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AT&T Makes Million Dollar Contribution To Girls Who Code To Support Next Generation Of Female Tech Leaders

This is a press release from AT&T

Support Demonstrates AT&T's Continuing Efforts to Promote STEM Education and Close the Gender Gap in Tech Industry

NEW YORK, Aug. 21, 2014 (PRNewswire) | AT&T today announced a $1 million contribution to Girls Who Code, a national nonprofit working to close the gender gap in the technology and engineering sectors. The announcement was made at the graduation ceremony for AT&T's Girls Who Code Summer Immersion Program, a rigorous computer science course aimed at educating, inspiring and equipping high school girls with the skills, resources and confidence necessary to pursue opportunities in the technology field.
 
AT&T additional contribution will help Girls Who Code expand its Summer Immersion Program and Girls Who Code clubs to additional cities across the country, offering more young women access to computer science courses and technology.
 
Beginning on July 11th, AT&T welcomed twenty high school girls from across the five boroughs and metro suburbs, as well as one who travelled all the way from Houston, TX, to its New York City executive office in Rockefeller Center. The intensive program, taking place for seven weeks Monday through Friday, 9 am to 4 pm, provided the girls with a college semester's worth of computer science curriculum. The experience included interactive sessions with female executives from AT&T and a field trip to one of AT&T's media labs.  All of this culminated in today's graduation at the AT&T Long Lines building in Tribeca and a presentation of their final projects to family, friends and AT&T executives.
 
"Hosting the Girls Who Code Summer Immersion Program is inspirational," said Marissa Shorenstein, New York State President, AT&T, at the graduation ceremony. "The synergy between our two organizations creates almost unparalleled opportunities for more women to be exposed to technology fields. The young women's dedication and enthusiasm for learning is remarkable and we couldn't be prouder of all they have accomplished. We can't wait to see what they do next."
 
"As we work to close the gender gap in technology and empower young women across the country, AT&T's collaboration -- from contributing financial resources to engaging employees in our mission -- has been essential," said Reshma Saujani, Founder and CEO of Girls Who Code. "Together we are creating an environment that exposes girls to computer science careers and leaders and demonstrates to them that with this skillset, the possibilities are endless."
 
"AT&T wants to grow the field of qualified young women confident to enter STEM careers," said Nicole Anderson, executive director of philanthropy, AT&T.  "Girls Who Code makes this happen so we're thrilled to help them expand their reach to other communities across the country."
 
The Girls Who Code Summer Immersion Program embeds twenty rising high school juniors and seniors in a technology company, like AT&T, or university setting and combines computer science education with real-world tech industry exposure for seven weeks. Students do not need previous coding or computer science knowledge in order to apply, but must demonstrate a capacity for creative thinking and an interest in technology. Girls Who Code implemented the Summer Immersion Program in 2012 and AT&T was one of three companies in New York City to host an inaugural class.
 
This year's AT&T Girls Who Code class of students comes from all five of New York City's boroughs, with eight from Queens, two from Brooklyn, two from Manhattan, one from the Bronx, and one from Long Island. There are also five students from New Jersey and one student from Houston, Texas.
 
This year's graduates learned several programming languages, created computer games using JavaScript, HTML and CSS, programmed robots, and built mobile apps from the ground up. During the final weeks of the program, the girls were tasked with creating and developing their own, original projects, which they demonstrated to each other in class and presented to the audience at graduation.
 
In addition to their in-house classes, the girls went on a field trip to A&T AdWorks, a cross-platform ad network connecting advertisers with target audiences across online, mobile and TV, where they were exposed to cutting edge technologies and heard from some of the AT&T employees who helped develop them.
 
AT&T's support of Girls Who Code is part of AT&T Aspire, the company's signature education initiative, focusing on school success and workforce readiness.  AT&T has been involved in Girls Who Code since 2012 and has given more than $103 million to support STEM initiatives since 1987.
 
About Philanthropy at AT&T
AT&T Inc. is committed to advancing education, strengthening communities and improving lives. Through its community initiatives, AT&T has a long history of investing in projects that create learning opportunities; promote academic and economic achievement; or address community needs. In 2013, more than $130 million was contributed or directed through corporate-, employee-, social investment- and AT&T Foundation-giving programs.
 
AT&T Aspire is AT&T's signature education initiative that drives innovation in education by bringing diverse resources to bear on the issue including funding, technology, employee volunteerism, and mentoring.
 
About AT&T
AT&T Inc. (NYSE: T) is a premier communications holding company and one of the most honored companies in the world. Its subsidiaries and affiliates – AT&T operating companies – are the providers of AT&T services in the United States and internationally. With a powerful array of network resources that includes the nation's most reliable 4G LTE network, AT&T is a leading provider of wireless, Wi-Fi, high speed Internet, voice and cloud-based services. A leader in mobile Internet,
 
AT&T also offers the best global wireless coverage, based on offering roaming in more countries than any other U.S. based carrier, and offers the most wireless phones that work in the most countries. It also offers advanced TV service with the AT&T U-verse® brand. The company's suite of IP-based business communications services is one of the most advanced in the world.
 
Additional information about AT&T Inc. and the products and services provided by AT&T subsidiaries and affiliates is available at http://about.att.com or follow our news on Twitter at @ATT, on Facebook at http://www.facebook.com/att and YouTube at http://www.youtube.com/att.
 
© 2014 AT&T Intellectual Property. All rights reserved. AT&T, the AT&T logo and all other marks contained herein are trademarks of AT&T Intellectual Property and/or AT&T affiliated companies. All other marks contained herein are the property of their respective owners.
 
Reliability claim based on data transfer completion rates on nationwide 4G LTE networks. 4G LTE availability varies.
 
About Girls Who Code
Girls Who Code is a national non-profit working to close the gender gap in technology. Through its Summer Immersion Program and Girls Who Code Clubs, the organization is leading the movement to inspire, educate, and equip young women with the computing skills to pursue 21st century opportunities. Additional information is available at www.girlswhocode.com.
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NASA Announces Awards to Expand Informal STEM Education Network

This is a press release from NASA

WASHINGTON, Aug. 20, 2014 (PRNewswire-USNewswire) | NASA has selected 12 informal educational institutions to receive approximately $6 million in agency funding to provide compelling science, technology, engineering and math (STEM) opportunities in informal education settings, such as museums, science centers, planetariums and NASA visitor centers.
 
The selected projects will complement and enhance STEM curricula taught in traditional kindergarten through 12th grade academic settings.
 
These education grants were awarded through NASA's Competitive Program for Science Museums, Planetariums and NASA Visitor Centers Plus Other Opportunities (CP4SMPVC) in response to a solicitation issued in April 2013. The solicitation sought STEM projects to infuse cutting-edge NASA research and development activities into curriculum development and implementation, teacher preparation and professional development, effective teaching, out-of-school activities and educational technology.
 
The 2014 selected organizations are:
  • Boston Children's Museum, Boston
  • Discovery Museum, Bridgeport, Connecticut
  • EdVenture Children's Museum, Columbia, South Carolina
  • Great Lakes Science Center (NASA Glenn Research Center Visitor Center), Cleveland
  • Howard B. Owens Science Center, Lanham, Maryland
  • Maryland Science Center, Baltimore
  • Museum of Science and Industry, Chicago
  • NASA Ames Research Center Visitor Center, Moffett Field, California
  • NASA Goddard Space Flight Center Visitor Center, Greenbelt, Maryland
  • Oregon Museum of Science and Industry, Portland
  • Smithsonian National Air and Space Museum, Washington
  • Space Science Institute, Boulder, Colorado
"Research shows that for most Americans, only about 20 percent of their learning occurs in traditional school settings with the remainder coming from other experiences," said Mary Frances Sladek, director for STEM Education and Accountability in NASA's Office of Education. "The new opportunities offered by these museums and informal education institutions will use NASA content to amplify STEM concepts beyond the classroom."
 
These projects are designed to engage youth, families, educators and the public through educator professional development, webcasts, digital and traveling exhibits and community-based programming. They have performance periods from one to five years and range in value from approximately $150,000 to $900,000. Final funding is contingent upon NASA's approval of each organization's detailed business plan.
 
The selected institutions will partner with NASA's Museum Alliance, a nationwide network of education professionals at more than 575 science museums, planetariums, NASA visitor centers, Challenger Centers, and visitor centers at observatories and parks, nature centers, aquariums and zoos.
 
For more information about this year's CP4SMPVC winners, including project descriptions, visit:
 
 
For information about the Museum Alliance, visit:
 
 
For information about NASA's education programs, visit:
 

 

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Russian School of Mathematics Brings Award-Winning Afterschool Math Program to New Hampshire

This is a press release from the Russian School of Mathematics

Advanced Math School for K-12 Children Renowned for Developing Excellence in Mathematics and Lifelong Critical Thinking Skills To Open in Nashua

NASHUA, N.H., Aug. 19, 2014 (PRNewswire-USNewswire) | The Russian School of Mathematics (RSM) – the award-winning afterschool math program renowned for developing excellence in mathematics and lifelong critical thinking skills – will open in Nashua, New Hampshire this September in response to high demand for quality after-school math education from area families. Located at 84 Lake Street, RSM-Nashua will be the math school's first branch in the state of New Hampshire.  
 
The new math school will be led by Igor Chernin, principal of RSM's venerable Acton, Mass. branch, and his experienced team. Having witnessed the remarkable results of the RSM program as parents, Igor and his wife Bela decided to bring the benefits of the RSM program to the Acton, Mass. community in 2008; and with the opening of the Nashua branch they will now extend those same benefits to K-12 students throughout Southern New Hampshire and Northern Massachusetts.
 
"Our Nashua branch will be situated in the heart of New Hampshire's high tech industry where families are highly educated and particularly attuned to the enduring value of a quality math education," says Chernin, a former principal engineer. "We are opening RSM-Nashua after having been besieged with inquiries from area families almost daily for the past several years. Some of our students have been commuting to our Acton location for several years from places as far away as Bedford, New Hampshire."   
 
RSM-Nashua will host a Grand Opening Celebration on Saturday, September 20, from 12 Noon to 5:00 PM. The event is free and open to the public. Families are invited to meet RSM faculty, enjoy math games, and schedule free math evaluations for their children. The math school is also now enrolling students for its full-academic year program which begins on Thursday, September 4, 2014. To learn more, visit www.russianschool.com.
 
Inessa Rifkin and Irina Khavinson, the two Russian immigrant women who started the Massachusetts-based Russian School of Mathematics in 1997, believe that anyone can do well in math given the right learning environment. For more than a decade, RSM students have consistently posted top scores in national and international math competitions and on standardized tests. But as the founders point out, achieving top test scores is just one of the benefits of RSM's math enrichment program. RSM students also see higher grade point averages in school, more confidence, and a strengthening of problem-solving and critical thinking skills.
 
The key, they say, is creating an enjoyable learning environment that emphasizes understanding over rote memorization and having a systematic curriculum and well-trained, enthusiastic teachers who can pass their love of math on to their students.
 
Once based in the Rifkin family living room, the school's aim has always been to help students get into the best colleges by giving them a set of skills they would find valuable in any profession. RSM has seen demand for its math program increase dramatically over the years and the math school today enrolls more than 11,000 students at its 21 locations in seven states.
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Science Center to Host Free Admission Day on Aug. 24

This is a press release from the Carnegie Science Center

General Admission Will Be Underwritten by the Jack Buncher Foundation

PITTSBURGH, August 18, 2014 | On Sunday, Aug. 24, general admission to Carnegie Science Center will be generously underwritten by the Jack Buncher Foundation. Visitors can discover hundreds of hands-on exhibits, including Highmark SportsWorks®, free of charge from 10 am – 5 pm.
 
Guests can engineer a mini-city in the BLUE! exhibit, explore a walk-in replica of the International Space Station, challenge a robot to a game of air hockey, and take a walking tour of western Pennsylvania at the world-renowned Miniature Railroad & Village®, plus much more.
 
Parking, Omnimax films, and laser shows are not included.
 
About Carnegie Science Center
Carnegie Science Center is dedicated to inspiring learning and curiosity by connecting science and technology with everyday life. By making science both relevant and fun, the Science Center’s goal is to increase science literacy in the region and motivate young people to seek careers in science and technology. One of the four Carnegie Museums of Pittsburgh, the Science Center is Pittsburgh’s premier science exploration destination, reaching more than 700,000 people annually through its hands-on exhibits, camps, classes, and off-site education programs.
 
About Carnegie Museums of Pittsburgh
Founded by Andrew Carnegie in 1895, Carnegie Museums of Pittsburgh is a collection of four distinctive museums dedicated to exploration through art and science: Carnegie Museum of Art, Carnegie Museum of Natural History, Carnegie Science Center, and The Andy Warhol Museum. Annually, the museums reach more than 1.2 million people through exhibitions, educational programs, outreach activities, and special events.
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30 Teachers Across America Win $2,500 Grants To Use for Positive Change in the Classroom

This is a press release from Farmers Insurance

Third Round Winners of National Thank A Million Teachers Program Announced by Farmers Insurance

LOS ANGELES, Aug. 18, 2014 (PRNewswire) | Farmers Insurance, one of the nation's largest multiline insurers, announced the third round of 30 winners of its "Thank A Million Teachers" program, a national initiative through which Farmers is inviting America to offer heartfelt thanks to teachers, present and past, for their positive impact on students and communities across the United States.  
 
Since the beginning of the year, more than 730,000 thank-yous have been received for teachers on the www.ThankAMillionTeachers.com website. As part of the national program, Farmers invited teachers to submit proposals for $2,500 grants. During the months of June and July, the public voted on hundreds of proposals with the top six vote-getters in five regions selected as winners. In all, Farmers has committed to donating $1 million to teachers and education programs in 2014.
 
"These teachers are amazing mentors and truly dedicated to their student's futures. They have such a unique approach and vision of how to captivate their students to promote new learning experiences. Farmers is proud to be able to grant these teachers with the funds necessary to help advance education in communities throughout America," said Randy Rice, National Manager of Education Programs for Farmers Insurance.  "Over the course of this program it's been exciting to see communities rally around their local teachers as they vie to win grants for their classrooms."
 
Among the grant winners:
 
Amber Davis, who teaches at Deep Creek Central Elementary in Chesapeake, Virginia, wants to provide her students with technology to help promote learning across a wide spectrum of studies. With her grant, she intends to acquire mini tablets to help her students master technology, as well as make learning fun by taking virtual tours of the pyramids of Egypt, studying the Great Wall of China, discover new habitats around the world and more.
 
Kerri Kuehl, who teaches at Ekstrand Elementary in DeWitt, Iowa, will use her grant money to promote healthy eating options for her Kindergarteners. Her students have a snack every morning to keep their bodies and minds fueled for learning, but the school's funds for healthy snacks is extremely limited, in fact, Kuehl like most teachers, often purchases fresh vegetables and fruits with her own money. With the grant money, she plans to provide healthy snacks throughout the school year.
 
Jessica Randolph teaches at Priest River Elementary in Priest River, Idaho, and will provide books for her students to excite them about reading. She noted her classroom library is limited and with a new reading program the school district recently implemented, students need access to a wider array of books to complement their different reading levels.
 
Josephine Golcher, who teaches at Rosary High School, an all girl's school in Fullerton, California, wants to provide materials for her students to design, build and program robots. Golcher will use the grant money to form a robotics class for girls and drive interest for Science, Technology, Engineering and Math education, also referred to as STEM.
 
Below is a complete list of winners (note to editors, details of the winning proposals and access to the winning teachers are available by contacting Farmers Media Relations representatives listed above):
Farmers Insurance is working in partnership with AdoptAClassroom.org, a national non-profit, to help teachers acquire the supplies and equipment they have requested in their proposals.
 
Farmers announced the launch of the Thank A Million Teachers program in late December at a special event featuring Jack Black, who thanked his former teacher Debbie Devine, who he credited with saving his life.  Several days later, Farmers brought additional attention to its campaign to thank educators across America with its Thank A Million Teachers New Year's Day float in the Tournament of Roses parade.
 
The ThankAMillionTeachers.com website is continuously accepting the public's thank yous and posts a live tally of the number of thank yous received thus far.  It is also the place where teachers can submit their proposals for the chance to win grants of $2,500.
 
About Farmers Insurance
Farmers Insurance Group of Companies is a leading U.S. insurer group of automobiles, homes and small businesses and also provides a wide range of other insurance and financial services products. Farmers Insurance is proud to serve more than 10 million households with more than 20 million individual policies across all 50 states through the efforts of over 50,000 exclusive and independent agents and approximately 22,000 employees.
 
For more information about Farmers, visit its Web site at www.farmers.com or at www.Facebook.com/FarmersInsurance.
 
About AdoptAClassroom.org
AdoptAClassroom.org is a national 501(C) (3) nonprofit organization dedicated to giving teachers a hand through the provision of essential classroom supplies so that students can succeed. Many teachers spend as much as $1,000 annually of their own money to equip their classrooms. Since 1998 AdoptAClassroom.org has raised over $20 million to benefit classrooms across America. AdoptAClassroom.org has earned a 4-star rating from Charity Navigator. To adopt a classroom, visit http://www.adoptaclassroom.org.

 

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International Association for STEM Leaders Gives Jarrad Grandy The STEM District Leader Award

This is a press release from the International Association for STEM Leaders

Mr. Jarrad Grandy, Director of Career Readiness at Kent Intermediate School District, is the recipient of the International Association for STEM Leaders (IASL)'s STEM District Leader Award. This Michigan district moves beyond theory and models to tangible deliverables, while always testing theories and models and the real work being done in the classroom.  The district is known for its curriculum development and continuous improvement model with STEM and has also been recognized for its excellent work by the Michigan Economic Development Corp, receiving an award and grant.

He served as the Chairman of the Career Education Planning District Council, which represents the regional administrators responsible for career readiness throughout the state of Michigan for K-12 students. He taught for 7 years and is currently the Director of Career Readiness at Kent Intermediate School District in Grand Rapids. He has designed and led the development of STEM programming for high school students throughout the county such as the Health Sciences Early College Academy (3.0 minimum GPA for entrance, when a student completes 2 years for the program, they will have a semester of transcripted, health sciences college credits from a university partner), Avionics (1st first high school program in the country to hold),  and services, STEM Consultants, who have an industry and K-12 teaching  background provide professional development for all of the teachers in the county and build curriculum addressing common core, NGSS, and CTE standards basing their lessons on local, industry problems.  This curriculum is tested with the help of teachers through classroom learning labs (lesson study) to improve the curriculum as well as enhance instruction.  He also actively serves on multiple regional talent pipeline committees for various STEM industries.

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Rethink Announces New Tool to Help Teachers Support Students with Behavioral Challenges

 
NEW YORK, Aug. 13, 2014 /PRNewswire/ -- School districts across the country are beginning to adopt a new tool that will make it easier for educators to help students overcome behavioral challenges -- an impediment to academic progress for students.
 
Rethink, an education technology company that puts cutting-edge tools to support students with special needs in the hands of educators and parents, announced today a new management and tracking platform that helps teachers improve student behavior. The new mobile-based Behavior Support tool helps teachers to identify student behavior challenges and provide personal attention to students, by eliminating burdensome paperwork and helping teachers customize their behavior invention plans.
 
"We know that problem behavior significantly disrupts the learning process, and is also a big contributor to staff turnover," says Jamie Pagliaro, Chief Learning Officer of Rethink. "Rethink is pleased to launch its new Behavior Support component, developed by teachers for teachers. This robust toolkit is available to help schools create and maintain a positive classroom environment for all students, and can play a key role in district-wide Positive Behavior Support initiatives."
 
Teachers with special education students will be able to use the tool to integrate Positive Behavioral Intervention and Supports plans and can track time spent on compliance with IDEA requirements regarding behavior support. The new platform provides any teacher with an easy, on-the-go ability to conduct behavior assessments, create effective behavioral support plans, and track intervention success.
 
The platform also integrates with current Rethink curriculum and provides teachers with a library of instructional videos that can help them create and implement meaningful behavior plans tailored to each student. Teachers are able to collect and analyze information on student progress, which helps them better develop long-term behavior intervention plans and communicate and collaborate with parents.  The platform is available on both tablet and mobile devices, allowing teachers to track progress in real-time as they work with students throughout the class day.
 
Rethink has been soliciting educator feedback on the platform over the last several months, and the platform will be available to school districts beginning in September 2014.
 
Rethink is an award-winning research-based program model for supporting students with disabilities in specialized through fully included settings. Our dynamic online solution includes a comprehensive video-based curriculum aligned to the Common Core State Standards, job-embedded professional development and parent training modules, individualized assessment tools, behavior intervention planning and an IEP Builder – all developed by nationally recognized experts in the field. We also offer data-based reports for school and district leaders to automatically monitor progress with LRE Goals, and a proven implementation support model guided by our team of seasoned educators.
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Blackboard Launches Free App to Help Students Discover Career Paths

 
 
WASHINGTON, Aug. 14, 2014 /PRNewswire/ -- Blackboard Inc. announced [on Thursday] the release of Job Genie™, a free mobile app designed to minimize student anxiety around the job selection process by helping them explore potential career paths and options for college. Job Genie is the latest innovation to come out of Blackboard Labs, an initiative dedicated solely to education technology experimentation.
 
The app is a result of qualitative research with students that indicated a large amount of apprehension around key academic decisions, such as picking a school, major, or career path. Designed to be a non-threatening way to explore various education and job options, the app uses casual language and aesthetics to reinforce that these choices are part of a journey and that students should not feel locked into a single recommendation.
 
Job Genie is still in development and the early release will be updated based on feedback. The Blackboard Labs initiative is designed to incubate great ideas to share with the user community, get their reaction, and translate that into powerful and useful products.
 
"I think everyone wishes they had a plan," said a student participant in the research study that lead to the development of Job Genie. "And even if you have a great plan, pressure from parents, difficult courses and other bumps in the road make it tough to always see the next step. It's nice to know that I can just pull out my phone and have my own personal career counselor at my fingertips."
 
The interactive user experience is focused solely on learner engagement and includes simple personality, interest and achievement questions that generate a list of schools, degrees and job options best matched to the answers. Learners can compare salaries, research cost-of-living information, and even view videos from practitioners that paint a realistic picture of day-to-day job activities.
 
"Students tend to feel locked into choices they make very early in their educational journey, which can make the selection of a career path intimidating," said Mark Strassman, senior vice president of product management at Blackboard. "It's important for them to feel comfortable with a certain amount of experimentation, learning and discovery. Through this app, we aim to provide relevant data to help students make informed decisions. We are fully committed to building solutions from the learner's perspective and helping them become more career-ready and, ultimately, successful."
 
The free app is available in the iTunes Store, on Google Play, and online, where product feedback can be submitted, reviewed, and potentially incorporated.
 
For more information about Blackboard, please visit www.blackboard.com or follow @Blackboard on Twitter.
 
About Blackboard Inc.
Blackboard is the world's leading education technology company that is reimagining education by challenging conventional thinking and advancing new learning models. We rapidly deploy relevant and meaningful technologies and services to meet the needs of the modern day learner and the institutions that serve them, driving success and growth for both. In partnership with higher education, K-12, corporate organizations, and government agencies around the world, we help every learner achieve their full potential. For more information about Blackboard follow us on Twitter at @Blackboard.
 
Any statements in this press release about future expectations, plans and prospects for Blackboard represent the Company's views as of the date of this press release. Actual results may differ materially as a result of various important factors. The Company anticipates that subsequent events and developments will cause the Company's views to change. However, while the Company may elect to update these statements at some point in the future, the Company specifically disclaims any obligation to do so.
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American Indian Science and Engineering Society Receives $1.5 Million NSF Grant

This is press release from American Indian Science and Engineering Society (AISES)

ALBUQUERQUE, N.M., Aug, 18, 2014 (PRNewswire-iReach) | Sarah EchoHawk, CEO of the American Indian Science and Engineering Society (AISES), announced that the organization has been awarded a grant of $1.5 million from the National Science Foundation (NSF).

The project is sponsored by multiple directorates at NSF including the Directorates for Biological Sciences, Mathematics and Physical Sciences, Engineering, Education, Geosciences, Computer and Information Science and Engineering, and the Office of International and Integrative Activities.
 
According to EchoHawk, this is the largest NSF grant AISES has ever received, both in terms of the amount and the scope. Titled Lighting the Pathway to Faculty Careers for Natives in STEM, the program is designed to boost the number of AISES student members who persist in science, technology, engineering, and mathematics (STEM). The long term goal is to increase the number of AISES members who pursue faculty positions in STEM disciplines at United States colleges and universities.
 
"The absolute dearth of American Indians, Alaska Natives and Native Hawaiians  (AI/AN/NH) represented within faculty—and particularly STEM faculty—in institutions of higher learning has long been a national problem," said Echohawk. "We look forward to helping make a significant impact in reversing this trend."
 
This NSF grant is a one-of-a-kind attempt at full-service mentoring and exposure to opportunities that will help move individuals further along their academic paths. A five-year pilot project will be implemented at the national level, using the extensive network of individuals who are engaged in AISES national efforts or its various student chapters and will develop a model framework for supporting AI/AN/NH higher education students who are pursuing education to establish careers as academic faculty members in STEM. The impact of program involvement before, during, and after students' participation will be evaluated. These published findings will serve as a guide for future projects.
 
Sally O'Connor, NSF Program Officer, said three things are particularly notable about this grant.  "First, its focus is primarily Native American, although it doesn't exclude any others. Second, the PIs are all Native Americans who have become leaders in their respective STEM fields. And finally," she continued, "the work will help determine the most critical interventions which lead AI/AN/NHs to achieve PhDs in STEM fields."
 
In the past, public and private entities have attempted to improve the representation of Natives in STEM faculty positions, but have met with only limited success. However, this project, with its five-year pilot program being supported by NSF and implemented at the national level is "designed to make a real difference," according to Dr. Melinda McClanahan, Chair of the AISES Board of Directors.  She added, "To continue to maintain the United States' competiveness in the global economy, the country must utilize all of its talent in order to advance scientific knowledge and technological innovation. That is the reason this project is so important."
 
According to Steven P. Craddock, Tribal Councilman for the Wampanoag Tribe of Gay Head (Aquinnah), "I can attest that there is a great need for more Native role models in STEM faculty positions. I do believe that Native Americans have strong aptitude for the sciences and the country cannot afford to let this talent go untapped. Increasing the number of Native American professors in the STEM fields will certainly help with the recruitment, retention, and success of Native STEM majors."
 
Co-Principal Investigators for the Project:
 
Dr. Mary Jo Ondrechen (Mohawk), Northeastern University
Dr. Ondrechen is Professor of Chemistry and Chemical Biology at Northeastern University. Her NSF-funded research group specializes in theoretical chemistry, computational biology, and genomics. She is Immediate Past Chair of the AISES Board of Directors. From Northwestern University, she holds a Ph.D. in Chemistry and from Reed College, she holds an ACS-certified B.A. in Chemistry. 
 
Dr. Chris Cornelius (Oneida), University of Nebraska-Lincoln
Dr. Cornelius is Associate Dean for Research, College of Engineering, University of Nebraska-Lincoln. From Virginia Polytechnic Institute and State University, he holds a Ph.D. in Chemical Engineering and a Master of Engineering in Chemical Engineering. From Montana State University, he holds a B.S. in Chemical Engineering. His research experience spans over 15 years as a faculty member, a senior administrator in academia, a national laboratory staff scientist, and an industrial engineer. In addition to teaching and research, he is Editor of the Journal of Materials Science.
 
Dr. Robert Megginson (Lakota), University of Michigan
Dr. Megginson is the Arthur F. Thurnau Professor of Mathematics and Associate Dean at the University of Michigan. He is former Deputy Director at Mathematical Sciences and Research Institute (MSRI) and a long-time mentor for AISES students. In 1997, he received the U.S. Presidential Award for Excellence in Science, Mathematics, and Engineering Mentoring. In 1999, he received AISES' Ely S. Parker Award, for lifetime professional achievement and service to the Native American community. From the University of Illinois at Urbana-Champaign, he holds a Ph.D. in Mathematics, an A.M. in Statistics and a B.S. in Physics.
 
Dr. Melinda McClanahan (Choctaw), Retired, USDA Agricultural Research Service
Dr. McClanahan is the current Chair of the AISES Board of Directors. She holds the M.S. and Ph.D. degrees in Radiation Biology from Texas Woman's University and has an MBA degree from New Mexico Highlands University.  She served as professor, university department head (bringing a valuable perspective on the faculty hiring process), and dean of science and engineering for 20 years before joining the U.S. Senior Executive Service in Washington, DC. She retired in 2010 after nine years as the Chief Information Officer of the USDA Agricultural Research Service. She is an Adjunct Professor with the American University in Phnom Penh, Cambodia.
 
About the American Indian Science and Engineering Society:
For over 35 years, the American Indian Science and Engineering Society (AISES) has been working to substantially increase the representation of American Indians and Alaskan Natives in engineering, science, and other related technology disciplines. A non-profit organization, AISES is the leader in STEM opportunity in Indian Country with nearly 3,000 current members and scholarship programs which have cumulatively awarded over $8 million to almost 5,000 students.
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