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Applicant Name: Paris R von Lockette (eligible party) with John Robinson, Tonya Davenport, Gardy Guiteau, and Penny McPherson Barnes

Department: Mechanical Engineering

Phone: x5341

Project Title: STEM Academy at Rowan University (STAR)
Have you received an NSFG grant before (Y/N)? No
Has prior funding been awarded for this project (Y/N)? No.

If Yes, which aspect(s) have been funded in the past and from what source?

Please specify which new aspects of the project are currently proposed for funding:

Please specify the presentations, publications and external grant submissions that have resulted from the prior grant:

Amount Requested ($): 6650

Start Date: July 2009 End Date: June 2010
Suggested Reviewers’ Name & E-mail Addresses (in alphabetical order of last name):


Final Rating: __________
Reviewers Comments:

Recommended for Funding (Y/N):
Recommended Amount of Award: ____________

S.T.E.M. Academy at Rowan (STAR)


Science, Technology, Engineering, and Mathematics (STEM) education has gained renewed interest nationally and locally over the last decade. Major funding agencies including the National Science Foundation, the National Institutes for Health, the New Jersey Department on Higher Education, the Gates Foundation, The Annenberg Foundation and others have recognized a need for increasing the numbers of traditionally underrepresented groups participating in STEM careers in the United States. This proposal seeks funds for the inaugural summer session of the STEM Academy at Rowan (STAR). The conception for STAR is a 6 week pre-STEM summer semester where students are engaged in a structured program of STEM preparatory/enrichment courses, workshops on study skills and the high school to college transition, peer mentoring, and professional development activities. Students successfully completing the STAR program will be offered awards to acknowledge their achievement and encourage pursuit of STEM majors at Rowan. Components of the STAR program, including an available pool of students and mentors and a structured academic enrichment summer program already exist on campus, facilitating its implementation at Rowan.
The 2009 STAR program will be integrated with the Educational Opportunity Fund / Maximizing Academic Potential Program (EOF/MAP) office’s Pre-College Institute (PCI). The PCI currently engages students for 6-weeks in peer mentoring, study skills workshops, and professional development. The student’s are drawn from under-performing school districts which traditionally draw a large population of underrepresented minorities. For the summer 2009 STAR the proposers have worked with the EOF/MAP office to develop 5 weeks of STEM related content for incoming EOF/MAP students who show an interest and aptitude for STEM related fields, including interactive workshops on Computer Science and Engineering, and cooperative Mathematics instruction. These workshops are intended to (1) develop and cement further interest in STEM fields and (2) to give students the skills and confidence needed to succeed in their first year in a STEM program.
The STAR program’s focus on developing sustained interest and first year success is grounded in research that shows that students of color often face unique hardships that make college matriculation difficult. The educational background of most PCI participants makes the thought of a STEM degree daunting, hence the need for initial successes in the summer program and the critical first two semesters. Students engaged in STAR will learn valuable core software skills required in the engineering and computer science programs, giving them an initial confidence in their STEM majors. Furthermore, difficulties facing PCI students are exacerbated due to their incoming educational preparation which often requires a fifth or sixth year in college to attain a STEM degree. Consequently modest incentives will be given in the form of $100 textbook allowances and the option to keep the graphing calculators used in summer instruction for those who enroll in STEM majors.
This effort is a part of a larger initiative among faculty in Computer Science, Mathematics, Engineering, and staff and administrators in EOF/MAP to develop pipeline programs to increase the population of underrepresented minorities in STEM majors at Rowan. Individually, faculty and staff have been engaged in various activities across campus for several years. Even so, Rowan’s STEM demographics are in need of improvement. Only 4.5% and 13.9% of engineering and computer science students, respectively, are from underrepresented groups. This is in contrast to the demographics of the state’s high school graduates (26.7%), Rowan’s own overall student population (15.5%), and Rutgers University (14.5% in engineering). It is clear that the high school graduates exist and that the university is able to attract them, however, they are not moving into STEM majors.

This grant is viewed as seed money to begin to develop the “RU Ready Program”, a project that seeks to generate new, direct pipelines of traditionally underrepresented students ready to enter and succeed in a rigorous collegiate STEM curriculum at Rowan. The proposers have been engaged seeking funding for this effort through the NSF S-STEM program, which grants scholarships to students, but wish to expand the scope of their efforts to develop a proposal to the NSF’s Alliances for Broadening Participation (ABP) program, which requires a regional scope. Currently, New Jersey has the lowest participation in the Louis Stokes Alliance (one ABP program) per capita and southern New Jersey has no representation. The STEM Academy at Rowan (STAR) program proposed herein will help lay the foundation for future submissions, showing commitment on the part of the university, the faculty, and a successful cohort of students.

The proposal requests $6550 for instruction supplies for the summer, program advertisement and dissemination, summer student support, and modest textbook stipends for STAR students continuing on to STEM majors. Supporting documents may be found at

S.T.E.M. Academy at Rowan (STAR)

Paris R. von Lockette (PI), John Robinson, Tonya Davenport, Penny McPherson-Barnes, Gardy Guiteau

Introduction and Motivation

Rowan University is situating itself as the premier institution of higher learning in southern New Jersey. With the founding of the College of Engineering, the new Science Building, and the Technology Park, the University is attempting to become a focal center for the development of new technologies that will spur the NJ economy. In addition, the University will serve as a regional training center for a new high Technology Workforce who will serve that industry. In terms of developing a technology savvy workforce that will propel the economy, the National Science Foundation (NSF), The National Institutes of Health, the Bill Gates Foundation, the Annenberg Foundation, and numerous other prestigious agencies recognize the need to actively expand and diversify the current talent pool in the sciences and engineering at the university level. In fact, a recent focus area for the NSF is the development of the 21st Century workforce. To quote the NSF:
“Continued U.S. leadership in the global economy is dependent on the availability of a diverse science, technology, engineering, and mathematics (STEM) workforce.”(NSF: 21st Century Workforce)
The New Jersey Commission on higher Education has independently come to a similar conclusion in regards to the state’s own shortage of high-tech workers. In its annual accountability report, the Commission recently stated
“Given the state’s and the nation’s significant shift in workforce demographics, and the continuing shortage of high-tech workers … targeted programs to prepare women and underrepresented minorities for high-tech jobs will be necessary.”(New Jersey Commission on Higher Education)
At Rowan efforts to increase the numbers of underrepresented minorities in STEM are sorely needed. Nationally, underrepresented ethnic minorities in Engineering include Blacks, Hispanics, and Native Americans. Rowan’s underrepresented minority population in Engineering and Computer Science are roughly 4.5%, 13.9, respectively. Together, these percentages are disproportionately low compared to the roughly 15.5% ethnic minority population of the campus at large. In comparison, Rutgers University’s College of Engineering, which is 14.5% minority, has consistently met their goal of achieving minority populations in Engineering on par with the underrepresented population in the entire university (18.2%). Similar numbers can be cited in Computer Science and Mathematics. Furthermore, the 4.5% minority population in Rowan Engineering and 13.9% in Computer Science fall even farther from the 26.7% underrepresented minority population in the state’s high school graduates.
It is clear that the necessary talent pool exists in the state and that Rowan University at large is effective at attracting these students, however, those students are not making their way into the STEM programs at Rowan. Rowan’s drive to attain the “Next Level” provides an excellent opportunity to begin, in earnest, to develop programs geared toward addressing the state-wide and national shortage of skilled technology workers by developing targeted programs to recruit, prepare, and matriculate underrepresented minorities into STEM majors.

Societal Context

In a perfect society, the ideal of equality would work for all, but America is far from ideal. We have made great strides as a country over the last few centuries in making the ideal of equality a reality. School integration has enabled minorities to attend better schools and provided better educational opportunities. Additionally, minorities and women have seen an increase in their political and economic power, but there are still many obstacles to surmount. As America continues to become more racially and ethnically diverse, there is a need for policies and programs that address the inequalities present in our society that impede on the rights of a group based on their racial, gender, economic, or social background (Chemerinsky, 1983; Joseph, 1980; Katz, 1988; Smith, 1925; Verba & Orren, 1985).

One area that still reflects the inequities that exist in America is education. To date, there are a limited number of underrepresented students in math, science, and engineering majors in our higher education institutions (Sax, 1994a, b, c; Sax, 1996; Smith & Lusthaus, 1995; Williams, 1960). The underrepresented student population is comprised of minorities, students from poor socioeconomic backgrounds, and women. Math, science, and engineering education needs to be presented in a sociocultural context for underrepresented students in order to overcome social, racial, gender, economic, and cultural issues facing this population of students in America.

To begin to address this disparity it is critical to understand the nature of its causes. Students are structurally disconnected from paths to being successful candidates for the engineering program. Current students are often recruited from high schools that the University has established connections with (such as Williamstown), thus, their presence is partially a function of the University’s relationship with certain high schools. The preparedness of these students is due in part because the high school has a connection with the College and knows what the expectations are of a Rowan Engineering candidate and accordingly prepare their students. The same relationship and process can be established with other populations for whom patterns of school segregation, inequality of resources, and differences in familial resources all represent barriers a STEM education (Massey et al, 2006). By working primarily with schools that are largely white and middle class, we sustain and reproduce this system of exclusion, e.g. by only going to ‘good’ schools we discriminate against those who are not allowed to go to ‘good’ schools, neglecting large groups of New Jersey youth with great potential.

Program Objectives

The overarching goal of this project is to increase the number of Rowan STEM graduates from underrepresented ethnic minorities. The project attempts to accomplish this by 1) aiding the development of a talented applicant pool, 2) ensuring that incoming students are prepared both academically and socially, and 3) offering upfront and continuing support through their STEM studies. This three-pronged approach is based on historically successful programs at other institutions (for example University of Michigan’s Office of Engineering Outreach and Engagement and MathCorps at Wayne State University) and current research on the unique set of problems facing minority students (Pendergrass, 2001; Ammeter, 2002).
For example, results of surveys given to entering freshman about their experiences in their first year show that those who were most successful felt the most integrated and comfortable in their departments. The study also cited the existence of a social community as a factor in a positive first year experience (Pendergrass 2001). However, another recent survey has added another dimension to the issue by finding that “race is the primary factor in building initial trust” (Ammeter 2002) which means that both majority and minority students will feel initially less comfortable with people of other races. The juxtaposition of these two findings leaves underrepresented minorities in line for poor first year outcomes. This is especially true in a curriculum like Rowan’s that stresses team-based projects and cooperative learning. More results of surveys on entering freshman show that students are bolstered by early successes (Pendergrass 2001). However, students already hampered by nonacademic factors are less likely to see the successes that will sustain them through that first year. This situation is exacerbated by the genuine lack of preparation that often comes with attending a predominantly minority school system (Kozol 1992; Bowen and Bok 1998; Massey et. Al. 2006).
The goals for this project are to draw traditionally under-recruited populations into STEM fields in order to increase the number of viable minority applicants annually until those applicants match the broader demographics of the university, and to increase the number of entering freshman from underrepresented groups until that number matches the broader demographics of the University’s entering first year class. As pointed out previously, similar goals have nearly been achieved at Rutgers’ College of Engineering in terms of underrepresented ethnic minorities.

Program Design

The STAR program, currently, is a volunteer effort of committed faculty from Computer Science, Engineering and Mathematics as well as Educational Opportunity Fund/Maximizing Academic Potential Program (EOF/MAP) staff and administrators. The STAR program will initially draw participants from traditionally underrepresented groups already attending Rowan enrichment programs. The EOF/MAP program’s Pre-College Institute (PCI) has been chosen as the focal recruitment point for the Summer 2009 (and Summer 2010) sessions. The PCI brings EOF/MAP students to campus for six weeks during July for workshops on study skills, professional development, and academic instruction. Students for the STAR program will be chosen by using above average scores obtained on the University’s mathematics entrance exam, the Accuplacer. Students scoring above 71 (score required to pass out of the developmental mathematics sequence) will be eligible to participate.  In addition, these students must exhibit a significant level of interest in entering the STEM field as a major.
In the past the PCI yielded approximately ten students interested in STEM fields at the start of the program, though this number drops sharply by the end of the first semester a Rowan. With additional recruitment and advertising a 15 student yield is expected in the summer 2009 session. In addition, the training and support provided by the program will be geared to ensure first year success.

STAR Workshops

The 2009 STAR summer session will meet twice weekly for a total of 5 hours per week during the 6-week PCI at Rowan during July. This includes 1.5 hours of Engineering instruction, 1.5 hours of Computer Science instruction, and 2 hours of mathematics instruction per week. The STAR coordinators have developed this integrated schedule in conjunction with the directors of the EOF/MAP PCI.
The STAR workshops will focus on increasing student interest in STEM degrees through hands-on activities including metal casting, construction of composite beams, computer animation, object oriented design and programming, robotics, and digital hardware design. These workshops will introduce students to basic engineering and computer science concepts. Workshops will also focus on developing skill-competencies in core components of STEM degree programs at Rowan: a three-dimensional solid modeling program (Solidworks), a program that allows storyboarding with object oriented design techniques (Alice), and a digital hardware design package (Active HDL). These programs are used extensively in the Engineering and Computer Science majors. Competencies in these programs are intended to give students a “perceived advantage” at the start of their programs to bolster confidence.
The mathematics sequence has historically been a primary hurdle for PCI students wishing to pursue STEM majors. Consequently, two hours per week will be devoted to preparing STAR students for pre-Calculus in the fall semester. The mathematics portion will use cooperative instructional formats to teach concepts of college algebra and pre-calculus. Using guided instruction, peer modeling, and small group activities students will have the opportunity to gain the foundational skills necessary to be successful in the fall semester of pre-calculus and engage in learning activities that strengthen their problem solving processes.

Post STAR Support

The 5 week program will begin July 6th and run through July 29th. Since the STAR program is a component of the existing PCI, students will be monitored by the PCI counselors, staff and instructors while on campus. As members of the EOF/MAP programs, STAR participants are provided counselors to work with them on academic, personal, career and financial concerns in individual counseling and group workshops through their senior year. EOF students also receive financial aid. All students will also receive detailed academic advising assistance.

Program Outcomes and Impacts

Successful students wishing to pursue STEM fields will be advised on first year curriculums geared toward their majors. As a baseline, students will be able to take pre-calculus in the fall with calculus I following in the spring. This is important since Calculus I has been identified as a gateway course for both Computer Science and Engineering. Drs. Robinson and Von Lockette have already devised course sequences tailored to PCI/STAR students wishing to complete computer science and Engineering degrees from this baseline. As an incentive to continue in a STEM field, students beginning a STEM course sequence will be allowed to keep the TI-89 graphing calculators used in STAR mathematics instruction. In addition, they will be given a $100 book allowance to offset the relatively high cost of STEM related textbooks for fall 2009.
The program will be assessed based on several levels: (1) PCI student enrollment in STAR as compared to previous years’ STEM enrichment programs without this additional support, (2) graded student completion of STAR engineering and computer science activities as compared to enrolled engineering and computer science students who complete these same activities within the major, (3) successful STAR student enrollment in STEM majors and (4) successful STAR student completion of the fall and spring semester STEM sequence within their major. Ultimately, the long-term success of the program will be judged by the numbers of STAR students graduating with STEM degree.
This grant is intended to fund one year of the STAR program, refining an ad hoc consortium of STEM enrichment activities into a unified program intended to develop a pipeline of STEM majors. The expected 15 students will develop an instant cohort, increasing the population of underrepresented groups by as much as 350% (with respect to engineering). This work also will form the basis for larger proposals to state, federal and private agencies to expand the program, drawing students regionally by advertising through existing contacts, high school career centers, and community colleges. Supporting documents may be found at


Ammeter, Anthony P.; Dukerich, Janet M. (2002) Leadership, team building, and team member characteristics in high performance project teams, EMJ - Engineering Management Journal, v 14, n 4, p 3-10.

Bowen, W G; Bok, D, Shape of River, Princeton University Press, (1998).

Chemerinsky, E. (1983). In Defense of Equality: A Reply to Professor Westen. Michigan Law Review, 81(3), 575-599.

Jonathan Kozol, Savage Inequalities: Children in America's Schools, Harper Perennial (1992).

Joseph, L. B. (1980). Some Ways of Thinking about Equality of Opportunity. The Western Political Quarterly, 33(3), 393-400.

Katz, S. N. (1988). The Strange Birth and Unlikely History of Constitutional Equality. The Journal of American History, 75(3), 747-762.

Kozol, J, Savage Inequalities: Children in America's Schools, Harper Perennial (1992).

Massey, D,; Camille Z. Charles, Garvey Lundy, Mary J. Fischer, The Source of the River: The Social Origins of Freshmen at America's Selective Colleges and Universities, Princeton University Press (2006).

Pendergrass, N.A.; Kowalczyk, Robert E.; Dowd, John P.; Laoulache, Raymond N.; Nelles, William; Golen, James A.; Fowler, Emily (2001) Improving first-year engineering education. Journal of Engineering Education, v 90, n 1, p 33-41+159-164.

Sax, L. J. (1994). Mathematical Self-Concept: How College Reinforces the Gender Gap. Research in Higher Education, 35(2), 141-66.

Sax, L. J. (1994). Retaining Tomorrow’s Scientists: Exploring the Factors that Keep Male and Female College Students Interested in Science Careers. Journal of Women and Minorities in Science and Engineering, 1, 45-62.

Sax, L. J. (1994). Predicting Gender and Major-Field Differences in The Development of Mathematical Self-Concept During College. Journal of Women and Minorities in Science and Engineering, 1 (4), 291-307.

Sax, L. J. (1996). THE DYNAMICS OF “TOKENISM: How College Students are Affected by the Proportion of Women in Their Major. Research in Higher Education 37(4), 389-425.

Smith T. V. ( 1925). The Transcendental Derivation of Equality in America. International Journal of Ethics, 35(2), 164-188.

Smith, W. J., & Lusthaus, C. (1995). The Nexus of Equality and Quality in Education: A Framework for Debate. Canadian Journal of Education / Revue canadienne de l'éducation, 20( 3), 378-391.

Verba S., Orren , G. R. (1985). The Meaning of Equality in America. Political Science Quarterly, 100(3), 369-387.

Williams, T. R. (1960). Equality of Economic Opportunity and the Gifted Student: a Basic Conflict in the American Tradition. The Journal of Higher Education, 31(6), 335-338.

Non-Salary Financial Support Grant


Budget Items:

Student Salaries: $600

Student Fringes: $50

Consultant Fees: $0

Project Travel: $0


Supplies/Materials: $3600

Other: $2300

Total Project Cost $6550
Other sources of funding for this project (list source and amount):

Budget Explanation (Not to exceed one page)
Salary and Fringes:

Number of Undergraduate Students 2

Wage Rate $10/hr # of Hours 15/each Total Wages $600
Number of Graduate Students ____________

Wage Rate __________ # of Hours __________ Total Wages _____________

Fringe Benefit Rate Used _________
External Consultants:

Consultant Name _____________________ Consultant Name________________________

Daily Rate __________ # of Days__________ Daily Rate __________ # of Days__________

Total Fees ____________ Total Fees ___________

Project Travel:

Airfare/train fare __________ or Mileage __________

Lodging __________

Per diem meals __________

Other __________ Describe__________________________________
Total Project Travel __________
Narrative description of Equipment, Supplies/Material & Other Direct Costs:

Budget Justification

Summer Session Books: Funds are requested to aid student purchase of instructional texts for the mathematics workshops. The chosen texts will be discounted for students at a rate of $50 per student.
Graphing Calculators: Students will learn to use the TI-89 graphing calculators as part of their pre-calculus curriculum during STAR. As an incentive to continue on to a STEM major, students enrolling in STEM classes will be allowed to keep their calculators. Calculators of those students not continuing in a STEM major will be kept for tutoring purposes for fall and spring terms and will be used again the following summer STAR session.
Part-Time Student Assistance: Funds are requested to hire two students to assist with hands-on activities during the summer. The request reflects two students at $10/hr, 5 hours/week, for the duration of STAR.A fringe rate of 8% is included for summer student salaries.
Website and Print Brochure Development: Funds are requested to develop and disseminate informational brochures about STAR to local school districts. This information will also be included with EOF/MAP PCI materials. Costs are estimated at $0.225/copy for 1000, 70# gloss coated laser color copies for a total of $225 (prices from Rowan Copy Center). The balance reflects estimated costs for development of a multi-media website including images and video of STAR activities and career information. This combination of print and web is seen is critical to generating student interest in the program.
Engineering Activities: Students will be engaged in metal casting, building of composites beams, and a bottle rocket launching activity. These activities have been run in the past with costs estimated at $5.50,$7.50, and $3.50 per person, respectively, for a total estimated cost of approximately $250.
Computer Science Activities: Students will be engaged in object oriented storyboarding using Alice and digital hardware design using Active HDL. Active HDL requires software/hardware interface boards which can be acquired, at discount, for $23/board for a total of $350.
Fall Term Book Allowance: As an additional incentive to begin a STEM major, students will be given a $100 book allowance. This allowance will be given in the form of a credit for books at the bookstore in the student’s name. PCI student wishing to pursue STEM majors often face five or six year tenures at Rowan. This small incentive is meant to aid there entrance into a STEM major.

STAR - Summer 2009 Budget


Summer Session Books

$ 750.00

Graphing Calculators

$ 2,250.00

Part-Time Student Assistance

$ 650.00

Website and Print Brochure Development

$ 800.00

Engineering Activities

$ 250.00

Computer Science Activities

$ 350.00


Fall Term Book Allowance

$ 1,500.00

Budget Total

$ 6,550.00

biographical sketch

Paris R. von Lockette, Associate Professor of Mechanical Engineering

Business Address: 132 Rowan Hall, College of Engineering, 201 Mulica Hill Road, Glassboro, NJ 08028

Telephone: (856) 256-5341 Fax: (856) 256-5241

  1. Educational Background

Ph.D. in Mechanical Engineering, University of Michigan, Ann Arbor, Michigan, 1999

M. S. in Mechanical Engineering, University of Michigan, Ann Arbor, Michigan, 1996

B. S. in Engineering Science, Trinity University, San Antonio, Texas, 1993

  1. Appointments

Rowan University, College of Engineering, Glassboro, NJ

Associate Professor, Mechanical Engineering Program, 2004-Present

Assistant Professor, Mechanical Engineering Program, 1999-2004
University of Michigan, Department of Mechanical Engineering, Ann Arbor, MI

Graduate Research Assistant (1994 -1999)

  1. Recent Publications

  1. Related to project (See synergistic activities)

  2. Other Publications

Refereed Journal Articles

von Lockette, P.R., Lofland, S., Koo, J, Kadlowec, J (2008) “Dynamic Characterization of Bimodal Particle Mixtures in Silicone Rubber Magnetorheological Materials,” Polymer Testing 27, 931 – 935.

von Lockette, P. R., “Examination of the effects of computationally determined network topology on an analytical constitutive model for bimodal elastomers”, Polymer 49 (2008) 5158–5168.

von Lockette, P. R., and Arruda, E. “Mesoscale Modeling of Bimodal Elastomer Networks,” Macromolecules, 35, 7100-7109 (2002).

von Lockette, P.R. , J-H Koo, J. Kadlowec, “Particle Mixtures in Magnetrheological Elastomers,” Proceeding of the 2006 SPIE Annual Conference,San Diego, CA.

von Lockette , P.R., J-H Koo, J. Kadlowec, “Development of Tunable Vibration Absorbers Using Magnetrheological Elastomers,” Proceeding of the 2005 ACS Rubber Division Technical Meeting, Pitssburg,PA, paper 86.

S. Miller, (Advisor: P. von Lockette) "Design of Tunable Vibration Absorbers Using Pieozoceramic-Rubber Composites", Masters Thesis, Rowan University Mechanical Engineering, 2004.

von Lockette , P., and E. M. Arruda, “Statistical and Computational Modeling of Bimodal Elastomer Networks”, Society of Engineering Science Conference, University of South Carolina, 2000.

von Lockette, P., Arruda, E. “Topological Studies of Bimodal Elastomer Networks,” Macromolecules, 32. 1990-1999 (1999).

von Lockette, P., and Arruda, E. “Computational Annealing of Simulated Unimodal and Bimodal Networks,” Journal of Computational and Theoretical Polymer Physics, 11, 415-428 (2001).

von Lockette, P. Arruda, E. “A Network Description of the Non—Gaussian Stress-Optic and Raman Scatterting Responses of Elastomer Networks.” Acta Mechanica 134, 81-107 (1999).

  1. Synergistic Activities

Service Activity

  • Coordinator of Rowan Mechanical Engineering – CHAMP/Gear-UP Saturday Academy program at Rowan Camden, September 2005 – present.

  • Mentor in the Harley Flack Male Mentoring program helping at-risk first-year students transition into the college environment at Rowan University, 2000 – present (co-director 2003 – 2004).

  • Editor, Journal of Rowan Engineering . Editor of peer reviewed student publication at Rowan, 2001 – 2006

  • Member of the Rowan College of Engineering Computer /Networking and Promotion Committees, Departmental and University Scholarship Committees, Departmental Admissions Committee

Professional Activities/Memberships

  • Member, American Society of Engineering Education, 1999-present

  • Member, National Society of Black Engineers, 2002-present

  • Reviewer: NSF, Georgian National Science Foundation, Polymer, Rubber Chemistry and Technology, Journal of Polymer Science Part B: Polymer Physics, ASEE Annual Conference on Engineering Education


Trail Blazer Award, Rowan University Bringing Back the Conference Committee, 2006.

Honorable Mention for Curriculum Innovation Award, International Mechanical Engineering Conference and Exposition, New York, NY, 2001

Lindback Foundation Grant, 2001

Award for Scholarly Achievement, Rowan University, 2000-2002

Cadell Memorial Award for Graduate Research, University of Michigan, 1999

Martin Luther King Spirit Award, University of Michigan North Campus 1999

Rackham Merit Fellowship, Rackham Graduate School, University of Michigan 1996-1999

National Science Foundation Minority Graduate Fellowship, 1993-1996
Innovations in Education

Development of hands-on learning tools for the instruction of solid-mechanics and mechanics of materials, funded by NSF through CCLI, January 2001; co-PI.

Establishment of the Journal of Rowan Engineering (JRE) an annual publication that compiles student’s final design reports for dissemination to industry, prospective students and parents, and other faculty members, January 2001.

  1. Collaborators

  1. Scientific Collaborators last 4 years

Eric Constans, Associate Professor, Rowan University

Jennifer Kadlowec, Associate Professor, Rowan University

Sam Lofland, Professor, Rowan University

Jeong-Hoi Koo, Assistant Professor, University of Miami Ohio

  1. Major Doctoral Advisors

Ellen Arruda, Associate Professor, University of Michigan

  1. Postgraduate Sponsor:

2) Consulting:

Children’s Hospital of Philadelphia, Philadelphia, PA, 2008 – present.

Omega Engineering Corporation, NJ, 2008 – present.

Absecon Mills, New Jersey, Cologne, NJ, 2007 – present

RL Associates, Chester, PA, 2004 – present

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