AACC Annual Convention Flyers 2011
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www.atecenters.org
ADVANCED TECHNOLOGICAL
EDUCATION CENTERS
P a r t n e r s W i t h I n d u s t r y F o r A N e w A m e r i c a n W o r k f o r c e
Fields of technology supported by the ATE program include, but are not limited to:
The Advanced Technological Education (ATE) Program Focuses on the education of technicians for high-technology fields.
The National Science Foundation supports three major ATE program tracks: projects, centers, and targeted research in technician education. Two-year college educators have leadership roles in ATE projects and centers. They design and carry out model workforce development initiatives in partnership with industry, four-year colleges, universities, secondary schools, nonprofit organizations, and government agencies. ATE research advances the knowledge base needed to make technician education programs more effective and more forward-looking.
ATE Impacts Students by encouraging efforts to increase the participation of diverse populations in advanced technology fields where they have been underrepresented, and promotes the inclusion of persons with disabilities in the technical workforce.
ATE Empowers Innovative Educators with competitive grants that make it possible for them to test their ideas for improving the technical skills of technicians, and for boosting the general science, technology, engineering, and mathematics (STEM) knowledge of students at various education levels. ATE also supports professional development programs for educators who teach prospective technicians.
ATE Facilitates Productive Partnerships between educators, industry, and other organizations. ATE also strengthens the connections among community colleges, technical colleges, elementary and secondary schools, and universities. These multifaceted partnerships produce coordinated responses to new workplace and instructional technologies, and help people develop the skills for advanced technology careers.
Highlighting the AdvancedTechnological Education program sponsored by theNational Science Foundation.
Prepared by the ATE centers with support from the National Science Foundation under grant DUE-1040932 to the Academic Affairs Division of the Maricopa Community Colleges.
BIOTECHNOLOGY & CHEMICAL PROCESSES
ADVANCED MANUFACTURING TECHNOLOGIES
AGRICULTURAL, ENERGY, & ENVIRONMENTAL TECHNOLOGIES LEARNING, EVALUATION, & RESEARCH
ELECTRONICS, MICRO- & NANOTECHNOLOGIES
ENGINEERING TECHNOLOGIES
INFORMATION, GEOSPATIAL, & SECURITY TECHNOLOGIES
OIOIOIOIOIOIOIOIOIOIOIOIOIOIOIIIOOIOIOIIIOOIOIOIOIOIIOIOIOIIOIIIOIIOOIO
The Advanced Technological Education program endeavors
to strengthen the skills of technicians whose work is
vitally important to the nation’s prosperity and security.
The Advanced Technological Education program
• Increasesstudents’persistenceandcompletionofdegreesandcertificates
• Deliverswell-qualifiedtechnicianstotheworkforcesavingemployerstimeandmoney
• Influenceschangesinthehiringpracticesofkeyindustries
• Improvesscience,technology,engineering,andmathematics(STEM)curriculaandinstructionatcommunityand technical colleges, and secondary schools using current research
• Savesschoolsystemsandhighereducationinstitutionstimeandmoneyrevisingcurriculaandcreatingnewprograms for emerging technologies
• EncouragestheparticipationofwomenandunderrepresentedpopulationsinSTEMfields
• Reachesouttomiddleschoolandhighschoolstudentstoinformthemoftechnicalcareeropportunities
$11 millionIN MONETARY SUPPORT
$9 millionOF IN-KIND SUPPORT
ATE centers and projects had
6,900 collaborations with industry, business, public agencies, and educational enterprises during 2009. These partners contributed
47% WERE TWO-YEAR COLLEGE FACULTY
27% WERE SECONDARY SCHOOL TEACHERS
15% WERE FROM BUSINESS AND INDUSTRY
11% WERE FOUR-YEAR COLLEGE FACULTY
58,100 people participated in ATE professional development programs during 2009.
1,740CURRICULUM MATERIALS
1,372ARTICULATION AGREEMENTS AMONG
958INSTITUTIONS
In2009, ATE centers and projects developed45%
WERE NONWHITE
27% WERE WOMEN
52% WERE ENROLLED IN TWO-YEAR COLLEGES
32% WERE SECONDARY SCHOOL STUDENTS
ATE encourages the participation of underrepresented populations in STEM fields. Of the
85,300 students who took at least one ATE-supported course during 2009
www.atecenters.org
Describe your location by
landmark or area of town.
This highly interactive workshop is designed primarily for administrators from diverse groups who aspire to achieve and be successful in executive level positions or presidencies in community colleges. Prominent CEOS representing these three host Councils will facilitate this workshop on:
Strategies in making career choices & preparations for next steps; Perspectives about careers & preparation; Navigating the internal & external politics; Inside view of the recruitment process & ways to overcome barriers; Solutions to balance personal & professional commitments, values, & choices; Networking & other relevant topics.
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Sponsored by AACC Councils:
National Asian Pacific Islander Council (NAPIC) National Council on Black American Affairs (NCBAA) National Community College Hispanic Council (NCCHC)
2011 American Association
of Community Colleges Preconvention Workshop D
Breaking the Stained Glass Ceiling: Preparing
Administrators from Diverse Groups for Executive-level
Positions
Saturday, April 9, 2011 8:30 am - 4:00 pm
The Hilton New Orleans Riverside Hotel, New Orleans, LA
Cost: $250
2011 American Association
of Community Colleges Preconvention Workshop D
Breaking the Stained Glass Ceiling: Preparing Administrators from
Diverse Groups for Executive-level Positions
Saturday, April 9, 2011 8:30 am - 4:00 pm
The Hilton New Orleans Riverside Hotel, New Orleans, LA Cost: $250
Re
gis
ter
Now
! Register at the AACC
Website: http://www.aacc.nche.edu and select the 91st Annual
Convention Information link
4/9/11
Save the DateGrowing the Workforce for a New American Economy
October 22-25, 2011
Hyatt Regency St. Louis at The Arch
St. Louis, MO
A Joint Summit hosted by NCWE and NCCET
www.nccet.org and www.ncwe.org
Thursday, April 28, 2011 1:00pm – 2:30pm (EST)
This intensive webinar will concentrate on how to develop a consensus among student services professionals about learning outcomes assessment across the student services spectrum, how to develop meaningful outcomes, and how to use outcomes data to strengthen student services programs. Attention will be given to the shift from a student satisfaction focus to a student learning focus, and the collaboration between academic affairs and student services in the successful implementation of a learning outcomes project.
Webinar Description
•Vice Presidents of Student Affairs •Vice Presidents of Academic Affairs •Deans of Student Affairs •Deans of Academic Affairs
•Student Services Administrators and Professionals •Directors of Enrollment Management •Retention Specialists •Student Success Staff
Who Should Attend?
Dr. Elise Davis-McFarland is vice president of student services at Trident Technical College in Charleston, South Carolina. Dr. Davis-McFarland has worked as a public school speech-language pathologist, academician, researcher, and academic administrator. She developed the interdisciplinary graduate communication sciences and disorders program at the Medical Univer-sity of South Carolina and served as program chair. Dr. Davis-McFarland is an ASHA Fellow. She is a longtime ASHA volunteer, having served on many boards and committees, most recently the Board of Ethics. Her research and writing focus on multicultural issues. She earned a bachelor's degree from the Univer-sity of North Carolina at Greensboro, a master's from the University of Virginia and a doctorate from the University of Pittsburgh.
Facilitator:
Student Learning Outcomes for Student Services
www.ncchc.com
“The nation’s premier organization
for preparation and support
of Hispanic leaders in
America’s community colleges.”
ADVOCACY
INFORMATION
NETWORKING
SUPPORT
EDUCATION
TRAINING
Contact Information
Dr. William M. Vega, Director
NCCHC Leadership Fellows Program
Peggy Card-Govela, Program Coordinator
NCCHC Leadership Fellows Program
Email: ncchclfp@csulb.edu
Phone: 562-985-8805
Fax: 562-985-4829
California Sate University, Long Beach
Educational Leadership Program
1250 Bellflower Blvd. MS 2201
Long Beach, CA 90840-2201
www.ced.csulb.edu/asec/academic/lfp/
Become an NCCHC Leadership Fellow!
Application Forms Online
www.ced.csulb.edu/asec/academic/lfp/
apply.cfm
Applications accepted until cohort is
filled. Early deadline April 2nd
Supplemental material:
A current resume
A personal statement
Supervisor’s letter of
recommendation
National Community College Hispanic Council
Leadership Fellows Program
Preparing Future Community
College Leaders!
Seminar Dates
Summer 2011: June 8th - 11th
Long Beach, CA
Fall 2011: September 20th - 24th
San Antonio, TX
2011 NCCHC September 22nd - 24th
Symposium: San Antonio, TX
Eligibility Criteria
Currently hold a managerial
position and aspire to become a
community college Vice President
Master’s degree required, doctorate
preferred
Conditions and Fees
Tuition: $1,800
Tuition will cover participant costs
for seminars, housing, meals and
materials
Travel, incidentals, and cost of
attending the NCCHC Symposium
must be covered by the participant
or sponsoring institution
Candidates must agree to attend all
sessions, including the NCCHC
Symposium, and receive commit-
ment from their supervisors
for participation.
NCCHC Values ● Leadership ● Education
● Equity & ● Collaboration
About NCCHC
Established in 1985 as an affiliate of the
American Association of Community
Colleges (AACC), the council is the
nation’s primer organization for
preparation and support of Hispanic leaders
in America’s community colleges. The
non-profit, professional organization is
committed to delivering high quality
leadership development experiences and
providing Hispanics with opportunities to
continue their personal and professional
growth. The Council provides members
with resources, networking and educational
opportunities.
Mid-Management Leadership
Fellows Program
To address the lack of Hispanic Leaders in
American community colleges, the
NCCHC is offering the Leadership Fellows
Program to develop a pool of highly
qualified Hispanics and assist them in
attaining high-level positions in
community colleges. The program is
designed for community college educators
whose career interest focuses on becoming
an executive leader of a community
college.
Program Components include:
Two learning seminars
Professional career plan preparation
Mentoring
Continued communication with NCCHC
leaders and Fellows
Detailed assessment of leadership skills
Presentation at NCCHC Symposium
Curriculum
Seminar topics include:
Organizational development
Institutional effectiveness
Conflict resolution
Crisis management
Community development
Technology
Board/CEO relations
Strategic planning
Culture and diversity
Finances and facilities
Change process
Negotiation
NCCHC Leadership Fellows Program • www.ncchc.com
Share what you’ve LEARNED about student success!
AACC’s web-based Minority Male Student Success Database highlights community college programs, initiatives, and strategic plans focusing on minority male mentoring,
recruitment, persistence, and completion.
It’s easy to upload a descriptive profile of your college’s program. Join other colleges that have showcased their commitment to minority male success and help make this database a useful tool for all.
American Association of Community CollegesOne Dupont Circle, NW, Suite 410 | Washington, DC 20036
202.728.0200 | www.aacc.nche.edu
Check it out!
Contact Kevin Christian, Senior Program Associate for Diversity, Inclusion and Equity at 202.728.0200, ext. 262 or kchristian@aacc.nche.edu.
www.aacc.nche.edu/MinorityMaleDatabase
Minority Male Student Success Database
“The AACC Minority Male Student Success Database is an essential resource for any community college desiring to recruit and retain African-American male students. The database provides access to information on programs nationwide that may otherwise go undiscovered. The inclusion of direct contact information is a feature that is hard to find anywhere else on the Web.
Keith P. SaylesDirector
African American Male InitiativeSt. Louis Community College, MO
“We need to understand African American men have strengths, creativity, and adaptability and focus on what will work for them.
Stephanie HawleyAssociate Vice President College Access Program
Austin Community College, TX
“AACC should be applauded for launching the Minority Male Student Success Database to provide all community colleges access to programs aimed at serving male students of color. We all know that developing [these] programs requires an ongoing commitment.
Ervin V. Griffin, Sr. President
Halifax Community College, NC
AACC Minority Male Student Success Databasewww.aacc.nche.edu/MinorityMaleDatabase
91st AACC Annual Convention April 9-12, 2011
New Orleans
Learn about innovative high school/community college dual
enrollment practices that increase community college
completion and graduation rates. We welcome all college
presidents to attend the:
Middle College National Consortium Reception
on
Sunday evening, April 10, 2011
at
6:30 p.m.
in the
Trafalgar Room at the Hilton New Orleans Riverside Hotel
2 Poydras Street
New Orleans, LA 70130
RSVP by April 1st: mhanson@contracosta.edu Melody Hanson, Sr. Exec. Assist to the President
Hosted by: President McKinley Williams and MCNC Contra Costa College
(510) 235-7800, ext. 4206
C S
C C
Aff i l ia te o f the Amer ican Assoc iat ion of Commun ity Co l leges
(AACC)
C O U N C I L F O R T H E
S T U D Y O F
C O M M U N I T Y C O L L E G E S
The Council for the Study of
Community Colleges (CSCC) is an
affiliate of the American Association of
Community Colleges (AACC). Council
members include university-based
researchers and community college
practitioners who further scholarship
on the community college enterprise.
The purposes of the Council are to:
1) Conduct and disseminate research
pertaining to community colleges;
2) Serve as a forum for dialogue
between university professors,
graduate students, and community
college practitioners who study
community colleges;
3) Provide research and other
services to the American Associa-
tion of Community Colleges and
its affiliate councils;
4) Contribute to the develop-
ment of pre-service and in-
service education for community
college professionals;
5) Recognize outstanding service
to, research in, and publication
about community college
education; and
6) Provide a unified and formal
base of participation for CSCC
members in AACC affairs.
Strengthening the network of
community colleges through
research and dialogue for
more than 50 years
Next conference: New Orleans, LA
April 7-9, 2011
President
Stephen G. Katsinas Professor and Director
Education Policy Center University of Alabama
Skatsina@bamaed.ua.edu
President-elect Pamela L. Eddy
Associate Professor Educational Policy, Planning, &
Leadership College of William and Mary
Pamela.eddy@wm.edu
Past President
Beverly Bower Endowed Chair & Director
Bill J. Priest Center University of North Texas
Beverly.bower@unt.edu
Vice President for
Research & Publications Frankie Santos Laanan
Associate Professor Iowa State University
Laanan@iastate.edu
Secretary
David Hardy Assistant Professor
University of Alabama Dhardy@bamaed.ua.edu
Treasurer Desna L. Wallin
Associate Professor University of Georgia
Dwallin@uga.edu
Historian Deborah Floyd
Professor
Department of Educational Leadership
Florida Atlantic University Dfloyd@fau.edu
By-Laws Committee Chair
Daniel J. Phelan President
Jackson Community College Phelandanielj@jccmi.edu
2010-2011 CSCC Officers Board of Directors
Janice Friedel Professor
California State University, Northridge
Jan.friedel@gmail.com
Regina Garza Mitchell Assistant Professor
Central Michigan University Regina.garzamitchell@cmich.edu
Linda Serra Hagedorn Professor & Director
Research Institute for Studies
in Education Iowa State University
Lindah@iastate.edu
John P. Murray Professor
California State University, Long Beach
030747@msn.com
Michael Roggow Director of Collaborative
Programs Michael.roggow@bcc.cuny.edu
Pam Schuetz
Postdoctoral Fellow Northwestern University
Pam..schuetz@gmail.com
Rick Wagoner Assistant Professor
UCLA Wagoner@gseis.ucla.edu
Graduate Student
Board Member Christopher Nellum
University of Michigan Cnellum@umich.edu
Discount Subscriptions are available for
members to the Community College
Journal of Research and Practice ($70
instead of $150).
Networking Opportunities for graduate
students, faculty and practitioners.
Reception and Networking Opportunities at
Association for the Study of Higher
Education annual meeting.
2010 CSCC Award Winners Distinguished Service:
Deborah Floyd Florida Atlantic University
Barbara K. Townsend Emerging Scholar: Award
Soko Starobin Iowa State University
Dissertation of the Year:
Scott Peska Northern Illinois University
HOW TO JOIN
CSCC membership is open to all profes-
sionals involved in community college edu-
cation. Membership is annual, on a
calendar year basis. There are four
categories of membership:
1) Institutional - $100 Open to colleges or
universities that want to involve multi-
ple members in the Council.
(Institutional membership covers three
people; for more than three persons,
additional memberships can be
purchased.)
2) Individual - $40 Open to any profes-
sional working with community college
education or interested in the study of
community colleges.
3) Student - $25 Open to enrolled
graduate students interested in com-
munity college education.
4) Emeritus - $25 Open to retired univer-
sity professors or community college
educators.
To join CSCC, complete and mail the
attached form or download a membership
application form at www.cscconline.org
(click on the “How to Join” button).
“The Council for the Study of Community Colleges is America's
leading organization dedicated to
the promotion and dissemination
of scholarship related to perhaps
the most exciting, dynamic sector
in U.S. higher education, our
community colleges. I invite and
encourage you to participate and
become involved!”
Steve Katsinas, President
MEMBERSHIP APPLICATION
Type of Membership:
Institutional ($100)**
Individual ($40)
Student/Emeritus ($25)
** Please attach a separate sheet of paper with contact information for the additional
two institutional members.
Name:
Title:
Institution:
Address:
Phone:
E-mail:
Total Amount Enclosed: $ ____________
(Please make checks payable to CSCC)
Mail application to: Council for the Study of
Community Colleges (CSCC)
c/o UCLA Graduate School of Education & Information Studies
2128 Moore Hall • Box 951521 Los Angeles, CA 90095-1521
For additional information,
please contact the CSCC Office: 310.206.1200
cscc@gseis.ucla.edu
MEMBER BENEFITS
Annual Conference, which is held in conjunction with the
AACC Conference each
Spring. The program offers
approximately 40 sessions on
community college research
findings and leadership
programs.
Research Support for commu-
nity college related studies is
available from the Council.
Requests for proposals are
available on the CSCC web
site (www.cscconline.org).
Awards are made at the Spring
conference for Dissertation
of the Year, Emerging
Scholar, Senior Scholar, and
April 2011
The Division of Undergraduate Education (DUE) has several programs of particular significance to two-year colleges:
Advanced Technological Education (ATE): This program promotes improvement in technological education at the undergraduate and secondary school levels by supporting
curriculum development; the preparation and professional development of college faculty and secondary school teachers; internships and field experiences for faculty, teachers, and students; and other activities. With an emphasis on two-year colleges, the program focuses on the education of technicians for the high-technology fields that drive our nation’s economy. The program also promotes articulation between programs at two-year colleges and four-year colleges and universities—in particular between two-year and four-year programs for prospective teachers and between two-year and four-year programs in science, technology, engineering, and mathematics (with a focus on disciplines that have a strong technological foundation and lead to entry level technician positions in a specific field). Fields supported by the ATE program include, but are not limited to, agricultural technology, biotechnology, chemical technology, computer and information technology, electronics, environmental technology, geographic information systems, manufacturing and engineering technology, marine technology, multimedia technology, telecommunications, and transportation technology.
The ATE program supports proposals in three major tracks:
ATE Projects develop or improve programs, adapt and implement exemplary materials, develop new materials, support technical experiences for students and faculty, provide professional development for college faculty and secondary school teachers, and support research on technical education. In the new solicitation, there are expanded sets of opportunities for 1) addressing business and entrepreneurial skills for students in technician education programs, 2) addressing leadership infrastructure for faculty, and 3) conferences and workshops.
ATE Centers provide comprehensive resources, serve as models for other projects, and act as regional or national clearinghouses for educational materials and methods.
Targeted Research on Technician Education explores employment trends, the changing role of technicians in the workplace, and other topics that advance the knowledge base needed to make technician education programs more effective and forward looking.
The ATE deadline for formal proposals is October 20, 2011. The optional preliminary proposal process has been eliminated from the program. The new ATE program solicitation is available at http://www.nsf.gov/ate. For information about previous awards, visit the ATE Web page at http://www.nsf.gov/funding/pgm_summ.jsp?pims_id=5464. Institutions are allowed to submit multiple proposals.
NSF Scholarships in Science, Technology, Engineering, and Mathematics (S-STEM): This program makes grants to institutions of higher education to support scholarships for academically talented, financially needy students, enabling them to enter the workforce following completion of an associate, baccalaureate, or graduate level degree in science and engineering disciplines. Grantee institutions are responsible for selecting scholarship recipients, reporting demographic information about student scholars, and managing the S-STEM project at the institution. The next proposal deadline for S-STEM is August 11, 2011. More information about S-STEM can be found on the program's web site: http://nsf.gov/funding/pgm_summ.jsp?pims_id=5257
Transforming Undergraduate Education in Science, Technology, Engineering and Mathematics (TUES): The FY 2010 solicitation is available at http://www.nsf.gov/pubs/2010/nsf10544/nsf10544.htm. Formerly known as CCLI, the TUES program is for all types of educational institutions that serve undergraduates. TUES supports efforts that conduct research on undergraduate STEM education, create new learning materials and teaching strategies, develop faculty expertise, implement educational innovations, and assess student achievement.
Type 1: These projects typically will address one program component and involve a limited number of students and faculty members at one academic institution. Projects with a broader scope or larger scale can be proposed provided they can be done within the budget limitations. Proposed evaluation efforts should be informative, based on the project's specific expected outcomes, and consistent with the scope of a Type 1 project. In order to encourage collaboration between four-year colleges and universities and two-year colleges, projects involving such collaboration may request an additional $50,000 over the $200K/project. The distribution of effort and funds between the four-year institution and the community college should reflect a genuine collaboration.
Type 2: These projects build on smaller-scale successful innovations or implementations, such as those produced by Type 1 projects, and refine and test these on diverse users in several settings. Type 2 projects
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carry the development to a state where the results are conclusive so that successful products and processes can be distributed widely or commercialized when appropriate. At a minimum, the innovation, if successful, should be institutionalized at the participating colleges and universities (up to $600K/project).
Type 3: These projects combine established results and mature products from several components of the cyclic model. These projects should include an explicit discussion of the results and evidence produced by the work on which the proposed project is based. Such projects include a diversity of academic institutions and student populations. Dissemination and outreach activities that have national impact are an especially important element of Type 3 projects, as are the opportunities for faculty to learn how to best adapt project innovations to the needs of their students and academic institutions (up to $5 million/project).
Central Resource: These projects will work to increase the capabilities of and communications among the STEM education community and to increase and document the impact of TUES projects (up to $3 million, negotiable).
The proposal deadline for Type 2, Type 3, and Central Resource Project proposals is January 14, 2011. The next proposal deadline for Type 1 projects is in May, 2011. Information about the TUES program is available at http://nsf.gov/funding/pgm_summ.jsp?pims_id=5741.
Science, Technology, Engineering, and Mathematics Talent Expansion Program (STEP): STEP seeks to increase the number of students (U.S. citizens or permanent residents) receiving associate or baccalaureate degrees in established or emerging fields within STEM. Type 1 proposals are solicited that provide for full implementation efforts at academic institutions. Type 2 proposals are solicited that support educational research projects on associate or baccalaureate degree attainment in STEM. The STEP solicitation is currently being revised. Information about the program and the current solicitation is available at http://www.nsf.gov/funding/pgm_summ.jsp?pims_id=5488&org=DUE&sel_org=DUE&from=fund.
Math and Science Partnership (MSP): The MSP program responds to a growing national concern – the educational performance of the U.S. children in mathematics and science. Through MSP, NSF awards competitive, merit-based grants to teams composed of institutions of higher education, local K-12 school systems, and their supporting partners. Information about the program and the current solicitation is available at http://www.nsf.gov/funding/pgm_summ.jsp?pims_id=5756.
Robert Noyce Teacher Scholarship: The Noyce Scholarship program seeks to encourage talented STEM majors and professionals to become K-12 and science teachers. The program provides funds to institutions of higher education (with an extra $250K for partnerships with 2-year colleges) to support scholarships, stipends, and academic programs for undergraduate STEM majors and post-baccalaureate students holding STEM degrees who commit to teaching in high-need K-12 school districts. A new component of the program supports STEM professionals who enroll as NSF Teaching Fellows in master’s degree programs leading to teacher certification by providing academic courses, professional development, and salary supplements while they are fulfilling a four-year teaching commitment in a high-need school district. This new component also supports the development of NSF Master Teaching Fellows by providing professional development and salary supplements for exemplary math and science teachers to become Master Teachers in high-need school districts. Information about the program and the current solicitation is available at http://www.nsf.gov/funding/pgm_summ.jsp?pims_id=5733.
Program Staff: We encourage each of you to investigate these opportunities and apply to the program. If you wish to have additional information or talk with a program director about your ideas, please contact us. There are currently two program directors in DUE from 2-year colleges(listed below). In addition to the disciplines represented below, DUE has program officers in computer science, engineering, geosciences, mathematics, physics, and social sciences. The full staff listing is available at http://www.nsf.gov/staff/staff_list.jsp?org=DUE. We look forward to hearing from all of you soon! David Campbell dcampbel@nsf.gov (703) 292-5093 Celeste Carter vccarter@nsf.gov (703) 292-4651 Eun-Woo Chang ewchang@nsf.gov (703) 292-4674 Gerhard Salinger gsalinge@nsf.gov (703) 292-5116
Division of Undergraduate Education, National Science Foundation, 4201 Wilson Boulevard, Room 835 Arlington, Virginia 22230; Phone: 703-292-8670; Fax: 703-292-9015; Email: undergrad@nsf.gov
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