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BATEC 2014 External Evaluator Report to NVC. G Snyder May 28, 2014. Three Primary Objectives for the Center.

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three primary objectives for the center
Three Primary Objectives for the Center
  • Defining, extending and strengthening computing pathways and career opportunities in the disciplines of computer science, information technology, data networking, digital media and data analysis.
  • Facilitating strategic partnerships between industry and academia in order to build awareness, generate interest and support learning opportunity in ethnically diverse urban areas.
  • Conducting actionable research to inform policy makers, IT educators, employers and workforce development agencies of the subject of integrated curriculum and applied IT education.
work over the past year has accomplished the following results
Work over the past year has accomplished the following results
  • Transforming curriculum
    • To transform both in content and in development methodology
  • Transforming pedagogies for instruction
    • To increase professional skills proficiencies
  • Transforming industry/academic engagement
    • To improve quality and nature of outcomes
  • Transforming workforce development issue discussions
    • To ground discussions in real-time data and projections for career growth
slide4

University of Massachusetts Boston

    • Leadership and Fiscal Management, Graduate Coursework to Support Exploring CS, Research in Middle Skill Employment, Summer Institutes, BSIT
  • Boston Public Schools
    • High School Internships and Exploring Computer Science
  • Bunker Hill Community College
    • Curriculum Modification, Stackable credentials
  • Mass Bay Community College
    • Cross Discipline Learning Communities, Internships (CC), Tech Bay Laboratory
  • Middlesex Community College
    • Secure Programming Track (CS), Secure System Administration (IT)
  • QuinsigamondCommunity College
    • Health IT (Certificate), Internships (CC)
  • -------------------------------------------------------------------------------------------------------
  • Chicago Public Schools
    • Early College HS, Exploring CS, IT Problem Solving,
  • City Colleges of Chicago
    • CS, IT, Digital Networking
  • -------------------------------------------------------------------------------------------------------
  • College of Southern Nevada
    • Content in Context, Internships (CC), Interview Prep / Speed Networking
  • -------------------------------------------------------------------------------------------------------
  • Mid Pacific ICT Center
    • Publication and Promotion of ICT pathways, Awareness of pathways and opportunities for HS students

During the evaluation year, the grant sponsored 24 projects at 10 institutions within the context of BATEC’s mission and primary objectives.

slide5

BATEC - UMass Boston i. Leadership and Fiscal Managementii. Coursework to Support Exploring CSiii. Research in Middle Skill Employmentiv. Summer Institutesv. BS IT

batec collaboration
BATEC Collaboration
  • With BATEC collaboration, partners:
    • Have enhanced and greatly increased the scope of an educational initiative that was either planned or already under way.
      • In one case a partner cited that they were able to undertake a new initiative regarding skills validation that was only a ‘maybe someday’ opportunity without BATEC.
    • Specific ways in which scope increased as a result of BATEC were:
      • Contact with more community based organizations or industry partners
      • Ability to add locations, venues or participants
      • More opportunity to interact with stakeholders
batec contributions
BATEC Contributions
  • Intangible contributions include:
    • examples and models of successful prior practice (all)
    • Tech Apprentice using the Tech Boston Model (MPICT)
    • Contacts and sharing with other stakeholders and contributors (all)
    • Use of developed BATEC best practices (Chicago, Nevada)
    • One-on-one consulting with BATEC staff (all).
  •  Tangible contributions include:
    • Financial support to initiate or augment activities
    • Expansion to state or regional activities beyond what would have been supported otherwise
    • Financial support for various types of professional activities.
      • Financial contributions were not blank checks. When there was a specific challenge to be overcome (logistics, release time, help with stipends, and so forth) BATEC negotiated agreements to provide this support.
learning from each other
Learning From Each Other
  • When asked what they have learned from other BATEC partners, responses included:
    • Sharing approaches and challenges in areas such as career pathways
    • Approaches to dual enrollment
    • Approaches to career readiness events
    • Creation of a forum for interacting
batec greatest lasting change
BATEC Greatest Lasting Change
  • When asked to describe the greatest lasting change they envisioned resulting from the BATEC partnership, common responses include:
    • Aclear and cogent educational pathway
    • Skills alignment across curricula and institutions
    • New opportunities to communicate
    • More satisfied employers.
university of massachusetts boston sizing middle skill employment gap phase ii research project
University of Massachusetts Boston Sizing Middle Skill Employment Gap, Phase II Research Project
  • Full report available at BATEC Website
  • Used a variety of economic data to assess the quantitative alignment of workforce demand and educational readiness. Analyzed this alignment both nationally and in each of four metro areas (Boston, Chicago, Las Vegas, and San Francisco). This analysis, along with additional employment and wage data, and written analysis, are included with a profile of each of the four metro areas.
  • Occupations studied include:
    • Computer Systems Analysts
    • Medical Records and Health Information Technicians
    • Web Developers
    • Big Data Cluster
    • Report Highlights:
    • There are more than 5.6 million IT workers in the U.S.
    • Growth in IT jobs is expected to remain strong through 2020.
    • Almost a third of all jobs for this group of occupations are middle-skill.
    • The skill requirements of these middle-skill jobs can often be satisfied by graduates of a two-year degree program.
    • National research is insufficient to understand the dynamics of these workforce segments.
    • There is wide variance between metro areas with regard to workforce supply/demand issues.
batec national summer institute 2013
BATEC National Summer Institute 2013
  • Hosted at Bunker Hill Community College in Boston the weeks of 29 July and 5 August, 2013.
  • Delivered ten intensive train-the-trainer courses to 130 unique national audience participants (10 participants took a second course).
  • All courses ran for one week, allowing for between 31.5 and 40 classroom hours.
batec national summer institute 20131
BATEC National Summer Institute 2013
  • At conclusion of the Institute each participant answered “As a result of this training,” statements, gauging their understanding and capabilities. All questions were answered on a scale of Strongly Disagree (1), Disagree (2), Agree (3), and Strongly Agree (4).
  • Courses averaging 3.5 or more on each objective included: Security+, App Inventor, Windows 8 and Server 12, IT Problem Solving,
  • The only courses posting two or more learning outcomes under 3 were Oracle (a double course, continuing beyond Summer Institute) and Windows 8 Programming (in 4 of 5 categories).
  • The 130 course participants teach or serve approx 18,000 students/year.
  • The median number of students served by the 2013 cohort was 140 students per year.
bachelor s of science in information technology umb
Bachelor’s of Science in Information Technology (UMB)
  • Pathways to careers in IT for both high school graduates and students of community colleges IT-related degree programs.
  • Four specialization tracks: business intelligence, computer forensics, information architecture and systems administration.
  • “Applications-path” format for students which includes:
    • Acore of technical knowledge (nine courses),
    • An area of specialization or track within IT (four or five courses, depending on track selection),
    • Three professional electives in an application or domain area (preferably outside of IT but within business), and
    • Two wrap-up courses (project management and IT capstone), in addition to general education requirements.
boston public schools high school internships
Boston Public Schools High School Internships
  • One of BATEC’s longest, continuous running initiative in its seventh year of deployment.
    • Places high school students (juniors and seniors) in paid, summer, technology-relevant internships.
    • Led by Felicia Vargas (Tech Boston Academy), and staffed by Olu Ibrahim (Boston Private Industry Council).
    • Created by BATEC and a manual describing its implementation is publically available on website.
    • Supported by both repeat and new employers, and additionally by several non-profits.
    • Strives, every year, to grow in both the number of participating interns and the number of participating employers.
  • Last year, a record number of students (132) were placed in paid, summer internships. This year, the program is on track to meet, or exceed, this number.
  • The results of this initiative have been studied over the life of the program.
    • Participants in this internship program overwhelmingly attend college (93%) and choose Computer and Information Technology programs (75%).
bunker hill community college curriculum modification
Bunker Hill Community College Curriculum Modification
  • Bunker Hill Community College is modifying their Fast Track certificate in Data Support as proposed with feedback from BATEC industry focus groups.
bunker hill community college stackable credentials
Bunker Hill Community College Stackable Credentials
  • Developed and implemented a flexible, replicable curriculum model that integrates employability skills across a “stackable” curriculum and “fast-tracks” time to completion and workforce entry.
    • “Fast-Track Certificates”: Completion in Two (2) Semesters
    • “Fast-Track Courses”: Offered in Compressed Time-Frames
    • “Stackable”: No Wasted Credits…All Courses Roll-Up To Higher Level Certificate & Degree
    • “Multiple Entry Points”: Start at 16CR, 29 CR of Full AS
  • All 16-29 credit Certificates “Roll Up” to Associate Degrees and all Associate Degrees Are Now Transferrable To The UMASS BOSTON BS Degree in Information Technology
    • Faster Completion in Two (2) Semesters Possible
    • Workforce Certificates (16-19 credits) -> Career Certificates (27-29 credits) -> Associates Degrees (60+ credits -> BSIT (120+ credits)
  • Balance Between Entry-Level + Middle Skills Employment
  • Enrollment samples:
    • Cisco Health Information Networking (HIN) Certificate Current = 13 Students 2014 Projected = 40 Students
    • Entry Level ICT Stackable Certificates (PC Hardware Support Specialist, MS OfficeSupport Specialist, Cisco CCNA Current= 52 Students 2014 Projected = 80 Students
    • Fast Track Data Support Certificate 30 students enrolled
    • Database Option Associate’s Degree 47 students enrolled
slide20
Mass Bay Community Collegei. Cross Discipline Learning Communitiesii. Summer Bridgeiii. Internships (CC)iv. Tech Bay Laboratory
mass bay community college cross discipline learning communities
Mass Bay Community CollegeCross Discipline Learning Communities
  • Faculty from different disciplines conduct a collaborative learning community where students participating in four different courses (Digital Imaging, Web Design, Project Management, and Web Development) together as a team to complete a common project, the Shopping Cart Experience.
  • Students present as a team in a Poster Session style MassBay STEM Expo organized May 6th
  • Students Impacted Spring 2014: 61
  • Considering adding a writing class that would contribute web content, adding 20 additional students.
  • Exportable: It could be replicated or the method could be used to fit a different mix of courses.
  • Measures of success: Completeness, quality and functionality of website at the end of the course. Team project presentations during STEM Expo. Participation in the Technology Internship Program. Evaluations received from employers that participate in TIP.
mbcc summer bridge
MBCC Summer Bridge
  • Two-week STEM program the month of July for High Schools in the Metro West area . Students have an opportunity to sign up to take a college credit course, or explore technologies by participating in 2.5 day workshops. In addition students also participate in college preparedness workshops and activities.
  • modeled after the Bunker Hill CC program
  • Marketing launched in February, Registration started April 1st, program will run July 7 – July 18.
  • 33 students completed in 2013
    • 33/35 enrolled students finished the program
  • Potential students impacted: goal of 60 for 2014
mbcc techbay
MBCC TechBay
  • Technology support center operated by students to help other students with technology related issues. Technicians must apply with a completed resume. They must either have a certification or be second year STEM students and have experience in at least two technical areas.
  • Opened 10 hours/week. Launched in October, closed beginning of December. Launched in early February, added one day (2 hours) per week in Framingham, concluded early May.
  • Students paid $10/hr (BATEC funded)
  • Documentation / curriculum: Logs of student issues. Records for 90 students/staff being served, about 80% reporting.
  • Students impacted: 9 technicians, 90 students
mbcc technology internship program tip
MBCC Technology Internship Program (TIP)
  • Student-employer networking event that provides an opportunity for employers to interview students. Students apply to take part in the event, and must attend meetings to learn resume writing, interviewing and follow-up skills. Employers interview about 9 students for 7 minutes each. After the event employers may offer internship positions to students. Employers have access to students’ resumes and work samples. This program is offered every semester. 
  • Modeled after a program at QCC
  • Students Impacted: 36 total. 7 have completed internships, 8 have been placed in internships, 9 are still interviewing.
middlesex community college i secure programming track cs ii secure system administration it
Middlesex Community College i. Secure Programming Track (CS)ii. Secure System Administration (IT)
middlesex community college secure programming track cs
Middlesex Community College Secure Programming Track (CS)
  • Defined a new curriculum track for Secure Software Development in the Computer Science degree program. Created four new course offerings and revised the content of three existing courses.
    • The Computer Science degree program had not been modified or updated in many years. The content was generic, and required more focus.
    • Worked collaboratively with industry advisors (MIT Lincoln Labs and MITRE Corporation), consulting faculty (Jaime L’Heureux, Bunker Hill Community College) and NSF ATE Center Investigators (John Sands, CSSIA)
  • Goals:
    • Curriculum compliant with the educational recommendations of the Department of Homeland Security and the National Security Agency.
    • Improve the alignment of program with local workforce needs and to develop a program that would be perceived as differentiator in the regional market
middlesex community college secure system administration it
Middlesex Community College Secure System Administration (IT)
  • The Network Security Administration track was added, as a transfer option, to the Information Technology degree program.
    • The curricula for six new courses were developed, the curricula for four existing courses were modified.
    • Program/Course descriptions and Student Outcomes were documented and submitted for and approved by governance in April 2014.
    • The contents of this new degree program will impact all of the students enrolled in the Information Technology degree program (700 students, 5 year estimate). It will help to grow enrollment and increase student success (transfer, employment).
quinsigamond community college health it certificate
Quinsigamond Community College Health IT (Certificate)
  • Health Information option was created in the Computer Information Science degree program.
  • This was the outcome of an Academic Program Review that restructured the CIS degree program combining two existing options (Web and Applications Development) and creating two new options (Transfer CIS and Health Information).
  • Local industry is forecasting career opportunities for the skills and outcomes of this option. This growth is forecasted to be 21% in the current decade (2010 to 2020).
  • The option will be offered both as a pre-degree stackable certificate and as a post degree graduate certificate.
      • The initiative was supported by local industry representatives from CVS, Meditech, Reliant Medical Systems, and Lahey Hospital.
      • The initiative was supported by a student intern working at U/Mass Medical in their billing department
      • The certificate option and the degree program were proposed to and approved by governance.
      • Promotional material to support enrollment beginning in the Fall of 2014 was created and printed
      • Expect to enroll 30-60 students, annually, in this program.
      • Expect to impact approximately 200 students over a five year period.
      • Program, and its materials, are available to exported to other campuses and other institutions.
quinsigamond community college internships cc
Quinsigamond Community College Internships (CC)
  • The structured internship initiative is an institutionalized program at QCC. CIS students are required to complete an internship.
  • Prior to the development/adoption of this model, students had difficulty finding/securing internships in their field of study.
  • This year, placed 11 students in supervised internships.
  • Students, enrolled in this initiative were qualified prior to the event (course prerequisites), prepared as part of the initiative (professional skill training), and participated in a speed networking event attended by qualifying employers (11 companies and approximately 20 industry representatives.).
  • All students were able to complete an internship, and satisfy the requirements of the internship course.
  • All students (11) were placed in qualifying internships.
  • Three students were paid during the internship, eight (8) students were not paid during the internship.
  • Seven students received offers of employment from the company at which they interned.
      • Three students received offers ranging from $9 to $14 per hour
      • One student received an offer of $26,000 per year
      • Two received offers ranging from $55,000 to $65,000 per year (with benefits).
      • One student is employed as a contractor at over $75.00 per hour.
slide31
Chicago Public Schools i. Early College HSii. IT Problem Solvingiii. Exploring CSiv. Computer Science for All (CS4All)
chicago public schools early college hs it problem solving exploring cs
Chicago Public Schools Early College HS, IT Problem Solving, Exploring CS
    • Goal was to launch the two courses in the academic pathways of Computer Science, Web Development and Networking. These courses would introduce rigor into the computing coursework, and begin to develop computational thinking skills.
      • Two courses, Exploring Computer Science and IT Problem Solving, were incorporated into the Early College high school curriculum. Exploring Computer Science was offered as a freshman-level course. IT Problem Solving was offered as a sophomore level course.
      • Every freshman at Early College high school was required to take Exploring Computer Science, every sophomore at Early College high school was required to take IT Problem Solving.
      • 13 high school faculty have been trained and credentialed to teach these classes.
  • The course, Exploring Computer Science (freshman level HS course), was articulated for credit at City College of Chicago.
  • Learning objectives for IT Problem Solving have been set. The college level course, from Bunker Hill Community College, was adapted for High School students. CPS retrofitted IT Problem Solving to Early College High School classrooms.
  • This initiative has been implemented in five schools.
    • A total of 869 freshman have completed the Exploring Computer Science course.
    • A total of 600 sophomores have completed the IT Problem Solving course.
    • A total of 60 juniors/seniors have completed college-level IT courses.
  • Beginning spring, 2016, expect to graduate 425(~70%) with high school degrees and 320 (75%) or more with significant college credit
slide33

Chicago Public Schools Computer Science for All

  • Computer Science for All (CS4All) is a broad based initiative designed to add Computer Science education to all K-12 schools.
    • Goal is to have at least one Computer Science course available in 100% of the high schools (within three years), and 25% of the elementary and middle schools (within 5 years).
    • Plan is to adopt the code.org developed curriculum for this purpose.
    • The initiative, and its goals, were created (and announced) in November 2013. A Computer Science department was created, and an application process for local area schools was created.
    • The first cohort (46 schools, 250 faculty) of participating schools was selected in February 2014, orientation sessions were held in March 2014. Online professional development will be offered in May 2014.
    • On-campus professional development will be offered this summer.
    • Initial course offerings will be launched in September 2014.
    • This initiative has created a large amount of positive press, both regionally and nationally, for the Chicago Public Schools.
    • There is considerable enthusiasm and interest to participate among the faculty and administration.
slide35
City Colleges of Chicago: BATEC Involvement has supported program development, professional development, and leveraged support
  • IT Problem Solving Training
    • Faculty from CCC received training from Bunker Hill faculty on methods used in introductory course
      • 17 CCC faculty attended training
    • CIS 118: Information Technology Problem Solving
      • 2 sections offered at Wright College
      • 51 students enrolled
      • 5 of those students enrolled in other CIS courses
  • Professional meetings
    • IT Summits with industry professionals and transfer institutions
    • Four IT Summits with significant input on curriculum, semester maps, and job expectations
    • Set the stage for ongoing curricular sharing with 4YCs
slide36
City Colleges of Chicago: BATEC Involvement has supported program development, professional development, and leveraged support
  • Teacher training
    • Support from local industries trains teachers and STEM providers with Raspberry Pi / Arduinotraining
    • More than 100 Raspberry Pi and Arduinosdistributed
    • 3 unique projects created
    • STEM Academy created
    • Additional 60 RPi’s to be given away
  • Leveraged support
    • Awarded $600,000 S-STEM award based on a Bunker Hill model
    • 18 students awarded scholarships; 100% set to graduate/transfer by end of summer
slide37
College of Southern Nevada i. Content in Contextii. Internships (CC) Interview Prep and Speed Networkingiii. Tech Know How Lab
college of southern nevada content in context
College of Southern Nevada Content in Context
  • A series of workshops was developed to increase faculty awareness of the importance of professional skills; to promote deep industry engagement; to increase faculty proficiency in teaching, evaluating and grading professional skills in the context of ICT course offerings; and to share implementations of same within the learning community of the workshop.
  • Workshop deliverables were mandated of each participant. These deliverables include a pre-workshop syllabi, a post workshop syllabi integrating professional skill elements, a poster presentation describing instructional changes, sample exercises assessment tools and grading rubrics.
  • Exit surveys from participants measured the perceived quality, relevancy and practicality of the workshop principles.
  • An Evaluation of workshop deliverables were made by faculty peers.
  • An Evaluation of workshop deliverables were made by industry representatives.
  • The 2013 Las Vegas workshop was completed by 11 community college faculty members from the College of Southern Nevada. These 11 faculty members have integrated skill development exercises from the workshop into classes that are taught to over 2,600 students each year.
  • The 2014 Cleveland workshop was completed by 11 faculty members from community colleges and high schools in the city of Cleveland. These 11 faculty members have integrated skill development exercises from the workshop into classes that are taught to over 1,250 students each year.
  • The third workshop is was held at the College of Southern Nevada last week. Enrollment consisted of 12 participating faculty members from College of Southern Nevada.
  • The fourth workshop will be held in Boston, MA during the week of 7 August. Enrollment will consist of 25 participants (faculty from community college systems throughout the country).
college of southern nevada internships cc
College of Southern Nevada Internships (CC)
  • CSN changed the intended focus of this initiative from Student Internships to Student Professional Development. They abandoned the focus of Internships placements for Community College Students and settled for a different goal of Professional Development.
  • CSN elected to abandon the original goal of offering this initiative once each semester, content to offer it once per year.
  • CSN leveraged portions of the BATEC-developed model for Internships that has been prototyped and developed in the Boston-area community colleges. CSN adopted, with modification, the five step process of student qualification, student preparation, employer recruitment, student/employer matching and follow-up/placement in ways that were appropriate for the programs, students and environment of Southern Nevada.
  • CSN faculty from the Computer and Information Technology department qualified 37 students to participate in this initiative. Student qualification was determined by their course of study and the attainment of a minimum GPA.
  • The students were prepared for this event by a combination of CIT faculty and career services personnel. The students were offered resume preparation assistance and required to attend a 2-hour workshop on interview and presentation skills.
  • Industry representatives, supportive of the school, were solicited to participate in a speed networking event. A total of 40 representatives from 25 companies attended the event.
  • Direct engagement of students and employers, facilitated by the academic institution is a goal of BATEC’s outreach agenda
  • CSN has elected to institutionalize this initiative, and to expand the scope of its implementation to other departments and other schools.
college of southern nevada tech know how lab
College of Southern Nevada Tech Know How Lab
  • BATEC sponsored a series of outreach initiatives for enrolled students to promote academic and career pathways in ICT. These initiatives consisted of faculty presentations and student technical assistance provided at the Tech Know How Lab. The Tech Know How Lab is a facility organized, developed and run by ICT students under faculty supervision.
  • The Tech Know How Lab is a study hall where students word individually on course work, collaborate on projects, get assistance with computer applications associated with CSN’s coursework, and learn about ICT career pathways to make an informed choice on an ICT major, particularly students with non-declared or general studies majors.
  • Students at CSN have access to ICT faculty and subject matter experts through presentations on various ICT subjects, e.g., paper publications, web design, Internet search techniques, spreadsheet and modeling, database management, mail merge, digital imaging, social media, and project-sponsored workshops.
  • Motivates students to enroll in and advance in ICT courses and consider and programs.
  • Attendance of approximately 15 students in each of 10 ICT Awareness Briefings.
  • 48 students attended the 8 offered workshops
  • ICT Workshop exit surveys from students
slide41
Mid Pacific ICT Centeri. Publication and Promotion of ICT pathwaysii. Awareness of pathways and opportunities for HS students
mid pacific ict center publication and promotion of ict pathways
Mid Pacific ICT Center Publication and Promotion of ICT pathways
  • Identifying and strengthening the linkages between pathway and academy programs at SFUSD high schools; bridge programs at local CBOs; ICT programs, courses, certificates and credentials in the five ICT-related departments at CCSF, 4-year colleges and universities; ICT industries and employers; and essential supporting elements that increase student success.
  • DE program completions (15); Views of ICT Awareness videos (744); Students attending panel discussions (40); ICT faculty attending articulation PD (8)
mid pacific ict center awareness of pathways and opportunities for hs students
Mid Pacific ICT Center Awareness of pathways and opportunities for HS students
  • The focus of BATEC funded work has been a partnership of stakeholders that will help develop and support pathways that improve participation among inner city K-14 students in STEM, and particularly ICT, to meet workforce demand.
  • A new initiative with Tech SF working with SFUSD, CCSF and Ohlone College under MPICT auspices has the potential for effective collaboration.
  • There has been significant work in the development of high school to community college articulation of a Python programming course, and the establishment of dual enrollment initiatives to track students into ICT related courses.
  • A summer 2013 kickoff included dual enrollment classes in digital media.
  • A series of stakeholder summits designed to generate and sustain interest from SFUSD and other stakeholders were held this past year.
  • The BATEC partnership is providing support for high school career awareness and STEM career mapping that was not present before.
other misc
Other / Misc
  • Link Tracking & Analytics Tools
    • Google Analytics
  • Survey Monkey used for online surveys
    • Evaluation, curriculum feedback, etc
  • Partner and Affiliate sites
    • teachingtechnicians.org
    • atecenters.org
    • atecentral.org
    • umb.edu
challenges and opportunities
Challenges and Opportunities
  • Measuring Impact to Student Level
  • Bandwidth
    • Resources, people, time
  • Data Collection& Measurement
    • Lots of people doing good stuff
  • Data to collect:
        • Graduate outcomes – STEM persistence, postsecondary enrollment, choice of majors.
        • Outcomes for student technicians (jobs).
        • Number of repeat employers, number of students participating and returning, number of internships offered.
  • Sustaining operation past NSF Funding
    • Building next generation of leaders
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