National Science Foundation-Course

National Science Foundation. Course, Curriculum, and Laboratory Improvement (CCLI) Program Solicitation, NSF05-559. http //www.nsf.gov /pubs 005/nsffl5559/nsf05559.htm (accessed Fall 2006). 

The authors would like to thank Pascal Deprez, Martial Deruelle, David P. Smith, Matthew Tirrell, Alphonsus V. Pocius, and Frank S. Bates for their input on this subject over the course of the last several years. They would also like to thank 3M and the Center for Interfacial Engineering, a National Science Foundation sponsored engineering research center at the University of Minnesota, for financial support. 

The authors gratefully acknowledge the contributions made to this work by Ms. Sue Tanger and by Messrs. Franciso Lopez-Serrano, Jose Castro and Ron Miller and the support they received during the course of this work from the National Science Foundation (ENG77-05555 to MT, DMR 75-04508 to CWM), the Graduate School and Computer Center of the University of Minnesota (MT) and the Union Carbide Corporation (CWM). 

SUPPORT FOR THE DEVELOPMENT AND IMPLEMENTATION of new courses and laboratories in materials science is available through National Science Foundation programs in both the Division of Undergraduate Education and the Division of Materials Research. The Division of Undergraduate Education has separate programs targeting laboratory, curriculum, and faculty. 

IN 1989, A PANEL CONVENED BY THE NATIONAL SCIENCE FOUNDATION examined introductory college chemistry courses and concluded that the historic bias of chemistry curricula toward small-molecule chemistry, generally in the gaseous and liquid states, is out of touch with current opportunities for chemists in research, education, and technology (i). Moreover, the report noted that the attractiveness of chemistry and physics for undergraduate majors could be enhanced by greater emphasis on materials-related topics which would help students better relate their studies to the real world. ... 

Of course, the work would likely never have been conceived were it not for the 18-year perfect-match collaboration between our laboratories. For keeping this alive, we acknowledge financial support granted by the National Science Foundation, the U.S.-Hungarian Science Technology Joint Fund, and the Hungarian Academy of Sciences. 

We wish to thank Dr. Y. Y. Lin for assistance with the GC-MS experiments. We are also indebted to Drs. L. W. Jelinski, J. B. Wooten, and G. Odian for helpful discussions during the course of this work. Partial support for this research was provided by grants (to R.E.S.) from the National Science Foundation (DMR-8617595), the Professional Staff Congress-City University of New York, and the College of Staten Island. 

As graduate student instructors, Allwyn Cole, David Vodak, Tom Kuntzelman, Andrew Stickrath, and Alex Prociuk all contributed to the development of this course. RJS was supported by the National Science Foundation through the FOCUS Center PHYS- 0114336 and CHE-0078972. 

Acknowledgement. We are grateful to the National Science Foundation and the University of Michigan for their contributions to the purchase of a Bruker 360-MHz NMR and Finnigan 4023 GC/MS spectrometer. L.J.V. is grateful for a Lilly Endowment Fellowship in Pharmacy during the course of this work. 

Many deserve special thanks for their help in this project. First and foremost, the National Science Foundation and Department of Energy provided generous support not only for the volume and accompanying short course, but also for the research of the numerous authors... 

Considerable dialogue and collaboration between faculty members in the science and mathematics departments at UWG resulted in the development of a National Science Foundation (NSF) STEM Talent Expansion Program (STEP) proposal to address the retention of students in the STEM disciplines and at the institution. This project included first-year learning communities (LCs), summer research experiences, additional in-class and out-of-class support using peer-lead team learning and/or supplemental instruction, and faculty development for participating STEM faculty members. As the centerpiece of the first-year LCs, three seminar courses were developed and will be the focus of this chapter. Here, we describe three first-year seminars, each of which addresses different facets of first-year STEM student success and report on the successes and challenges this model presented for both students and faculty members. 

The preparations reported here were developed during the course of our research in the area of organocobalt carbonyl chemistry, which was supported by the National Science Foundation. We acknowledge with thanks this generous assistance. 

It remains only for me to acknowledge some of. my many debts in this area, beginning literally with thanks to the National Science Foundation for support during some of my work. There is of course no claim that the book contains anything substantially new, and most of the material can be found in the work by Demazure and Gabriel. My presentation has also been influenced by other books and articles, and (in Chapter 17) by mimeographed notes of M. Artin. But I personally learned much of this subject from lectures by P. Russell, M. Sweedler, and J. Tate I have consciously adopted some of their ideas, add doubtless have reproduced many others. 

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