FINAL REPORT FOR AWARD # 9620074

Shirley S Kenny ; SUNY Stony Brook

Stony Brook: Integrating Research and Education

Participant Individuals:

CoPrincipal Investigator(s) : Robert L McGrath

Undergraduate student(s) : Siddharth Agarwal; John Antonakakis; Eric Baptiste; Demetrios Brellas; Ricardo Carrion; Meredith Croke; Annie Li; Benjamin Meyers; Jessica Mao; Winnie Mok; Esaak Mullaev; Liborio Musacchia; Shazia Rana; Heather Sawka; Bantoo Sehgal; Louisa Shair; Joseph Todaro;Robert Wlodarczyk; Mihai Caramihai; Shalini Attaluri; David Echevarria; Daniel Greenbaum; Sondra Goldman; Jonathan Hambrecht; Nicholas Mouzakitis; Anna Lokshina; Peter Rhee; Kostandinos Sideras; Hope Nevala; Deidre Forde; Anna Viner; Richard Scartozzi; Rachel Reese; Emily Li; Homayara Haque; Leyla Arman; Svetlana Braginsky; Mary Dayton-Carlucci; Michele Balcom; Belvin Gong; Steve Lebovitch; Stavroula Boumakis; Neeru Sharma; Jaya Bahl; Sheri Henze; Rosa Ng; Ellen Hoffman; Charlotte Eng; Elliot Klein; Christienne Mancini; Susan Hamilton; June Lau; Michelle Pizzulli; Alexandra Rockefeller; James Dornicik

Senior personnel(s) : Wendy Katkin; Christine Bentley; Debra Pelio; Robert Liebermann; David Ferguson; David Bynum; Ellen Broselow; Harold Metcalf; Anthony Phillips; Clinton Rubin; Eugene Katz; Alan Tucker; Minghua Zhang Other -- specify(s) : William Collins; Mark Otter; Peter Kahn; Daryl Geller; Dusa McDuff; Wei Zhu; Marie Huffman; Partap Khalsa; Brian Colle; Richard Larson; Josephine Aller; Larry Wittie; John Shea; Daniel Davis; William Holt; Christopher Berndt; Susan Brennan; Jasper Brener; Bradley Carlson; Robert Cess; Fu-Pen Chiang; Vitaly Citovsky; Joanne Engebrecht; John Peter Gergen; Robert Haltiwanger; Gilbert Hanson; Herbert Herman; Franco Jona; Chang Kee Jung; Ridha Kamoua; Irwin Krukenkamp; Janet Leatherwood; Marci Lobel; Kamazima Lwiza; Curtis Marean; Daniel O'Leary; John Parise; Nam Phamdo; Miriam Rafailovich; Daniel Raleigh; Mario Rebecchi; Lawrence Reinstein; Elizabeth Roemer; Rachel Schindler; Sanford Simon; Elizabeth Stone; Myron Strongin; Duane Waliser; Lin-Shu Wang Undergraduate student(s) : Dimitri Beznosuo; Rachel Amo; Elizabeth Scotto-Lavino; Vivian Shao; Stephanie Brown; Sahib Khalsa; Joseph Olson; Sandra Martin; Simon Cheung; Daniel Cappiello; Lisa Chen; Steven Christe; Kealey Dias; Brian Fix; Sophia Khan; Wai Lee; George Spentzouris; Matthew Sturm; Christopher Fecarotta; Kimberly Bell; Grace Chan; Emily Darrow; Dana Jaggessarsingh; Alton Lam; Dimitri Beznosuo; Bigal Patel; David Rubenstein; Crystal Sachdeva; Olga Shkolnikova; Sheila Shokrian; Guy Sisalli; Min-Yi Tan; Patricia Tzakas

Other -- specify(s) : Patricia Whitaker; Masaaki Moriya; Maurice Kernan; Berhane Ghebrehiwet; Joseph Lauher; Kenneth Marcu; Daniel Bluestein; Nancy Reich; Stanislaus Wong; John Noe; Stella Tsirka; Iwao Ojima; nada Abumrad; Frederick Walter; Robert Liebermann; Malcolm Bowman; Helmut Norpoth; Yi-Xian Qin; Hanna Nekvasil; Peter Gergen

Senior personnel(s) : Linda Pfeiffer; Nancy Squires

Graduate student(s) : Elizabeth Kelley

Other -- specify(s) : Leo Gafney

Partner Organizations:

Other collaborators:

Brookhaven National Laboratory

Women in Science and Engineering Program

CHiPR

Howard Hughes Medical Institute Program

Simons Fellowship Program for High School Students

Center for Excellent in Learning and Teaching

NSF-funded REU Site Programs in Chemistry, Physics and Marine Sciences

NSF-funded Center for Thermal Spray Research

NSF-funded Garcia Center for Polymers at Engineered Interfaces

NSF-funded Alliance for Minority Participation

Stony Brook Office for Undergraduate Research and Creative Activity (URECA)

Vice President for Research

American Society for Metals

AGEP

Activities and findings:

Research and Education Activities:

Establishment of a ten-week summer undergraduate research fellowship program that offers students the opportunity to engage in full-time research in science, engineering or math under the supervision of Stony Brook faculty. Ninety-two fellowships were awarded: Twenty in 1997, seventeen in 1998, eighteen in 1999, twenty in 2000 and seventeen in 2001. RAIRE collaborated with other Fellowship programs in order to expand its funding capacity.

Initiation of Undergraduate Travel Grant program which provided awards of up to $500 to enable undergraduates who were co-authors or co-presenter to attend a professional meeting. During the project period, 22 students received a Travel Grant. The Vice President for Research and the University's URECA Program also contributed funds to accommodate the growing number of students applying for travel funds. Numerous faculty also contributed funds from their own grants.

Partnered with the University's Undergraduate Research and Creative Activity (URECA) program in awarding Mini-Grants to undergraduates to help defray research-related expenses. Twelve mini-grants are awarded during the project period.

Initiation of what has become an annual 'Celebration of Undergraduate Achievements,' a day-long event at which undergraduates give poster presentations, demonstrations and talks on their research. Approximately 250 students participate each year. Active scientists and engineers from Stony Brook, Brookhaven National Laboratory, other universities and private sector firms review the students' projects and give cash awards for the most promising projects. The Celebration typically attracts an audience of about 500 students, faculty and staff. In 2000 the poster presentation component was extended an extra day so that area high school students could be brought in to view the students' projects. Three of the external judges now contribute funds to Celebration prizes.

EDUCATIONAL ACTIVITIES

Sponsorship of an annual grant competition that provided awards of up to $15,000 to faculty for the development of new courses or the enhancement of existing ones to emphasize students' development of research-related skills. During the project period, 11 grants totaling $128,748 were awarded to support the development/enhancement of 15 courses in various departments. See Table One.

Sponsorship of a grant competition (maximum $5,000) for activities other than course development that promised to increase student and faculty interest, support faculty participation in undergraduate research and teach students critical skills. During the project period, 11 such grants were awarded for a wide range of purposes that included the purchase of equipment and special materials, support for a student assistant, and faculty travel to discipline-oriented workshops on curriculum and pedagogy. See Table Two.

Establishment of a Guest Lecture Grant Program that awards up to $5,000 in matching funds to departments to support guest speakers whose visits include talks directed at undergraduates, as well as informal sessions with them. Two Guest Lecture Grants were awarded: 1) To provide matching funds (with the Provost, Vice President for Research, and Bioengineering Program) for a speaker series in bioengineering geared for undergraduates; 2) To provide matching funds (with the Department of Pharmacology) for a series of seminars given by visiting scientists describing ongoing novel research programs to junior and senior undergraduate pharmacology and other basic science majors. Both series were continued after the RAIRE grants terminated.

Creation of a first-semester course, 'Becoming a Scientist,' for incoming students who express an interest in majoring in science or math. The course is taught by a faculty member in science, math or engineering (SME). Supported by RAIRE, advanced undergraduates who are majoring in a science or math serve as TAs. Approximately 20 sections, each with 15-20 students, are offered every year. See Products Category for a copy of the syllabus. In 2001, a new component called an 'Exploration' was added to the course. The Exploration gives students the opportunity to meet informally in small groups with faculty to learn about their work, read articles in their field (including ones they may have authored), discuss related topical issues, or even carry out a small experiment.

Initiation of skills-development workshops for undergraduates on research-related topics such as 'How to Write an Abstract' and 'Giving a Presentation Using Power Point.'

Led a campus effort to create the position of 'Undergraduate Research Liaison' in every department. This position is responsible for advising students so that they develop the basic skills necessary for participation in research and for helping them to find appropriate placements. The departmental liaisons meet once a semester and play a critical role in the annual Celebration.

Was responsible for two significant administrative changes. The first was to require that all undergraduates involved in supervised research formally register for this activity; this new practice enables faculty supervisors to be identified and counted. The second change was to add 'Supervision of Undergraduates' as a reporting category on every faculty member's annual report. This addition suggests the importance the administration places on this activity.

Findings:

Because of the RAIRE project's complex and multi-faceted nature, the evaluation required several components. All the components were guided by the same overall goal: to measure the extent to which a RAIRE-sponsored initiative furthered the integration of research into the undergraduate experience. The evaluation was carried out by an external consultant and consisted of the following elements: The equivalent of eight full-day on-site visits to the Stony Brook campus; on-site and phone interviews (average 30-40 minutes) with 11 faculty recipients of course development grants and grants for other activities and four administrators who were either directly related to or knowledgeable about RAIRE; observation of a meeting of RAIRE Executive Committee; discussions with members of the Committee in small groups; pre- and post-surveys of RAIRE summer fellows; group discussions with approximately 2/3 of the fellows; in-depth interviews with about 5 RAIRE Fellows per summer; interviews with former RAIRE fellows; a post-fellowship survey of research supervisors; observations of RAIRE-sponsored classes and laboratory classes; and observations and discussions with students and faculty at two RAIRE-sponsored Celebrations of Undergraduate Research.

Implementation of the RAIRE Project:

· The RAIRE project skillfully integrated existing programs into its planning and organizing, thereby reducing duplication of efforts and extending RAIRE's effectiveness.

· The position of the executive director of the project as associate provost gave it stature, visibility and access to a network that could be used to integrate activities across schools and departments. The project's stature and credibility was further enhanced by the membership of the RAIRE Executive Committee, which had highly respected faculty members from diverse SME disciplines.

· Although Stony Brook historically has had a reservoir of faculty members interested in serving as research mentors for undergraduates and high school students, this number has grown in size significantly during the project period, especially among faculty and other researchers in the Health Sciences Center. This growth is essential if the University is going to achieve its goal of providing research opportunities for increasing number of students.

· The RAIRE initiative was effective in mobilizing and coordinating existing resources on campus and directing them toward achievable goals.

Faculty Initiatives and Curricular Innovation:

· All the courses benefited from the opportunity and support the grants provided. Particular benefits commonly cited by faculty were the detailed planning that was required in conjunction with the grant application, the opportunity to be creative, the opportunity to re-think the curriculum, their departments' commitment to the course, and the feedback they received through the grant review process.

· While all the courses were deemed successful by students and faculty alike in promoting exploratory thinking, active learning and the development of critical and analytic skills, two courses have not been continued as developed under the rubric of RAIRE because of changes in instructor. This finding points to a persistent difficulty all institutions face in institutionalizing courses, or any curricular innovation, that depend on the vision or teaching assignment of one or two faculty.

· The most successful curricular initiatives, and the ones most likely to be sustained over a period of time, were those in Biomedical Engineering and Geosciences. In both cases more than one faculty member was involved in the innovations and the new courses directly related to the major.

· Courses that did not fit distribution requirements or the requirements of the major did not attract many students. Thus the likelihood of their being offered beyond the three years promised in the grant application are slim.

First-Year 'Becoming a Scientist' Course

· When asked about their understanding and involvement in the course, the majority of faculty who served as instructors responded that the course had value, but they were unclear about what the value was. Almost all regard the RAIRE version as an improvement over the previous course on which it was based in educating students about the opportunities at a research universities and in giving them experiences first-year students do not typically have.

· A significant number of faculty were positive about the course but noted that it was an imposition on faculty time. One response was typical: 'I think the idea of that course was to give undergraduates the chance to spend time with a faculty member, to learn how the university operates. But I refuse to spend time taking people to the library.' This feeling may explain why there was a steady decline over the years in the number of ladder faculty serving as instructors.

· As the number of faculty instructors declined, the course emphasis on the University's research mission also declined. The pilot 'Exploration' component was developed to address this problem and engage more faculty.

· The RAIRE sections were directed at prospective SME majors - A small proportion of the faculty suggested that the effort to homogenize classes based on prospective major discipline is misplaced and that the University would do better to bring students a richer understanding of diversity.

· The undergraduate TAs almost unanimously reported benefitting from the experience. Benefits commonly cited were: learning about the diversity of research being conducted at Stony Brook; gaining an understanding of 'what makes Stony Brook a research university;' having the opportunity to 'teach,' 'mentor' or 'advise' first year students; and maturing in ways they might not have otherwise without this experience.

· Approximately 75% of the first-year students of the RAIRE sections reported an interest to persist in their science or math studies. No comparable data exists for students who entered Stony Brook with an intent to major in a science or math discipline and were not in the RAIRE sections.

Faculty Outcomes: The RAIRE effort to promote fundamental changes in learning and instruction have naturally had faculty-related outcomes.

· Faculty who responded to the survey and/or participated in an interview almost uniformly reported that they began to view undergraduates and undergraduate education in a new way as a result of the RAIRE project and the attention it attracted. They also reflected on their own role at the University and on the possibilities of a more research-centered curriculum.

· Almost all those who had supervised undergraduate research indicated that the undergraduates could and did make real contributions. They noted that the undergraduates naturally require a great deal of supervision, including instruction in basic procedures, guidance in background knowledge and terminology, and assistance in analyzing results.

· When faculty were asked their personal goals in supervising undergraduates, the most common answers were: To encourage bright students to think about graduate school, to 'turn students on' to science; to see an undergraduate actually accomplish something in the lab; to encourage bright young people to train in research; and to watch the students grow and mature as scientists.

· When asked to identify the key indicators of their students' progress, virtually all faculty gave the same answer: their ability to work, think and solve problems independently and to critically evaluate their own methods and results.

· In choosing undergraduates to work with, faculty said they look for enthusiasm and curiosity about research, a desire to learn, motivation, maturity, a potential to think outside the classroom, and a willingness to break out of the 'undergraduate student mold' which too often has grades as the primary goal. Faculty varied in their assessment of the ideal time for undergraduates to become involved in research. The split among those preferring the freshman, sophomore and junior years was fairly equal. There was a consensus that first-year students and students with weak academic backgrounds required preparation prior to starting the research, highly structured projects and close supervision.

· When asked the key characteristics of a good mentor, the most common answers were: The ability to devise an engaging project that can be pursued on a part time basis, patience, teaching the students at a level appropriate to their background and skills, and understanding the limits of the students.

· Virtually all research supervisors surveyed said there is a payoff in having undergraduate researchers. Several indicated that the start-up time was substantial, but that undergraduates sometimes did not labor under the same constraints as graduate students and brought a more open imagination to the analysis of their work. A small number reported that their undergraduates had achieved important new results in their labs.

· A pervasive concern is the lack of rewards that the University offers for mentoring undergraduates. There was general agreement among those interviewed that 'the institution' continues to expect the individual faculty member to teach large classes and to bring in grants. Guiding undergraduates in research takes a lot of time and does not fit into either of these categories. Several faculty pointed to the resulting tension. Faculty who teach a large lecture class get 'a lot of credit,' whereas supervising students in the lab, which requires more time and work, is given no credit.

· Department chairs who were interviewed agreed that there is a cultural change occurring at the University. Several indicated that they would find some way of rewarding faculty who have students in their lab.

· Faculty members who were interviewed generally appreciated the possibilities of undergraduate research, but given the large number and the varied motivation of undergraduates, they were skeptical about extending the opportunity indefinitely.

Student Fellowships: The underlying goal was to enable students to develop a deeper and more realistic understanding of what is involved in scientific research through direct participation.

· With very few exceptions, students indicated that their conduct of research provided an important and effective way to expand their skills and knowledge. Students commented frequently about how they at first felt lost and intimidated in the lab, but rose to new levels of technical expertise and understanding.

· Through their research, a majority of the students reported gaining an increased understanding of the relevance of classroom learning.

· Their research experience provided students with an appreciation of mentors, scholarship and the scientific community. Almost all the RAIRE fellows indicated very high regard for their mentors. Their appreciation was not limited to the direction and encouragement in science they received, but also to the mentors' personal concern.

· As a result of their formal participation in research, combined with their informal interactions with others in their research group, almost all the students began to see themselves as part of the scientific community. Although they did not report this directly, the evaluator notes their frequent use of such expressions as 'We do not understand this process yet,' or 'We met people at a conference who are working on a similar project.' Every RAIRE fellow for the four-year period indicated an increased commitment to SME. Approximately 75% indicated an intent to continue in SME in graduate or professional school.

· RAIRE and other research-oriented programs are clearly seen by students and faculty alike as preparing students for graduate school, or, at the least, as enabling students to become familiar enough with scientific research that they appreciate it as a career option. Several research mentors reported that they themselves had participated in research programs as undergraduates, and many referred to former undergraduates in their labs who had obtained graduate degrees and were now rising stars in their academic fields.

· With very few exceptions, students and faculty mentors agree that research is more time consuming than students anticipate and that failure to achieve positive outcomes is at first frustrating to students. Students found that although the method of working from hypotheses is valid and necessary, the process does not work as they had hoped.

· Mentors understand very well the commitment of time and energy that is required for research. Their demands are based on the recognition that a commitment of many hours and days is the only way to achieve results. While they look favorably upon summer research programs because they are intense, provide students with a concentrated experience and have few distractions, mentors and students agree that personal growth in research and significant outcomes are achieved only when students remain with a lab or project for an extended period, preferably several years. The summer research was regarded as most valuable when it was a continuation of work carried out during the previous academic year or the start of work continued in the following academic year.

RAIRE Undergraduate Travel Grants: Students attending in professional meeting and giving a presentation cited three main benefits:

· Recipients reported developing facility and confidence in communicating the findings of their work, orally and in poster format.

· Recipients reported making contacts with other researchers in the field, confirming their membership in a scientific community.

· Recipients reported learning about the characteristics, policies and admissions criteria of graduate schools and sometimes make contacts that lead to application and admission.

Celebration of Undergraduate Achievements:

· There is a common agreement among administrators, faculty, and students surveyed and interviewed that the Celebration is the most successful RAIRE innovation in terms of giving visibility to students' active and independent learning and engaging the entire University community.

· A second commonly-cited value of the Celebration is its emphasis on the importance of communication as an integral part of research. Several faculty pointed out that researchers, including students, must be able to tell the story of their work in different ways, and at different levels, and to different audiences.

· Student presenters reported two of the same benefits cited by recipients of RAIRE Travel Grants: Developing facility and confidence in communicating findings, and making contacts with other researchers in the field.

· Student presenters reported meeting representatives from business, industry, other universities and Brookhaven National Laboratory who had introduced them or who had offered to introduce them to a network that will be important in their future. A small number of students maintained contact with a Celebration judge after the event, and four students accepted jobs that grew out of their interactions with a Celebration judge.

· Students projects varied widely in the quality and depth of activity and in students' ability to communicate what they have accomplished and learned. Regardless of level of accomplishment, students exhibited a high level of satisfaction and confidence. They expressed their sense of accomplishment both in terms of the project outcomes and the way in which research may enhance their application for graduate school and career opportunities.

· The RAIRE Celebrations bring to the University Community evidence that research and creative activity takes place in virtually all disciplines, and it may take place as part of a course or as an independent project.

RAIRE Web Site:

· Virtually all of the students surveyed and interviewed indicated that the RAIRE Web site was useful in communicating RAIRE project activities, including fellowship application and guidelines and information about summer research opportunities beyond Stony Brook.

· The RAIRE Web site played an important role in bringing the results and benefits of undergraduate research to the University community and beyond and in disseminating information on other summer fellowships and research opportunities to students. This dissemination of information was commonly cited by students, faculty and administrators as a major contributor to the increase in undergraduate research activity and as an important factor in creating a campus-wide environment that endorses undergraduate research-based education.

· Only a small proportion of the faculty surveyed and interviewed ever visited the Web site. All reported learning about RAIRE activities through emails sent out by the Executive Director, at departmental meetings or other forums such as meetings of undergraduate directors, or through their students. At the same time, they were aware of the Web site, referred students to it, and considered it a valuable tool.

Institutional Outcomes:

· The Celebration, Web sites, program literature, grant programs and informal interactions, as well as the RAIRE award itself, collectively have clearly had a positive impact on campus and have laid the foundation for an undergraduate educational experience with research-related activity at the core.

· The RAIRE project was widely viewed as a facilitator, general resource, and information center for undergraduate research.

· The RAIRE project has facilitated the development of a data base of undergraduate research activity at Stony Brook. As the data base continued to be built, it should be a useful tool and inform future policies and activities.

High School Programs:

· The series of programs offered to high school students in 1998-99 were considered successful by attending students and teachers alike in promoting interest in science, particularly in topical subjects and areas with which the students were unfamiliar. These programs were discontinued because of the high costs of bringing the students to the University and the difficulty in arranging schedules.

· In their application and in a pre-program survey, all Simons Fellows indicated an interest in majoring in SME in college. In a question designed to asses their interest in becoming a research scientist, an average of 9% reported no interest, 43% were neutral, and 48% had great interest. In the post-program survey, the percentages were 28% no interest, 24% neutral, and 48%, great interest. When asked to give reasons for their response, students in the 'no interest' and 'neutral' groups most commonly mentioned the ethics of animal testing boredom, and an inability to 'connect' with their research mentor.

· Seventy percent of the Simons Fellows continue to work on their summer projects during the academic year, and half enter their projects in Westinghouse/Intel competitions. Ten have been named as semi finalists or finalists.

Training and Development:

The RAIRE project had three targeted audiences: undergraduates, faculty, and high school students.

Undergraduates: 1. First-year students who enroll in the course 'Becoming a Scientist': Learn about opportunities at a research university and the kinds of careers open to individuals with advanced science, mathematical or technological training; become familiar with the facilities that are available to them; gain basic computer skills; are instructed on how to do a science literature search and have experience carrying .one out; learn to write a research abstract; and attend a scientific colloquium in order to get a sense of this important activity. Although these kinds of experiences are important to all students scientific development, first-year students do not typically have them.

2. The courses RAIRE has supported are all designed to improve the students' abilities to solve problems and think critically. They do so by adopting a discovery-based approach to learning which fosters the development of good analytic skills, hands-on experience and frequent interaction and collaboration with other students as well as with the instructor.

3. The RAIRE fellowships have enabled promising undergraduates to have an intensive research experience under the supervision of a faculty mentor. They learn research techniques relative to their work and have the opportunity to work on a research team, alongside other undergraduates, graduate students, post docs and faculty. Most RAIRE fellows thus far have continued with their work during the academic year and a small number have become co-presenters or co-authors of presentations that result from their work. See Journal Presentations Section which lists articles in which students were co-authors. All the RAIRE fellows are required to prepare abstracts on their research and to give presentations at a symposium that takes place during the academic year following their fellowship. Thus the fellowships also require them to focus on communication of their research and the development of good written and oral communication skills.

4. RAIRE has created an environment on campus that recognizes and values the students'research accomplishments. The number of students giving presentations at the Celebration has increased steadily every year, as has the size of the audience. The students who give presentations gain important experience communicating their research in written form, in poster format and orally. The high school students who attend the Celebration have the opportunity to see the accomplishments of students who are only a few more years advanced than they are.

Faculty: 1. The faculty who have attended the workshops on pedagogy and curricular reiform in their discipline have been instructed in and gained experience in using methods that emphasize inquiry-based and other approaches that engage students. The value of the workshops is evidenced in the increasing number of faculty who are attending them, as well as in the broadening of the audience to include faculty who have not previously shown interest in pedagogy. All the faculty who have attended a workshop with RAIRE support have given presentations on them at the CELT program.

In 1997 the RAIRE Executive Committee organized a series of workshops for instructors of the 'Becoming a Scientist' course and for faculty interested in adopting inquiry-based and collaborative modes of teaching and learning in their classes. Since then, similar workshops have been offered by the University Center for Excellence in Learning and Teaching (CELT; est. 1998), which is directed by a member of the RAIRE Executive Committee. Approximately 200 faculty attend a CELT program annually.

High School Students: Approximately 60 high school students attended a series of programs designed to expose them to current and emerging fields of science and make them aware of the excitement and challenge of scientific activity. The program covered a wide range of subjects. Lecturers included a Nobel Prize winner, a Fellow of the Royal Society and other distinguished scientists.

Outreach Activities:

Initiation of an annual breakfast, held in conjunction with the annual 'Celebration,' which recognizes the Stony Brook faculty who have supervised undergraduates during the past academic year. The 65 individuals from the external community who serve as judges for the Celebration each year also attend the breakfast.

Contributed funds to the Simons Summer Research Program, an existing program which gives talented high school students the opportunity to engage in research in SME under the supervision of Stony Brook faculty. Until the RAIRE involvement, the program was limited to students who lived within commuting distance of Stony Brook. The RAIRE funds were used to cover food and lodging costs for approximately 12 students per year. These students came from New York City and other distances and could not have participated without the RAIRE funding.

In 1998 and 1999, RAIRE sponsored a series of events for some sixty high achieving high school students. The series consisted of the following events which varied in scientific focus and activity and aimed to expose the students to current and emerging scientific research.

The Marine Sciences Research Center (MSRC) Open House which featured displays and exhibits by MSRC faculty, staff, and students that described the current and diverse research and related activities of the Center (October, 1998).

An Afternoon with Dr. William Phillips, co-winner of the 1997 Nobel Prize in Physics, in which Dr. Phillips spoke informally about his research and winning the Nobel Prize and responded to students' questions (October, 1998).

Diversity within Science Program, a day-long program during which high school students participated in laboratory visits, poster presentations and a symposium on research. The goals were to expose the students to the range of fields of study and methods of experimentation within science and to engage them in the excitement and challenge of scientific research (October, 1998).

A talk 'What Does a Mathematician Do?' given by Dr. Dusa McDuff, Fellow of the Royal Society, Member of the American Academy of Arts and Sciences and the National Academy of Science and a Distinguished Professor of Mathematics here at Stony Brook (February, 1999).

'An X-Rayted' View of the Earth's talk given by Dr. Charles Prewitt, Director of the Geophysical Laboratory of the Carnegie Institution of Washington (March, 1999).

'The Changing Face of War: Vietnam to Sarajevo,' a multi-media presentation by Loung Ung and Ed Miles of the Campaign for a Landmine Free World. The campaign for a Landmine Free World is one of the member organizations of the International Campaign to Ban Landmines, the recipient of the 1997 Nobel Peace Prize. The presenters addressed the issue from a personal, experiential and expert viewpoint on the conditions and politics surrounding war and the landmine situation.

Journal Publications:

C.L. Cahill, B. Gugliotta*, J.B. Parise, "A novel layered indium sulfide material consisting of corner and edge shared InS4 tetrahedra: synthesis and structural characterization of DPA-InS-SB3,", Chem. Commun, vol. , (1998), p. 1715-6. Published

D.L. Luisi, B. Kuhlman, K. Sideras*, and D.P. Raleigh, "Effects of Varying the Local Propensity to Form Secondary Structure on the Stability and Folding Kinetics of a Rapid Folding Mixed a/b Protein: Characterization of a Truncation Mutant of the N-terminal Domain of the Ribosomal Protein L9", J. Mol. Biol., vol. 289, (1999), p. 167-174. Published

M.E. Pizzulli* and G.N. Hanson, "Fate of Nitrogen in a Ponded Recharge Basin", Annual Conference of Geology of Long Island and Metropolitan New York, Program with Abstracts, vol. , (1999), p. 112-118. Published

Senjie Lin, Sheri Henze*, Pernilla Lundgren, Birgitta Bergman, and Edward J. Carpenter, "Whole-Cell Immunolocalization of Nitrogenase in Marine Diazotrophic Cyanobacteria, Trichodesmium spp.", Applied and Environmental Microbiology, vol. August, (1998), p. 3052-3058. Published

B. Ghebrehiwet, M. Dalzell, E.J. Hoffman*, B. Craddock, E.I. B. Peerschke, S. Morrison and R. Steigbigel., "The role of gClq-R in HIV infection of macrophages.", J. Immunology, vol. , (), p. . in press

E.J. Hoffman* and B. Ghebrehiwet, "Biotinylation of Clq without compromising its major activities", Methods Immunol, vol. , (), p. . in press

M.F. Kritzer, A. Adler, J. Marotta*, and T. Smirlis, "Regionally selective effects of gonadectomy on cortical catecholamine innvervation in adult male rats are most disruptive to afferents in prefrontal cortex", Cebreal Cortex, vol. , (), p. . in press

Leo Gafney, "The Impact of Research on Undergraduates' Understanding of Science", Council on Undergraduate Research Quarterly, vol. , (2001), p. 172. Published

J. Heymont, L. Berenfeld, J. Collins, A. Kaganovich, B. Maynes, A. Moulin, I. Ratskovskaya, P.P. Poon, G.C. Johnston, M. Kamenetsky*, J. DeSilva, G.A. Petsko, H. Sun and J. Engebrecht, "TEP1, the yeast homolog of the human tumor suppressor gene PTEN/MMAC1/TEP1, is linked to the phosphatidylinositol pathway and plays a role in the developmental process of sporulation.", Proc. Natl. Sci. USA, vol. 97, (2000), p. 12672-126. Published

Young Joo Lee, Charlotte Eng* and Clare P. Grey, "6Li Magic Angle Spinning NMR Study of the Cathode Material LiNixMn2-xO4: The Effect of the Ni-Doping on the Local Structure During Charging", Journal of the Electrochemical Society, vol. 148, (2001), p. A249-A257. Published

Lars Dietrich, Lorna S. Ehrlich, Tracy J. La Grassa*, Dana Ebbets-Reed, and Carol Carter, "Structural Consequences of Cyclophilin A Binding on Maturational Refolding in Human Immunodeficiency Virus Type 1 Capsid Protein", Journal of Virology, vol. 75, (2001), p. 4721-4733. Published

Ann Sutton, Ryan C. Heller, Joseph Landry, Jennifer S. Choy*, Agnieszka Sirko, and Rolf Sternglanz, "A Novel Form of Transcriptional Silencing by Sum1-1 Requires Hst1 and the Origin Recognition Complex", Molecular and Cellular Bioliogy, vol. 21, (2001), p. 3514-3522. Published

Winnie Mok* and Janet Leatherwood, "Control of DNA replication via Cdc2 Phosphorylation Sites in the Origin Recognition Complex", Molecular and Cellular Biology, vol. , (), p. . Submitted

C.C. Berndt, A. Kucuk, L. Sun, C. Mancini*, "Porosity Determinations in Thermally Sprayed Hydroxyapatite Coatings", Journal of Materials Science , vol. 36, (2001), p. 3891-3896. Published

Lau, R.*, R. Grimson, C. Sansome, C. Tornos and U.M. Moll, "Low levels of cell cycle inhibitor p27kip1 combined with high levels of Ki-67 predict shortened disease-free survival in T1 and T2 invasive breast carcinomas.", Internat. J.Oncology, vol. 18, (2001), p. 17-23. Published

Lu, P.*, D.K. Galanakis, B. Ghebrehiwet and E.I.Peerschke, "The receptor for the globular 'heads' of C1q, gC1q-R, binds to fibrinogen/fibrin and impairs its polymerization", Clin. Immunol, vol. 90, (1999), p. 360-367. Published

Haltiwanger, R.S., S. Busby, K. Grove, S. Li*, D. Mason, L. Medina, D. Moloney, G. Philipsberg and R. Scartozzi*, "O-Glycosylation of nuclear and cytoplasmic proteins: regulation analogous to phosphorylation", Biochem. & Biophysical Res. Comm., vol. 231, (1997), p. 237-242. Published

Moloney, D., L.H. Shair*, F.M. Lu, J. Xia, R. Locke, K.L. Matta and R.S. Haltiwanger, "Mammalian Notch1 is modified with two unusual forms of O-linked glycosylation found on epidermal growth factor-like modules", J. Biol. Chem, vol. 275, (2000), p. 9604-9611. Published

Ghebrehiwet, B., P.D. Lu*, W. Zhang, B.-L. Lim, P. Eggleton, L.E.A. Leigh, K.B.M. Reid and E.I.B. Peerschke., "Identification of functional domains on gG1Q-R, a cell surface protein that binds to the globular 'heads' of C1Q, using monoclonal antibodies and synthetic peptides", Hybridoma, vol. 15, (1996), p. 333-342. Published

Peterson, K.L., W. Zhang, P.D. Lu*, S.A. Keilbaugh, E.I.B. Peerschke and B. Ghebrehiwet, "The C1q-binding cell membrane proteins cC1q-R and gC1q-R are released from activated cells: Subcellular distribution and immunochemical characterization.", Clin. Immunol. & Immunopathol, vol. 84, (1997), p. 17-26. Published

Sutton A., R.C. Heller, J. Landry, J.S. Choy*, A. Sirko and R. Sternglanz., "A novel form of transcriptional silencing by Sum1-1 requires Hst1 and the origin recognition complex.", Cell Biol, vol. 21, (2001), p. 3514-3522. Published

Canger, A.K., M.A. Passini, W.S. Asch, D. Leake, B.T. Zafonte*, E. Glasgow and N. Schechter, ". Restricted expression of the neuronal intermediate filament protein plasticin during zebrafish development", J. Comp. Neurol, vol. 399, (1998), p. 561-572. Published

Zafonte, B.T.*, J. Hilit, D.F. Amanatullah, C. Albanese, C. Wang, E. Rosen, A. Reutens, J.A. Sparano, M.P. Lisanti and R.G. Peste, "Cell-cycle dysregulation in breast cancer: breast cancer therapies targeting the cell cycle.", Frontiers in Bioscience, vol. 5, (2000), p. 938-961. Published

Zafonte, B.T.*, D.F. Amanatullah, D. Sage, L.H. Augenlicht and R.G. Pestell, ". Ras regulation of cyclin-dependent immunoprecipitation kinase assays.", Meth. Enzymol, vol. 333, (2001), p. 127-138. Published

D.O. Odero, G.R. GLuckman, K.T. Welsh, R.A. Wlodarczyk*, L.E. Reinstein, "The use of an inexpensive red acetate filter to improve the sensitivity of GAFChromic dosimetry", Medical Physics, vol. 28, (2001), p. 1146-1448. Published

Book(s) of other one-time publications(s):

Wendy Katkin, "The Integration of Research and Education: A Case Study in Reinventing Undergraduate Education at a Research University" , bibl. Undergraduate Education , (). Book Submitted

of Collection: Janet Stocks and Linda Kauffman, "Reinvigorating the Undergraduate Curriculum: Lessons from the Integration of Research and Education"

Other Specific Products:

Syllabus for course on 'Becoming a Scientist'

The syllabus consists of lectures, activities and hands-on exercises to be carried out by the students in order to 1) orient them to Stony Brook, 2) orient them to a research university, 3)expose them to the variety within SME and encourage them to pursue further SME study and research.

The syllabus can be viewed through the internet. The URL is http://ws.cc.sunysb.edu/raire/usb101.html

Publication of an annual Collection of Undergraduate Abstracts, which contains summaries or short descriptions of 200-250 student projects. The Collection, which is intended to give visibility to the students' work, is distributed widely on campus and it is sent to prospective applicants to Stony Brook, as well as high school students.

Internet Dissemination:

http://ws.cc.sunysb.edu/raire/index.html

http://notes.cc.sunysb.edu/Prov/underresop.nsf/

http://ws.cc.sunysb.edu/raire/usb101.html

The URL http://ws.cc.sunysb.edu/raire/index.html is for the main RAIRE Web site which provides the background for the RAIRE program and describes its various programs. It also has links to more detailed Web sites on all RAIRE-sponsored programs, as well as to other Stony Brook initiatives that support RAIRE goals. The application guidelines and forms for all RAIRE-sponsored program are on the Web, as are pictures and research abstracts of all RAIRE fellows. The Website also lists undergraduate who are co-authors and co-presenters at professional meetings.

The URL http://notes.cc.sunysb.edu/Prov/underresop.nsf/ is for the Web site on "Undergraduate Research and Creative Opportunities" which provides a guide to undergraduates interested in pursuing research or a creative activity, lists the research/creative activity faculty liaisons for every department, has links to all the departments so that students can get a sense of the research being carried out by faculty and the opportunities available, and also has brief descriptions of research opportunities both at Stony Brook and elsewhere.

The URL http://ws.cc.sunysb.edu/raire/usb101.html contains the course syllabus for the RAIRE course, "Becoming a Scientist."

The URL for the Simons Program is: http://naples.cc.sunysb.edu/Prov/underresop.nsf/webform/simons

Contributions:

Contributions within Discipline:

RAIRE support for faculty to attend education-oriented workshops was instrumental in the major revamping of the Introductory Biology course sequence. RAIRE funds also contributed to the purchase of equipment for the new Introductory Biology lab.

RAIRE Course Development grants supported the development of three new courses in Biomedical Engineering. These courses were all foundation courses and were fundamental to the creation of a new Biomedical Engineering major which was approved by the New York State Department of Education in 2000 and is being launched in the Fall, 2001.

Geoscience course revisions supported by RAIRE are enabling all geoscience majors to engage in research activities as an integral part of their course work.

RAIRE awards for activities other than course development supported three pilot projects-two in Geosciences and one in Marine Sciences-- that led to three successful NSF Course or Curricular Development grants

Supported by RAIRE Course Development Grants, eleven courses –in Applied Math, Biochemistry, Biomedical Engineering (3), Biological Sciences, Geosciences (2) , Linguistics, Math, and Physics- have been introduced or significantly enhanced.

Contributions Beyond Science and Engineering:

Prior to the RAIRE initiative, almost all undergraduate research activity at Stony Brook was limited to SME disciplines. THE RAIRE initiative, and especially the Celebration at Stony Brook, has increased the visibility of such activity on the Stony Brook campus and created a sense of excitement that is slowly spreading to the Humanities and non-laboratory based Social Science Departments. In 2001 English majors took part in the Celebration for the first time, and students and faculty in the History Department organized a mini-conference at which students gave talk on their work. History classes attended. The English Department is planning a similar mini-conference for the 2002 Celebration.

RAIRE has been a catalyst for increasing the amount of internal and external money available campus-wide to students engaged in research.