Dear Colleague Letter: NSF INCLUDES (Inclusion across the Nation of Communities of Learners of Underrepresented Discoverers in Engineering and Science)

February 22, 2016

Dear Colleagues:

I write to invite your participation and leadership in the NSF INCLUDES (Inclusion across the Nation of Communities of Learners of Underrepresented Discoverers in Engineering and Science) initiative.

Today, NSF is releasing the first NSF INCLUDES solicitation, which aims to fund approximately 40 Design and Development Launch Pilots at ~$300,000 each. I encourage you to enlist partners (e.g., industry, foundations, states) who can help leverage and expand support beyond the Federal dollars. More importantly, in FY 2017, all of these Pilot projects will be eligible to apply for full NSF INCLUDES Alliances, proposed in the President’s FY 2017 Budget Request at a level of $12.5 million each for five years.

Diversity – of thought, perspective, and experience – is essential to achieving excellence in 21st century science and engineering research and education. And, there is a business case for diversity. A recent McKinsey & Company study found that companies were 15% more likely to gain financial returns above their national industry median if they were in the top quartile of gender diversity; the probability climbed to 35% for companies in the top quartile for racial/ethnic diversity.

NSF INCLUDES is a comprehensive national initiative to enhance U.S. leadership by seeking and developing science, technology, engineering, and mathematics (STEM) talent from all sectors and groups in our society through access and engagement. It aims to improve the preparation, increase the participation, and ensure the contributions of individuals from groups that traditionally have been underserved and/or underrepresented in the STEM enterprise. The U.S. science and engineering workforce can thrive if women, blacks, Hispanics, and people with disabilities are represented in percentages comparable to their representation in the U.S. population. According to the National Center for Science and Engineering Statistics, we have a long way to go to reach that goal. We can achieve national STEM diversity and its benefits to our Nation if we commit to national STEM inclusion.

Many people, projects and organizations already have achieved significant successes toward greater STEM inclusion. Yet, according to a National Academies report, many larger challenges still remain: under-preparation and lack of opportunity for members of all demographic groups to become “STEM-capable”; under-resourcing as seen in growing disparities of access to quality learning and technology; and under-production of STEM graduates from the above-mentioned sectors.

The goal of NSF INCLUDES is to achieve significant impact at the national scale within the next ten years in transforming STEM so that it is fully and widely inclusive. That will require strong partnerships and collaborations among many organizations and people in the overall STEM talent development eco-system. You and your organization can play a large role in this initiative.

Collaborative alliances, spanning education levels, public and private sectors, and including new partners, will need to be developed, expanded, organized and built by leveraging state-of-the-art knowledge on scaling of social innovations. For example, “Collective Impact” approaches that incorporate key success determinants such as common agendas, shared measurements, mutually reinforcing activities, continuous communications, and backbone support organizations have the potential to yield large-scale progress towards NSF INCLUDES goals. The latest knowledge from the science of broadening participation provides a strong foundation, and novel systems approaches and designs for achieving scale will be critical. I invite you to read the growing literature on the positive impacts of diversity in teams, and the subtle, but pervasive, biases that can diminish our collective action.

As university and college presidents and chancellors, and heads of organizations funded by the National Science Foundation, I urge you to take a direct and personal role in helping to build these collaborative alliances – with ambitious goals for STEM inclusion – at a national scale. There is rich variation across the Nation in terms of local resources, talent and expertise as well as in the specific roadblocks and challenges you may face. We leave the specific nature of each alliance and the ambitious goals it will aim to achieve to you to define. NSF’s goal is to achieve impact at scale on STEM inclusion. We need your leadership if we are to succeed.

I invite you to become a leader in the NSF INCLUDES initiative. To learn more about this exciting program, go to http://www.nsf.gov/publications/pub_summ.jsp?ods_key=nsf16544.

Sincerely,

France A. Córdova
Director

Resources

Hunt, V., Layton, D., & Prince, S. (February, 2015). Diversity matters. McKinsey & Company.

Kania, J., & Kramer, M. (2011). Collective impact, Stanford Social Innovation Review, Winter. Retrieved from http://www.ssir.org/articles/entry/collective_impact.

National Center for Science and Engineering Statistics (2015). Women, minorities, and persons with disabilities in science and engineering. Arlington, VA: National Science Foundation.

Committee on Underrepresented Groups and the Expansion of the Science and Engineering Workforce Pipeline, Committee on Science, Engineering, and Public Policy, & Policy and Global Affairs (2014). Expanding underrepresented minority participation: America’s science and technology talent at the crossroads. Washington, DC: National Academies Press.

Inclusion across the Nation of Communities of Learners of Underrepresented Discoverers in Engineering and Science
(NSF INCLUDES)

Program Solicitation
NSF 16-544

NSF Logo
National Science Foundation

Directorate for Biological Sciences

Directorate for Computer & Information Science & Engineering

Directorate for Education & Human Resources
Division of Human Resource Development

Directorate for Engineering

Directorate for Geosciences

Directorate for Mathematical & Physical Sciences

Directorate for Social, Behavioral & Economic Sciences

Office of Integrative Activities

Preliminary Proposal Due Date(s) (required) (due by 5 p.m. proposer’s local time):

April 15, 2016

Design and Development Launch Pilots
Full Proposal Deadline(s) (due by 5 p.m. proposer’s local time):

June 24, 2016

Design and Development Launch Pilots
IMPORTANT INFORMATION AND REVISION NOTES

Preliminary proposals and full proposals. Submission of a preliminary proposal is required for Design and Development Launch Pilots. Full Design and Development Launch Pilot proposals may be submitted by invitation only after the review of the preliminary proposal is completed.

Any proposal submitted in response to this solicitation should be submitted in accordance with the revised NSF Proposal & Award Policies & Procedures Guide (PAPPG) (NSF 16-1), which is effective for proposals submitted, or due, on or after January 25, 2016.

SUMMARY OF PROGRAM REQUIREMENTS

General Information

Program Title:

Inclusion across the Nation of Communities of Learners of Underrepresented Discoverers in Engineering and Science (NSF INCLUDES)

Synopsis of Program:

Inclusion across the Nation of Communities of Learners of Underrepresented Discoverers in Engineering and Science (NSF INCLUDES) is a comprehensive national initiative designed to enhance U.S. leadership in science, technology, engineering and mathematics (STEM) discoveries and innovations focused on NSF’s commitment to diversity, inclusion, and broadening participation in these fields. NSF INCLUDES supports efforts to develop talent from all sectors of society to build the STEM workforce. The initiative aims to improve the preparation, increase the participation, and ensure the contributions of individuals from groups that have traditionally been underrepresented and underserved in the STEM enterprise, including women, members of racial and ethnic groups, persons with disabilities, and persons with low socio-economic status. Significant advancement of these groups will result in a new generation of promising STEM talent and leadership to secure our nation’s future in science and technology.

The grand challenge of broadening participation in STEM is to transform the STEM enterprise at all levels in order to fully engage the nation’s talent for the ultimate improvement of the STEM enterprise. As a comprehensive national initiative, NSF INCLUDES aims to address the various complex equity and inclusion-related challenges and opportunities that characterize the nation’s cultural and linguistic diversity, with a specific emphasis on the aforementioned groups. The goal is to achieve national level impact and progress toward STEM inclusion. Viewing this challenge as a social innovation problem, NSF is particularly interested in using approaches to scaling and growth such as collective impact, networked communities and strategic partnerships. The objective is to develop networks that involve representative organizations and consortia from different sectors that are committed to a common agenda to solve a specific STEM inclusion problem at scale. The long-term goal of NSF INCLUDES is to support, over the next ten years, innovative models, networks, partnerships, and research that enable the U.S. science and engineering workforce to thrive by ensuring that women, blacks, Hispanics, and people with disabilities are represented in percentages comparable to their representation in the U.S. population.

In FY 2016, NSF seeks proposals for Design and Development Launch Pilots to catalyze the formation of NSF INCLUDES Alliances.

The NSF INCLUDES is a multi-year program with three essential components:

INCLUDES Design and Development Launch Pilots
INCLUDES Alliances
INCLUDES Backbone Organization
NSF INCLUDES Design & Development Launch Pilots

In FY 2016, the NSF INCLUDES initiative invites proposals for Design and Development Launch Pilots, which are pilot projects that represent bold, innovative ways for solving a broadening participation (BP) challenge in STEM. The Launch Pilots will be funded for up to two years, for a maximum of $300,000. Successful pilots will deliver models or prototypes for collective efforts aimed at increasing the active participation of those who have been traditionally underserved and underrepresented in all fields of STEM. Teams of organizations might come together locally, regionally, nationally, or by disciplinary focus. Key to a successful proposal will be the identification of a specific goal and measurable objectives, and an argument that the set of partners being assembled includes all who are needed to successfully address the objective. The plan must articulate its potential for scaling. These planning and start-up activities are aimed at engaging appropriate communities in testing the feasibility of developing a full-scale plan and process for change, including identifying other support mechanisms for sustaining the efforts. Early in the first year, the partners are expected to refine their collective commitment to a common set of objectives and plans to achieve them. No later than the second year, successful teams are expected to carry out and report on the results of projects to demonstrate their ability to implement a collective impact-style approach to address the selected BP challenge. Early in FY 2017, the successful Design & Development Launch Pilots will share their goals and plans in a live event and/or webinar with one another, the broader community, and NSF, enabling all to learn from their pilot project experiences. This effort will facilitate the formation of NSF INCLUDES Alliances.

NSF INCLUDES Alliances

In FY 2017, NSF will begin to invite proposals to form NSF INCLUDES Alliances. The formation of these alliances will build on the activities started in FY 2016. It is expected that up to five alliances will be funded for 5 years, at up to $2,500,000 per year each. There will be an expectation that each Alliance proposal will build from a Design and Development Launch Pilot that develops and adds new partners, collaborators, or networks. NSF INCLUDES Alliances will leverage existing Design and Development Launch Pilots, programs, people, organizations, and institutions to form NSF’s “next generation” BP investments8, with each Alliance committed to jointly solving a specific set of objectives. The NSF INCLUDES Design and Development Launch Pilot projects are expected to demonstrate how extant teams and organizations can be reconfigured and joined together to form new alliances with common goals and purposes and collective impact-style approaches, with a strategy for how the effective practices of the Alliance are likely to be deployed at scale. The focus on collective impact-style approaches, partnership diversity, and scaling practices distinguishes the NSF INCLUDES Alliances from existing programs in the NSF broadening participation portfolio that support alliances of homogenous organizations that may not have scaling as a primary goal. NSF INCLUDES Alliances will be funded late in FY 2017, enabling them to learn from and involve the most promising Launch Pilot activities. Some alliances might focus on emerging fields of science and engineering, such as data science, as key domains for advancing BP. Other alliances might focus on more established fields such as clean energy technologies that are known or perceived as “magnets for inclusion.” The alliances will propose, implement, and assess solutions to address the barriers that result in seepage of talent from diverse communities and develop the talent among those who have been traditionally underrepresented in the STEM enterprise.

NSF INCLUDES Backbone Organization

A critical component of the collective impact approach is the Backbone Organization. The work of the Backbone Organization is multifaceted and complex.  More specifically, the Backbone Organization drives the following activities over the lifecycle of the initiative: (a) guiding vision and strategy; (b) alignment of activities; (c) establishing shared measurement practices; (d) building public will; (e) advancing policy; and (f) mobilizing funding 9. Building on proven mechanisms of success with technical assistance support structures, resource networks and centers, and other related efforts to create communities of practice, NSF is seeking new ideas for leveraging research, effective practices, and emerging technologies to manage the multi-site complexities associated with vision development, alignment, shared measurement practices, implementation research, evaluation, public support and engagement, policy change and implementation, leveraging of funding, and communication between and across the set of Design and Development Launch Pilots and Alliances. In FY 2016, NSF will be calling for conference and workshop proposals to inform the design of the Backbone Organization infrastructure for NSF INCLUDES. This will be done in an upcoming Dear Colleague Letter associated with this solicitation, which will provide further guidance for developing proposals for the Backbone Organization.

CEOSE, 2011 – 2012 Biennial Report to Congress. (See https://www.nsf.gov/od/oia/activities/ceose/reports/Full_2011-2012_CEOSE_Report_to_Congress_Final_03-04-2014.pdf)
Shiloh Turner, Kathy Merchant, John Kania, & Ellen Martin, “Understanding the Value of Backbone Organizations in Collective Impact, Part 1,” The Greater Cincinnati Foundation and FSG (July 2012), http://www.leveragingourstrengths.ca/reading/Health_BackboneOrgsCollectiveImpact.pdf.

Please send in your nomination packets for the Exemplary Employee Award by the March 25th  deadline.

Do you know a Classified Staff or Professional Faculty member who goes above and beyond the call of duty?  If you would like to recognize someone in your unit or elsewhere on campus who exemplifies great service to OSU, please review the website below for information on how to nominate an exemplary employee for this award.  Nomination packets must be submitted to the Office of Human Resources no later than March 25, 2016.

Website: http://oregonstate.edu/admin/hr/recognition/exemplary.html

For clarification or questions regarding these materials, please contact Tracey Yee at 541-737-5426; or by email: tracey.yee@oregonstate.edu.

The Research Office is accepting applications for the Undergraduate Research, Innovation, Scholarship and Creativity (URISC) program for Fall, Winter and/or Spring term(s) 2016-17. This program supports undergraduate research activities from all academic disciplines within the university. Program description and application: http://bit.ly/1SOr6aw. Information: Debbie Delmore at debbie.delmore@oregonstate.edu. Deadline: April 18.

Today we highlight Ecampus student Helen Giles, a Cornell graduate and avid hockey fan who works as a Research Analyst in New York. With plans for med school in her future, she is currently working her way through our 200-level General Chemistry series for science majors.

Many thanks to Helen for the wonderful narrative below that details her experience:

Helen Giles photo.jpgIn March 2013, I was a senior at Cornell University not knowing what my future was going to hold. I was graduating with a degree in biological and medical anthropology with experiences ranging from three years of work at the top hotel school in the country, to a summer archeological dig in Spain, to bartending at a popular Collegetown bar. I wasn’t sure what I wanted to do after graduation; all I knew was that I wanted to be in New York City and that I had a long-standing passion for medicine.

One Thursday afternoon, I went in to work to bartend a pregame for a Cornell hockey game. No one showed up and I drew the short straw to hold down the fort until the night shift arrived. What I thought of as an unlucky draw at the time set the ball in motion for my post-graduate future. About thirty minutes into my vigil, two alumni walked in; after drinks had been poured and proper introductions made, we got into a discussion about careers and opportunities. Over the course of the evening we exchanged stories from our times at Cornell, what we were currently doing, and goals for the future – by the time I left my shift that night, I had an interview lined up in NYC at the firm owned by one of the alum. A month later, I was offered a job at Northwestern Mutual in midtown Manhattan.

I worked at Northwestern Mutual for two years, working in different roles and establishing relationships with many in the firm, from college interns to retired agents. I learned so much and loved the people, but my passion for medicine was left unfulfilled.

Then one day, I had a bit of a wake-up call—in the very real sense of my apartment building going up in flames. Everyone made it out safely and the firefighters did an incredible job containing the fire, but the building was destroyed. Mine was one of the only apartments in the whole building, and the only one on the floor below the fire, that didn’t lose everything (always remember fire safety – shut doors and windows if you have time! 🙂 ). After this experience, I realized that I was the only one who could make a change in my life. On the night of the fire, my best friend’s boss had emailed me an offer for an interview. Although I was a little delayed in my response, the company was very understanding of my “predicament” and the next month, I took a job in the healthcare division of a marketing company, working solely on oncology market research for pharmaceutical companies.

In my new position, I watched my passion for medicine reawaken fully – not only did I love the oncology trainings, but I sought out more and more knowledge on whatever project I was working on. I realized something I never expected to say – I missed school. Soon after, I began looking for a program that would allow me to take chemistry classes, but in a way that I could continue my full-time job and have the flexibility of managing my own time. That’s when I came across OSU’s Ecampus chemistry program.

I had always been disappointed in myself for my lack of dedication to chemistry in college – I had taken a full year of chemistry with lab at Cornell, but didn’t do as well as I should have. (It was freshman year; I was adapting to campus life and, at the time, thought there were more exciting things than studying.)  Chemistry was my favorite class in high school; in fact, I applied to Cornell as a chemistry, pre-med major. Medical school is my long-term goal and plan and that goal never died even when I dropped my chemistry major to pursue anthropology. I want to work in sports medicine at a university or other academic institution, helping athletes train safely and get back into the sport they love after an injury. As a gymnast for 17 years, my sports medicine doctor made a huge impression on me and I would like to be able to have that impression on other young athletes. In the short term, I have classes I need to take in order to take the MCAT and be eligible to apply to medical schools. Before jumping into the classes I haven’t taken yet, I thought the best course of action was to re-take chemistry and establish a strong foundation before attempting the other requirements.

I started with CH 231 in Fall ’15. I had never taken an online, or even a self-paced, course before and I wasn’t sure what to expect. I had a busy beginning of the Fall with work, but CH 231 afforded me the flexibility to study when I could and to take days off when I couldn’t. I fell back into study patterns from high school at the time when I was a competitive gymnast and a top student. I read each chapter first, then went through the chapter objectives and typed up the responses. Finally, I would go through the chapter videos before doing the homework and quizzes. This class seemed to focus on the actual concepts in chemistry, rather than mostly theory. Now, I understood the “why” behind the problems, and the relevance of the information in real-world applications. The chapter objectives and study problems outlined exactly what I was expected to know from each chapter and were a major resource in studying for the midterm and final. I am now pursuing CH 232. With an even busier work schedule this Spring, I again find it useful to have the flexibility within this program.

Taking classes and managing a full-time job occupies a lot of my weekly schedule. To keep myself happy and healthy, I am an avid Crossfitter and can often be found with a good book in hand. Living in NYC affords me the incredible ability to always have something to do, whether it’s watching NY Rangers hockey games in a sports bar, catching up with friends in Central Park, exploring the wonderful menus of countless restaurants in every nook and cranny; I can often be found trying new things. I look forward to continuing chemistry through OSU’s Ecampus program and balancing my work and outside life in the process.

 

 

 

Pacific University enthusiastically invites you to attend the 75th Oregon Academy of Science conference on Saturday, February 27, 2016.  The student-friendly and multi-disciplinary conference will be held at the Forest Grove campus, located 25 miles west of Portland in the north Willamette Valley. The meeting sessions encompass the disciplines of Natural, Physical, Computational and Mathematical, and Social Sciences, as well as History, Philosophy and Ethics.  At the meeting there will be poster sessions and talks planned for both faculty and students to present.
 
Conference Schedule:
 
8:30-9:00 Registration in Scott Hall
 
9:00-10:00 Poster session in Scott Hall
 
10:00-noon Research talks (first session)
 
Noon-12:45 Lunch (bag lunch)
 
1:00-2:00 Presentation of Awards and
Plenary Talk “Paper, Plastic and a Mobile App: Engaging Students in Contemporary Research” and Awards
 
2:10-3:30 Research talks (second session)
 
Full Schedule available at Registration.
 
There’s still time to plan to attend!  On-site registration is available the day of the meeting ($50 for faculty member and $20 for student), payable as check or cash.
 
 
We are pleased to announce our plenary speaker is Vince Remcho the 2015 OAS Outstanding Scientist recipient from Oregon State University.  His talk is titled “Paper, Plastic and a Mobile App: Engaging Students in Contemporary Research”.  Vince was awarded the 2015 Outstanding Oregon Scientist.  His accolades include the appointment as the Oregon State University Patricia Valian Reser Faculty Scholar and Honors College Eminent Professor in the Department of Chemistry and the Materials Science program.  His research group works at the interface of science and engineering to design, build and optimize microscale analytical instruments and chemical reactors.  These systems are applied in biochemical, environmental, and nanomanufacturing problem solving. He is an inventor with multiple patents, the author of over 80 publications, and has received awards for both teaching and research excellence.
 
We hope to see you at OAS this year!

As Co-chair of the 2016 Gordon Research Seminar (GRS) for Noble Metal Nanoparticles, it is my pleasure to invite your department’s graduate students, postdoctoral researchers, and other scientists with comparable levels of experience and education to participate in this seminar by submitting an abstract for a research poster or an oral presentation. The seminar will take place at Mount Holyoke College in South Hadley, MA during the weekend of June 14-15, 2016.

Attached is a letter of invitation and a flyer we have prepared to announce the event. We ask that you print copies of the flyer and post them on departmental message boards in addition to forwarding this email to the students in your department.

The GRS program is a series of highly successful and unique opportunities for early career scientists to discuss their current research and build informal networks with their peers that may lead to a lifetime of collaboration and scientific achievement. Each seminar is held in conjunction with a related Gordon Research Conference (GRC) and takes place the weekend immediately prior to the GRC. Topics for this seminar include nanoparticle synthesis, biomedicine, catalysis, and plasmonics.

The deadline to apply for an oral presentation is March 18, 2016. The deadline to apply for a poster presentation is May 21, 2016. Spots are limited, so we encourage applicants to submit their abstracts early.

The application form includes is an option to apply for the related GRC, which we highly encourage for faculty and students alike. Just visit the website below and select ‘Online Application’ in the top right corner:
http://www.grc.org/programs.aspx?id=15374

If you would like more information or have any questions, please do not hesitate to contact me or my fellow chairs, Amanda Goodman (amanda.m.goodman@rice.edu) and Chris DeSantis (cjd7@rice.edu).

Best regards,

Lisa V. Brown
Energy Research Group
NIST Center for Nanoscale Science & Technology

The PROMISE program invites you to apply to host a 2016 summer intern.  The program runs from Monday, June 27 to Friday, September 2, 2016.

Click here for information about hosting an intern and to apply.  For general information about the PROMISE program, visit: dce.oregonstate.edu/promise/.  The deadline to apply is March 7.

Founded and offered annually since 1992, the PROMISE program is a ten-week paid internship which provides opportunities in state, local government agencies, and university programs for Oregon State University undergraduate students, with particular emphasis on providing pathways for historically underrepresented students to professional careers.  Historically underrepresented students may include, but is not limited to: first generation college student, low-income, LGBTQ+, students of color, veterans, transfer students, students with disabilities, etc…

Internships are available to all OSU undergraduate students who are or will be enrolled for spring term, who have completed at least 90 undergraduate credits, and who have a current cumulative GPA of 2.0 or higher. Preference will be given to first time applicants. Applicants must be U.S. citizens or permanent residents.

Interns are expected to work a full 40-hour week for ten consecutive weeks.

In alignment with OSU’s goal 1 of the 2014-2018 strategic plan: “Transformative Educational Experience,” the PROMISE program is rooted in a commitment to “support intellectual, professional and personal development to prepare Oregon State graduates for responsible and productive citizenship in a global society.”

Goals
·         Retention and success of historically underrepresented students and groups
·         Diversity in Oregon employment
·         Leadership development
·         Transformational learning opportunities

Core Values
·         Reflection
·         Social Justice
·         Leadership
·         Reciprocity
·         Accountability
·         Community

The internship experience is a limited-duration project and professional in scope.  As a part of the professional development portion, the intern will be required to participate in weekly luncheon forums and network groups.  The intern will showcase their internship experience during the last week of the program.
PROMISE intern expectations for professional development –

·         Weekly sessions – Wednesdays, exact times TBD (1.5-2.5 hours)
·         Intern retreat – Monday, June 27 (all day)
·         Orientation – Tuesday, June 28 (half day)
·         Professional Development Day – Early August (all day)
·         Volunteer service – (half day, TBD)
·         Finale — Thursday, September 1 (half day)

The PROMISE program is sponsored by Diversity & Cultural Engagement and the Office of Equal Opportunity and Access.  Please contact Charlene Martinez if you have any questions about the suitability of a project or your organization’s alignment to the PROMISE purpose and mission.

dce.oregonstate.edu/promise

Thanks,

The PROMISE Team
Charlene Martinez, Lead Coordinator
Binh Le, Coordinator

In honor of Linus Pauling’s birthday, we are partnering with Ava’s Café to host a mini science showcase.  I’m seeking volunteers who would like to have a table at the showcase discussing their cutting edge research, or program, or whatever they’re particularly proud of with they’re career.

Date: Friday, February 26th
Time: 10am-12noon
Location: LPSC Lobby (outside Ava’s café)
Tables will be provided
Refreshments available
Open to the public

Is anyone interested in having a table?  If so, please contact Luanne Johnson as soon as possible.

The OSU AOP will award at least one $500 scholarship based on achievement and potential for the 2016-17 academic year. Applicants must be full time OSU students with sophomore, junior, or senior standing at the time of application with at least one full year of undergraduate studies remaining during the 2016-17 academic year, AND have a major or declared minor in the College of Business, OR regardless of major, have a parent or legal guardian who is a member in good standing in OSU AOP. A completed application; three current, signed letters of recommendation; and a current unofficial transcript must be submitted by May 2, to Laurie Wyant, 213 Gilkey Hall, Corvallis, OR, 97331 or via email to Laurie.wyant@oregonstate.edu.

Nominations for classified or professional faculty to receive a monthly Merit Award are now being accepted. The award recognizes and encourages outstanding performance in the work place. The nominator may be anyone from the campus community. Potential qualities include great working attitude, cooperation, courtesy, creativity, flexibility, professionalism, quality of work, sense of humor, and other qualities the nominee admires. Nominations are due by the 10th of each month. For more information: http://oregonstate.edu/aop/awards-recognition.  January’s awardee was Ryan Winklepleck in Campus Operations IT.