Larry Johnson, Ph.D. - US grants

Our long term objective is to elucidate the mechanisms involving modulation of spermatogenesis. To investigate the role of number of spermatogonia and amount of germ cell degeneration in modulation of spermatogenesis and the possible role of number of Sertoli cells on each, the number of each type of germ cell from type A spermatogonia to spermatids, the theoretical daily sperm production (DSP) based on the number of each type of germ cell and number of Sertoli cells will be determined throughout the annual reproductive cycle in stallions. The number of Leydig cells and circulating levels of FSH, LH and testosterone as well as ultrastructural characterization of Sertoli cells and Leydig cells will be evaluated in light of changes in spermatogonial abundance, germ cell degeneration and DSP. Seasonal modulation of spermatogenesis exhibited by stallions permits evaluation of testicular and hormonal changes which are involved in quantitative maintenance of spermatogenesis. We have shown that DSP increased by 67% and the number of Sertoli cells increased by 48% during the breeding season of 4 to 5 years old horses. Histometric analyses, which we have previously employed for quantification of spermatogenesis, will be used to determine germ cell production rates at different steps in spermatogensis and the magnitude of degeneration. Numbers of Sertoli and Leydig cells will be detemined in testicular homogenates or by histometric analyses. Sertoli cells and Leydig cells will be characterized by electron microscopy. Hormones will be evaluated with validated radioimmunoassay under subcontract by Dr. Thompson. Significance of this study stems from the fact that degeneration of germ cells during spermatogenesis is a comon phenomenon and reduces DSP to less than 50% of theoretical value; however, little is known about its mechanism, causes, relationship to the size of the Sertoli cell population or prevention. Knowledge of how sperm production may be increased has immediate application in animal breeding programs and in human family planning programs involving oligospermic men.

Our studies have shown that age accounts for a significant portion of testicular variation in normal men, but much of the variation in human spermatogenesis remains to be explained. The long-term objective is to understand the variation in human spermatogenesis and its age-related reduction. The specific aims are to relate the variation in daily sperm production to: the architecture of tubules in terms of size and distribution of stages; stage-dependency of protein and RNA synthesis in Sertoli cells; DNA repair capacity of Sertoli cells or spermatogonia; biochemical composition of tubular boundary tissue; status of the blood testis barrier and amount of plasminogen activator in degenerative tubules; gene expression and chromosomal status of spermatocytes known to degenerate in aging men; in vitro production of androgens; and serum concentrations of FSH, LH, and testosterone. The experimental design for achieving these goals includes the use of autopsy specimens from men 20 to 94 years old and fresh specimens obtained from men aged 50 to 90 years undergoing elective orchidectomy for prostatic carcinoma. The unavailability of fresh specimens from young men necessitates the use of spermatogenically active testes from older men. The methods to be used include three-dimensional reconstruction of human seminiferous tubules; testicular stereology; testicular cell counts; autoradiography; radioimmunoassay; high performance liquid chromatography; chromosomal analysis; in vitro production of proteins, RNA, and androgens; and germ cell isolation by centrifugal elutriation followed by mRNA isolation and hybridization and in situ hybridization to evaluate the relationship between spermatocyte development or degeneration and gene expression during meioses. This project will lead to a better understanding of molecular mechanisms that influence human spermatogenesis and its age-related dysfunction.

The objective is to understand how spermatogenesis and the rate of sperm production are regulated or modulated. Degeneration of germ cells is a common phenomenon of spermatogenesis which reduces theoretical values of daily sperm production in both animals and men. As high as 75% loss of theoretical values occurs during spermatocytogenesis. However, little is known about its mechanism, causes, relationship to somatic cell populations, or its prevention. To evaluate the roles of degeneration and number of stem cells on daily sperm production, both quantitative and autoradiographic studies will be conducted using light microscopy. We have shown that changes in numbers of A spermatagonia are largely responsible for seasonal variation in daily sperm production in stallions. This study will determine if increased number of A spermatogonia can be explained by increased number of stem cells or by less degeneration among subtypes of spermatogonia. Evaluation of stem cell number and degeneration of spermatogonia in different seasons, in which differences in daily sperm production are known to occur naturally, will reveal which aspects in spermatocytogenesis are flexible and possible amenable to intervention. The long-term labelling experiment should aid in evaluating the "reserve" stem cell concept as these cells should not be labelled if they are dormant in testes with active spermatogenesis. Interrelationships between spermatogonia and the Sertoli cell or Leydig cell population will be evaluated. Through autoradiographic and quantitative studies, the role of mitosis on number of Sertoli cells and Leydig cells will be evaluated. The temporal relationships between daily sperm production, stem cell number, germ cell degeneration, size of populations of Sertoli cells and Leydig cells, and hormone concentrations will be evaluated. Electron microscopy will be used to support light microscopy. The seasonally regressed stallion testis appears to be useful in evaluating the interrelationships of changes in the aging human testis. Both exhibit reduced sperm production rate, reduced numbers of spermatogonia, and reduced numbers of Sertoli cells and Leydig cells. The gametic function of the aging human testis is becoming more important as more people live longer. Knowledge of how sperm production rate may be regulated also is useful to human family planning programs involving oligospermic men and contraception strategies.

9350041 Johnson The Colorado Statewide Systemic Initiatives, "Pursuing Equity, Achievement and Knowledge for Students in Mathematics and Science Education" (PEAKS) employs three strategies: (1) linking the development of high mathematics and science standards with changes in curriculum, assessment, instructional models, teacher preparation, and professional development; (2) providing leadership and sustained support for a consistent policy environment at all levels of school governance; and (3) engaging the public as partners in reforming mathematics and science education. Based in the State's existing standards-based reform efforts and in strong connections to the State's major science- and mathematics-focused businesses, PEAKS will support local school districts as they first develop curriculum and assessment standards based on those adopted by the State and then prepare and implement a plan for staff development, uses of technology, community involvement, assurance of educational equity, assessment, policy review, documentation of student achievement, and establishing a professional development school for teacher development. The program will develop a centralized enabling structure for bottom-up changes, making extensive use of existing efforts that have proven successful in the State. Local Catalyst Partnerships between schools and institutions of higher education, parents, business and industry, state and federal agencies will develop and implement a standards-based education system that has high expectations for all students. Regional Collaboratives will provide technical assistance, professional development, and linkages to national, state, and local resources to the Local Catalyst Partnerships. A State infrastructure of leadership, policies, and mechanisms to support system alignment and local innovation completes the set of networks that will organize the program. ***

racial /ethnic difference

The long-term goal of the proposed Science Education Partnership is to develop (and later to disseminate) an engaging model for enhancing environmental and health science education of grade levels 6-8 in rural settings. Environmental health in the rural setting will be emphasized because of public concern for increased numbers of environmentally health-related diseases in rural Texas (birth defects, lead poisoning, etc.). Further, the Center for Environmental and Rural Health (CERH) can provide knowledge and research experiences for outreach. Middle school grade levels are chosen to focus the application on the prime developmental period for social skills of public school students. Although this period has received little educational reform in the past decade, the middle school period is central to channeling every young adolescent into the mainstream of American life by making vast improvements in their academic and personal competence (and resulting societal contribution). It is the most powerful venue to ensure our nation's leadership in math and science education. Rural schools are less likely than metropolitan schools to receive state of the art information on environmental health issues, but may need it most. Rural schools have less interaction with college professors that might influence their career choices. Environmental health information provided by faculty in the CERH will be organized into a middle school scientific curriculum by the College of Education and disseminated into rural settings via existing mass media distant learning methods (SCR TEC, FORUM98) and professional teacher development programs. The scientist-student approach will direct faculty human interface with public schools. The specific aims are: 1) to develop engaging multimedia learning materials tailored for rural middle school students (develop a health science curriculum transmitted to public schools via currently established and popular Internet Websites); 2) to provide professional staff development programs (develop/execute short courses for teachers that integrate implementing Web-based environmental and health science curriculum units that describe distant education design options with current state of knowledge in environmental health, and that enhance teachers' awareness of rural health problems and potential solutions); and 3) to provide a human interface and online interaction to establish partnerships between public middle school students and scientists directly (faculty and graduate students visit and present scientific findings and excitement of doing research to students directly and on-line). Through information on new discoveries and the power of basic science to help solve public health problems, the knowledge that certain behaviors/situations increase risk of disease and that basic research is needed to improve public health will be publicized. These proposed specific aims will improve the public understanding of health sciences and encourage a large number of students to enter and remain in science academic tracks to produce the nation's needed workforce for future scientists and related workers in biomedical and health-related sciences.

The long-term goal is to develop an engaging model for integrating environmental health science into math, English language arts, social studies, and science of rural grades 6-8. Rural is emphasized because of public concern for increased numbers of environmentally-related diseases in rural Texas (birth defects, lead poisoning, etc.). Rural schools are less likely than metropolitan schools to receive state of the art information on environmental health, but may need it most. Rural schools have less interaction with college professors that might influence their career choices. Middle school was chosen as it is the prime developmental period for social skills and is central to channeling young adolescents into the mainstream of American life by making vast improvements In their academic and personal competence (and resulting societal contribution). It is the most powerful venue to ensure our nation's leadership in math and science, but this period has received little education reform in recent years. Environmental health information and research experiences provided by faculty from the Center for Environmental and Rural Health will be integrated into the four disciplines by the College of Education and disseminated into rural settings via existing mass media distant learning methods and professional teacher development programs through the Texas Rural Systemic Initiative. The scientist-teacher approach will direct faculty human interface within public schools. The specific aims are: 1) to integrate existing environmental health materials/issues into engaging multimedia learning materials tailored for rural middle school students [develop integrated curricula (math, English, social studies, and science) transmitted to public schools via currently established and popular Internet Web sites]; 2) to provide professional teacher development programs [(develop/execute short courses for teams of teachers from the same school) that integrate implementing Web-based environmental health science curriculum units that enhance teachers' awareness of environmental health problems and solutions]; and 3) to provide a human interface and online interaction to establish partnerships among middle school and scientists directly (faculty, graduate students, and undergraduates visit and present environmental health issues and the excitement of conducting research to public school students directly or online). Through information on new discoveries and integration of local /rural environmental health themes, the knowledge that certain behaviors/situations increase risk of human disease and that basic research is needed to improve public health will be publicized. Important rural environmental health science themes integrated across disciplines will help reduce barriers to learning, improved enthusiasm and ownership for learning, and improved overall academic performance. A greater depth of understanding of how the environment interacts with individual age and susceptibility to impact human health through the proposed educational themes that arch disciplines will reduce the burden of human illness or dysfunction from environmental influences.

The long-term goal is to develop an engaging model for integrating environmental health science into math, English language arts, social studies, and science of rural grades 6-8. Rural is emphasized because of public concern for increased numbers of environmentally-related diseases in rural Texas (birth defects, lead poisoning, etc.). Rural schools are less likely than metropolitan schools to receive state of the art information on environmental health, but may need it most. Rural schools have less interaction with college professors that might influence their career choices. Middle school was chosen as it is the prime developmental period for social skills and is central to channeling young adolescents into the mainstream of American life by making vast improvements In their academic and personal competence (and resulting societal contribution). It is the most powerful venue to ensure our nation's leadership in math and science, but this period has received little education reform in recent years. Environmental health information and research experiences provided by faculty from the Center for Environmental and Rural Health will be integrated into the four disciplines by the College of Education and disseminated into rural settings via existing mass media distant learning methods and professional teacher development programs through the Texas Rural Systemic Initiative. The scientist-teacher approach will direct faculty human interface within public schools. The specific aims are: 1) to integrate existing environmental health materials/issues into engaging multimedia learning materials tailored for rural middle school students [develop integrated curricula (math, English, social studies, and science) transmitted to public schools via currently established and popular Internet Web sites]; 2) to provide professional teacher development programs [(develop/execute short courses for teams of teachers from the same school) that integrate implementing Web-based environmental health science curriculum units that enhance teachers' awareness of environmental health problems and solutions]; and 3) to provide a human interface and online interaction to establish partnerships among middle school and scientists directly (faculty, graduate students, and undergraduates visit and present environmental health issues and the excitement of conducting research to public school students directly or online). Through information on new discoveries and integration of local /rural environmental health themes, the knowledge that certain behaviors/situations increase risk of human disease and that basic research is needed to improve public health will be publicized. Important rural environmental health science themes integrated across disciplines will help reduce barriers to learning, improved enthusiasm and ownership for learning, and improved overall academic performance. A greater depth of understanding of how the environment interacts with individual age and susceptibility to impact human health through the proposed educational themes that arch disciplines will reduce the burden of human illness or dysfunction from environmental influences.

Project Title: Fellows Integrate Science/Math in Rural Middle Schools
Institution: Texas A&M University System Health Science Center, College Station, TX
PI/Co-PI: Larry Johnson, (PI); James Kracht; W.R. Klemm; Vincent Cassone; Rajesh Miranda; James Lindner
Partner School Districts: Bryan, College Station, Hearne, Iola, Mumford, Navasota, North Zulch, Snook, and Somerville, plus 75 other rural schools in a distant learning community
Funding: $1,500,000 (total for 3 years)
Number of Fellows/year: 12 graduate and 5 advanced undergraduate
Target Audience: Middle school (grades 6-8)
Setting: Rural
NSF Supported Disciplines Involved: Science, technology, engineering, and mathematics

Narrative: This project is designed to: 1) develop and implement a mechanism to enrich graduate education; 2) enhance knowledge and skills of Fellows for educational outreach; 3) heighten Fellows appreciation of the needs and opportunities of rural, geographically-isolated students; and 4) improve teachers' knowledge and understanding in STEM. After an orientation workshop Fellows, in partnership with teachers, serve as role models and stimulate students' interest in STEM by conveying the excitement of research and discovery both in local rural schools and, through distance education web-based resources and regional professional development workshops, in more distant schools. Basically, university faculty and Fellows in combination with middle school teachers are developing and implementing day to day classroom activities in STEM using materials, such as the Peer Integrative Curriculum (http://peer.tamu.edu), already developed by existing federally-funded outreach projects

Intellectual Merit: Fellows in specific STEM disciplines are: improving their communication and teaching skills, enhancing their interest in K-12 education, and gaining an increased appreciation of the collaborative opportunities that exist between public and higher education. Teachers are gaining STEM knowledge and skills through professional development workshops and their work with the Fellows. In addition a set of teachers who are normally somewhat isolated from university resources due to their rural setting are discovering the mechanisms available to access university STEM faculty and programs. Middle grade rural public school students are experiencing enriched experiential learning in STEM through the curriculum resources and engaging activities introduced.

Broader impacts: Rural schools, because of their isolation, are traditionally underserved by university outreach programs. In addition the schools targeted have a high percentage of under-represented minorities. A detailed study of project outcomes coupled with broad dissemination through presentation at meetings and a web site will inform others of the potential for this project as a model for others.

This project is partially supported by funds from the Directorate for Biological Sciences.

A-1
Louis Stokes Colorado Alliance for Minority Participation
CO-AMP Phase III Project Summary
Colorado State University (CSU) in collaboration with the University of Colorado at Boulder, Fort Lewis
College, Colorado State University at Pueblo, Metropolitan State College of Denver, the University of Colorado at
Colorado Springs, the University of Colorado at Denver, Colorado School of Mines, Adams State College, Trinidad
State Junior College, Pueblo Community College, Din College, AIMS Community College, four tribal nations, and
industry constitute part of the CO-AMP consortium that was formed in 1995/96. The consortium is proposing COAMP
Phase III that will undertake a comprehensive effort to address the following activities in connection with
under-represented students in Science, Technology, Engineering, and Mathematics (STEM) disciplines:
Recruitment, retention & leadership programs
Longitudinal tracking
Summer outreach programs Graduate school placement
The primary goal of the LS CO-AMP Phase III Proposal is to continue increasing the number of
underrepresented minority students successfully completing baccalaureates degrees in STEM disciplines in
Colorado.
Phase III of CO-AMP will build upon the momentum and the success of LS CO-AMP, which began in
1995. The underrepresented students (Hispanic, African American, Native American, and Pacific Islanders) who are
enrolled in the undergraduate STEM degree programs at the participating institutions will benefit greatly from the
proposed activities. The efforts of the Consortium will extend from the pre-freshmen level to enrollment in graduate
school programs. The CO-AMP consortium has been the major driving force at the institutions involved since 1995
to encourage and motivate students to excel and graduate with a B.S. degree in the STEM fields. The enrollment and
visibility of diverse students has increased at the participating institutions which is demonstrated by the 68%
increase in the LS CO-AMP enrollment since its inception. Student performance in their respective disciplines has
improved tremendously. A significant level of support, in addition to that from the NSF, has been provided by the
central administrations, the Departments and Colleges of the Consortium institutions, Industry, and the Colorado
Institute of Technology. Very importantly, the faculty and staff members of the Consortium institutions have
provided essential support without which the activities of LS CO-AMP could not have been so successful. CO-AMP
participating institutions, industry, tribal councils and the Colorado Commission on Higher Education are expected
to continue their support of the project from 2006 to 2011. The success of this consortium will continue to be shared
with the other LS AMPs in the nation. In addition, CO-AMP will work with the Alliance for Graduate Education
and the Professoriate (AGEP) to place more underrepresented students in STEM graduate studies.
By linking the resources of the Consortium institutions and partners and by continuing ongoing efforts to
solicit funding from all available sources, LS CO-AMP will continue to promote institutionalizing the successful
programs it has developed within the Consortium institutions. This is essential to assure that the benefits to
students, which occur from these programs, continue after funding from the NSF is no longer available.
Intellectual Merit
Colorado LS CO AMP is looking to continue increasing the number of underrepresented undergraduate
students graduating with a Bachelors Degree in STEM disciplines. In addition, LS CO-AMP Phase III is planning
to matriculate underrepresented (UREP) students into graduate school to ensure a future balance of the
representation of minority students in STEM graduate disciplines. During Phase III, the Consortium will work
toward institutionalizing and sustaining its program activities after the NSF Funding expires. LS CO-AMP has had
considerable success during Phase I and II, and the Consortiums success will be amplified during the proposed LS
CO-AMP Phase III project. The anticipated successful collaboration with the Colorado Commission on Higher
Education, the legislature, and congressional representatives, will strengthen the sustainability of LS CO-AMP in the
State of Colorado.
Broader Impact
Through the assessment of the activities and the collaboration of LS CO-AMP with other alliances such as
AGEP, McNair Scholarships Program, and Rocky Mountain Middle School Math Science Partnership, LS CO AMP
plans to increase awareness of cultural differences and necessary institutional changes to positively sustain support
of UREP STEM undergraduate and graduate students after NSF funding expires. Moreover, the results of the Phase
III programs and activities will add substantially to the understanding of the issues and the challenges of UREP
students in graduate and undergraduate STEM disciplines. The focus of LS CO-AMP Phase III is to continue the
recruitment and the retention activities of Phase I and Phase II, as well as to matriculate the UREP undergraduate
students into graduate school. This commitment to graduate education will produce more UREP STEM faculty
members who, in turn, will help in bringing more diverse students to the classroom. It will also enable effective and
sustainable institutional transformation to enhance diversity in STEM disciplines. In addition, this diversity
commitment will improve the overall climate for UREP students in the State of Colorado and nationwide.

PROPOSAL #: 0638738
PRINCIPAL INVESTIGATOR: Larry Johnson
INSTITUTION: Texas A&M
TITLE: Continuing GK-12 Fellows Integrate Science/Math in Rural Middle Schools

This project is a continuation of a Track I funded project at Texas A&M that involves bringing graduate students to rural middle schools. The objectives of this project are: 1) train STEM graduate students to improve their communication, teaching skills, interest in K-12 education, and knowledge of how they can help K-12 educators as STEM professionals and track their career paths; 2) enrich K-12 experiential learning in STEM and improve teachers knowledge, understanding, and confidence in STEM teaching through implementation of the PEER (Partnership for Environmental Education and Rural Health) integrated STEM curriculum; and 3) develop a transportable model for institutionalization of a sustainable GK-12 partnership in higher education. Fellows will serve as STEM role models while enhancing their own appreciation for enriching STEM instruction in public education. Middle-school students will learn STEM in more depth from experiential learning approaches and direct interactions with Fellows. Participating schools will benefit from enhanced capabilities to use inquiry-based learning. The University will benefit from better students entering college and enriched graduate training. This GK-12 model has broader impacts by strengthening the partnerships between institutions of higher learning and rural schools and by fostering integration of research and discovery within education for all students. Broad dissemination into many rural schools will enhance STEM understanding of the untapped, underrepresented and improve of the nation's education enterprise and the society in general.

[unreadable] DESCRIPTION (provided by applicant): Long-term goals are to develop, evaluate, and disseminate nationwide an engaging Rural Science Promotion Model that integrates biomedical sciences into middle schools to enhance understanding of the value and ethics of research and the clinical trail process. Research education and careers will be fostered through development of interactive curricula, professional development, and classroom visits from local veterinarians. Rural schools have a prevalence of environmentally-related and zoonotic diseases, difficulty in recruiting science teachers, and less interaction with scientific professionals who could influence their career choices. Middle school is the prime developmental period for social skills and academic competence. Information on the [unreadable] history of drug and medical device development and associated diseases will be integrated into science [unreadable] curricula and disseminated into rural (and other), underserved settings through veterinarians' school visits and follow-up lessons teachers present. Specific aims are to: 1) develop curricular materials [Veterinarians' Black Bags (VBBs) of hands-on and demonstrational materials, follow-up lessons, and pamphlets] directed at K-12 and the general public that support local veterinarians' visits into rural public middle schools to promote science, understanding of the clinical trial process and responsible use of animals in research; 2) provide professional development for public school teachers (on how to present follow-up lessons), for veterinary students (course work elective on communication through outreach), and for veterinarians (continuing education training with public school communication strategies and streaming videos on how to present materials in the VBBs); and 3) promote the application of science and value of biomedical and clinical research by veterinary students and local veterinarians' visits into rural public middle schools. They will illustrate the use of scientific method in disease diagnosis, promote understanding of the problem-solving value of biomedical research funded by NIH to address animal and human health issues, and promote careers in science and biomedical fields. Phase I will develop the model of veterinarians in the public school classroom in Texas, and [unreadable] Phase II will disseminate the model and materials nationwide. Public understanding of the process and [unreadable] accomplishments of animal research for both animal and human health will be enhanced. Likewise, knowledge of the process by which drugs and medical devices (appliances) become approved and available for public use will be promoted. Through this unique, Rural Science Promotion Model, a larger number of underrepresented students throughout Texas and the nation will be encouraged to enter and remain in science academic tracks to better meet the nation's needed scientific and biomedical workforce. [unreadable] [unreadable] [unreadable]

Colorado State University (CSU), the lead institution, in collaboration with fourteen institutional
partners constitutes the CO-AMP consortium. The Consortium is proposing a strategic and
comprehensive effort to address the following goals in connection with underrepresented minorities,
women of color, and persons with disabilities successfully completing baccalaureate degrees in Science,
Technology, Engineering, and Mathematics (STEM):
1) Continue to increase bachelor degree completion in STEM disciplines;
2) Improve retention and transfer rates from 2-year to 4-year institutions;
3) Enhance partnerships with Hispanic Serving Institutions (HSI) in Colorado;
4) Strengthen graduate school preparation;
5) Promote international research experiences to enhance global diversity and understanding.
Since its inception, efforts of the CO-AMP Consortium have extended from the pre-freshmen
level to enrollment in graduate school programs. The Consortium has been a major driving force at
partner institutions to encourage and motivate students to excel and graduate with a bachelor?s. degree in
STEM fields. The enrollment and visibility of diverse students has also increased, demonstrated by the
recent 84% increase in LS CO-AMP enrollment. A significant level of support, in addition to that from
the NSF, has been provided by central administrations, Departments and Colleges of the Consortium,
and industry partners. Most importantly, the Consortium faculty and staff have provided individualized
student support without which the activities would not have been as successful.
Most, if not all, of the proposed initiatives in goals 1 through 5 have been and will continue to be
institutionalized at partner institutions. Early integration of minority students into college life must start in
the admissions office with early faculty advising and mentoring linked to the process. Proposed math skill
building and science course assistance will be continued and further expanded. Student academic
advancement will also be enhanced by participation in NAPIRE and other international research
experiences, contributing to global diversity and understanding. In addition, further establishment of
professional societies at 2-year and 4-year colleges is critical to increasing science identity and
integration into the professional community. This collaboration of national resources, resulting from these
diverse programs, is essential to assure benefits to underrepresented minorities, women of color, and
person with disabilities; and will be sustained as an essential structure continuing after funding from the
NSF is no longer available.
Intellectual Merit
Innovative programs based on the Tinto Model and research results from the Higher Education
Research Institute (HERI) will target improved academic and social integration of students into college life
and promote students? self-identity as scientists. CO-AMP will integrate math assistance and curricula
between 2-year and 4-year institutions. Pipelines between high school, 2-year/4-year colleges, and
graduate school will be integrated by faculty mentoring into the admissions process, establishing
professional societies on campuses, and building bridges through innovative summer workshops,
research at 2-year and 4-year campuses, and international research experiences. Evaluation efforts will
provide evidence-based methodologies for improving student retention. CO-AMP has a history of qualified staff, as well as the facilities, networks, and partnerships in place to focus on
building a stronger infrastructure that will continue to build capacity and compatibility in the Consortium.
Broader Impacts
The programs and activities CO-AMP will undertake cover the core areas of recruitment and
retention, including training of faculty, promotion of proven programs, support from industry involvement,
as well as conducting research to determine best practice in preparing students for higher levels of math
and science. CO-AMP is partnered with all of the Hispanic Serving Institutions in Colorado and Fort
Lewis (one of only three Native American-Serving Non-Tribal Colleges in the US) making it optimally
positioned to serve the greatest number of Hispanic and Native American students. Results of research
conducted will be presented at conferences and published to further knowledge in this important area of
diversity education. The results will reduce educational disparities and improve scientific knowledge in
minority/tribal communities, as trained minority scientists act as role models and educators.

The Cyberlearning and Future Learning Technologies Program funds
efforts that support envisioning the future of learning technologies
and advance what we know about how people learn in technology-rich
environments. Cyberlearning Exploration (EXP) Projects explore the
viability of new kinds of learning technologies by designing and
building new kinds of learning technologies and studying their
possibilities for fostering learning and challenges to using them
effectively. Most online courseware helps teach facts and concepts,
while a different type of online learning software called intelligent
tutoring systems can effectively teach skills in a way that is
tailored to each learner. Unfortunately, these two tools are rarely
integrated because of the expense and specialized expertise required
to create intelligent tutors. This project will close this gap by
building and testing a new scalable technology that will allow
teachers without years of specialized training to author adaptive
online courses that combine the best of both these approaches. This
scalable cyberlearning platform will provide students with effective
online instruction, provide learning engineers with an efficient
authoring environment to build adaptive online courses, and provide
researchers with a sharable corpus of big learning data that they can
use to develop and refine theories of how students learn in adaptive
online-course learning environments.

This project will build a web-browser-based authoring environment that
supports the creation cognitive tutors and their seamless integration
into online courses and will measure how well the resulting adaptive
online courses promote facets of student learning such as synergetic
competency and engagement. The central hypotheses are: (1) that the
SimStudent technology -- a machine-learning agent that learns
cognitive skills from demonstration -- can be a practical authoring
tool for cognitive tutors that can be easily embedded into online
courses; (2) that this technology can represent a tight connection
between learners' procedural competency and conceptual competency by
combining knowledge-tracing (a standard method used by existing
cognitive tutors) and text-mining (data-mining latent skills from
traditional online course instructions) into an innovative
student-modeling technique; and (3) that adaptive online courses
created with this technique can produce robust student learning by
promoting connections between their procedural and conceptual
understanding (synergetic competency). As part of the overall research
program, the project will: (a) develop a genetic application
programming interface (API) for an existing web-based authoring
technology to build cognitive tutors for online course integration;
(b) develop an adaptive instructional technology as a generic control
mechanism for adaptive online courses; (c) build new adaptive online
courses on Open edX and also convert an existing OLI course into an
adaptive online course; (d) conduct in-vivo studies using the adaptive
online courses to test their effectiveness; (e) test the efficacy of
the proposed adaptive online courses in supporting students to achieve
the aforementioned synergetic competency. Successful completion of the
project will yield the following expected outcomes: (i) a scalable
online course architecture with efficient authoring tools for building
cognitive tutors and integrating them into online courses in order to
make those courses adaptive; (ii) a practical technique to identify
relationships between procedural competency and conceptual competency;
and (iii) an expanded theory of how students learn with the adaptive
online course, and in particular of how students achieve robust
learning with synergetic competency.