Lenore Blum - US grants

Dr. Lenore Blum and associates at Mills College plan to explore the use of an interactive videodisc environment for elementary education in mathematics using existing materials from SQUARE ONE TV. The project will use a prototype interactive computer learning system that uses icons embedded within an exploratory environment to allow learners to select their own activities. The system allows videodisc materials to be easily combined within an interactive computer environment and includes browsing, lesson selection, open exploration, practice problems, and extended activities keyed to the SQUARE ONE TV material. They will produce a videodisc with source materials provided by Children's Television Workshop, design the interactive environment, and evaluate its effectiveness with trial groups of teachers, students, and others in formal and informal settings. This modest proposal will extend the range of utilization of SQUARE ONE TV and provide valuable information on its potential use in non-broadcast settings.

Historically complexity theory has been concerned with the intrinsic difficulty of problems whose underlying domain consists of the integers or other discrete objects. More recently, there is a growing interest in understanding complexity issues arising in solving problems rooted in continuous mathematics. Here, in contrast to the discrete case, the basic foundational questions are far from resolved. Under investigation is the role the condition (or the logarithm of the condition) of a problem plays in (1) formulating natural models of computation and measures of complexity, and (2) designing algorithms, for continuous problems. The linear programming problem with its various competing algorithms defined via disparate models of computation and complexity provides a rich source of ideas for this investigation.

Classically, the theories of computation and computational complexity deal with discrete problems. On the other hand, many computational problems have the real numbers as natural domain. A variety of ad hoc methods and models have been employed to analyze complexity issues in this realm, but unlike the classical case, a natural and invariant theory has not yet emerged. This project is pursuing the foundations of a formal theory of computation and complexity over the reals, or an arbitrary ring R. It integrates classical recursive function theory and complexity theory with mainstream algebra, analysis and topology.

Mills College will develop and operate a 6-week program for 24 women undergraduates, selected nationwide, which will provide them with an intensive immersion in mathematics designed to motivate them, and strengthen their preparation, for entrance into a mathematics Ph.D. program after graduation. The program will also broaden and strengthen the efforts of the nation's mathematics faculty to encourage more women to major in mathematics and to direct the most promising ones toward graduate school. The program will also encourage participating students to serve as leaders in mathematical activities among their peers at their own institution. Finally, data will be gathered and analyzed with a view to clarifying the reasons why many fewer women mathematics majors than men now go on to Ph.D. programs in mathematics.

This project will support a six week summer program for 24 women undergraduates, selected nationwide, which would provide them with an intensive immersion in mathematics designed to motivate them and strengthen their preparation for entrance into a doctoral program in mathematics after graduation. The program will also seek to broaden and strengthen the efforts of the nation's mathematics faculty to encourage more women to major in mathematics and to direct the most promising students to graduate school. The program will also encourage participating students to serve as leaders in mathematical activities among their peers at their own institutions. Finally, data will be gathered and analyzed with a view to clarifying the reasons why many fewer women mathematics majors than men currently go on to doctoral programs in mathematics.

This award by the National Science Foundation provides core support to the Mathematical Sciences Research Institute located at Berkeley, California. The fundamental goal of the Mathematical Sciences Research Institute (MSRI) is to stimulate and invigorate research in the mathematical sciences by bringing together, in a programmatically focused scientific environment, the top mathematical scientists nationally and internationally in given research subjects. The interaction of senior and mid-level scholars and the very best postdoctoral fellows in a given field produces an intensely stimulating and exciting environment where new ideas can be exploited and developed. The MSRI places a high priority on the training of postdoctoral researchers, and the scientific structure and budgetary allocations of funds reflect this commitment. Normally, two academic-year scientific research programs take place each year. In addition to these academic year programs, the MSRI conducts workshops, conferences, and microprograms which complement the year-long activities. The MSRI also supports summer research and training programs for graduate students. Every effort is made to schedule programs of timely research interest and opportunities exist for cross-programmatic collaboration and scientific exchange.

This project will support an Algebraic Geometry Program for Women Students, to be held at the Mathematical Sciences Research Institute (MSRI) in Berkeley, CA from May 17-28, 1993. A group of fifteen women who are graduate or advanced undergraduate students will be invited to participate. Participants in the Special Year in Algebraic Geometry at the MSRI will give lectures about the subject and their own work. In addition, a mentoring activity will take place with the purpose of providing further encouragement to the participants.

DMS-9422061 Givant Mills College, in collaboration with Carleton and St. Olaf Colleges and The George Washington University plans to develop and operate a consortium of three programs to increase the number of women who pursue and obtain advanced degrees in the mathematical sciences, and who become active members and leaders of the mathematical community. Growing out of the efforts of the Mills Summer Mathematics Institute (1991-94), the consortium is a unified effort to bring undergraduate women into mathematics at the highest levels. It is the first major effort of its type. It will directly involve 48 women students. Carleton and St. Olaf Colleges jointly propose a four-week summer program for 18 students at the freshman-sophomore level, with the focus on conjecture and proof, as well as on the use of mathematical software for problem solving. The other two components of the consortium are aimed mainly at students at the end of their junior year. The George Washington University proposes a four-week summer program in which 10 outstanding undergraduate women will be immersed in intensive short courses which will lead them to interesting open problems. Mills College will continue to develop and operate its Summer Mathematics Institute, a six-week program for 20 excelling women math majors. Students will take 2 or four seminars; each seminar will be led by a woman who is an active research mathematician. Interactive, discovery learning and work on difficult problems will lead to mathematical understanding. All three programs will provide advice and information about graduate school and careers in mathematics. Among the most valuable aspects of the consortium is the emphasis placed by each program on involving active women mathematicians as instructors, TAs, and mentors. The consortium will create a network of women mathematicians: faculty, graduate students, and undergraduates, who will support and inspire each other to high achievement.

Algorithms are the basic procedures by which computers solve problems. With the explosion in the use and connectivity of computers, and in the sizes of the data sets being used, the performance of algorithms is becoming increasingly important. Being able to solve a problem ten times faster, for example, could mean designing a drug next year instead of several years later, or reducing the cost of developing a new space structure by allowing faster and more extensive computer simulations. Over the past 30 years there have been significant advances in the basic theory of algorithms. These advances have led to a "core knowledge" concerning algorithms and algorithmic techniques that has now been applied across an amazing diversity of fields and applications---surely more broadly than calculus is now applied.

The problem, however, is that there is a large gap between ongoing theoretical research, and the current use of algorithms in applications. It often takes more than ten years for the core ideas in a new algorithm to make it into an application, and ongoing theoretical research often does not properly address the needs of the applications. The purpose of the Center is to bridge this gap so that efficient and effective algorithms can be deployed more rapidly. This will be achieved through (1) a set of Problem Oriented Explorations (PROBEs), (2) developing an extensive set of web resources on algorithms, and (3) educational activities including holding workshops for educating teachers. The PROBEs will bring together algorithm designers and domain experts to rapidly deploy new algorithmic ideas within a specific domain.

HRD-0429799

Dr. Lenore Blum has been a local and national leader in encouraging women in SMET, particularly mathematics and computer sciences, for more than 30 years. Her pioneer program, Expanding Your Horizons, was developed when she was at Mills College, starting in 1973, and then expanded across the country through the Math/Science Network to reach thousands of young women in middle-schools. In EYH conferences young women are exposed, perhaps for the first time, to a variety of women in science and related careers. EYH was a centerpiece/model for several of the other national and local activities.

The submitted nomination package is in support of a Presidential Award for Excellence in Science, Mathematics, and Engineering Mentoring (PAESMEM) to recognize outstanding mentoring efforts or programs that enhance the participation of historically underrepresented groups in science, mathematics, and engineering.

The goal of the Carnegie Mellon University (CMU) I-Corps Site, led by the campus-wide Carnegie Mellon Center for Innovation and Entrepreneurship (CIE), is to implement a systematic and replicable agile startup methodology, focused on customer discovery and product adaptation.

The CMU I-Corps Site leverages Carnegie Mellon's strengths and past successes in fusing technology with entrepreneurship. Their Site utilizes CMU's network of internal and external contacts to train entrepreneurial faculty and student teams working in STEM fields. CMU's curricular model is based on the i6 Agile Innovation System and is consistent with the I-Corps Curriculum. It includes four elements: workshops, mentoring, funding for projects and customer discovery, and incubator space.

The objectives of the CMU Site are to:
1) capitalize on CMU's culture of innovation by expanding programs to nurture entrepreneurial ventures and transition university research to the market;
2) train individuals to understand basic motivations, processes, practices, and challenges of innovation and entrepreneurship;
3) hone individuals' entrepreneurial practices and skills;
4) collaborate with industry, entrepreneurs, and the business community in the region and nation.

The CMU program will recruit teams from: existing entrepreneurial activities, course projects, college liaisons, and an open call. Underrepresented groups will be especially encouraged to apply. Teams will be encouraged to avail themselves of enrichment opportunities such as funding avenues, venture competitions, and business events. Each team will have an Entrepreneurial Lead, an Academic Lead, and a Mentor.

The assessment plan focuses on ascertaining the most effective components of an agile university entrepreneurship training program. Teams' milestones and customer contacts will be tracked. Formative assessment using tools such as pre-, mid-, and post-program surveys will inform the CMU program evolution.

Of particular merit is this proposed Site's agile and adaptable customer-based training program, components of which have been shown to be successful in programs such as the i6 Agile Innovation System and the I-Corps Curriculum/Lean Launch Pad. Combining these components -- and then distilling through assessment and evaluation which of them are especially effective at spurring creativity, resourcefulness, independence, and connectivity -- will further entrepreneurial knowledge and education. The program will also teach entrepreneurial students and faculty how to create their own ecosystem by engaging in customer discovery and network building.

The CMU I-Corps Site plans to move university research out of the lab more efficiently and effectively. Expediting the movement of academic innovation to the commercial sector allows new, often government-funded, university discoveries and inventions to reach the public sector earlier spawning new endeavors and economic growth. All sectors of society and areas of inquiry -- healthcare, energy, sustainability, global communication, for example, can see benefits. In addition, making earlier decisions about viability of commercial outcomes is beneficial as it can more effectively utilize critical resources --time, energy, talent, and funds. In addition, a successful Site will likely impact the Pittsburgh, Steel Valley, and Allegheny Valley communities.

This project, from Carnegie Mellon University, creates an I-Corps Site at this institution. NSF Innovation Corps (I-Corps) Sites are NSF-funded entities established at universities whose purpose is to nurture and support multiple, local teams to transition their technology concepts into the marketplace. Sites provide infrastructure, advice, resources, networking opportunities, training and modest funding to enable groups to transition their work into the marketplace or into becoming I-Corps Team applicants. I-Corps Sites also strengthen innovation locally and regionally and contribute to the National Innovation Network of mentors, researchers, entrepreneurs and investors.

This is a Type II proposal, requesting a "renewal" of funding for an existing I-Corps Site. There are two types of I-Corps Site proposals. Type I proposals are submitted by institutions that have not had prior funding as an I-Corps Site. These proposals may request $100,000 per year for up to five years. Type II proposals are submitted by institutions that have had prior funding as an I-Corps Site. These proposals may request up to $100,000 per year for up to three years.

A primary goal of the CMU I-Corps Site is to build a comprehensive program that is adaptable to other universities and regions across the country; one that leverages and augments local resources and that integrates into the NSF I-Corps program. To this end, the CMU I-Corps Site works with a network of regional Sites and national Nodes to prepare teams to enter the National I-Corps training program. The CMU I-Corps Site model curriculum incorporates an agile methodology focused on customer discovery and product adaptation, and provides effective mentoring, strong collaborations with regional stakeholders, and the incorporation of programs and perspectives of regional partners. A goal is to create an entrepreneurial community of students, faculty and community members who not only benefit directly from the program, but also become experts in mentoring and advising others.

The CMU I-Corps Site accelerates the effective transfer of university research into successful commercial ventures, enabling government funded university research and innovations to promote regional growth and benefit the public. Many sectors serve to gain, for example, healthcare, transportation, energy, and sustainability. Incorporating regional expertise and collaboration benefits both the university and the community and helps broaden participation. The program provides an adaptable model to strengthen the entrepreneurial and innovation ecosystem of universities, their regions and the nation.