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Name John Augusto Degrees Obtained (Dates not necessary): University of Kansas Doctor of Philosophy Education University of Kansas Masters of Science Education Washburn University Bachelor of Arts English

Research (or Other Professional) Interests (limit 200 words): My research and other professional interests have been focused on graduate school admissions and how students select a graduate program of study. I authored a study with the National Association of Graduate Admissions Professionals (NAGAP) and the Graduate Record Examination (GRE) about how students use the internet in selecting a graduate program (http://www.nagap.org/documents/ets.pdf. My dissertation provided an understanding on how faculty describe the purpose, expectations and quality of dissertations in education administration. The study investigated differences and similarities between PhD and EdD dissertations and was guided by this question: How do faculty describe is the purpose, expectations and quality of a PhD and EdD dissertation in education administration. The research found that the purpose of the PhD and EdD degree is similar and focuses on career preparation. I have presented numerous times to the Society for Advancement of Chicanos and Native Americans (SACNAS) and ABRCMS (Annual Biomedical Research Conference for Minority Students) about the graduate school admission process and using data to remake the graduate admission process. Recently, I have shifted my research and professional interests to getting first year college students involved with undergraduate research and evidence based mentoring practices at research universities. Teaching Interests (limit 200 words): Early in my career, my teaching focused on first year seminars that incorporated hands -on diversity training exercises. I spent several years serving as an instructor in our Preparing Future Faculty program at Kansas that included a career development and exploration course for doctoral students seeking academic and non-academic careers. Since returning to undergraduate education I now teach a first year seminar, a “university 101” course that incorporates academic planning, career development and experiential learning for first year students. My immediate future plans are to continue teaching this course, to develop an online course for getting started with research course and to also teach in our university’s Leadership Studies program. Grants and/or Program Experience (limit 200 words): I have worked on several National Science Foundation and National Institutes of Health undergraduate, graduate and postdoctoral trainee proposals. In this role, I have provided counsel on research training activities as well as provided national and local data on undergraduate research activities. Many of these proposals were funded and I currently consult with the eight undergraduate, three graduate and one postdoctoral trainee program funded by the two national agencies (NSF & NIH).

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Relevant Publications and Conference Presentations (limit 3) Highlight undergraduate co-authors with an asterisk (*)

1. Council on Undergraduate Research, 2013 UPRD Meeting Poster Presentation: Research Experience Program

2. 2013 American Association for the Advancement of Science (AAAS) National Conference, Workshop Presentation: A Roadmap to Training Grants (Co-presented with Roberta Pokphanh, Ph.D.)

3. SACNAS Fall 2013 Newsletter: Seven steps for Success: How to use your Summer Research to Maximize the SACNAS Conference

Activities Related to Undergraduate Research (limit 250 words): I have been active in undergraduate research on my campus in a variety of areas/disciplines and with larger national organizations such as the Society for the Advancement of Chicanos and Native American in Science (SACNAS) and the Annual Biomedical Conference for Minority Students (ABRCMS). While my earlier career was spent working in graduate education, I think this experience assists me a great deal when I advise undergraduate researchers about their interests in pursing graduate study. In addition, because I oversee a unit that sees the breadth of research in over 100 different disciplines, I have a strong working knowledge of the functions of undergraduate research across a wide spectrum of disciplines. Campus responsibilities, activities, and accomplishments (limit 250 words): I spent fifteen years as an assistant dean in the Graduate School at KU where I oversaw graduate admissions, research training and oversaw data collection and dissemination. During this time, I started the Research Experience Program, an undergraduate certificate as a way for students to certify their research experience. Starting in September 2013, I became the inaugural director for the Center for Undergraduate Research at the University of Kansas serving all students and mentors involved with research. The Center for Undergraduate Research seeks to transform undergraduate education through research. We do this by working with instructors and mentors to develop and promote curricula and models for mentoring both inside and outside the classroom; engaging and advising students in their development as researchers; and by providing campuswide programs that celebrate undergraduate research. The Center oversees the university’s Undergraduate Research Award, Travel Award, and Annual Undergraduate Research Symposium. In the past year, we have increased the number of undergraduate research award applications by 10%, increased the number of undergraduate student presenters at our annual Symposium by 14% and increased the number of students getting certified in undergraduate research by 5%. Starting this fall, I have assumed additional responsibilities as an assistant vice provost in Undergraduate Studies, where I lead a campus wide collaboration of six units (First Year Experience, Career Services, Study Abroad/International Programs, Service Learning, Leadership Studies, and Undergraduate Research). The goal of the Collaborative for Experiential Learning is to develop, expand and promote experiential learning throughout the Lawrence.

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Other Relevant Professional Service / CUR Service (limit 250 words): Beyond presenting a poster at one meeting, I have not directly participated in any official professional service activities with the Council on Undergraduate Research. Currently, I am a Life Member in the Society for the Advancement of Chicanos and Native Americans in Science (SACNAS). This past July, I was selected to participate in the 2013 SACNAS Leadership Institute at Stanford University and this past September I was selected to serve as the Master of Ceremonies for the 2013 SACNAS Annual Conference in San Antonio, Texas. In addition, I have served as a presenter at the Annual Biomedical Research Conference for Minority Students (ABRCMS) for the past 13 years, offering a session on obtaining a summer research program as well as co-presenting a session on going to graduate school. Before getting involved with undergraduate research, I was a member of the National Association of Graduate Admissions Professionals (NAGAP) where I served on the Board of Directors as the Research Chairperson. I was participated and presented at the Midwest Association of Graduate Schools (MAGS) annual meeting and the Council of Graduate Schools (CGS) annual meeting. Statement explain how your experience would be of value to the CUR Council (limit 250 words: I think my professional experience would be of value to the CUR Council in a number of ways. First, I have experience with graduate recruitment activities at primary undergraduate institutions as well as implementing an assessment program on learner outcomes for doctoral dissertations. I am currently working on an assessment program for both undergraduate research experiences and undergraduate theses. These experiences give me valuable insight on how CUR might promote and develop assessment models for the various member universities. In addition, I currently direct the KU Center for Undergraduate Research that works with over 200 undergraduate programs and provides both student and mentor programing for undergraduate research experiences both inside and outside the classroom. I have also worked with a number of NIH and NSF funded undergraduate research training programs, so I am familiar with evidence based research mentoring practices. Finally, I have over 15 years of service with organizations (SACNAS & ABRCMS) that support diversity in undergraduate research training in the STEM disciplines. The sum of these experiences affords me an understanding of the needs of the faculty across various disciplines who work at various types of universities, from primary undergraduate to the large research universities. I also understand the challenges and opportunities of starting a new central undergraduate research office. Finally, my experience with working with agencies that support diversity in science training could lead to new and exciting collaborations with CUR and these agencies.

RName John Barthell Degrees Obtained (Dates not necessary):

B.A., Zoology, University of California at Berkeley. , Ph.D., Entomology, University of California at Berkeley., Research (or Other Professional) Interests (limit 200 words): I study mechanisms of biological invasion, and do so in an integrative manner by working from a variety of different perspectives, including behavioral, ecological, and molecular aspects of invasions that involve a broad and diverse group of organisms known as the Apoidea (bees and wasps). I remain especially interested in the mutualistic roles of non-native pollinators and non-native plants in effecting invasion outcomes. I also maintain a general interest in the biology of bees and their nesting and foraging behavior. During the last eight years I have worked and published with colleagues from several countries, with Greece and the Republic of Turkey being focal points of interaction. These studies have been ideal for reflecting on the role of native habitats in understanding the nature and success of invasive species. More recently in my career, I have become involved in Higher Education administration (as a dean and now a provost), causing me to explore the role of high-impact educational practices on student learning and how to encourage these practices among faculty members and university administrators. Finally, I am an enthusiast for exploring the writings of Henry David Thoreau and have recently used his work as a basis for two national presentations. Teaching Interests (limit 200 words): I have taught a variety of courses: Animal Biology, Entomology, General Biology, Pollination Biology, and History & Nature of Science (HNOS). I have also taught the laboratories associated with each of these courses except for HNOS which only consists of lectures. I have taught HNOS each year that I have been in administration as an assistant dean, associate dean, and dean. I am a strong advocate of the teacher-scholar model and continue to mentor students through our National Science Foundation funded program entitled Research Experiences for Undergraduates (REU). This course includes lecture sessions as well as time in the field and laboratory; many of the 49 students I have been able to work with in this capacity have gone on to post-graduate studies, including graduate schools across the United States. I have taken a proactive role in mentoring the students in the program by encouraging them to receive funding for presenting their work at national meetings and in applying for post-graduate programs. As a provost, my formal time in the classroom has decreased but I continue to work to develop the course History & Nature of Science while maintaining my role in the NSF REU program. Grants and/or Program Experience (limit 200 words): I am currently a PI or co-PI of three NSF grants and one Department of Education (TRIO) grant worth, in total, nearly four million dollars in funding. My roles include being the PI of an NSF REU grant currently entitled “REU Site: Integrative Biological

Studies of Honey Bees in the Republic of Turkey". As of last fall, this program had produced 33 publications with 20 (61%) of those having REU student participant coauthors; an additional 45 poster presentations were also made with 41 (91%) having student coauthors. The program has now involved 49 students, with 33 (67%) being from underrepresented minority groups. I am also the co-PI of an NSF STEP grant entitled “STEM Double Bridge: Connecting High Schools, Community Colleges, and Universities for Tomorrow’s Leaders in STEM". I serve to advise and coordinate grant activities, including a bridge program designed to acquaint high school students with our university. I serve in a similar capacity as the co-PI of an NSF S-STEM grant entitled “The Center for Undergraduate Research and Education Student Scholars in STEM" as well as for a SSS-STEM TRIO grant entitled “Center for Undergraduate Research and Education with Student Support Services in Science, Technology, Engineering, and Mathematics". Relevant Publications and Conference Presentations (limit 3) Highlight undergraduate co-authors with an asterisk (*) 1. . Barthell, J. F., J. M. Hranitz, J. R. Redd*, M. L. Clement*, K. C. Crocker*, E. C. Becker*, K. D. Leavitt*, B. McCall*, M. Mills-Novoa*, C. M. Walker*, T. Petanidou and H. Wells. (2012) Observations on nectar availability and bee visitation at patches of yellow star-thistle and chasteberry on the Northeast Aegean island of Lesvos (Greece). Uludağ Bee Journal. 12:55-61. 2. Barthell, J., W. Chen, B. Endicott, C. Hughes, W. Radke, C. Simmons and G. Wilson. (2013) A model for encouraging and sustaining a culture of student-centered research at a predominantly undergraduate institution. Council on Undergraduate Research Quarterly 34:41-47. 3. Barthell, J., W. Radke, J. Redd*, C. Abramson, J. Hranitz and H. Wells. (2013) Impacts of globalization and undergraduate research on persistence to graduate school. Proceedings of the 118th Annual Meeting of NCA/The Higher Learning Commission 29:58-63. Activities Related to Undergraduate Research (limit 250 words): For the 18-plus years I have worked at UCO I have held every academic rank (assistant, associate, and full) of a professorship and similar ranks as a dean. Most recently (July 2013) I assumed the role of Provost and Vice President for Academic Affairs. In each of these roles, I have been a demonstrable supporter of high-impact educational practices. As a faculty member I directly engage undergraduate students in research. I am currently the PI of an NSF REU grant that has involved 49 student participants who have coauthored dozens of articles and presentations with the senior personnel of the grant. These students are also exposed to novel cultural and historical experiences that give them a global perspective on their careers (including visits to Istanbul, the Ancient City of Troy, and the Greek island of Lesvos). Each year of my career I have encouraged students to present (with posters or orally) at meetings. During the time that I was a dean (summer 2006 through spring 2013) I authored 25 articles and 78 formal presentations which included coauthoring papers with 102 faculty, staff, and students from 38 institutions in 16 U.S. states and territories within five countries. All of these efforts

directly involved undergraduates as authors or collaborators and/or commented on high-impact educational practices such as undergraduate research. Recent (last three years) examples of national presentations include those given at the Association of American Colleges & Universities (AACU), the Higher Learning Commission (HLC), and the Council on Undergraduate Research (CUR). Campus responsibilities, activities, and accomplishments (limit 250 words): During the time I was dean I worked to facilitate undergraduate research activities through the Center for Undergraduate Research and Education in Science, Technology, Engineering, and Mathematics (CURE-STEM). This program encourages faculty members to participate in undergraduate research activities by awarding them reassignment time and/or other resources while also engaging them in grantsmanship activities. The program returns over ten dollars in student-centered, external grant revenue for every dollar invested in faculty development. The program began with four full-time faculty members in 2008 and has grown to over a quarter of all tenure and tenure track faculty members in the college. (CURE-STEM was featured in a recent issue of the CUR Quarterly as cited above.) As Provost, I have encouraged early initiatives relating to a reexamination of faculty workloads (e.g., banking of credit hours) designed to provide reassignment time that will incentivize faculty involvement in undergraduate-based high-impact practices, including those now supported by a student-centered campus grant program. I have also worked with the Assistant and Associate Vice Presidents for Academic Affairs to put together and present a comprehensive bid (with accompanying site visits) for the 2017 National Conference on Undergraduate Research. Finally, I have been recognized on my campus for activities relating to undergraduate mentorship, teaching and research with the Modeling the Way Award (2009), Herbert S. Dordick UCO Mentoring Award (2009), Sigma Xi Outstanding Researcher Award - UCO Chapter (2004), Hauptman Fellow Award for the College of Mathematics and Science (2003), and the Neely Excellence in teaching Award (2003). Other Relevant Professional Service / CUR Service (limit 250 words): During the last three years my activities in CUR have increased markedly. This was due, in part, to the privilege of being a CUR Councilor. As an At-Large Division Councilor, much of my efforts have focused on the Faculty Awards and Recognition Committee. Indeed, Drs. Suma Datta (Texas A&M University), Todd Sandrin (Arizona State University), Chris Kim (Chapman University) and I have submitted an interactive session presentation for the 2014 National CUR Conference. (I have submitted another abstract with colleagues at UCO relating to CURE-STEM as described above.) In addition to presentations at CUR Conferences referenced above, I have become a regular facilitator for CUR Institutes. These have included primarily those funded through the “Institutionalizing Undergraduate Research for State Systems and Consortia" as led by Drs. Jeff Osborn, Mitch Malachowski, and Kerry Karukstis as well as CUR Executive Officers Drs. Beth Ambos and Nancy Hensel. This involvement has been a transformative experience in my career,

allowing me to meet representatives from consortia from across the country. These include the University of Wisconsin, the California State University System, the City University of New York, and the Pennsylvania State System of Higher Education. In addition, I participated in a spinoff consortium institute (with many of the same CUR representatives) entitled “Institutionalizing Undergraduate Research for the Oklahoma IDeA Network of Biomedical Research Excellence"; the latter institute occurred in Oklahoma City and allowed an introduction of many of my statewide colleagues to CUR and how to develop a strategic plan that promotes undergraduate research. Statement explain how your experience would be of value to the CUR Council (limit 250 words: As outlined above, my experience and understanding of CUR has matured during the last three years. I now bring not only the perspective of an advocate of the organization, but also the vantage point of one of the relatively few academic vice presidents in the organization. Although grass roots level leadership (from faculty members) is critical to the transformation of any institution, administration has important influences through its planning and budgeting decisions. I now bring years of understanding of these processes to the table for consideration and I feel I can best support CUR’s national role among universities in this manner. In addition, I am one of the relatively few people who studies with undergraduates in international settings. That experience is now amplified with my new responsibilities pertaining to international agreements with institutions that involve student and faculty exchanges. Finally, my role in the State of Oklahoma for being an advocate of CUR could not be more timely. Our university has become a test case for linking high-impact educational practices with workforce development opportunities. The bridge between these issues is an important one and has become a topic of national proportions (see President Obama’s recent initiatives under PCAST as well as Complete College America goals). The time for CUR to be seen not only as an advocate for student success during college but also in the career place is upon us. I believe I can help further such a national discourse with another term as Councilor of the At-Large Division.

Name Scott Cooper Degrees Obtained (Dates not necessary):

Ph.D. in Biochemistry

Research (or Other Professional) Interests (limit 200 words): My current research is on the effects of hibernation in on blood clotting in 13-lined ground squirrels. When a mammal hibernates its body temperature, metabolism, and heart rate drop dramatically. Stasis in blood vessels should induce blood clots to form, yet this does not happen during hibernation. We have shown decreases in blood clotting cells called platelets, as well as the protein clotting factors in blood. As I am at a PUI, this work is funded by an NIH-R15 (AREA) grant. Blood clotting is a broad field, and we study many different aspects using a wide range of techniques in protein biochemistry, molecular biology, genomics, cell biology, and physiology. This is great for undergraduate research (UR), providing a lot of projects that can be matched to students’ interests and abilities. I have my students work in teams of 3-4 with the experienced students training the new students. Then as students graduate, students shift roles and go from trainee to team leader and train the new students in the group. This semester my lab has 3 Masters students and 26 undergraduates working on 9 different projects. Teaching Interests (limit 200 words): I am trained as a biochemist and molecular biologist. I have taught 14 different courses over the past 18 years, but my current teaching load includes molecular biology, pathology, and radiation biology. In molecular biology lab the students form a biotech start-up company in which our “clients” are other faculty members from biology, chemistry, biochemistry, or microbiology. The project is broken into 20 different parts with students and their lab partners each taking a part of the project. They then spend 10 weeks working on the project, write a peer-reviewed article on their results. Their article, lab notebook, and any products of their research are then turned into their client. This reinforces the importance of good note taking, and adds a level of responsibility not seen in “cookbook” labs. An additional 40 students each semester also get to work on novel research projects as part of a course. Grants and/or Program Experience (limit 200 words): I have been PI or co-PI on over $1,000,000 in research and educational grants, including four NIH AREA grants. My current research grant: 2R15HL093680-02 NIH/NHLB $303,726 03/01/2012 – 02/28/2015 Effects of Hibernation on Hemostasis in 13-lined Ground Squirrels The main objectives of this work are to investigate how ground squirrels down regulate primary and secondary hemostasis during hibernation to avoid the formation of blood clots under low blood flow. Role: PI Relevant Publications and Conference Presentations (limit 3) Highlight

undergraduate co-authors with an asterisk (*) 1. Cooper ST, Richters KE, Melin TE, Liu ZJ, Hordyk PJ*, Benrud RR*, Geiser LR*, Cash

Simon Shelley C, Howard DR, Ereth MH, Sola-Visner MC. The hibernating 13-lined ground squirrel as a model organism for potential cold storage of platelets. Am J P Regul Integr Comp Physiol, 302(10), pp 1202-8, 2012.

2. Hibernating 13-lined ground squirrels as a model organism for cold storage of pla and prevention of venous thromboembolism. Scott Cooper1, Leah Morgan1, Tony K Amy Cooper1, Jenna Kerr1*, Bailee Sliker1*, Brynn Sundberg1*, Brittany Lehrer1*, T Schuh1*, Spencer Hoostal1*, Shawn Sell1*, Jacob Benrud1*, Ashley Seidler1*, Ryan Benrud1*, Peter Hordyk1*, Bridget Kohlnhofer1*, Gina Kaczmarek1*, John Hartwig2 Mark Ereth3, Veronica Flood4. 1University of Wisconsin–La Crosse, La Crosse, WI 54601 , 2Harvard Medical School, Boston, MA 02115, 3Mayo Clinic College of Medic Rochester, MN 55905, 4Medical College of Wisconsin, Milwaukee, WI 53226. Gord Conference on Thrombosis and Hemostasis, 2012.

3. Patrick R. Gonzales, Timothy D. Walston, Laureano O. Camacho, Dana M. Kielar*, Fr C. Church, Alireza R. Rezaie, Scott Cooper. Mutation of the H-helix in Antithrombin Decreases Heparin Stimulation of Protease Inhibition. BBA Proteins and Proteomic 1774 (11), pp 1431-1437, 2007.

Activities Related to Undergraduate Research (limit 250 words): I am actively involved in UR as a mentor and have been for 18 years. My lab is fairly large with 20-30 undergraduates per semester working in teams of 2-4 students on 8-10 different projects all related to blood clotting in ground squirrels. My students are co-authors on papers, present at local, regional and national meetings, and write their own grants to fund their research. I am also involved in UR at the campus, University of Wisconsin (UW)-System, and national levels. As the next two boxes ask about campus and national activities I will just mention the UW-System activities here. In 1999 a colleague at UW-L and I initiated the UW-System Undergraduate Research Symposium, modeled after NCUR. This allowed UW-System schools to send more students to a more regional one day conference, with a reduced cost of travel and housing. The symposium is still going today, and rotates to a different school every two years, in that way a school gets to work out the bugs the first year and still have a second turn before handing off the symposium. This has also provided an opportunity for campus UR coordinators to get together and meet each year. I am also part of the CUR program on institutionalization of UR linking the UW-System schools, and have been at all of the meetings. This led to the formation of WisCUR, a collaboration to coordinate UR activities across campuses. Campus responsibilities, activities, and accomplishments (limit 250 words): Since June of 2011 I have been the Director of Undergraduate Research and Creativity. This is a 50% appointment, allowing me to still teach and do research. My duties include helping to coordinate our two grant cycles each year that review 100-120 grants and distribute over $130,000 in awards. I also help coordinate our UW-L Celebration of Undergraduate Research and Creativity which typically has over 150 poster and oral presentations. Finally, I give workshops for students on

how to find a mentor, how to write a grant, and how to prepare a poster. Details on these activities can be found on our website (http://www.uwlax.edu/urc/). Our office has also initiated three novel projects to promote UR on our campus. Eagle Apprenticeships match incoming freshmen with faculty mentors. The students are paid a stipend through the Office of Financial Aid and serve as an assistant for the faculty mentor for up to two years. This is designed as a recruitment and retention measure, that should also prepare students for future UR projects. Scholars without Borders pairs international and domestic undergraduates to write an UR grant together. The goal is to break down barriers between students from different cultures by having them work together and with a mentor on a common project. Finally, the Public Policy Network solicits topics for policy reports from civic leaders which are then used as UR projects for students. The goal is to provide relevant non-STEM projects, many fostering interdisciplinary collaborations. Other Relevant Professional Service / CUR Service (limit 250 words): The University of Wisconsin-La Crosse hosted NCUR in 2009 and again in 2013. In 2009 I was in charge of abstract reviews. We streamlined the process, cutting the number of subjects students had to choose from 120 down to 60, and used the online management system developed by Scott Bassford for the first time. I led a team of 12 faculty members who each coordinated their own group of reviewers in the different disciplines. We had over 2600 abstracts submitted, and completed the reviews on time. In 2013 I was on the NCUR executive board and also coordinated abstract reviews again. This time we had over 3400 abstracts submitted. While we were using the same online management system, this was the first time it was housed on the CUR server instead of the host campus, and had to work out bugs during the process. The main website for the NCUR conference was also hosted on the CUR server, and I managed that as well, taking requests for updates and changes from multiple content authors. During the conference I met with representatives from UK (NCUR2014) and EWU (NCUR2015) to go through the programs and also shared instructions I had sent out to reviewers and coordinators. As an executive board member I was involved in weekly meetings from August 2012 through the conference discussing every aspect of the conference. I then took the lead on collecting the information for the final report, and preparing the first drafts. Statement explain how your experience would be of value to the CUR Council (limit 250 words): I wear the hats of a mentor and an administrator. The biggest challenge I see to UR on most campuses is not compensation for students, there are usually mechanisms for this through course credit, grants, work study, stipends, etc. Rather, I see the limiting factor being faculty involvement. Too often UR is an “add on”, a project that faculty mentors oversee, but don’t get anything out of. I don’t think this model is sustainable, and instead we need models in which being a mentor is an “add in” – something that fits into other things the faculty mentor is already doing, most often teaching or their own scholarship. I have co-authored multiple papers, posters, and oral presentations with undergraduates and realize the challenges of helping

students produce publishable results. I have also used novel methods to integrate UR projects into classes that I teach, allowing the students to get valuable experience while producing useful preliminary results at the same time. As an administrator I oversee budgets, grant, and planning sessions in which I need to step back and look at the bigger picture. This balance allows me to talk openly with both fellow mentors and fellow administrators to come to workable solutions to problems, and to design novel new approaches to create opportunities. Finally, I have experience organizing UR conferences at the campus, system and national levels. Given my experience as a mentor and administrator, I think being a CUR counselor is a logical next step for me.

Name: Graeme Harper Degrees Obtained (Dates not necessary):

- Doctor of Philosophy (Ph.D.) - Doctor of Creative Arts (DCA) - Master of Letters (MLitt) - Bachelor of Arts (BA) - Graduate Certificate in Executive Studies (GradCertES) Research (or Other Professional) Interests (limit 200 words): Summary: - Research development and creating strong research pipelines from high school to post-doctoral and faculty. - Pursuit of excellence in higher education: strategies and methods around the globe.- Medical Humanities, particularly design and human movement in medical spaces. - Creative practice as research. - New technologies and their wider impact on society and education. - Film Studies: most recently cinema and landscape, suburban cinema and cinema and the impact of new technologies. - Creative Writing: a novelist and scriptwriter (National Book Council Winner: Aust) Outline: As Dean of The Honors College I focus my professional interests on the development of undergraduate research, in particular the final year theses/projects of the c. 1000 Honors College students and the overall undergraduate research strategy for the university via the Center for Undergraduate Research Leadership (CURL), which I direct. My own research is largely in the areas of writing and arts practice research, medical humanities and medical space design, and in exploring new technologies and their influence in society, culture and industry. Teaching Interests (limit 200 words): Summary: - I teach the research methods class for the Honors College and its research thesis preparation classes for the student body; - I also teach the “Making Discoveries”, an Honors College freshmen colloquium classI designed to explore human knowledge and knowledge acquisition; Outline: My teaching interests have ranged from extensive work with supporting, certifying auditing and examining of undergraduate and graduate programs around the world – including around 40 appointments of that kind to date – to my personal interests linked directly to my research. I have taught undergraduates in the USA, UK, Australia, and via video link brought together undergraduates in USA, China, Korea, Australia, and the UK. One of my interests in the relationship between active, synchronous real-time teaching experiences and the asynchronous e-programs currently being touted by some. With this interest in mind, I saw for 3 years on the Joint Information Systems Committee (in the UK) where we delivered technological requirements to 18million

higher education users. Grants and/or Program Experience (limit 200 words): Summary - Director, Center for Undergraduate Research Leadership, Oakland University - Director, MCUR Center for Undergraduate Research - Director of Research, College of Arts, Humanities and Education, Bangor University, 2008-2011; - Chair of the Research Committee: National Institute for Excellence in the Creative Industries, 2006-2010 - Chair and Program Chair: Creative Arts, Film and Media (Uni of Portsmouth); Creative Studies and Media (Bangor Uni); Honors College/Program (Oakland University) - International Senior Research Grant Assessment Panelist and Research Grant Assessor for the following researcher sponsors: Wellcome Trust, Irish Research Council, Arts and Humanities Research Council, British Council, NESTA, European Commission, Economic and Social Research Council - Fulbright Program Advisor for Oakland University - Grants received totaling over $5million, inclusive of capital grants for building new student facilities. Most recent grants: College of Physicians of Philadelphia Mutter Library Fellow grant; MARBL, Emory University Research Fellow. Recent applications: NIH Diversity in Biomedical Undergraduate Education; Fulbright Visiting Eminent Seminar Series. Relevant Publications and Conference Presentations (limit 3) Highlight undergraduate co-authors with an asterisk (*) 1. Signs of Life: Cinema and Medicine (with A.Moor), Chicago UP, 2005 2. “The Great Unknown: What Makes a Great University”, Times, cover article, July 2010. 3. Research Methods in Creative Writing (with J.Kroll), Palgrave-Macmillan, 2013 Activities Related to Undergraduate Research (limit 250 words): Summary: - Overseeing all research activities of a 1000+ student in The Honors College - Previous, overseeing undergraduate research of 3000+ students of College of Arts, Humanities and Education - Steering Group member, British Conference on Undergraduate Research, 2010 – - Faculty Adviser. The Critical and Creative Society (undergraduate research and research publishing student society) - Chair, annual undergraduate research and scholarship days (Fall & Winter) - University coordination NCUR submissions, Oakland University - Annual monthly research events in the Honors College Outline:

After spending 20 years assessing undergraduate, graduate and faculty research and 10 years as a Director of Research and member of a number of research sponsors’ assessment panels, I was appointed Director and then Dean of The Honors College at Oakland University and had the specific aim in mind of improving the research pipeline, by working more with undergraduate research development. I established the Undergraduate Research Center (MCUR) and the Center for Undergraduate Research Leadership (CURL) and arranged for university-wide audit of undergraduate research activities. A faculty fellow was appointed to work with the Centers and further resourcing of u/g research and work was undertaken with the libraries to establish further undergraduate thesis archiving and search capabilities. Next summer sees launch of the first “undergraduate research in a day” summer school for high school students. Campus responsibilities, activities, and accomplishments (limit 250 words): Summary: - first Dean of The Honors College at Oakland University - Member, inaugural University Diversity, Equity and Inclusion Committee - Member, International Studies Committee - Member, Dean’s Council - Member, Library Senate Committee - Fulbright Program Adviser for Oakland University - Chair of Honors College Council, Alumni Council - 2013 New Student Convocation Keynote Speaker - Member university leadership team Outline: Having been appointed Oakland University’s first Dean of the Honors College, I am currently overseeing the move of the Honors College population to a new building being completed in August 2014, to house Honors College students and others in an interactive learning habitat focused on undergraduate research and student-industry-committee interaction. I have recently taken over the leadership of the university’s Presidential Scholars program, which was transferred to the Honors College in July 2013. Other Relevant Professional Service / CUR Service (limit 250 words): Summary: - Previously research assessor for: Universities of: Oxford; East Anglia; Technology, Sydney; Deakin; Leeds; Bedfordshire; St Martin’s; Bath Spa; Macquarie; Glasgow; Australian National University (ANU); Auckland University of Technology; Swinburne; Gloucestershire; Lampeter; Winchester; Glamorgan; QUT; Exeter; Murdoch; Lancaster; New South Wales; Birkbeck; Melbourne; UCL, Witswatersrand, SA.; Exeter; Brunel; Hull; Lampeter; Dartington; Cumbria, Swansea; St Martins; Oxford Brookes; Staffordshire; NEWI; Winchester; Trinity College Camarthen; Canterbury; Edge Hill; Swansea Metropolitan; St Mary’s University College; Cardiff.

- Publishers manuscript assessor for: Cambridge University Press, Palgrave-Macmillan, Bloomsbury, Edinburgh University Press, Taylor and Francis, Intellect, Parlor Press, Continuum, Multilingual Matters, Professional and Higher, Arnold, Intellect Press, Columbia University Press, Wallflower Press. - Honorary roles: College of Physicians of Philadelphia, Fellow, 2012; Honorary Professor, Edge Hill University; UTS Award (for International Scholarship), 2008; Award, Greatest Contributor to Research, Media Research Centre; Award, Most Innovative Teacher in the Institute, SIHE, 1996; Commonwealth Universities Doctoral Research Student, Association of Commonwealth Universities, 1990-1993; Fellow, Royal Society of Medicine (RSM); Fellow, Royal Society for the Encouragement of the Arts; Manufactures and Commerce (RSA); Fellow, Royal Geographical Association (RGS); Fellow, Royal Anthropological Institute (RAI) - I was a member of the founding Steering Committee of British Conference on Undergraduate Research (BCUR), I have been a supporting member of: Council for Advanced and Support of Education (CASE); National Collegiate Honors Council; Joint Information Systems Committee (JISC); Design Research Society; International Writing Centers Association (IWCA) ;The European Commission Education and Culture Directorate; League of Institutes of the Arts (ELIA); eMobility: Mobile, Wireless Technologies. Statement explain how your experience would be of value to the CUR Council (limit 250 words: I have assessed undergraduate programs at over 40 universities worldwide. I have been a member of international research sponsors assessment panels (and most recently Senior Strategic Assessment Panel) for over ten years. In both instances, I will bring my own experiences of developing excellence in research to the CUR Council. In addition, having doctorates from two universities and having been a research fellow or researcher at a dozen, I will bring experience of programmatic development that can impact on undergraduate pipelines to graduate study. As Dean of The Honors College I oversee 1000+ high performing undergraduate researchers and also direct two university undergraduate researcher centers – and will bring my research experience from these roles to the Council. I have been an international researcher for over twenty years and have worked in the USA, UK, Australia and researched in Africa, continental Europe and Asia. I edit four international journals and sit on the peer review board of six more, and I edit two book series – and will bring these experiences also to the Council in relation to assisting undergraduates to publish their work. For my own research and writing I have won National Book Council and Commonwealth Scholars awards, and held fellowships around the world – and can bring the acquired knowledge from these experiences also.

Name Kathy Payne

Degrees Obtained (Dates not necessary): B.A. History/Classics, Washington University, St. Louis M.A. Earth & Planetary Sciences, Washington University, St. Louis M.A. Library Science, University of Missouri, Columbia Ph.D. History, University of Missouri, Columbia

Research (or Other Professional) Interests (limit 200 words): My current research interests fall into two broad categories: library science and history. In library science, I am studying social learning as applied to information literacy courses. I am also interested in the role of librarians in formal undergraduate research programs such as CUR. My historical research is on the earth sciences in the Hellenistic Age (post-Alexander, pre-Roman.) Teaching Interests (limit 200 words): I am experimenting with social learning in my online library science courses, my face-to-face Ancient and African History courses and in my face-to-face Honors seminar on warfare in the Classical and Medieval periods. I have found that social learning through the use of blogs and other social media helps personalize online courses and enhances student learning in both online and face-to-face courses.

Grants and/or Program Experience (limit 200 words):

Lead co-director for c. $35,000 Hemingway Collaborative grant for documenting the history of Ogden’s business district, with a focus on Hispanic businesses. We are seeking addition grants to expand project coverage to the Chinese-American and Japanese-American businesses in the district.

Received a c. $5,600 grant for a large format printer for the library to use for printing digital government maps and as a cheaper alternative for student & faculty posters & projects.

Tenth year on the Weber State Undergraduate Research Grants Committee, serving as chair in the Director’s absence.

Sixth year on Research, Scholarship and Professional Growth Committee, which funds grants in those areas.

Served six years on the Academic Resources & Computing Committee, which provides faculty grants for technology.

Served as a reviewer for the Utah LSTA (Library Services and Technology Act) grants.

Relevant Publications and Conference Presentations (limit 3) Highlight undergraduate co-authors with an asterisk (*) 1. Currently working on a poster session on librarians and CUR for the American Library Association’s main conference. 2. Preparing a presentation for the Mountain Plains Library Association on librarians and CUR. 3. Hope to submit a presentation on the topic of librarians and CUR for CUR 2014, but scheduling conflicts with the ALA conference may make this impossible.

Activities Related to Undergraduate Research (limit 250 words):

Programming Co-Chair for NCUR 2012 at Weber State Responsible for registration and students, CUR 2010 at Weber State Tenth year of service on Weber State’s Undergraduate Research grants committee

Work with history and arts & humanities students who are writing undergraduate research grants

Campus responsibilities, activities, and accomplishments (limit 250 words):

Head of Reference & Information Services with responsibility for research services, government publications, and all of the library’s electronic resources

Responsible for the library’s campus outreach efforts, which consistently receive awards and/or recognition on campus.

Teach information literacy as well as history and honors courses.

Received approval for new information literacy course focused on history

Recipient of Utah System of Higher Education Award of Merit in Collaboration& Technology Enhanced Instruction for chairing a committee which significantly revised the library’s information literacy course

Member of team that won collaboration award for work on WSU Online.

Other Relevant Professional Service / CUR Service (limit 250 words):

Councilor, At-Large Division, since 2008

Third year as Nominations chair for At-Large and member of the Nominations Committee

Chair of undergraduate publishing opportunities subcommittee of the ad hoc Task Force on the NCUR Proceedings

Member of the Task Force on the future of the CUR Quarterly Member of At-Large diversity group

Have reviewed abstracts for Posters on the Hill and several CUR publications.

CUR webinar on Post-Election Politics & the Fiscal Cliff

Statement explain how your experience would be of value to the CUR Council (limit 250 words: I continue to be interested in exploring ways of involving librarians in the work of the Council on Undergraduate Research. Academic librarians spend much of their time teaching effective library research to students and faculty in a variety of venues. I am currently working on attracting librarians to CUR through presentations and poster sessions at library conferences as well as through publications in library journals and news outlets. I have also been exploring the possibility of being a guest blogger on a selection of the more widely read library blogs. I continue to pursue a librarian/information science affinity group for CUR. Librarians work with research and undergraduates on a daily basis. Encouraging more participation by librarians would provide CUR with a new and valuable perspective as well as allies well situated to spread the word on the value of undergraduate research.

NameJULIOFTURRENS

DegreesObtained(Datesnotnecessary):

BSinChemistry,UniverityofBuenosAires,ArgentinaPhDinBiochemistry,UniverityofBuenosAires,Argentina

Research(orOtherProfessional)Interests(limit200words):Myresearchhasbeenfocusedintwofields:a)freeradicalmetabolisminmammaliancells,andb)basicmetabolismoftrypanosomatids(parasiticprotozoa).Thisresearchresultedin100publications(16ofwhichwereco‐authoredbymorethan20undergraduates)and30publishedabstracts.TeachingInterests(limit200words):

Biochemistry,Bioethics,ResponsibleConductofResearchGrantsand/orProgramExperience(limit200words): “REU: Structure and Function of Proteins” National Science Foundation Research Experiences for Undergraduates. This grant was renewed 4 times already, the last time I was a Co-PI with Anne Boettcher (chair of URPD) as PIRelevantPublicationsandConferencePresentations(limit3)Highlightundergraduateco‐authorswithanasterisk(*)1. Turrens, J.F., Newton*, C.L., Zhong,L., Hernandez, F.R., Whitfield*, J. and

Docampo, R. (1999) Mercaptopyridine-N-oxide, a NADH-fumarate reductase inhibitor, blocks Trypanosoma cruzi growth in culture and in infected myoblasts, FEMS Microbiology Letters, 175:217-221.

2. Christmas*, P. B. and Turrens, J.F. (2000) Separation of NADH-Fumarate Reductase and Succinate Dehydrogenase activities in Trypanosoma cruzi,.FEMS Microbiology Letters, 183:225-228.

3. Turrens, J.F., Robinson*, E., Freeman*, S. and George*, B.F. (2003) Spectral Analysis of Light Emitted During the Oxidation of Lipids and Proteins. Proceedings of the SPIE conference on Medical Imaging, 5031:149-152.

ActivitiesRelatedtoUndergraduateResearch(limit250words): 1986 Organizer of the International Training Course on "Free Radicals and Excited

States in Biological Systems" sponsored by ICRO-UNESCO, IUB and PAABS. Buenos Aires, February 23-March 7.

1988 Invited Lecturer at the International Training Course (ICRO-UNESCO) on "Oxygen Free Radicals: Biochemical, Physiological and Pathological Aspects". Buenos Aires, Argentina, March 7-18.

1988 Course on Oxygen Active Species in Biological Systems (UNDP-PEDECIBA). November 14-18, Montevideo, Uruguay.

1992 Lecturer and organizer of the International Training Course (ICRO-UNESCO)

and IUBMB-Symposium on "Biochemistry of Parasitic Protozoa", Nairobi, Kenya, August 10-26, 1992.

15yearsagoIcreatedanSummerUndergraduateResearchprogramforourinstitutionandbecamethefirstdirectorofundergraduateResearchTheprogramhasreceivedfundsfromtheUniversityofSouthAlabamaFoundation,NASAandNSFandhasledtootherinvestigatorsobtainingfundingthroughMerck/AAAS.Formoreinformation,visitourwebpageatwww.southalabama.edu/alliedhealth/biomedical/ucur/.In2006Dr.AnneBoettchertookoverthedirectionofthisprogram.

PIanddirectorofNSF‐REUforthelast6years.This grant was renewed 3 times under mu direction. For the fourth renewal I was a Co-PI with Anne Boettcher (chair of URPD) as PI

Campusresponsibilities,activities,andaccomplishments(limit250words):AssociateDeanandDirectorofGraduateStudies,CollegeofAlliedHealthProfessionsOtherRelevantProfessionalService/CURService(limit250words): CouncilorfortheBiologyDivisionfrom2004‐06.Didnotseekre‐electionbecauseIwantedtonominatemyselffortheAt‐Largedivision.CURcouncilor,AtLarge2008‐present

ChairoftheAt‐Largedivision2012‐present CURwebinaronResponsibleConductforResearch,withTinaGunsalus(NSF‐CORE),September17,2013

CURreviewer of the undergraduate Biochemistry program at SUNY Geneseo, New York.

StatementexplainhowyourexperiencewouldbeofvaluetotheCURCouncil(limit250words:IhavesubstantialexperienceinUndergraduateResearch.Infact,Iamaproductofit.IstartedvolunteeringinthedepartmentofBiochemistryoftheSchoolofMedicineintheUniversityofBuenosAires,andco‐authoredtwopublicationsbeforeIgraduated.ThemostimportantpartofthisexperiencewasthatmyresearchasanundergraduatebecamethecoreofmydissertationandoneofthemostimportantcontributionsImadetoscience.Thatresearchisstillcitedandisproposedtobeatthecenterinavarietyofproblems,fromParkinson’sdiseasetoaging.Intime,thisprojectopenedthedoorsformetoworkasapost‐doctoralfellowatDukeandJohnsHopkins.Iamastrongsupporterofundergraduateresearchandmadesponsoringanddevelopingallaspectsofthisactivityoneofmaingoalsinmycareer.IhaveorganizedundergraduateresearchmeetingsinArgentina,UruguayandKenya.IjoinedCUR9yearsago,andbecameaCouncilorintheBiologydivision.IjoinedtheUniversityofSouthAlabamain1987.ThroughtheyearsIwentthroughtheranks,andnowIamAssociateDean,andIcanhelpdevelopingnewprograms,tryingtoincorporatealwaysaresearchcomponent.IthinkthatInotonlyIcanbettercontributetoCUR’smissionthroughtotheAt‐LargeDivision,butalsolearn

throughmyinteractionswithotheradministratorscommittedtothisendeavor.Finally,mymulticulturalbackgroundexperiencecanalsobeanassetinthisposition.

   Name:       Susan  E.  Walden  Degrees  Obtained    (Dates  not  necessary):      

B.S.  Arkansas  State  University,  Chemistry  M.S.  &  Ph.D.  University  of  Oklahoma,  Chemistry  

Research  (or  Other  Professional)  Interests  (limit  200  words):    

My  primary  research  area  employs  critical  cultural  theories  and  mixed-­‐methods  to  examine  cultures  of  engineering  education,  particularly  regarding  issues  of  equity  and  inclusion.  I  direct  the  Research  Institute  for  STEM  Education,  a  multi-­‐disciplinary  group  dedicated  to  this  research  and  to  developing  recommendations  for  faculty  and  administrators  to  address  cultures  of  exclusion.  Previously,  I  spent  ten  years  engaged  in  technical  research  and  project  management  spanning  computer  modeling,  biological  chemical  processes,  electron  transfer  in  polymers  and  protein  systems,  semi-­‐conductor  nanomaterials,  and  medicinal  chemistry.  As  a  long-­‐time  proponent  of  UR  on  our  campus  and  a  person  who  can  communicate  across  many  disciplines,  I  was  asked  in  2013  to  take  on  an  administrative  responsibility  of  coordinating  and  expanding  undergraduate  research  across  our  entire  campus.    I  am  eager  to  become  involved  in  CUR  to  learn  from  the  collective  wisdom  of  the  organization  and  to  offer  my  background  and  talents.  Teaching  Interests  (limit  200  words):  When  I  was  active  in  chemistry  classrooms,  I  worked  to  incorporate  high-­‐impact  practices  in  organic  chemistry  classrooms  and  labs.  That  effort  is  still  of  interest,  although  I  have  been  out  of  chemistry  classrooms  for  some  time.  Since  that  time,  my  teaching  has  primarily  been  in  informal  contexts.  I  have  almost  two  decades  invested  in  informal  pre-­‐K-­‐12  science  and  engineering  education,  including  teaching  undergraduate  students  about  effective  outreach  practices  and  supporting  or  leading  professional  development  for  in-­‐service  science  and  math  teachers.  Another  informal  education  area  has  consisted  of  developing  an  ability  to  translate  complex  topics  of  physics,  nanoscience,  engineering  and  chemistry  to  the  general  public  and  to  facilitate  conversations  across  disciplines  within  the  academy.    Grants  and/or  Program  Experience  (limit  200  words):  I  have  been  the  project  director  and/or  co-­‐PI  on  science  and  engineering  education  grants  totaling  over  $7  million  over  the  past  12  years.  Through  these  projects,  my  responsibilities  included  overseeing  applications  and  compliance  of  human  subjects  research  participation  and  protection;  mentoring  graduate  and  undergraduate  research  assistants;  developing  and  supervising  processes  for  data  collection,  processing,  analysis  and  interpretation;  and  disseminating  findings  through  presentations  and  publications.  I  was  also  the  systems  administrator  for  our  computers  systems  and  the  trainer  for  all  research  assistants  on  the  software  that  the  group  uses.  These  projects  included  over  fifty  research  partners  and  staff  from  disciplines  as  disparate  as  computer  science  and  sociology  or  music  and  meteorology.  A  significant  piece  of  my  responsibility  was  to  ensure  effective  communications  within  the  group.    Relevant  Publications  and  Conference  Presentations    (limit  3)  Highlight  

undergraduate  co-­‐authors  with  an  asterisk  (*)  1. “Minority  Student  Informed  Retention  Strategies,”  Leonard*,  S.E.,  Pearcy*,  B.M,  

Shehab,  R.L.,  and  Walden,  S.E.;  Proceedings  of  the  43rd  ASEE/IEEE  Frontiers  in  Education  Conference  (FIE  2013),  Oklahoma  City,  OK,  October  2013.  

2.  “I  Wish  Someone  Would’ve  Told  Me:  Undergraduate  Engineering  Students  Offer  Advice  to  Incoming  Students,”  McClure*,  L.S.,  Combrink*,  T.S.,  Foor,  C.E.,  Walden,  S.E.,  Trytten,  D.A.,  Rhoads  ,  T.R.,  Proceedings  of  the  2006  American  Society  for  Engineering  Education  Annual  Conference,  2006,  Chicago,  IL,  paper  no.  1381.  3.  “The  Sooner  Elementary  Engineering  and  Science  Clubs:  a  model  for  after-­‐school  science  clubs  based  on  university  and  K-­‐5  partnership,”  Rhoads,  T.R.,  Walden,  S.E.,  Winter*,  B.A,  Journal  of  STEM  Education,  5(3-­‐4),  2004,  pp.  47-­‐52.  Activities  Related  to  Undergraduate  Research  (limit  250  words):  As  the  recently  appointed  Coordinator  for  Undergraduate  Research  Programs,  I  work  with  administrators  and  faculty  of  all  disciplines  to  devise  and  implement  a  campus-­‐wide  strategy  to  engage  every  undergraduate  student  in  authentic  research,  creative  inquiry,  and  creative  activities.    This  role  will  include  integrating  undergraduate  research  with  curricular  change  initiatives  and  identifying  strategies  and  resources  to  support  faculty  for  undergraduate  research  mentorship.  Initial  projects  include  first-­‐year  research  experiences  in  chemistry,  biology,  and  history.  I  am  attending  CUR  workshops  and  using  CUR  resources  to  help  educate  faculty  and  identify  our  paths  forward.    As  a  research  director,  I  have  led  the  efforts  of  our  team  to  include  undergraduate  students  in  various  aspects  of  our  work.  One  strength  of  our  work  has  been  introducing  engineering  undergraduates  to  social  science  theories  and  methods.  I  have  taught  sixteen  undergraduate  engineering  students  about  discourse  analysis,  thematic  coding,  grounded  theory  methods,  and  social  and  cultural  capital.  While  teaching  in  first  and  second  year  courses  for  chemistry  and  engineering,  I  encouraged  many  more  undergraduates  to  seek  research  opportunities  in  their  disciplines.    Campus  responsibilities,  activities,  and  accomplishments  (limit  250  words):  I  am  the  founding  Director  of  the  Research  Institute  for  STEM  Education  (RISE)  and  an  associate  research  professor  in  the  Dean's  office  of  the  College  of  Engineering  (CoE).  I  also  hold  an  affiliate  faculty  appointment  to  the  Women  and  Gender  Studies  program,  with  its  Center  for  Social  Justice.  I  am  also  the  founding  Associate  Director  of  the  Sooner  Engineering  Education  (SEED)  Center.  With  SEED  Center,  I  have  led  education  and  outreach  activities,  but  through  a  re-­‐structuring  will  now  focus  on  supporting  faculty  interested  in  discipline-­‐based,  educational  research,  as  well  as  growing  the  undergraduate  research  initiatives  in  the  CoE  and  educating  faculty  on  research  regarding  high-­‐impact  teaching  practices.  I  serve  in  a  supporting  role  for  the  campus-­‐wide  digital  initiative  and  for  the  committees  to  revise  general  education  requirements  and  improve  retention  of  students  in  STEM  disciplines.    The  RISE  multi-­‐disciplinary  research  team  studies  the  complex  array  of  factors  contributing  to  diverse  students’  successful  academic  experiences  STEM  majors  and  

develops  recommendations  based  on  those  factors.  RISE  also  strives  to  promote  a  more  equitable  and  diverse  cultural  climate  within  engineering  education.  Several  of  our  journal  papers  have  received  national  acclaim,  including  receiving  the  William  Elgin  Wickenden  award  from  the  American  Society  for  Engineering  Education  (ASEE)  for  the  best  paper  of  the  volume  year  2012  in  the  Journal  of  Engineering  Education  for  our  paper  entitled  “’Asians  are  good  at  math.  What  an  awful  stereotype:’  The  Model  Minority  Stereotype’s  Impact  on  Asian  and  Asian  American  Engineering  Students.  “    Other  Relevant  Professional  Service  /  CUR  Service  (limit  250  words):  I  am  active  in  the  Engineering  Research  and  Methods,  Women  in  Engineering,  Minorities  in  Engineering  (MIND),  and  K-­‐12  and  Pre-­‐college  Engineering  divisions  of  the  American  Society  for  Engineering  Education.  I  served  on  the  MIND  leadership  board  for  three  years,  and  on  the  K-­‐12  board  for  seven  years  in  multiple  positions.  I  have  served  on  advisory  boards  for  several  STEM  broadening  participation  initiatives  and  volunteered  for  local  and  national  educational  policy  advocacy  boards.  Currently,  I  am  on  the  Consortium  board  advising  the  STEM  Education  Center  for  Girls.  I  have  been  a  program  chair  for  multiple  international  conferences.  I  am  also  a  member  of  the  American  Chemical  Society,  WEPAN,  and  the  AAC&U,  in  addition  to  CUR.    I  submitted  a  proposal  to  host  the  2015  CUR  Business  Meeting  at  the  University  of  Oklahoma  at  the  request  of  my  Provost  and  Vice-­‐President  for  Research.      Statement  explain  how  your  experience  would  be  of  value  to  the  CUR  Council  (limit  250  words:  I  attended  a  predominately  undergraduate  institution  for  my  B.S.  degree  (there  were  three  M.S.  students  my  senior  year),  where  even  30  years  ago,  the  faculty  encouraged  every  undergraduate  student  to  get  involved  in  research.  However,  I  have  spent  the  last  20  years  at  a  research  university  where  many  faculty  members  believe  that  only  the  best  and  brightest  should  be  afforded  this  opportunity.  In  addition  to  that  not-­‐uncommon  dichotomous  perspective,  I  bring  a  varied  background  and  experiences  from  chemistry,  physics,  engineering,  biology,  and  social  sciences.  I  was  excited  to  see  the  new  Engineering  division  since  that  is  where  my  most  recent  academic  home  has  been;  however,  with  so  many  other  divisions  fitting  my  experience,  including  Undergraduate  Research  Directors,  I  decided  that  the  At-­‐Large  division  would  be  a  better  fit.  Through  most  of  my  academic  career,  I  have  served  as  a  conduit  or  facilitator  for  multi-­‐disciplinary  conversations  and  projects.  I  offer  that  experience  to  CUR  as  an  At-­‐Large  Councilor.    Finally,  as  a  newcomer  to  CUR,  I  might  bring  fresh  perspective  and  insights  to  challenges  and  opportunities  that  the  organization  is  facing.  I  realize  that  I  have  a  great  deal  to  learn  about  the  successes  and  lessons  learned  from  other  institutions  who  have  undertaken  the  challenge  of  UR  for  all  students.  Serving  CUR  as  I  seek  to  build  that  network  would  be  beneficial  for  all.