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Former Canyon Del Oro and current University of Arizona standout Jared Tevis was named to the first team Pac-12 All-Academic team. .
(BPT) - The schooling needed to become a doctor is extensive and expensive. There are four years of undergraduate studies, four years in a medical school, and then several years of residency, depending on the medical field the student wants to pursue. For doctors who want to pursue a specialized field, a fellowship is also needed, and this can add another one to three years of schooling.
(NewsUSA) - Which jobs will be in demand in the coming years?
In a rematch of a razor-close 2012 congressional race, Democratic Congressman Ron Barber is in a fight for his political life against Republican challenger Martha McSally, a retired A-10 pilot who nearly beat him two years ago.
I hope I’m correct in assuming most southern Arizonans, specifically voters in Pima and Cochise Counties don’t read The Republic or give much credence to its opinions or recommendations. My suspicion of The Republic is heightened by its untrue, i.e., false, statement regarding Col. Retired McSally’s USAF career. At “26 years as an Air Force officer” is quite simply not true, as even McSally has admitted to me. She served 22 years as an officer after having obtained her undergraduate degree in the normal 4 years at the USAF Academy. During those 4 years she wore a cadet’s uniform but was not a member, much less a commissioned officer, of the USAF. Granted, McSally, no stickler for the whole truth, is wont to mention her 26 years of service, perhaps figuring that the actual 22 don’t give her sufficient gravitas. What I’d like to know is: why did she retire as a bird colonel at 44, without an obvious career path to which to turn? Would it have been the realization that she’d never trade the eagle for a general’s star(s)?
Removing barriers along the way to a blazingly fast Internet is the declared goal of scientists at the University of Arizona College of Optical Sciences who are leading an international consortium tasked with developing new technology to make it happen.
In 2008, the National Science Foundation gave a five-year, $18.5 million grant to establish an engineering research center (ERC) that is based at the UA and united with other universities in a collaboration known as the Center for Integrated Access Networks, or CIAN.
The NSF recently approved funding for the second half of the project, totaling about $17 million, more than half of which goes to the ERC at the UA. Each year, the center also receives roughly $2 million in support from corporate sponsors and an additional $1 million from other agencies.
"Our goal with CIAN is to remove the bottleneck of the Internet so the entire network becomes more scalable," said Nasser Peyghambarian, director of the ERC and professor in the College of Optical Sciences. "In other words, more users can access it at higher speed, lower cost and lower energy consumption."
As the number increases of end users accessing the Internet with computers and mobile devices, the network has to grow, become faster or both.
"It's not going to expand indefinitely, so we have to create new technologies to be able to handle that growing demand," Peyghambarian said.
The key to accomplishing that goal lies in developing a hybrid architecture that marries electronics and optics, and that is exactly what Peyghambarian and his colleagues are working on at the ERC.
"As an end user right now, you have to rely on electronics for the information you are trying to send or receive through the Internet," Peyghambarian explained. "Your computer and smartphone are electronic devices. They send electronic signals into the data superhighways of the Internet, and those have always been fiber-optic networks. But the optical signals are being transformed back into electronic signals at the receiving ends. The goal of CIAN is to bring optics closer and closer to the end user."
"People want more information going to their homes," added Daniel Kilper, a research professor of optical sciences and CIAN's administrative director. "Tomorrow's Internet no longer is about the information superhighway, it's more about information Main Street or information neighborhood — fiber-optics all the way to the home."
To achieve that new kind of capability and bandwidth going to individual users, scientists and engineers have to reduce the cost and energy consumption of the photo-electronic components. One of the key technologies developed by CIAN involves arrays of miniaturized mirrors to control laser pulses that in turn modulate high-speed electronic signals, a process known as optical circuit switching.
"We develop new photonic integrated circuits using a technology called silicon photonics," Kilper said. "We can take all these bulky optical components here and put them onto a chip, and then we can start to integrate that optical chip with the electronic chip, either side by side or even potentially on the same chip to gain efficiency, reduced cost and reduced power consumption so that these devices can be mass-produced and go out to individual users.
"With today's commercially available systems you can already achieve transmission rates of 400 gigabits per second, but we're looking at a terabit and beyond," Kilper said.
The research at CIAN has garnered much industry interest, attracting 20 industry affiliates ranging from hot startups such as Calient and Bandwidth10 to industry heavyweights including Fujitsu, Texas Instruments, Intel and Samsung.
CIAN doesn't focus on the research alone but plays an important role in education at several levels. Graduate students have gone on to apply their expertise in companies working on making the faster Internet a reality. Some have founded their own companies specializing in integrated optical-electronic circuits; others have embarked on careers at other universities.
In educating students, CIAN follows the guidelines of Engineer of 2020, an initiative spearheaded by the National Academy of Engineering to equip engineering graduates with the skills and knowledge they need to succeed in emerging and future markets.
"Future graduates need to have new capabilities that go beyond engineering," Peyghambarian said. "They need to be entrepreneurs, and they have to come up with new ideas, so we train our students and put them in workshops to become entrepreneurs of the future."
In addition to its core funding, CIAN has attracted renewed and additional funding for two three-year programs bringing research experience to undergraduates (REU) and teachers(RET), with a special emphasis on minorities and underserved communities including Native Americans, Hispanics and African-Americans.
"We have been engaged in outreach to Indian reservations, where education and outreach have been received really well," Peyghambarian said. "In addition, we have a program for veteran education, funded by NSF specifically for that purpose."
"CIAN illustrates the remarkable diversity of optics and photonics applications pursued by the College of Optical Sciences," said Dean Thomas Koch. "Our college has a culture of being able to successfully meld basic research, teaching and service to industry, allowing us to offer an unparalleled educational experience for our students. Our faculty and students constantly push the boundaries of what's possible through discovery and innovations, with breakthroughs in the applications of light that impact virtually every field of science and industry."
UA's national partners in CIAN are the University of California San Diego; the University of California Los Angeles; the University of Southern California; California Institute of Technology, the University of California Berkeley; Columbia University and Cornell University in New York; Norfolk State University in Virginia; and Tuskegee University in Alabama. International partners are Aalto University in Helsinki, the University of Eastern Finland, the University of Darmstadt in Germany and the Korea Advanced Institute of Science and Technology in Daejeon, South Korea.
University of Arizona Police Officer Andrew Lincowski joined planetary scientists at NASA this summer to search for exoplanets that might have the potential to harbor life.
The University of Arizona is helping to enhance science, technology, engineering and mathematics education, as one of just eight sites in the United States chosen to participate in a major national STEM education initiative.
In June 2013, the Association of American Universities announced that the UA and seven other project sites would receive grant funding through the AAU Undergraduate STEM Education Initiative, which was established to address a nationwide demand to improve STEM education and to retain more majors and expand the workforce in STEM fields.
Since then, the UA has made important progress with course redesigns and faculty programs intended to make STEM teaching and learning more engaging.
"We need more STEM majors," said Gail Burd, UA senior vice provost for academic affairs and a principal investigator on the UA's AAU grant. "A lot of evidence points to a loss of students from STEM majors because of the way they're being taught. These are hard subjects, and if it's not engaging and it's hard, students drift away."
Under the AAU Undergraduate STEM Education Initiative, which is funded by The Leona M. and Harry B. Helmsley Charitable Trust, the UA established the UA-AAU Undergraduate STEM Education Project — a comprehensive, interdisciplinary effort intended to expand STEM-related collaborations, curricula and funding opportunities.
Funded through 2016, the UA-AAU STEM Project saw a number of successes in its first year.
Course redesigns promote active learning
Under the leadership of John Pollard, the UA's director of general chemistry, andVicente A. Talanquer, a chemistry and biochemistry professor, a foundational UA chemistry course has been restructured to more actively engage students.
The redesigned "Chemical Thinking" course, in development for three years, debuted this fall to more than 2,400 students in general chemistry, course 151. It incorporates more group-based discussions, problem-solving activities and other forms of active engagement, with less than 10 minutes of the hourlong class devoted to traditional lecture.
Students in an earlier pilot of the course reported better information retention and overall satisfaction with the redesigned course compared to traditional chemistry classes. This fall, four additional instructors are teaching general chemistry using the revamped curriculum for the first time.
"We are working to understand challenges and successes these new faculty might have to implementing the new curriculum with more active and engaged instructional approaches," Burd said.
Modeled after the chemistry course's success, a similar redesign is being introduced in a foundational UA biology class this semester. Meanwhile, the University's introductory course in computer programming for engineering applications has been restructured to include lab time and to emphasize student participation.
New instructional approaches also were introduced in a pilot general physics course last spring, with students reporting positive results in learning outcomes. A redesign also is in the works for the UA's introductory chemical engineering course.
Learning communities, workshops encourage teaching differently
As part of the effort to make STEM classes more engaging, the University has launched professional development opportunities intended to get instructors to think about teaching in new ways.
About 30 STEM faculty members participated in Faculty Learning Communities last year, in which they were tasked to come up with two weeklong engagement activities to teach in their classrooms each semester.
The University also launched a series of "Teaching Talks" and a three-hour workshop, specifically geared toward STEM educators on campus.
"The goal is to stretch beyond those five redesigned introductory courses and change the culture around the way we're teaching all STEM courses," Burd said.
Additional workshops and talks will take place in the coming year, including a daylong workshop with an architect and an expert on learning spaces that will look at how faculty can make the best use of physical spaces to make them more engaging.
As part of that workshop, Pollard will spend a week or two teaching in a nontraditional space — a redesigned journal reading room in the Science and Engineering Library.
As the UA continues to forge new territory in STEM education, it is carefully tracking and analyzing its efforts to determine their effectiveness. Postdoctoral student Jonathan Coxis helping to lead that ongoing assessment, beginning with the redesigned general chemistry course, Burd said. Jane Hunter, an associate professor of practice in the UA's Office of Instruction and Assessment, also has joined the AAU project to provide project support and management.
Other goals for the UA-AAU Undergraduate STEM Education Project, Burd said, include establishing a teaching symposium and developing and expanding teaching awards that recognize and financially reward outstanding STEM educators on campus.
In addition to Burd, the UA-AAU Undergraduate STEM Education Project leaders include co-principal investigators Deb Tomanek, associate vice provost for instruction and assessment; Lisa Elfring, associate professor of molecular and cellular biology; andVicente Talanquer, professor of chemistry and biochemistry.
The AAU is a nonprofit organization of 62 leading public and private research universities in the United States and Canada. The 60 AAU universities in the United States award more than half of all U.S. doctoral degrees and 55 percent of those in the sciences and engineering.
Reflecting on their time as undergraduate students, three University of Arizona Regents' Professors say that collaborative work is underrated, humanities and history courses are indeed valuable, and mistakes can be a great teacher.
That’s just some of the wisdom imparted by Diana Liverman, Regents' Professor of Geography and Development and co-director of the UA Institute of the Environment, who is currently on sabbatical; Toni Massaro, Dean Emerita of the UA James E. Rogers College of Law; and Pierre Meystre, a Regents' Professor of Physics and Optical Sciences and director of the UA Biosphere 2 Institute. UA alumni also talk about their experiences and share advice in "Career After College: Alumni Share Tips for New Students."
Q: What tips would you share with today's students to help them succeed in the academic environment?
Liverman (left): Try to turn up to most of your classes and spend some of the time listening to what's being said instead of taking notes on your computer or checking social media. In smaller classes, ask questions, and never begin your comment with “This is probably a stupid question but ...” Remember, there really are no stupid questions! Go to exam study sessions and form study groups.
Massaro (right): Make your academic ends the first priority. A lot of things are available in college that are exciting and important to the experience: making new friends, exploring autonomy, balancing school and social life. But the classroom and academic work should be your first priorities in order to make the most of the opportunity to grow intellectually.
Meystre: Embrace your ignorance. Learn to be comfortable with not knowing the answer, but then don't stop until you have it figured out. Don't be afraid to ask questions, even simple questions. Questions that may seem simple can lead to profound answers. And chances are that others don't know, either, and will be happy that somebody asks — or they will know the answer, and then they'll be able to help you. Also, be open to unexpected opportunities and challenges.
Q: What do you wish you had known when you were a freshman?
Liverman: That so many opportunities would open up for me as an environmentalist and woman during my lifetime. When I was a freshman, there were no “green” careers, and it was tough for a woman to succeed in the environmental arena. Second, that working in a group — rather than competing — can help you be a success. And third, that I didn't have to find a husband my first year at college (that's what my grandmother thought I should be focusing on). It is much more fun to look around, travel the world and find someone later.
Meystre (left): That one should not be afraid to make mistakes. Being overly cautious can be paralyzing, and one often learns more from failures than from success. And for a curious mind, what can possibly be more boring and uninteresting than having things run just as expected?
Q: What would you have done differently?
Liverman: I would do study abroad. I would do internships and/or volunteer for local environmental or other organizations. I would take more science.
Meystre: I don’t think much about that. I don't find it particularly useful to obsess about "missed opportunities." We have just one ride and may as well enjoy it.
Q: What turned out to be your best move?
Liverman: Helping a visiting professor with her research one summer. She then invited me to take a master’s degree with her in Canada.
Massaro: Taking Bergen Evans' world literature course. A Northwestern classic, and the best course I took in college. And then choosing law school for my graduate work.
Meystre: Picking a great field of study. Physics is extraordinarily beautiful and exciting. It challenges you at every turn and always hits you with new surprises, with profound questions ranging from the origin of the universe to the nature of reality, and with practical applications that can have a significant societal impact.
Q: What was your most career-determining stroke of luck or serendipitous event?
Liverman: Getting an internship at the National Center for Atmospheric Research in Boulder, Colo., and persuading climate scientist Stephen Schneider to supervise me. He set me on my path to becoming a researcher, mentored me for many subsequent opportunities.
Massaro: A conversation with an undergraduate professor my senior year of college telling me "You ought to go to law school," even though she had been steering me to her own graduate/Ph.D. program the previous three years. Her shift helped me take the big leap professionally (and personally). And then, at the end of law school, two professors encouraged me to apply for a law-teaching job after my time in practice. I was extremely fortunate to have teachers who took such a keen interest in all of their students.
Meystre: There are too many to count. Most lucky perhaps was picking a specialization that was not very fashionable at the time but that turned out to become very hot, and also being at the right place at the right time.
Q: Anything else you’d like to share?
Liverman: You will make the most amazing friends in college who will see you through all the ups and downs of life. Look for ways to meet new people, not always like you, and it will change your life.
Massaro: Make the most of this moment, knock on your teachers' doors and enjoy your classmates. They can be your best teachers, too. Raise your hand. Be curious. Then "pay it forward" by helping others with their studies or volunteering in the community. There is no better way to learn than to teach others.
Meystre: Don't forget to have fun. If you don't, maybe you are not doing what you should be doing.
Diana Liverman's expertise and research interests focus on the human dimensions of environmental change, connecting earth and social sciences to understand challenges of drought and climate change, climate policy, climate change communication, food security, land use and international environmental governance. Liverman has advised a wide range of government committees, non-governmental organizations and businesses on climate issues. The first woman to serve in the position, Toni Massaro is also one of the longest-serving UA deans in recent history. Massaro, who holds the Milton O. Riepe Chair in Constitutional Law, has been with the college since 1989 and is an expert in civil procedure and constitutional law. And originally from Switzerland, Pierre Meystre, who joined the UA in 1986, has developed theory that has profoundly influenced all aspects of quantum optics, according to Nobel Prize winners in that field. He was named Regents' Professor in 2002.
University of Arizona student researchers are now sharing their work in a public, nonacademic forum: on the radio.
Adrienne Fluitt of BASIS Oro Valley has been recognized by the Yale Office of Undergraduate Admissions as a recipient of the 2014 Yale Educator Award.
The University of Arizona will have another record-setting year with the greatest number of incoming freshmen, the highest overall enrollment and greater student diversity, preliminary figures indicate.
The Princeton Review has named the University of Arizona one of the best higher education institutions in the nation for undergraduate education.
Researchers at the University of Arizona College of Medicine – Tucson are exploring whether dietary interventions that extend lifespan increase or decrease immune defense against infection.
(StatePoint) American families’ commitment to college is as strong as ever. In fact, ninety-eight percent of families with an enrolled undergraduate believe that it’s a worthwhile investment. However, the way they covered the bill last year changed, according to new statistics.
Former Canyon Del Oro and current University of Arizona senior safety Jared Tevis is a nominee for the 2014 Allstate AFCA Good Works Team. The award recognizes players whose charitable involvement and community service contributions stand out among all other student-athletes participating in the sport.
University of Arizona senior safety Jared Tevis is a member of the 2014 Bronko Nagurski Trophy Watch List, given to the nation’s best defensive player, it was announced by the Charlotte Touchdown Club on Thursday. The Pac-12 Conference leads all leagues with 18 players on the 2014 Bronko Nagurski Trophy Watch List.
Former CDO and University of Arizona baseball standout Shelly Duncan is one of two new assistant coaches.
(BPT) - There has been a substantial increase in students taking online college courses, changing significantly how modern learners access information, and librarians have adjusted to keep pace with an ever increasing demand for knowledge in the digital age.
University of Arizona football saw six of its current and former student-athletes, including a former CDO standout, earn undergraduate degrees during the University’s spring commencement ceremonies in May.
Six University of Arizona engineering, math and biology students are getting set to turn somersaults in the name of research.
The students are members of the UA Microgravity Research Team, which is one of 18 U.S. undergraduate teams chosen to participate in NASA's 2014 Reduced Gravity Student Flight Opportunities Program. Acrobatics aside, their mission is to explore the effects of weightlessness on organic polymer synthesis.
Polymers are large molecules composed of many repeated subunits, called monomers. Naturally occurring examples include starch, cellulose and rubber. Synthetic polymers are used in a wide variety of products, ranging from replacement heart valves to sports helmets.
The team's research will lay the groundwork for onboard production of polymers for spacecraft repair, the fabrication of insulation for spacesuits, and materials production on long missions.
The UA Microgravity Research Team is at the Johnson Space Center in Houston for a visit that began May 30 and ends Saturday.
The highlight of the week will be a flight on NASA's Low-G Flight Research aircraft. This plane – called G-Force One – flies researchers and their experiments through a series of parabolic flight patterns in a weightless environment, topping out at 34,000 feet above the Gulf of Mexico.
After descending from the apex of a parabola, leveling out and beginning another ascent, humans and their gear are pinned to the floor by double the gravitational force humans experience on the Earth's surface. As the plane pushes over the top of the parabola, weightlessness takes over – the technical term is microgravity – and it's research time.
Microgravity aboard G-Force One lasts about 25 seconds, which calls for very efficient experimentation.
"All we have to do is flip a switch," said aerospace engineering student Ruben Adkins, founder of the Microgravity Research Team. The switch activates a heat gun aimed at test tubes full of organic liquid whose molecules have a structure based on chains of six carbon atoms. Gasoline molecules, by comparison, have chains of eight carbon atoms. The heat initiates the polymerization process and turns the liquid six-carbon monomers into a solid foam polymer made up of carbon chains thousands of atoms long.
The UA team's experiments are expected to address as yet unanswered questions. For example, is tensile strength improved in polymers that are fabricated in microgravity? What happens to density? Thermal resistance? Impact strength? The team has already conducted experiments on Earth to determine the properties of the foam polymer created at normal gravity. When the students return, they will conduct the same experiments on the foam created under microgravity aboard G-Force One and compare results to see how different gravities affect the polymer's properties.
"We're working in an area that hasn't been quantified before," Adkins said.
The plane is expected to fly as many as 35 parabolas, and the UA team had 26 tests planned.
When they're not working, they'll enjoy a G-Force One tradition: weightless playtime.
The gleeful somersaults, back flips and walks across the ceiling of the cabin last for only a few seconds. Then it's back to the padded floor for another descent and ascent.
The steep ascents and descents – with weightless interludes – can wreak havoc on the digestive system. Hence the plane's nickname: the Vomit Comet. All passenger flight suits have an airsickness bag tucked into the breast pocket. Unlucky users get belted into a seat for the remainder of the flight.
After their time aboard G-Force One, the Microgravity Research Team will analyze data and prepare a report. They're also planning educational outreach programs for Arizona schools.
More than 25 years ago, an abandoned NASA spacecraft fulfilled its mission, fell silent and has since been hurtling around the sun, somewhere between the orbits of Earth and Mars. Now, a University of Arizona engineering student is trying to wake it up.
Three veterans attending the University of Arizona, along with the spouse of an Air Force member, have been named Tillman Military Scholars in honor of their years of service and academic and leadership potential.
Giving recognition to the school’s overall excellence, the Arizona Educational Foundation presented Estes Elementary School with the A+ School of Excellence Award on May 8.