Today, the National Academy of Engineering (NAE) announced the election of UMBC President Freeman A. Hrabowski, III as a member. This prestigious honor recognizes Pres. Hrabowski’s leadership in higher education—serving as president of UMBC for three decades and working to increase diversity in STEM fields, including engineering, at a national level.

President Hrabowski joins more than 2,000 leaders in engineering who have been previously elected as NAE members, including top researchers, practitioners, and educators from both the U.S. and international community. 

Membership to NAE is one of the highest honors granted within the field of engineering. The NAE describes individuals elected for membership as having made “outstanding contributions” to engineering research or practice. Members also make significant contributions to engineering literature, new and developing fields of technology, and innovative approaches to engineering education.

“It is a tremendous honor to be elected to membership of the National Academy of Engineering,” says President Hrabowski, who will retire at the end of the 2021-2022 academic year. “This recognition highlights UMBC’s distinctive approach to engineering education. It also honors the remarkable students, faculty, and staff at UMBC who are committed to increasing diversity in engineering and STEM disciplines more broadly.”

A career of leadership and innovation

“I can think of no one more deserving of this honor than President Hrabowski,” said University System of Maryland Chancellor Jay A. Perman. “Over 30 years of leadership at UMBC, he’s revolutionized engineering education—how we open access to engineering education, how we ensure equity and excellence, how we nurture students’ success.”

Keith J Bowman, dean of UMBC’s College of Engineering and Information Technology, says that Pres. Hrabowski’s election as a member of NAE highlights the important contributions of academic leaders in the field of engineering. 

“This is simply awesome,” Bowman shares. “President Hrabowski’s election to the NAE recognizes one of the foremost figures in our country working to advance equity and inclusion in who does engineering research, who leads engineering academia, and the social responsibility inherent to our engineering fields.”

Pathways to increase diversity in STEM

Pres. Hrabowski has held many high-profile, high-impact roles, including leading President Barack Obama’s Advisory Commission on Educational Excellence for African Americans in 2012. Under his leadership, UMBC has become the nation’s #1 producer of Black undergraduates who go on to complete  Ph.D.s in the natural sciences and engineering.

An important driver of this success is UMBC’s Meyerhoff Scholars Program, which works to increase the diversity of STEM leaders by providing students from underrepresented groups with paths to academic research. Institutions across the country, from Penn State to UC Berkeley, have developed programs based on the Meyerhoff model.

“It is a pleasure to welcome President Freeman Hrabowski as a fellow member of the prestigious National Academy of Engineering,” says Darryll J. Pines, president of the University of Maryland, College Park, and an aerospace engineer. “His contributions to creating a diverse STEM pipeline are unmatched.”

The newly elected member class will be formally inducted during the National Academy of Engineering’s annual meeting in October 2022.

Banner image: Dr. Hrabowski, right, with two K-12 students during an on-campus event organized within UMBC’s College of Engineering and Information Technology in 2016. All photos by Marlayna Demond ’11 for UMBC.

The National Museum of African American History and Culture (NMAAHC) is known for its stunning architecture and powerful, immersive exhibits. More than 600,000 visitors experienced the NMAAHC – the newest Smithsonian museum – in the first three months of its opening in Washington, D.C. During the COVID pandemic, the museum wondered how it could best reach audiences unable to visit in person. Enter Baltimore-based tech company Fearless and a team of UMBC alumni bridging computing and the arts.

Fearless, founded by Delali Dzirasa ‘04, computer engineering, led the development of the Searchable Museum to complement the NMAAHC’s “Slavery and Freedom” exhibition. The Fearless and NMAAHC teams worked together to reimagine this exhibit specifically for online audiences.

The Smithsonian’s announcement of the new platform notes, “Over a year in the making, the Searchable Museum initiative is one of the museum’s largest digital undertakings, bringing the museum’s evocative content and immersive in-person visitor experience into homes around the world.”

Reaching students where they are 

The Searchable Museum has notably increased access to the NMAAHC exhibit materials, enabling people from around the world to immerse themselves in African American history and navigate critical conversations. A particularly important audience for the museum is K-12 students, whose class field trips to Washington, D.C. have been sharply curtailed by COVID. 

The Fearless team designed the Searchable Museum with this audience in mind, and website data reveals they have succeeded in reaching that audience. Google Classrooms is one of the top ways that visitors have accessed the Searchable Museum.

“This is a dream project for us, and we knew we had to put together a world-class team,” says Dzirasa. “It was very important to us and the museum team that this be an experience for everyone. The types of interactive features we included are meant to be inclusive of as many people and devices as possible.”

Collaboration and innovation 

Dzirasa and UMBC alumni and Fearless COO John Foster ‘04, computer engineering, convened a team of 16 Fearless employees who have worked on the two year project, including UMBC alumni Avery Smith ‘03, visual arts; Bill Streckfus ‘06, computer science; and Evan Rittenhouse ‘17, computer science. 

“Fearless helped extend the museum’s reach to the online world, which required sensitivity. It was both a responsibility and a pleasure to make sure the museum’s stories of perseverance, tragedy, and triumph were carefully transmitted through an online medium, directly to the hearts of each visitor of the site,” explains Smith, a software engineer at Fearless. 

“Personally speaking, the NMAAHC is a landmark institution that provides a national record of activity of my ancestors and contemporaries,” says Smith. “It is extremely important that many of our artifacts and accomplishments are adequately surfaced to a global audience.” 

Smith shares, “Fearless believes that the internet is a major tool for innovation, collaboration and critical thought. Helping to chronicle this extremely important segment of American history is our way of contributing to a fairer, healthier world, with an internet that is even more useful for even more people.”

Expanding access to African American stories

Dzirasa, Smith, and the rest of the Fearless team look forward to collaborating with the NMAAHC to translate more exhibits to the Searchable Museum platform.

“Visiting NMAAHC is a life-changing experience, but I know not everyone will be able to go to Washington, D.C. to see the exhibitions in person. It was very important to us that we preserve and enhance the emotional storytelling people experience when they visit the museum and bring it online,” says Dzirasa. 

“What you see today is version one, and we’re already making plans for what comes next,” he notes. “We are learning and taking feedback to make the next versions even better. As more exhibitions are added to the Searchable Museum, you’ll be able to access and experience hundreds of years of the African American story from anywhere in the world.”

Kevin Young, Andrew W. Mellon Director of the museum, shares, “Allowing the public to virtually revisit the originating struggle for American freedom in the ‘Slavery and Freedom’ exhibition reminds us of the centrality of the African American journey to the American experience—a story of triumph, resilience and joy over the centuries.”

Banner image: The National Museum of African American History and Culture. Photo by Angela N., Flickr CC by 2.0.

UMBC has officially reached the nation’s highest level of research performance. The Carnegie Classification of Institutions of Higher Education today announced that UMBC has been placed into the category of doctoral universities with very high research activity, popularly known as Research 1 (or R1). UMBC is now ranked as one of only 146 R1 institutions nationally, including 107 public and 39 private universities.

“This is an amazing accomplishment by faculty, staff, and administrative leaders who have built a research culture that nurtures undergraduate and graduate students,” says President Freeman Hrabowski. “This milestone reflects our commitment to excellence across the disciplines, from the humanities to the sciences.”

Carnegie’s research activity index is based on many factors, including productivity in research and creative achievement, graduate education, and research expenditures across a broad range of fields. The university’s classification as an R1 university with comprehensive doctoral programs reflects the strength and diversity of UMBC’s research portfolio.

Reputation for research

UMBC’s research enterprise has grown steadily over the course of decades, ascending to new heights in recent years. Faculty secured more than $200M in new research awards in 2021 alone. 

“This historic moment for our campus is an outcome of long-term strategic priorities and investments in the research and creative achievement community at UMBC—people, facilities, and programs,” says Karl Steiner, vice president for research. “It is essential to recognize that this reflects the work of our entire campus community, including engineering, natural sciences, social sciences, arts, and humanities. UMBC faculty from all fields successfully compete for research funding and national recognition at the highest level.”

Recent examples of high-impact research awards abound.

Yonathan Zohar, professor and chair of marine biotechnology, leads a new $10 million award from the U.S. Department of Agriculture to advance large-scale, sustainable land-based aquaculture—raising fish on land. This work has particular resonance at a time of global supply chain issues and sustainability concerns.

Kimberly Moffitt, interim dean of UMBC’s College of Arts, Humanities, and Social Sciences, is leading a partnership with Morgan State University and the University of Maryland, College Park (UMD) focused on developing a pipeline to higher ed leadership for arts and humanities scholars, particularly faculty from underrepresented groups. Patrice McDermott, vice provost for faculty affairs, is joining Moffitt in leading UMBC’s implementation of the project, supported through $3 million from the Andrew W. Mellon Foundation.

UMBC is also partnering with the UMD and the DEVCOM Army Research Lab (ARL) on a $68-million, five-year endeavor, funded by ARL, to strengthen the U.S. Army’s artificial intelligence technology. UMBC’s work on the project is led by Aryya Gangopadhyay, professor of information systems.

Among UMBC’s many interdisciplinary research initiatives is a new $72 million NASA award, with UMBC leading a national consortium supporting over 120 researchers.

An expansive mission

This new classification reflects UMBC’s reputation as a leader both in research and education. While these two areas are regarded by some universities as separate or even competing components of their institutional mission, at UMBC they are inextricably linked. Both graduate and undergraduate research contribute to the campus’s overall research endeavor, and UMBC sees the research experience as a critical component of undergraduate and graduate education.

Janet C. Rutledge, vice provost and dean of the Graduate School, firmly believes that intellectual breadth has been key to UMBC’s success. “The strength of our Ph.D. programs across all disciplines contributed both to our R1 classification and our graduate program portfolio being recognized as comprehensive,” she says.

Provost Philip Rous shares that the R1 designation “recognizes our commitment to our shared values, strategic priorities, and our mission as a public research university. This includes advancing research and creative achievement across disciplines and inter-disciplines, community-engaged scholarship, high-quality graduate education, and the authentic engagement of our undergraduate students in advancing knowledge.”

Prioritizing students and research impact

This research designation comes on the heels of UMBC’s joining the University Innovation Alliance, a consortium of public research universities focused on student success, and receiving the Carnegie Community Engagement Classification in recognition of a deep commitment to strengthening the bonds between campus and community. UMBC’s U.S. News rankings also recognize the university for national leadership in both innovation and teaching.

Maryland is fortunate also to be home to R1 universities UMD and Johns Hopkins University, as well as the specialized research powerhouse, the University of Maryland, Baltimore. The Carnegie Classification also recognizes both the University of Maryland, Eastern Shore, and Morgan State University as high research activity (R2) institutions. UMBC has established partnerships with each of these universities, as well as numerous others nationwide. 

Shares President Hrabowski, “Now that we have reached this milestone, I encourage our community to pause and savor this moment. I look forward to seeing what UMBC achieves in the next chapter.”

Featured image: Members of the Race and Social Justice CoLab student research group in summer 2018, with Frank Anderson, LLC PhD candidate and then-associate director of the Shriver Center’s Choice Program (center foreground), and Lee Boot, research associate professor and director of the Imaging Research Center (right). All photos by Marlayna Demond ’11 for UMBC.

By Meredith Oyen, associate professor, History and Asian Studies, UMBC

When the Beijing Olympics opens with a glitzy ceremony on Feb. 4, 2022, a tiny contingent of Taiwanese athletes will be in attendance. But they won’t be marching under the Taiwanese flag. And they will be announced as the team from “Chinese Taipei.”

They almost weren’t going to be there at all. Officials from the island had intended their athletes to be absent from the opening or closing ceremony, citing the complexity of pandemic travel. But on Feb. 1, at the behest of the International Olympic Committee (IOC), Taiwanese authorities reversed course.

COVID-19 isn’t the main issue. Behind the changing plans is a dispute over the name of the Taiwanese delegation in Olympic competition. It has its roots in the long history of contention over the status of Taiwan.

As a scholar of relations between the United States and East Asia, I also know that it is a particularly sensitive time. World attention on the Beijing Games comes amid heightened tension over Taiwan’s status, with warnings of “military conflict” if the contested island moves toward formal independence.

Competing Chinas

The status of Taiwan has been disputed since the founding of modern Communist China.

The Chinese Communist Party won its civil war against the Nationalist Party then governing as the “Republic of China” in 1949. The latter fled across the approximately 100-mile strait to the island of Taiwan, which was then still transitioning from decades of Japanese colonization.

There, the exiled Republic of China enjoyed two decades of international support as the government of “Free China.”

Led by the United States, many countries and the United Nations recognized this government on Taiwan as “China,” while refusing to recognize the new People’s Republic of China controlling the far larger mainland.

The IOC similarly only recognized the Taiwan-based government. As a result, the mainland was not represented at the Olympics throughout the 1950s and 1960s. The only Chinese team competing came from Taiwan.

Flying the flag of Chinese Taipei. Ronald Martinez/Getty Images

In the 1970s, however, the tide began to shift. Until then, recognition of Communist China had been limited to Soviet bloc countries and newly decolonized nations in Asia and Africa.

First, in 1971, the U.N shifted recognition from the Republic of China to the People’s Republic of China. Nation after nation followed suit over the course of the decade, with the U.S. switching diplomatic recognition from Taiwan to Beijing in 1979.

Throughout this period, both the People’s Republic of China and the Republic of China on Taiwan agreed on the principle of “one China.” Both governments argued that Taiwan was part of China, and neither would allow countries or organizations to recognize both.

When the UN chose to admit the People’s Republic of China, the government in Taiwan ceased membership in the international body.

When Beijing sought admission into the IOC, it was clear that any formula that allowed athletes from both territories to compete would have to take into account the commitment to the principle of “one China.”

In 1979, the executive committee of the IOC passed a resolution that both governments ultimately agreed to follow. It admitted the People’s Republic of China under the name “Chinese Olympic Committee” and the government of Taiwan as the “Chinese Taipei Olympic Committee.”

This arrangement allowed Beijing to accept Taiwan’s inclusion in the Games by framing the island contingent as a regional branch of its national team, even though their medal counts were separate.

Taiwanese athletes would be required to compete under an alternate anthem and flag to that used by Taiwan, so as not to display Republic of China emblems.

The Republic of China in Taiwan finally agreed to compete under these terms in 1981. It had few other options, given its own past recalcitrance on the issue of allowing both governments in any formal organization. A similar formula was later adopted to allow an independent Olympic team from Hong Kong to compete after the British handed its former colony back to China in 1997.

Pushback to independence

Over the last four decades, the Republic of China on Taiwan has transformed from a colonial authoritarian regime to a democracy.

But at the same time, its international recognition as an independent government has dwindled. From 2000 to 2008 and again starting in 2016, political parties advocating Taiwan’s independence achieved electoral success at the highest levels. But this served to trigger a pushback from Beijing as it seeks to stave off what it views as growing separatism.

These tensions have spilled out into the Olympic arena.

Just last year, during the opening ceremony of the Tokyo Games, a Japanese announcer referred to the “Chinese Taipei” Olympic team as “the team from Taiwan,” lining up in the opening ceremony under “Taipei” instead of “Chinese.”

This angered mainland Chinese officials concerned about a shift away from the one China principle.

And in the run-up to the 2022 Beijing Olympics, Beijing’s Taiwan Affairs Office used a slight variation in the Chinese name for the team from “Chinese Taipei” to stress that it considered Taiwan to be a part of China. They used “zhongguo” (China) instead of “zhonghua” (Chinese). While “Zhonghua” is a broad term that refers to anything Chinese by ethnicity or heritage, “Zhongguo” refers to the country itself.

The Taiwan government vehemently opposed the altered name.

Because Taiwan is a subtropical island, it does not have a significant presence at the Winter Olympics – only four of its athletes have qualified for the forthcoming competition.

Regardless of the team’s size, Chinese authorities will be keen not to allow the issue to be a media distraction during the Beijing Games.

*****

Meredith Oyen, Associate Professor of History and Asian Studies, University of Maryland, Baltimore County

This article is republished from The Conversation under a Creative Commons license. Read the original article.

Header image: Taiwanese independence activists call for a boycott of the Beijing Games. Walid Berrazeg/Anadolu Agency via Getty Images

UMBC’s Mohamed Younis has long been known as an innovator in wireless communications and networks, addressing complex protocol and security challenges. Now, he is one of the newest fellows of the Institute of Electrical and Electronics Engineers (IEEE). 

The IEEE is a professional organization dedicated to advancing technology. It is the world’s leading and largest technical society, with over 400,000 members in more than 160 countries. 

The organization awards the IEEE Fellow distinction to members who have contributed to their fields in particularly significant ways. Less than one percent of all IEEE members are elevated to this status. This year, IEEE selected 331 new fellows worldwide. 

“I am very proud of this recognition from IEEE,” says Younis, professor of computer science and electrical engineering. “It’s the icing on the cake.” He joins six other faculty in UMBC’s computer science and electrical engineering department who have earned this honor. 

Driven to find solutions 

Younis studies embedded operating systems as well as sensor networks and wireless networks. A passion for finding solutions to thorny technical challenges drives his research.

Throughout his career, he has published more than 300 papers in conference proceedings and journals. With gratitude for his speaking and publishing opportunities, he advises students to consistently focus on high quality, impactful research. “If you set a high standard and tackle important problems,” he shares, “people will recognize your work.”

Younis’s current research is funded by several grants from the National Science Foundation. One project focuses on the design of underwater networks and communication across the air-water interface using optoacoustic links, with implications for national defense.

Banner image: Mohamed Younis. All photos by Marlayna Demond ’11 for UMBC.

By Michele L. Stites, associate professor, Early Childhood Education, UMBC, and Susan Sonnenschein, professor, Applied Developmental Psychology, UMBC

Four months in reading. Five months in math. That’s how far children are behind where they should be for their grade level, according to a 2021 report that says the COVID-19 pandemic – and the transition to virtual learning – are to blame.

For young children in particular, parents report that opportunities for both academic and social emotional growth were lacking during the pandemic. But what is the effect of the pandemic on young children with disabilities, many of whom did not receive their federally mandated special education services as many schools shifted online?

As researchers who specialize in issues of education for young children with disabilities, we found that parents of such children are worried about the impact of virtual learning because of the lack of special education services, their own child’s inability to participate in virtual instruction, and the lack of opportunities for social emotional growth and development.

While we know that parents are very busy, based on our research, here are five things parents and caregivers of young children with disabilities can do to help bridge the gap caused by the pandemic and distance learning.

1. Communicate frequently with your child’s therapists and educators

In the years before COVID-19 it was common for teachers and therapists – such as speech pathologists, occupational therapists and the like – to initiate communication with families. But as the pandemic persists, educators face overwhelming staff shortages, constant COVID-19 outbreaks and children who have not been in traditional school settings for months on end in some cases.

Parents of children with special needs worry that their children have fallen behind. ktaylorg/E+ via Getty Images

Since school faculty and staff are overwhelmed, parents may need to take the lead when it comes to communication. Emailing teachers and therapists about your child’s progress is a good place to start. Meetings can be set up from there if needed.

2. Create opportunities to socialize with other children

Parents and psychologists have reported that missing out on opportunities for socialization is one of the biggest side effects of the pandemic. Consider reaching out to parents of your child’s classmates to set up small social gatherings where children can practice age-appropriate socialization skills, such as sharing and taking turns. Being COVID-19 responsible is important, so be sure to follow local safety guidelines.

You can also work with different advocacy groups like the Special Olympics to see what types of programs are available in your area.

3. Work on goals in the child’s individualized education program

A child’s individualized education program should outline the child’s strengths and weaknesses. The IEP should also include goals to support learning in all areas, such as language skills, social skills and the like.

Asking teachers and therapists about how those goals are being addressed at school can give parents ideas about how to naturally incorporate them into a child’s daily routine. For example, if a child is working on counting items one at a time, parents can count oranges at the grocery store or Goldfish crackers on a lunch plate.

4. Take a play-based approach to learning

Embedding learning into play allows parents to teach their child without the formality – and, let’s face it, dullness – of tools like flashcards and worksheets.

Reading and asking questions, playing games like Go Fish where children can identify colors and numbers, spraying a small amount of shaving cream on a flat surface and writing letters in it, and even counting snowballs can be used as learning opportunities.

5. Engage children in conversation

Providing young children opportunities to hear and practice language is critical for their learning. Taking time to talk with a young child is particularly important when the child has a disability. It is also important to give the child the needed time to answer questions. Parents can demonstrate responses for the child to repeat as necessary.

Incorporating some of these ideas into a daily routine can go a long way in bridging the gaps left in the wake of COVID-19 and virtual learning.

*****

Michele L. Stites, Associate Professor of Early Childhood Education, University of Maryland, Baltimore County

Susan Sonnenschein, Professor of Applied Developmental Psychology, University of Maryland, Baltimore County

Header image: Parents say there has been a lack of academic and social learning opportunities for children during the pandemic. SDI Productions/E+ via Getty Images

This article is republished from The Conversation under a Creative Commons license. Read the original article here.

UMBC has received a 2022 Beckman Foundation Award to launch a Beckman Scholars Program for outstanding students interested in graduate study in the biological or chemical sciences. The Arnold and Mabel Beckman Foundation today announced 14 institutions across the U.S. as new recipients of three-year institutional awards, totaling over $2.1 million. At UMBC, the program will support six students who aspire to pursue M.D./Ph.D. degrees, each paired with a mentor.

“The specific aim of the program is to build a strong foundation for the Beckman Scholars to become tomorrow’s well-rounded and accomplished physician scientists,” reads UMBC’s award proposal. Importantly, the program also aims to support students from underrepresented backgrounds in medicine. 

UMBC is in a strong position to pursue this goal, being the #1 institution in the country for graduating Black students who go on to receive M.D./Ph.D. degrees. UMBC is also #1 for Black graduates who go on to complete Ph.D. degrees in the natural sciences and engineering.

Strong foundation

Each Beckman Scholar will receive significant financial, academic, and research support. They will gain community service and leadership experience and have the opportunity to forge relationships with peers and mentors from UMBC and elsewhere. In this way, the program will prepare the scholars for future careers as physician scientists and ground them in a supportive network that they can rely on for years to come.

“I am delighted that UMBC and the College of Natural and Mathematical Sciences (CNMS) have been selected to receive this prestigious award,” says Provost Philip Rous. “This support from the Beckman Foundation recognizes the fundamental roles that justice, equity, diversity, and inclusion play in the advancement of science and innovation, consistent with UMBC’s shared value of inclusive excellence.”

Research and mentorship

The 15-month Beckman Scholar experience will include one academic year bookended by two summers. Scholars will conduct research with faculty mentors at UMBC full-time in the summer months and part-time during the school year. The goal is for this work to lead to a peer-reviewed publication, a rare and exciting opportunity for undergraduates. 

Mentors will receive financial support as well as training from UMBC’s Faculty Development Center in culturally-responsive mentorship and techniques for fostering self-efficacy and inclusion in emerging researchers.

“Early exposure to research enhances our students’ readiness for post-graduate school and their chosen career paths,” says Bill LaCourse, dean of CNMS, which will house the program. “More importantly, independent research under the mentorship of UMBC’s dedicated faculty can spark a student’s lifelong interest in interdisciplinary learning. In the sciences at UMBC, our motto is, ‘It takes a scientist to train a scientist.’”

Entrepreneurship and service

Beckman Scholars will take courses in science communication, research ethics and integrity, and biomedical case studies. They will also complete UMBC’s Entrepreneurial Skills Training for STEM Undergraduates. 

“Entrepreneurship is the ability of an individual to identify a goal, provide the leadership, and mobilize the assets necessary to reach that goal,” UMBC’s proposal says. “Individuals breaking ground in science and technology, by creating innovative solutions to society’s problems, are all entrepreneurs.”

Scholars will also provide community service at local hospitals or clinics, shadow campus leaders, benefit from intensive academic advising, and receive support with the medical school application process. Every aspect is designed to offer experiences and develop skills that will make the scholars competitive candidates for M.D./Ph.D. programs upon graduation. 

Each year, the scholars are invited to attend the Beckman Summer Research Symposium, where they can connect with other fellow scholars from around the country. They will also plan and organize an annual Beckman Scholars Forum at UMBC, featuring speakers of interest to rising physician scientists. 

Community connections

Because the number of students in the program is small, the Beckman Scholars will collaborate with other STEM-focused scholars programs at UMBC. This will include the renowned Meyerhoff Scholars and the CNMS Scholars, for women in STEM fields in which they are underrepresented. 

The Beckman Scholars will benefit from the best practices to support student success that UMBC has developed over many years through these programs. Connecting with members of other programs will also help the Beckman Scholars build a strong sense of community. Community support and belonging are known to enhance persistence and success in STEM, especially among students from underrepresented groups.

“We are very proud of the impact that programs such as the Meyerhoff Scholars and CNMS Scholars have had on retaining underrepresented students in STEM disciplines,” says Caitlin Kowalewski, assistant director of undergraduate academic initiatives in CNMS. “We look forward to using the lessons we have learned from these programs to provide the Beckman Scholars with a strong foundation to succeed at their goal of pursuing an M.D./Ph.D.”

UMBC also has a long history of using new programs as opportunities to learn how to best support students, and then institutionalize those elements for an even greater benefit over time. For example, inspired by the success of STEM BUILD, an NIH-funded initiative to diversify the biomedical sciences, CNMS launched The Learning Collaboratory, revitalized its STEM Living Learning Community, and expanded courses in ethics and science communication.

In the future, LaCourse says, “The college intends to use the Beckman Scholars program as a model for increasing the number of students applying for M.D./Ph.D. programs.”

Springboard to success

To be prepared to pursue an M.D./Ph.D., students must demonstrate a balance of research experience, leadership, community service, clinical experience, and a strong academic record. The Beckman Scholars Program provides ample resources and opportunities to meet all of these requirements and more.

“The Beckman Scholars Program at UMBC will serve as a springboard for students from all backgrounds to launch themselves into successful careers as physician scientists. And as Beckman Scholars, they will be surrounded by a community that enables them to explore, challenge themselves, and, yes, sometimes fail—all while feeling supported,” LaCourse says. 

He notes, “Their peers and mentors will help them grow into confident and creative researchers who will make important contributions to medicine and science in the years to come.”

Featured image: Grace Tugado ’23, chemical engineering, working in the SeeTrue Technology lab on UMBC’s campus in summer 2021. The Maryland Technology Internship Program supported her work and she gained prior research experience through UMBC’s STEM BUILD program. All photos by Marlayna Demond ’11 for UMBC unless otherwise noted.

UMBC has received a 2022 Beckman Foundation Award to launch a Beckman Scholars Program for outstanding students interested in graduate study in the biological or chemical sciences. The Arnold and Mabel Beckman Foundation today announced 14 institutions across the U.S. as new recipients of three-year institutional awards, totaling over $2.1 million. At UMBC, the program will support six students who aspire to pursue M.D./Ph.D. degrees, each paired with a mentor.

“The specific aim of the program is to build a strong foundation for the Beckman Scholars to become tomorrow’s well-rounded and accomplished physician scientists,” reads UMBC’s award proposal. Importantly, the program also aims to support students from underrepresented backgrounds in medicine. 

UMBC is in a strong position to pursue this goal, being the #1 institution in the country for graduating Black students who go on to receive M.D./Ph.D. degrees. UMBC is also #1 for Black graduates who go on to complete Ph.D. degrees in the natural sciences and engineering.

Strong foundation

Each Beckman Scholar will receive significant financial, academic, and research support. They will gain community service and leadership experience and have the opportunity to forge relationships with peers and mentors from UMBC and elsewhere. In this way, the program will prepare the scholars for future careers as physician scientists and ground them in a supportive network that they can rely on for years to come.

“I am delighted that UMBC and the College of Natural and Mathematical Sciences (CNMS) have been selected to receive this prestigious award,” says Provost Philip Rous. “This support from the Beckman Foundation recognizes the fundamental roles that justice, equity, diversity, and inclusion play in the advancement of science and innovation, consistent with UMBC’s shared value of inclusive excellence.”

Research and mentorship

The 15-month Beckman Scholar experience will include one academic year bookended by two summers. Scholars will conduct research with faculty mentors at UMBC full-time in the summer months and part-time during the school year. The goal is for this work to lead to a peer-reviewed publication, a rare and exciting opportunity for undergraduates. 

Mentors will receive financial support as well as training from UMBC’s Faculty Development Center in culturally-responsive mentorship and techniques for fostering self-efficacy and inclusion in emerging researchers.

“Early exposure to research enhances our students’ readiness for post-graduate school and their chosen career paths,” says Bill LaCourse, dean of CNMS, which will house the program. “More importantly, independent research under the mentorship of UMBC’s dedicated faculty can spark a student’s lifelong interest in interdisciplinary learning. In the sciences at UMBC, our motto is, ‘It takes a scientist to train a scientist.’”

Entrepreneurship and service

Beckman Scholars will take courses in science communication, research ethics and integrity, and biomedical case studies. They will also complete UMBC’s Entrepreneurial Skills Training for STEM Undergraduates. 

“Entrepreneurship is the ability of an individual to identify a goal, provide the leadership, and mobilize the assets necessary to reach that goal,” UMBC’s proposal says. “Individuals breaking ground in science and technology, by creating innovative solutions to society’s problems, are all entrepreneurs.”

Scholars will also provide community service at local hospitals or clinics, shadow campus leaders, benefit from intensive academic advising, and receive support with the medical school application process. Every aspect is designed to offer experiences and develop skills that will make the scholars competitive candidates for M.D./Ph.D. programs upon graduation. 

Each year, the scholars are invited to attend the Beckman Summer Research Symposium, where they can connect with other fellow scholars from around the country. They will also plan and organize an annual Beckman Scholars Forum at UMBC, featuring speakers of interest to rising physician scientists. 

Community connections

Because the number of students in the program is small, the Beckman Scholars will collaborate with other STEM-focused scholars programs at UMBC. This will include the renowned Meyerhoff Scholars and the CNMS Scholars, for women in STEM fields in which they are underrepresented. 

The Beckman Scholars will benefit from the best practices to support student success that UMBC has developed over many years through these programs. Connecting with members of other programs will also help the Beckman Scholars build a strong sense of community. Community support and belonging are known to enhance persistence and success in STEM, especially among students from underrepresented groups.

“We are very proud of the impact that programs such as the Meyerhoff Scholars and CNMS Scholars have had on retaining underrepresented students in STEM disciplines,” says Caitlin Kowalewski, assistant director of undergraduate academic initiatives in CNMS. “We look forward to using the lessons we have learned from these programs to provide the Beckman Scholars with a strong foundation to succeed at their goal of pursuing an M.D./Ph.D.”

UMBC also has a long history of using new programs as opportunities to learn how to best support students, and then institutionalize those elements for an even greater benefit over time. For example, inspired by the success of STEM BUILD, an NIH-funded initiative to diversify the biomedical sciences, CNMS launched The Learning Collaboratory, revitalized its STEM Living Learning Community, and expanded courses in ethics and science communication.

In the future, LaCourse says, “The college intends to use the Beckman Scholars program as a model for increasing the number of students applying for M.D./Ph.D. programs.”

Springboard to success

To be prepared to pursue an M.D./Ph.D., students must demonstrate a balance of research experience, leadership, community service, clinical experience, and a strong academic record. The Beckman Scholars Program provides ample resources and opportunities to meet all of these requirements and more.

“The Beckman Scholars Program at UMBC will serve as a springboard for students from all backgrounds to launch themselves into successful careers as physician scientists. And as Beckman Scholars, they will be surrounded by a community that enables them to explore, challenge themselves, and, yes, sometimes fail—all while feeling supported,” LaCourse says. 

He notes, “Their peers and mentors will help them grow into confident and creative researchers who will make important contributions to medicine and science in the years to come.”

Featured image: Grace Tugado ’23, chemical engineering, working in the SeeTrue Technology lab on UMBC’s campus in summer 2021. The Maryland Technology Internship Program supported her work and she gained prior research experience through UMBC’s STEM BUILD program. All photos by Marlayna Demond ’11 for UMBC unless otherwise noted.

U.S. News today announced that UMBC’s online master’s degree in information systems (IS) is one of the nation’s best online programs in this growing field. UMBC’s program has been recognized as a leader for several years. This year, joining UMBC in the top 50 ranked programs are universities like Virginia Tech, Johns Hopkins, and George Mason. UMBC’s program is also included on the Best for Veterans list for the second year in a row, among the top 25 programs nationwide.

Cutting-edge research in the classroom

Michael Brown, professor of practice in information systems, is the graduate program director for the online master’s in information systems. He says that UMBC’s program offers students a unique and valuable opportunity to learn from innovative researchers and establish strong connections with people in the field.

“It is an honor for our program to be recognized by U.S. News,” he shares. “UMBC offers a truly unique program that is preparing students for careers of the future.”

What makes it so unique? “Our curriculum is designed by world-class faculty who bring cutting-edge research and development directly into the virtual classroom,” explains Vandana Janeja, professor and chair of information systems.

“UMBC’s IS online master’s offers specializations in artificial intelligence, cybersecurity, data science, and user experience. This range of pathways ensures that we are preparing students for the next phase of their careers and meeting critical workforce demands in these areas of technology,” says Janeja. “We are very proud that our IS online program is consistently a top-ranked program, and that UMBC is regularly recognized for supporting our students, in whatever mode they are learning.”

Practical knowledge, caring faculty

The online master’s degree in IS was designed for students balancing many responsibilities, including careers, family, and military service. With so many different tracks available, students can choose the pathway that meets both their interests and their career needs and aspirations, whether they are coming directly from a graduate degree, working to advance in their career, or pivoting to a new field.

Current student Sahir Jafri M.S. ‘22, information systems, says that the program was especially appealing to him as a full-time professional. “The courses emphasize gaining practical knowledge of the subject matter. This is beneficial in the real world, as I learned how to communicate my new knowledge effectively through writing and presentations,” he explains.

He also appreciates the value of faculty who are deeply invested in teaching and really connecting with students. “The professors are top-notch in this program,” he shares. “They are knowledgeable about both the industry and academic research, and care about student success.”

Banner image: A person types on a laptop. All photos by Marlayna Demond ’11 for UMBC.