An official website of the United States government
The arrival of undersea cables along the coasts of Africa over the last decade, combined with increased investment in national fiber backbones, has expedited the development of NRENs across the African continent. According to a World Bank report, there are now more than 15 NRENs operating in Africa and a dozen more in an advanced planning stage. In addition, recent investments have been made by governments and NGOs to use this new infrastructure to help connect researchers around the world to their colleagues in Africa. As part of its International Research Network Connections (IRNC) program, the US National Science Foundation is funding transatlantic bandwidth, targeted training, and pro-active application engagement in support of science collaborations in Africa. Similarly, the European Commission, via GEANT¹s AfricaConnect2 project, is providing support for the development of high-capacity internet networks and services for research and education across Africa. This increased support is helping improve connectivity for existing science collaborations while also enabling new collaborations to take advantage of the growing Research and Education infrastructure. This session will highlight how the global R & E networking community is working together to strengthen and support NRENs and research in Africa. Speakers will include IRNC PIs, representatives from GEANT, and African REN partners (Ubuntunet Alliance, WACREN, ASREN). Speakers will provide infrastructure updates, lessons learned from human capacity building workshops, reports on researcher engagement, and answer questions about current and future efforts. We will also highlight some of the challenges African NRENs and researchers working in Africa face and lead a discussion on how we can work together to begin addressing some of these challenges.
more »
« less
JUAMI, the joint undertaking for an African materials institute: building materials science research collaborations and capabilities between continents
JUAMI, the joint undertaking for an African materials institute, is a project to build collaborations and materials research capabilities between PhD researchers in Africa, the United States, and the world. Focusing on research-active universities in the East African countries of Kenya, Ethiopia, Tanzania and Uganda, the effort has run a series of schools focused on materials for sustainable energy and materials for sustainable development. These bring together early-career researchers from Africa, the US, and beyond, for two weeks in a close-knit environment. The program includes lectures on cutting-edge research from internationally renowned speakers, highly interactive tutorial lectures on the science behind the research, also from internationally known researchers, and hands-on practicals and team-building exercises that culminate in group proposals from self-formed student teams. The schools have benefited more than 300 early-career students and led to proposals that have received funding and have led to research collaborations and educational non-profits. JUAMI continues and has an ongoing community of alumni who share resources and expertise, and is open to like-minded people who want to join and develop contacts and collaborations internationally.
more »
« less
- Award ID(s):
- 2023698
- PAR ID:
- 10518518
- Editor(s):
- Zema, M
- Publisher / Repository:
- IUCr
- Date Published:
- Journal Name:
- Acta Crystallographica Section E Crystallographic Communications
- Edition / Version:
- 1
- Volume:
- 80
- Issue:
- 2
- ISSN:
- 2056-9890
- Page Range / eLocation ID:
- 102 to 105
- Subject(s) / Keyword(s):
- collaboration capacity building materials science Africa
- Format(s):
- Medium: X Size: 1.16MB Other: pdf
- Size(s):
- 1.16MB
- Sponsoring Org:
- National Science Foundation
More Like this
-
-
This theory paper describes the development and use of a framework for supporting early career faculty development, especially in competitive National Science Foundation (NSF) CAREER proposals. Engineering Education Research (EER) has developed into a field of expertise and a career pathway over the past three decades. In response to numerous reports in the 1990s and early 2000s, multiple EER graduate programs were established in the mid-2000s and a growing number continue to emerge to educate and train the next generation of EER faculty and policy makers. Historically, many came to EER as individuals trained in other disciplines, but with an interest in improving teaching and learning. This approach created an interdisciplinary space where many could learn the norms, practices, and language of EER, as they became scholars. This history combined with the emergence of EER as a discipline with academic recognition; specific knowledge, frameworks, methodologies, and ways of conducting research; and particular emphasis and goals, creates a tension for building capacity to continue to develop EER and also include engineering education researchers who have not completed PhDs in an engineering education program. If EER is to continue to develop and emerge as a strong and robust discipline with high quality engineering education research, support mechanisms must be developed to both recognize outstanding EER scholars and develop the next generation of researchers in the field. The Five I’s framework comes from a larger project on supporting early career EER faculty in developing NSF CAREER proposals. Arguably, a NSF CAREER award is significant external recognition of EER that signals central membership in the community. The Five I’s were developed using collaborative inquiry, a tool and process to inform practice, with 19 EER CAREER awardees during a retreat in March 2019. The Five I’s include: Ideas, Integration, Impact, Identity, and Infrastructure. Ideas is researchers’ innovative and potentially transformative ideas that can make a significant contribution to EER. All NSF proposals are evaluated using the criteria of intellectual merit and broader impacts, and ideas aligned with these goals are essential for funding success. The integration of research and education is a specific additional consideration of CAREER proposals. Both education and research must inform one another in the proposal process. Demonstrating the impact of research is essential to convey why research should be funded. This impact is essential to address as it directly relates to the NSF criteria of broader impacts as well as why an individual is positioned to carry out that impact. This positioning is tied to identity or the particular research expertise from which a faculty member will be a leader in the field. Finally, infrastructure includes the people and physical resources from which a faculty member must draw to be successful. This framework has proven useful in helping early career faculty evaluate their readiness to apply for an NSF CAREER award or highlight the particular areas of their development that could be improved for future success.more » « less
-
Abstract This report provides an overview of the content and data collected from the “Successes, Challenges, and Opportunities Plant Transformation Research in Africa” panel discussion. Organized by PlantGENE, this event brought together scientists and stakeholders across the globe to examine the complex challenges and emerging opportunities in plant transformation research in laboratories across Africa. The discussion, rooted in insights from a panel of six leading scientists, highlights critical issues including restrictive regulatory environments, prohibitive costs, and the inconsistent availability of essential research materials. Additionally, the pervasive “brain drain” phenomenon, where skilled researchers leave the continent for better opportunities, exacerbates the difficulties faced by African scientists. Despite these challenges, the report also identifies significant advancements, particularly in the growing recognition of African leadership within universities and national agricultural research systems (NARS). These institutions, supported by highly skilled faculty and motivated graduate students, are producing high-quality research that contributes to global scientific knowledge. The panelists emphasized the necessity of creating an environment that encourages African scientists to remain on the continent and address local challenges through innovative research. Strengthening intra-African networks and fostering collaborations with the global scientific community are proposed as essential strategies to achieve this. This report underscores the critical need for substantial investments from both global and African organizations, working with African governments, to support these efforts. Furthermore, it calls for science-based decision-making and fair regulatory frameworks to align with unique opportunities and risks associated with technological advancements in Africa. This paper details the observations of six panelists and analyzes the results of attendee surveys in order to document these challenges and opportunities while advocating for sustained investment and strategic partnerships to build a thriving bioeconomy across Africa.more » « less
-
Research development professionals at the University of Nebraska-Lincoln (UNL) used the Center for Advancing Research Impact in Society (ARIS) Broader Impacts (BI) Toolkit with early-career faculty preparing grant proposals for the National Science Foundation’s Faculty Early Career Development Program (CAREER). This prestigious career-development funding mechanism places unique emphasis on the integration of research and education, positioning awardees to enhance the impact of their research programs through education initiatives like curriculum development, outreach, and community engagement. However, many early-career faculty lack experience or training to develop robust education plans that are thoughtfully aligned with and responsive to their research. With the aim of developing practical ways to help faculty gain these skills, the study team used mixed methods to analyze the integration of research and education in CAREER proposals submitted by UNL faculty. These methods included using the ARIS BI Rubric to evaluate the proposals, convening two panel review discussions, and interviewing principal investigators about their ARIS BI Toolkit use and approach to research-education integration. Case study findings reveal that while effective and impactful integration can take many forms, early-career faculty and those who support them can utilize the ARIS BI Toolkit strategically to strengthen this aspect of grant proposals, positioning faculty to write well-integrated CAREER proposals and potentially contributing to long-term grant-writing and research program success.more » « less
-
This research category full paper explores National Science Foundation (NSF) Faculty Early Career Development (CAREER) Program awardees from the Division of Engineering Education and Centers. The NSF CAREER Award distinguishes researchers as promising future leaders who are advancing the frontier of engineering education research (EER). Additionally, the multidisciplinary rise of EER has resulted in a diverse community of researchers from many backgrounds and academic departments. Given the recognition associated with the CAREER award, it is crucial that all early career faculty members possess the knowledge and support to create high quality CAREER applications. In this study, we investigated the educational backgrounds, institutional affiliation, and public abstracts of CAREER awardees to document prevailing patterns in recognition through CAREER awards. This knowledge informs future work to provide additional support for early career faculty planning on applying to the program.more » « less
- Free Publicly Accessible Full Text
-
Accepted Manuscript1.0
- Journal Article:
- https://doi.org/10.1107/S2056989023010915
