kingsville

University ofTexas-El Paso

Lincoln University

University of Texas-Brownsville

Morgan State University

University of Turabo

University of Turabo

larvis Christian College

Cuyahoga Comnrunity College

Cuvahoga Community College

United Cerebral Palsy of Prince George's & Montgomery Counties

NAEEO Ser_,'ices, Inc.

Alabama A&M University-FAST Program

Pasadena Unified School District

Florida A&M University

Jackson State University

Hampton University

Mount Holyoke College

Nonprofit Initiatives, Inc.

Norfolk State University

Bethune-Cookman College

Bennett College

University of South Florida

University of South Florida

Midtown Educational Foundation IMEF)

University of Cincinnati-College of Engineering

Voorhees College

University of Puerto Rico-Mayaguez

University of Texas-Brownsville

University o( Texas-Brownsville

Norfolk State University

California State University-Los Angeles

Florida International University

Trenholm State Technical College

CUNY-Lehman College

Lincoln University

Elizabeth City State University

Nava#o Community College

Florida A&M University

New Mexico MESA, Inc.

National Consortium for Graduates

BRIDGE ....................... 95

PRECOL ....................... 19

PACE ........................ 204

BRIDGE ....................... 85

MASTAP ..................... 144

BRIDGE ...................... 100

FELLOWS .................... 133

MASTAP ..................... i 54

PRECOL ....................... 48

NRTS ........................ 230

PACE ........................ 193

PRECOL ....................... 70

NRTS ........................ 222

PARTNER ..................... 216

PRECOL ....................... 78

PACE ........................ 190

PARTNER ..................... 214

PRECOL ....................... 22

PRECOL ....................... 55

SCHOLARS ................... 115

PRECOL ....................... 12

PRECOL ....................... 46

BRIDGE ....................... 88

PACE ........................ "188

PACE ........................ 186 PRECOL ....................... 35

PRECOL ....................... 41

PARTNER ..................... 215

PRECOL ....................... 14

MASTAP ..................... 139

BRIDGE ...................... 101

PRECOL ....................... 65

PRECOL ...................... 32

PRECOL ....................... 60

PARTNER ..................... 216

MASTAP ..................... 162

PRECOL ....................... 67

TEACHTR .................... 164

PRECOL ....................... 43

PRECOL ....................... 16

PARTNER ..................... 214

PRECOL ....................... 51

PACE ........................ 176

PRECOI- ....................... 29

PACE ........................ 177

PARTNER ..................... 215

PARTNER ..................... 214

PRECOL ....................... 39

FELLOWS ................... 131

2r_
iii !_i I _

Dr. Willard Smith

Dr. Jacqueline Smith

Ms. L. Nan Snow

Dr. Virginia Stern

Dr. Witliam Taylor

Dr. Bill Taylor

Dr. Mary John Taylor

Dr. Joseph Torres

Dr. R. Guy Vickers

Dr. Nagi Wakim

Prof, Nagi Wakim

Prof. Nagi Wakim

Dr. Donald Walter

Dr. Stacy J. White

Dr. John Williams

Dr. Kate Yamamoto

Dr. Donald Young

Tennessee State University

University of Central Florida

National Physical Science Consortium [NPSC)

American Assoc. for the Advancement of Science [ACCESS)

California State University-Los Angeles

New Mexico Highlands University

Fort Belknap College

University of New Mexico

Southeastern Consortium for Minorities in Engineering (SECME)

Bowie State University

Bowie State University

Bowie State University

South Carolina State University

Mississippi Valley State University

Prairie View A&M University

Northwest Indian College

California State University-Los Angeles

NRTS ........................ 228

PRECOL ....................... 59

FELLOWS .................... 132

OTHER ...................... 234

PACE ........................ 173

PRECOL ....................... 37

PACE ........................ 184

SCHOLARS ................... 126

OTHER ...................... 236

PARTNER ..................... 214

BRIDGE ....................... 82

SCHOLARS ................... 108

NRTS ........................ 226

PARTNER ..................... 215

NRTS ........................ 224

PACE ........................ 198

PRECOL ....................... 18

259

E

Index by Program Type

Bridge Programs

Bowie State University Bowie

CUNY-Medgar Evers College Brooklyn

Florida A&M University Tallahassee

Morehouse College Atlanta

Northern Arizona University Flagstaff

South Dakota School of Mines and Technology Rapid City

Spelman College Atlanta

Turtle Mountain Community College Belcourt

University of South Florida Tampa

Xavier University of Louisiana New Orleans

Fellows Programs

American Society for Engineering EducationHelen T. Carr Fellowship Program

Florida A&M University-FAMU-FSU

Colleges of Engineering

National Consortium for Graduates

National Physical Science Consortium (NPSC)

North Carolina A&T State University

MASTAP Programs

Bennett College

California State University-Los Angeles

CUNY-Medgar Evers College

Florida International University

Shaw University

South Carolina State University

University of North Carolina-Pembroke

University of Puerto Rico-Humacao

University of Puerto Rico-Mayaguez

Xavier University of Louisiana

NRTS Programs

City University of New York-City College

Elizabeth City State University

Morgan State University

Prairie View A&M University

South Carolina State University

Tennessee State University

University of Texas-El Paso

Other Programs

American Association for the Advancement

of Science (ACCESS)

Southeastern Consortium for Minorities

in Engineering (SECME)

Washington

Tallahassee

Notre Dame

San Diego

Greensboro

Greensboro

Los Angeles,

Brooklyn

Miami

Raleigh

Orangeburg

Pembroke

Humacao

Mayaguez

New Orleans

New York

Elizabeth City

Baltimore

Prairie View

Orangeburg

Nashville

El Paso

Washington

Atlanta

MD .............................................. 82

NY .............................................. 85

FL ............................................... 88

GA .............................................. 90

AZ ............................................... 92

SD .............................................. 95

GA .............................................. 98

ND .............................................. 100

FL ............................................... 101

LA .............................................. 103

DC ............................................. 128

FL .............................................. 129

IN .............................................. 131

CA .............................................. 132

NC ............................................. 133

NC ............................................. 139

CA ............................................. 141

NY ............................................. 144

FL .............................................. 149

NC ............................................. 154

SC .............................................. 157

NC ............................................. 159

PR .............................................. 160

PR .............................................. 162

LA .............................................. 168

NY .............................................. 218

NC ............................................. 220

MD ............................................. 222

TX .............................................. 224

SC .............................................. 226

TN .............................................. 228

TX .............................................. 230

DC ............................................. 234

GA ............................................. 23(:,

261
•, __4_

 ̧,

PACE Programs

Bennett College

California State Umversity-Los Angeles

CUNY-Lehman College

Elizabeth City State University

Fayetteville State University

Fort Belknap College

Hampton University

Jackson State University

Jarvis Christian College

Lincoln University

National Hispanic University

Northwest Indian College

Pasadena City College

Southwestern Indian Polytechnic Institute

St. Augustine's College

Stillman College

University of Texas El Paso

Partnership Programs

Bowie State University

California State University-Los Angeles

California State University-Los Angeles

Cuyahoga Community College

Edward Waters College

Fayetteville State University

Florida A&M University

Florida International University

Mississippi Valley State University

National Hispanic University

National Hispanic University

Navaio Community College

Navajo Community College

Norfolk State University

Norfolk State University

Oglala Lakota College

Salish Kootenai College

San Antonio College& Our Lady

of the Lake University

Southern University-New Orleans

University of Texas El Paso

University of Turabo

Voorhees College

Xavier University of Louisiana

Greensboro

Los Angeles,

Bronx

Elizabeth City

Fayetteville

Harlem

Hampton

Jackson

Hawkins

Lincoln

San lose

Bellingham

Pasadena

Albuquerque

Raleigh

Tuscaloosa

El Paso

Bowie

Los Angeles

Los Angeles

Cleveland

Jacksonville

Fayetteville

Tallahassee

Miami

Itta Bena

San Jose

San Jose

Shiprock

Tsaile

Norfolk

Norfolk

Kyle

Pablo

San Antonio

New Orleans

El Paso

Gurabo

Denmark

New Orleans

NC ............................................. 171

CA .............................................173

NY ............................................. 176

NC ............................................. 177

.180 NC ............................................

MT ............................................. 184

VA .............................................. 186

.188 MS ............................................

TX .............................................. 190

PA .............................................. 193

CA ............................................. 195

WA ............................................. 198

.201 CA ............................................

NM ............................................. 204

NC ............................................. 206

AL .............................................. 209

TX .............................................. 210

MD ............................................. 214

CA ............................................. 214

CA ............................................. 214

OH ............................................. 214

FL .............................................. 214

NC ............................................ 214

FL .............................................. 214

FL .............................................. 214

MS ............................................. 215

CA ............................................. 215

CA ............................................. 215

AZ .............................................. 215

AZ ..............................................2 | 5

VA ............................................. 215

VA .............................................. 215

SD ............................................. 215

MT .............................................. 216

TX ............................................. 216

LA .............................................. 216

TX .............................................. 216

PR .............................................. 216

SC .............................................. 216

LA .............................................. 216
?

Precollege Programs

Alabama A&M University-FAST Program

Bethune-Cookman College

California State University-Los Angeles

California State University-Los Angeles

Capitol College

Cuyahoga Community College

Edward Waters College

Hispanic Association of Colleges

and Universities (HACU)

Lincoln University

Midtown Educational Foundation (MEF)

Mount Holyoke College

New Mexico Highlands University

New Mexico MESA, Inc.

Nonprofit Initiatives, Inc.

Norfolk State University

Pasadena Unified School District

Texas A&M University-Kingsvilie

Trenholm State Technical College

United Cerebral Palsy of Prince George's

& Montgomery Counties

University of Central Florida

University of Cincinnati College of Engineering

University of Maryland-Baltimore County

University of South Florida

University of Texas-Brownsville

University of Texas-Brownsville

University of TexasBrownsville and Texas Southmost College

University of Texas-San Antonio

University of the District of Columbia

University of Turabo

Scholars Program

Bowie State University

Florida A&M UniversityFAMU-FSU Colleges of Engineering

Morehouse College

NAFEO Services, Inc.

Northern Arizona University

Spelman College

Spelman College

University of New Mexico

MSFC

Daytona Beach

Los Angeles

Pasadena

Laurel

Cleveland

Jacksonville

San Antonio

Lincoln

Chicago

South Hadley

Las Vegas

Albuquerque

Columbia

Norfolk

Pasadena

Kingsvilie

Montgomery

Bowie

Orlando

Cincinnati

Baltimore

Tampa

Brownsville

Brownsville

Brownsville

San Antonio

Washington

Gurabo

Bowie

Tallahassee

Atlanta

Washington

Flagstaff

Atlanta

Atlanta

Albuquerque

AL ............................................... 12

FL ............................................... 14

CA .............................................. 16

CA .............................................. 18

MD .............................................. t9

OH .............................................. 22

FL ............................................... 24

TX ............................................... 26

PA ............................................... 29

IL ............................................... 32

MA .............................................. 35

NM .............................................. 37

NM .............................................. 39

MD .............................................. 41

VA ............................................... 43

CA .............................................. 4{}

TX ............................................... 48

AL ............................................... 51

MD .............................................. 55

FL ............................................... 59

OH .............................................. 60

MD .............................................. 63

FL ............................................... 65

TX ............................................... 67

TX ............................................... 70

TX ............................................... 72

TX ............................................... 74

DC .............................................. 76

PR ............................................... 78

MD ............................................. 108

FL .............................................. 111

GA ............................................. 113

DC ............................................. 115

AZ .............................................. 118

GA ............................................. 121

GA ............................................. 124

NM ............................................. 126

263
ii_ _ • _ _ _ ..... _ _i__ _,_ _ _ _-

Teacher Training Programs

American Indian Science

and Engineering Society (AISES)

Fayetteville State Universit,_ r

Hampton University

University of Texas-Brownsville

University of the District of Columbia

Boulder

Eayetteville

Hampton

Brownsville

Washington

CO .............................................. 137

NC ............................................. 147

VA .............................................. 153

TX .............................................. 164

DC ............................................. 166