2013 — 2017 
Jafari, Farhad Hamann, Jerry (coPI) [⬀] Slater, Timothy (coPI) [⬀] Leonard, Jacqueline (coPI) [⬀] Gamboa, Ruben (coPI) [⬀] Buss, Alan (coPI) [⬀] 
N/AActivity Code Description: No activity code was retrieved: click on the grant title for more information 
Visualization Basics: Using Gaming to Improve Computational Thinking (UgameIcompute)
This ITEST Strategies project is developing, implementing and studying an intervention for students and teachers in ten middle schools in Wyoming that includes computational thinking and spatial visualization in the contexts of gaming and robotics. It is impacting 42 teachers and their students. The project is delivering the content using culturally responsive pedagogy (CRP). The CRP emphasis is being implemented in the proposed intervention and is strongly reflected in the project personnel, which includes representatives from African American, Mexican, and Native American cultures, as well as in the recruitment plan, which also includes females and disabled persons. The lead institution is the University of Wyoming, with cooperation from the National Center for Atmospheric Research and evaluation by MER Associates. Alexander Repenning of the University of Colorado is providing teacher professional development in computational thinking.
Research questions are investigating: 1) the strategies most likely to develop student skills in computational thinking and spatial visualization; 2) the strategies most likely to develop student interest, readiness, and participation in STEM careers; 3) the strategies teachers use to infuse culturally responsive pedagogy and develop student understanding of computational thinking in math and science courses; and 4) how the project leverages the social and cultural capacity of the cultural and STEM communities. The evaluator is primarily responsible for collecting and analyzing the data, with oversight from the Advisory Board. Data sources include document review, surveys, interviews, and student performance data. Analyses are being conducted to exam variances associated with gender, ethnicity, and English proficiency.

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2014 — 2018 
Jafari, Farhad Slater, Timothy (coPI) [⬀] Dale, Daniel (coPI) [⬀] Burrows, Andrea Escoto, Paul Allen, Jennifer (coPI) [⬀] 
N/AActivity Code Description: No activity code was retrieved: click on the grant title for more information 
Sustaining Wyoming's Advancing Reach in Mathematics and Science (Swarms)
Sustaining Wyoming's Advancing Reach in Mathematics and Science (SWARMS) is certifying seventy (70) new mathematics and science teachers over a 5year period (20142019). SWARMS is a Noyce, Phase I, collaboration project joining four distinct groups to enhance Wyoming's pool of mathematics and science teachers. The four groups include: 1) The University of Wyoming (UW) among the College of Arts & Sciences (A&S), College of Education, and the UW Science and Mathematics Teaching Center; 2) Northwest College, 3) Military partners including: UW Office of Veteran Services, Francis Warren Air Force Base, Wyoming National Guard, and Wyoming Air National Guard; and 4) Highneed partner school districts including: Big Horn, Fremont, Goshen, Laramie, Hot Springs, Natrona, Uinta, and Washakie.
SWARMS leverages and extends existing UW collaborations with the Wyoming Department of Education, community colleges, military partners, and highneed partner school districts. Responding to Wyoming's critical need to dramatically enhance the number and quality of science, technology, engineering, and mathematics (STEM) teachers in highpoverty, lowperforming schools, SWARMS is expanding the postbaccalaureate program to engage military veterans and holders of STEM graduate and undergraduate degrees. SWARMS targets mathematics, chemistry, earth science, and physics graduates.
SWARMS provides Noyce scholarships or stipends to undergraduates and graduates to support the development of seventy teachers with strong STEM backgrounds as a result of military experience or baccalaureate degrees in a STEM discipline, as well as obtainment of a secondary teaching certificate. SWARMS is iteratively testing new recruitment strategies, reorienting postbaccalaureate teacher certification classes, nurturing a community cohort model, and implementing best practices in early career mentoring programs while targeting a diverse candidate population. Up to twelve hours of postbaccalaureate work towards certification can be applied to a master's program in Curriculum and Instruction in UW's College of Education. These seventy Noyce Scholars are mentored in the first few years of their teaching careers by previous Noyce Scholars. In addition, they are supported by yearly cohort meetings, onsite visitations, communitybased blog interactions, facetoface interactions, and electronic newsletter spotlights and distribution.
The 5year goals of SWARMS include: 1) Engage and nurture the UW community of scholars as partners in filling the STEM pipeline's demand for highly qualified science and mathematics teachers in high need secondary schools; 2) Recruit a diverse group of talented military veterans and individuals who hold graduate and undergraduate STEM degrees; 3) Prepare 70 highly qualified, Wyoming certified, secondary science and mathematics teachers to teach rigorous content through inquirydriven approaches steeped in integrated STEM; 4) Strengthen and expand innovative programs (postbac) and test new recruitment techniques for targeted prospective teachers; 5) Promote science and mathematics teacher retention in high need schools by developing learning communities to support cohort groups based on best practices in early career teacher mentoring; and 6) Study and iteratively build SWARMS for sustainability, replication, and dissemination.
SWARMS, Sustaining Wyoming's Advancing Reach in Mathematics and Science, is committed to certifying future mathematics and science teachers of Wyoming in order to sustain growth and build upon local STEM talent to develop future generations of STEMliterate youth.

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2015 — 2016 
Jafari, Farhad Niu, Zhuang 
N/AActivity Code Description: No activity code was retrieved: click on the grant title for more information 
Cbms Conference: the Basic Homotopy Lemma, the Asymptotic Uniqueness Theorem, and Classification of C*Algebras, June 15, 2015
This award will fund a CBMS Conference entitled "The Basic Homotopy Lemma, The Asymptotic Uniqueness Theorem, and Classification of C*Algebras" with principal lecturer Huaxin Lin to be held at the University of Wyoming during June of 2015. The study of operator algebras is one of the major branches of modern mathematics. It was launched by John von Neumann in 1930's with an aim of explicating quantum mechanics. The classification of at least the more wellbehaved amenable C*algebras is considered as one of the main questions at the moment in operator algebra theory. Recently this subject has been developing very rapidly, and substantial progress has been made. The main goal of this conference is to have a detailed and systematic account of this breakthrough in the classification of C*algebras, with an emphasis on basic homotopy lemmas and asymptotic uniqueness theorems. The conference will pull together these recent results, to get a clear picture of the current status, and to chart the possible direction of future research. This grant will support the participation of graduate students and junior faculty members in the conference, and also foster the production of a monograph which will be used by the wider community.
The topic of the project is on the classification of C*algebras, the basic homotopy lemmas, and the asymptotic uniqueness theorems. After the discovery of various exotic examples of AHalgebras, the program of the classification of amenable C*algebras has been focused on the more wellbehaved C*algebras, or the class of C*algebras which absorb the JiangSu algebra Z. With the oneparameter deformation technique introduced by Winter, the classification of Zstable C*algebras can be reduced to the construction of a certain homotopy between two homomorphisms of the rationalized C*algebras. The existence of such a homotopy is ensured by Lin's very recent asymptotic uniqueness theorems and basic homotopy lemmas, which have already had an impact outside classification theory.

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2015 — 2016 
Jafari, Farhad Niu, Zhuang 
N/AActivity Code Description: No activity code was retrieved: click on the grant title for more information 
Rocky Mountain Mathematics Consortium Summer School: the Structure of C*Algebras
This award provides funding to help defray the expenses of participants in the "Rocky Mountain Mathematics Consortium Summer School: The Structure of C*Algebras" that will be held from June 15, 2015, on the campus of the University of Wyoming. Operator algebras were introduced by John von Neumann and his collaborator Murray during the 1930's, when mathematicians and physicists began the development of a rigorous description of matter on the atomic scale. The physical theory developed for that description was quantum theory. Mathematically, the possible configurations or states of matter (an electron moving around an atom, for example) are described by certain vector spaces. Performing an experiment on the physical system corresponds mathematically to applying an operator to the vector space of possible states. The collection of such operators is described mathematically as an algebra of operators. Nowadays, the study of operator algebras has become an important mathematical pursuit with applications to many other branches of mathematics and theoretical physics. The study of operator algebra itself also has been developed into several closely related subareas, of which one is structural investigation of the important class called C*algebras. The classification of C*algebras has developed rapidly in the past few years, with several exciting results. One goal of this summer school is to pull together these recent results to get a clear picture of the current status of the classification of C*algebras.
The Rocky Mountain Mathematics Consortium (RMMC) has run a summer school, in which topics vary widely from year to year, for over thirty years. The theme of the 2015 installment in the series is the structure of C*algebras. The set of topics includes the following: von Neumann algebra techniques in the classification of C*algebras; an introduction to the Ktheory of operator algebras; and higherrank graph C*algebras. The event's lecturers include four of the world's leading authorities on C*algebras: George Elliott, Guihua Gong, Yasuhiko Sato, and Alex Kumjian. The choice of topic was motivated by the secondary purpose of the activity; namely, to prepare the summer school's participants, especially the junior ones, for the regional conference sponsored by the Conference Board of the Mathematical Sciences (CBMS) that will follow it during the second week of June and that has as its focus the socalled basic homotopy lemmas and the asymptotic uniqueness theorem, one of the key ingredients in the recent breakthroughs in the classification of C*algebras.
Summer school web site: http://www.uwyo.edu/math/additionallearningopportunities/rmmcsummerschool/

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2016 — 2017 
Ginting, Victor Jafari, Farhad 
N/AActivity Code Description: No activity code was retrieved: click on the grant title for more information 
Workshop On Functional Analytic Methods in Error Prediction With Applications
This project provides travel and subsistence support for participants in the workshop "Functional Analytic Methods in Error Prediction with Applications" held at the University of Wyoming on June 1317, 2016. The workshop is part of an annual activity spearheaded by the Rocky Mountain Mathematics Consortium (RMMC). The workshop is aimed at exposing graduate students and junior researchers to recent progress in computational sciences, particularly in error estimation techniques utilized in a class of multiphysics and multiscale problems inheriting various levels of uncertainty. The workshop is designed to be strongly interdisciplinary. Workshop presentations and lectures are a blend of colloquium type and more indepth style, with the intention of allowing junior participants to gain knowledge that are potentially useful in their future endeavors, and at the same time giving more experienced participants ample opportunity to initiate research collaboration.
Any numerical approximation/simulation for solving mathematical problems contains some errors. These errors are often functionally dependent on some parameters associated with the method. Formally, a robust numerical method should exhibit a behavior in which the errors vanish in the limiting process associated with the parameters. A standard practice is to estimate the errors in terms of the parameters and some regularity assumptions of the original problems. Unfortunately, many applications prevent imposing those theoretical assumptions, thereby creating a need to monitor the errors in real time simulation. Having this availability will enhance the robustness of the approximation in the predictive simulation. Furthermore, a closely related aspect to error estimation is quantifying the uncertainty that can be present both in the original problem and in the techniques employed to approximate it. The appropriate strategy to tackle this is multifaceted, involving reliance on sophisticated mathematical and statistical tools. This workshop provides a forum for researchers to address all these issues. More information can be found at the workshop website: www.uwyo.edu/math/additionallearningopportunities/rmmcsummerschool/

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