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The National Aeronautics and Space Administration (NASA) is highly committed to ensuring the broadest participation by Historically Black Colleges and Universities (HBCU) in the Agency's research and education programs and its ove...
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The National Aeronautics and Space Administration (NASA) is highly committed to ensuring the broadest participation by Historically Black Colleges and Universities (HBCU) in the Agency's research and education programs and its overall mission. The Agencys goals for HBCUs, as stated in its FY 2004 Annual Plan to Assist HBCUs, undergird and guide NASAs planned spending and technical assistance to HBCUs. Executive Order 13256, Presidents Board of Advisors on Historically Black Colleges and Universities, requires all Federal agencies to plan and report annually on how they increased the capacity of HBCUs to compete effectively for Federal funding. The NASA programs highlighted in this report are examples of the Agencys strategy for strengthening and expanding research and academic infrastructure development in science, technology, engineering, and mathematics (STEM) at HBCUs. NASAs commitment is evidenced by the significant progress made toward the Agencys FY 2004 Annual Plan to Assist HBCUs. NASA's investment in HBCUs grew from its planned investment of $57.2 million for FY 2004 to an actual investment of $69.2 million, a 17-percent increase over our projected investment. In FY 2004, NASA initiated a college corporate recruitment program for STEM and business management majors at 26 HBCUs. Over 1,600 students participated in individual consultations with NASA Center personnel and informational workshops on career, coop, and summer employment opportunities, as well as current and future NASA research programs, for both faculty and students. As a result of the corporate recruitment initiative in FY 2004, NASA hired a total of 96 students, of which 20 or 21 percent were African Americans from HBCUs. The recruitment program represented NASAs proactive effort to attract underrepresented and underserved students as potential scientific and technical personnel to replenish and increase the diversity of its workforce. Another goal achieved through the recruitment initiative was to increase NASAs outreach to the HBCUs receiving grant and research funding.
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The HBCU Summer Research Training Program accepted a total of 8 students from Lincoln University for the eight week session during the summer of 2012. Four of the students were supported by this grant and four of the students were...
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The HBCU Summer Research Training Program accepted a total of 8 students from Lincoln University for the eight week session during the summer of 2012. Four of the students were supported by this grant and four of the students were supported by the second grant awarded in 2010. Each student was assigned to a laboratory of a participating mentor and also paired with a member of the mentor s laboratory. This laboratory member assisted with day to day aspects of the research project. During the summer the students worked diligently on their research project, participated in meetings of the mentor s laboratory, attended workshops and seminars associated with our and other summer programs, and attended a special course in prostate cancer. We integrated the Lincoln students into social programs held throughout the campus for summer interns. At the end of the summer sessions the students presented a poster of the research results from the summer experience. They also presented the results of their research in the fall at Lincoln University. One of the students graduated and has been accepted into the Interdisciplinary Graduate Program in Immunology at the University of Iowa. All of the remaining students are continuing their undergraduate education at Lincoln University.
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The Office of Naval Research (ONR) Historically Black Colleges and Universities (HBCU) Future Engineering Faculty Fellowship Program completed ten (10) years of service as of September 31, 2001. The program continues to represent ...
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The Office of Naval Research (ONR) Historically Black Colleges and Universities (HBCU) Future Engineering Faculty Fellowship Program completed ten (10) years of service as of September 31, 2001. The program continues to represent a commitment by the Office of Naval Research to the Deans of Historically Black Engineering Colleges (HBEC) by providing monetary assistance to students in the pursuit of the Ph.D. degree in engineering who have certified their commitment to teach at a sponsoring HBEC. Most importantly, the program assists with the enhancement of the number of faculty at these institutions who hold the Ph.D. in Engineering, thus escalating the overall quality and excellence at these institutions. Over the past ten years, the ONR/HBCU Future Engineering Faculty Fellowship Program has served thirty-two (32) students at various accredited engineering colleges across sixteen (16) states.
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A Structural Research Capability Database of HBCUs was developed which can be used to recall data about HBCU faculty capabilities and research interests, and university research facilities. The records are focused toward Flight Dy...
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A Structural Research Capability Database of HBCUs was developed which can be used to recall data about HBCU faculty capabilities and research interests, and university research facilities. The records are focused toward Flight Dynamics Directorate research and technology needs and should facilitate and increase faculty and student participation in the Flight Dynamics Directorate research programs by familiarizing Flight Dynamics Directorate in-house researchers with those at the cited HBCUs. Additional records may be appended to the database. More data were obtained than was contemplated, some universities provided brochures and other additional published data.
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There is widespread recognition within the academic community of the need to inform various constituencies of the economic value that colleges and universities convey to their host communities. This report examines data from the N...
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There is widespread recognition within the academic community of the need to inform various constituencies of the economic value that colleges and universities convey to their host communities. This report examines data from the National Center for Education Statistics and U.S. Bureau of Labor Statistics to determine the short-term economic impact of Historically Black Colleges and Universities (HBCUs) on their regional economies. The economic impact analysis results help to document the economic roles that HBCUs play in their communities.
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The HBCU Summer Research Training Program accepted a total of 8 students from Lincoln University for the eight week session during the summer of 2013. Students were supported by this grant and by grants awarded in 2012 and 2013. E...
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The HBCU Summer Research Training Program accepted a total of 8 students from Lincoln University for the eight week session during the summer of 2013. Students were supported by this grant and by grants awarded in 2012 and 2013. Each student was assigned to a laboratory of a participating mentor and also paired with a member of the mentor s laboratory. This laboratory member assisted with day to day aspects of the research project. During the summer the students worked diligently on their research project, participated in meetings of the mentor s laboratory, attended workshops and seminars associated with our and other summer programs, and attended a special course in prostate cancer. We integrated the Lincoln students into social programs held throughout the campus for summer interns. At the end of the summer sessions the students presented a poster of the research results from the summer experience. They also presented the results of their research in the fall at Lincoln University. One of the students graduated and has been accepted into the Interdisciplinary Graduate Program in Immunology at the University of Iowa. All of the remaining students are continuing their undergraduate education at Lincoln University.
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AbstractIn 1994 the Department of Energy established the DOE Chair of Excellence Professorship in Environmental Disciplines Program. In 2004, the Massie Chair of Excellence Professor at Howard University transitioned from Dr. Edwa...
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AbstractIn 1994 the Department of Energy established the DOE Chair of Excellence Professorship in Environmental Disciplines Program. In 2004, the Massie Chair of Excellence Professor at Howard University transitioned from Dr. Edward Martin to Dr. James H. Johnson, Jr. At the time of his appointment Dr. Johnson served as professor of civil engineering and Dean of the College of Engineering, Architecture and Computer Sciences. Program activities under Dr. Johnson were in the following areas:? Increase the institution’s capacity to conduct scientific research and technical investigations at the cutting-edge. ?Promote interactions, collaborations and partnerships between the private sector, Federal agencies, majority research institutes and other HBCUs.? Assist other HBCUs in reaching parity in engineering and related fields.?Mentor young investigators and be a role model for students.
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The specific aims of this conference were to: (1) guide faculty of HBCUs with rehabilitation programs in the development of a national research agenda that addresses health disparities in rehabilitation; (2) create a network of fa...
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The specific aims of this conference were to: (1) guide faculty of HBCUs with rehabilitation programs in the development of a national research agenda that addresses health disparities in rehabilitation; (2) create a network of faculty members and others who collectively work to improve health equity for African Americans in rehabilitation settings; and (3) facilitate faculty development through collaborative efforts.
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A panel of distinguished experts briefed members of the Commission on the educational effectiveness of these institutions, which have been pivotal in educating students, especially black students, for generations. Among the topics...
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A panel of distinguished experts briefed members of the Commission on the educational effectiveness of these institutions, which have been pivotal in educating students, especially black students, for generations. Among the topics addressed was how adequately these institutions prepared students for the increasing demand for highly skilled workers. Based on that briefing, the Commission developed the findings and recommendations that are included in this report. According to the data presented, the Commission found that students at historically black colleges and universities ('HBCUs') reported higher levels of academic engagement on some survey dimensions than their counterparts at non-HBCUs and that black students at HBCUs were more likely to be involved in faculty research projects than black students at non-HBCUs. HBCUs also produce a disproportionately high share of black students who receive degrees in science, engineering, technology, or mathematics (the 'STEM' fields), the Commission found. The Commission attributed the HBCUs' success in educating and graduating disproportionately large numbers of black students (both generally and with respect to those graduating with STEM degrees) in part to their admission policies, which do not create the situation of academic mismatch (a credentials gap) often found at non-HBCUs. Mismatch occurs frequently in institutions that grant preferential admissions based on race. The Commission credited mismatch, rather than discrimination or black students' alleged lack of interest in science, with HBCUs' comparative success over non-HBCUs in producing a higher proportion of black STEM graduates.
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