The brochure, application form, publication list, and selected results
of the Timbuktu Academy are available at http:/www.phys.subr.edu on the
world wide web.
OBJECTIVES
The Timbuktu Academy is named after the former University of Timbuktu ,
on the banks of the Niger River, in the city of Timbuktu, in Mali (West
Africa). In the middle of the 2nd Millennium A.D., this University was
a bastion of scholarship and intellectual accomplishments in fields ranging
from medicine and religion to literature. The most celebrated scholars
and professors of the University were a Mandingo (Black ethnic group of
Kounta Kinte'), A. Bakayoko, and one of his many students, A. Baba. It
is in the tradition of this august University that the Timbuktu Academy
is established
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to produce first-class scientists and engineers who pursue Ph.D. Degrees
and many of whom are expected to belong to minority groups currently underrepresented
in mathematics, science, and engineering fields and careers;
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to produce, organize, and disseminate knowledge through research, publications,
and presentations;
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and, to render professional services to the educational, corporate, and
other communities.
The formal establishment of the Academy was in 1990-91 with funding from
the National Science Foundation (NSF, Grant# HRD-9108590) and the Louisiana
Stimulus for Excellence in Research (LaSER). Major funding from the Department
of the Navy, Office of Naval Research (ONR, Grant# N00014-93-1-1368), in
the Fall of 1993 was pivotal in the strengthening of the Academy and its
expansion to Engineering and Chemistry, in addition to Physics. Sustained
support from the Physics Laboratory of the National Institute of Standards
and Technology (NIST, Grant# 2T1014) and by the National Aeronautics and
Space Administration (NASA) greatly enhanced the academic year and particularly
the Summer research participation of several scholars. The Timbuktu Academy,
as a result of the expansion made possible by ONR support, became a part
of the Center for Energy and Environmental Studies (CEES) at Southern University
and A&M College - Baton Rouge, LA. CEES, under the direction of Dr.
Robert Ford, provides financial management and other support to the Academy.
The Timbuktu Academy recruits, advises, mentors, supports, involves
in research, and guides toward graduate school and scientific and technical
careers students who meet its standards and who accept responsibilities
and challenges. The Academy's activities are based on a dynamic sum of
current tenets in education and in research.
The Academy scholars are selected based on the soundness of judgment
(knowing what and what not to do; as determined by recommendations and
results), the goodness of character (self discipline, hardwork, and ethical
behavior; as determined by recommendations and results), and academic accomplishments
(English, Science, and Mathematics courses taken and related GPA, along
with the ACT/SAT individual and composite scores; as determined by transcript
and ACT/SAT reports).
The Academy is located at Southern University and A&M College-Baton
Rouge, LA (SUBR), which has an undergraduate student population of 10,000.
Southern University at Baton Rouge is a historically Black, public, Land
Grant institution of higher education whose mission comprises quality instruction,
research, and service. Departments of the College of Sciences include those
of Chemistry, Biology, Computer Science, Mathematics, Psychology, Sociology,
Social Work, Speech Pathology, Audiology, and Physics. The Baton Rouge
Campus is an autonomous unit of the Southern University and A&M College
System with additional campuses in Shreveport-Bossier City (SUSBO) and
New Orleans (SUNO).
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THE PARADIGM OF THE TIMBUKTU ACADEMY
The foundation of the Timbuktu Academy rests on fundamental principles
with pervasive implications in teaching and learning. The set of these
principles and of activities and processes designed to heed them constitutes
the Paradigm of the Timbuktu Academy. We provide below four of the working
principles that undergird the operation of the Timbuktu Academy.
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The Primacy of Languages - This states that the learning of science greatly
benefits from a mastery (reading, writing, listening, and speaking) of
the applicable language. In an age of information explosion, a learning
that does not entail "learning to learn" is likely to leave much to be
desired.
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The Integrated Law of Human Performance - This is an extension of the power
law of performance well known in cognitive science. When one applies the
power law of performance to the acquisition of several forms of knowledge
content and skills, over a long period of time, it leads to the quintessential
discovery that "ability is partly begotten and certainly enhanced by practice."
(The Dynamics of Student Retention...Education, Vol. 115, No. 1, pp. 31-39,
Fall, 1994).
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The Postulate of Timbuktu - The Postulate states that there is no known
limit to what a given individual can learn or discover. It adds that what
a person learns or discovers, however, is partly determined by that person's
priorities, determination, focus, courage, and perseverance. "Genius is
the manifestation of sustained attention."
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Cognitive Condensation - This is a practical tool for not only increasing
learning efficiency, but also the long-term mastery of a topic. An essential
outcome of its implementation, in addition to increased learning efficiency,
consists of the continued honing of the rational powers of the learners
("Cognitive Condensation for Mastery Teaching and Learning," Education,
Vol. 115, No. 1, Fall 1994).
It cannot be overemphasized that the success of the Timbuktu Academy to
date is keyed to the rigorous and holistic adherence to the above paradigm.
The extensive report writing, presentation, and conference attendance by
the Scholars address both principles 1 and 2. The year long research participation
and preparation for the Graduate Record Examination (GRE), starting in
the freshman year, are directed linked to the attainment of objective 1
and to principles 2 and 1 in that order.
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PROGRAMS OF THE ACADEMY
The Timbuktu Academy currently supports and mentors one hundred (100) undergraduate
scholars (Physics, Engineering, and Chemistry) in its Undergraduate Research
Program (URP). The Summer Bridge Institute (SBI) is a research and mentoring
program for high school graduates. The Summer Science Institute (SSI) is
an extensive six-week residential program for rising 12th graders. The
Summer Science Institute-Middle (SSI-M) is an extensive three week non-residential
hands-on enrichment program for middle school students. The Educational
Services Program (ESP) reaches per year over 5,000 precollege students,
teachers, and parents through publications, mentoring, presentations, etc.
Summer Science Institute (SSI) and Summer Bridge Institute (SBI) scholars,
in addition to fifty (50) of the undergraduate scholars, are supported
by the Department of the Navy, Office of Naval Research (ONR). The Undergraduate
Research Program (URP) of the Academy works very well with the Honors College
at SUBR. This College provides financial support to several undergraduate
scholars and educational enrichment and challenge, partly through the Honors
Colloquia, to most scholars.
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ACTIVITIES OF THE ACADEMY
The activities of the Academy are designed and integrated, based on research
results, to heed the Paradigm of the Academy rigorously. The specific Undergraduate
Research Program (URP) activities, which moderately convey the essence
of the Academy, are listed below.
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Financial support is provided to the scholars from a variety of sources
- Proper advisement guarantees the use of the resulting "time dividend"
for studies, research, and related enrichment activities on a full time
basis..Continued support from the Academy, for a scholar, requires full
time "studying and research" during the academic year.
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Communication skill enhancement - A host of writing, reading, and related
activities are aimed at developing the mastery of the applicable language
(English), vehicle of thought.
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Scientific Advisement - The proper sequencing of courses is treated with
the utmost care. Indeed, the internal rigidity of science, engineering,
mathematics, and technology (SMET) disciplines requires this approach.
Empowering the learner is a central aimed of mentoring. This empowerment
includes grasping the power law of performance [(T=A+B(N+E)-P)] and its
extension, the integrated law of human performance; understanding and applying
cognitive condensation for meta- and mastery-learning; and knowing a few
time-tested quotes like the Jaime Escalante Equation and its corollary
and the Postulate of Timbuktu . The Uri Treisman discovery in calculus,
at Berkeley, is an indirect support of the power law of performance (the
degree of alertness and of practice is expected to be higher in a group
or cooperative learning environment).
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Tutoring. Tutoring by faculty members and particularly by peers has to
be available to the students or scholars who need it. (In fact, regular
tutoring areas are often taken over by self-organized study groups!) Tutoring
is for excellence, not for remediation; it is to address holes in a background
and not a sign of any lack of smartness, so says the power law of human
performance.
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Generic research activities - Rigorous literature searches are conducted
by the scholars on several subjects. They master search algorithms, electronic
searches, and related iterations. The scientific literature is an unlimited
source of research questions!
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Specific research project execution by scholars of the Timbuktu Academy
- Faculty members and researchers at Federal and industrial laboratories
serve as research supervisors and mentors to Academy scholars, year round.
According to the integrated law of human performance, reseach experiences
prepare for graduate studies and for productive research careers. Seeking
Summer research opportunities on-line, at conferences, and through visits
to various laboratories and agencies is one requirement for a mentoring
program. Assisting scholars to apply vigorously and professionally for
these opportunities is another. Maintaining adequate files on each scholar,
partly for the purpose of writing substantial (as opposed to general and
vague) recommendations is a third requirement. On average, forty (40) Timbuktu
Academy Scholars conduct research, off-campus, during the Summer.
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Development of a professional culture -Every scholar is exposed to discussions
that explore the dimensions of ethics in science. Immersion in a professional
culture demands a regular reading of technical journals and appropriate
magazines of professional societies, conference attendance, and collaboration
with others. Current awareness needs no explanation in an era of information
explosion. Professional practices and standards are set and seen in publications,
seminars, and at conferences. As for collaboration, we claim that no one
individual has built or operated a nuclear submarine, an aircraft carrier,
or a space shuttle!
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Development of Computer and Technological Skills. The mastery of productivity
tools, including wordprocessing, spreadsheet, database, graphics and other
application programs is needed in the first weeks of the freshman year.
Electronic communication and productive surfing of the web are needed by
the middle of the first semester. Advanced exposured has to include a programming
language. (The need for these activities is given by the environments to
which the students are to go, i.e., graduate schools and the global market).
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Monitoring. With monitoring, throughout the semester, potential problems
are avoided before they become permanent Fs. Preventive measures include
concentrated efforts, extra-tutoring, and the last resort, dropping a course.
The former two steps are best when they are taken as earlier as possible.
The latter step is not an available option past a certain date after mid-term!
The monitoring of research participation and performance is critical for
another reason: the development or reinforcement of non-cognitve skills
that undergird success (self-discipline, hard-work, assiduity, working
well with others, etc.). Monitoring and evaluation are part of a professional
existence, without them, who will know what beautiful a job is done!
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Guidance to Graduate School - It begins the freshman year, includes research
experiences, conference attendance, GRE preparation starting the freshman
year, and opportunities for financial support for graduate studies. Placement
in graduate programs follows steps similar to those for Summer placement.
The number and the extent of the opportunities depend on the cumulative
grade point average for the B.S. degree, the courses taken, research experiences
and results, and the GRE score. These measures of preparedness for graduate
studies are also indicators of self-discipline, focus, the quality and
scope of exposure to subject content, and research skills. They are, hence,
indicators of the likelihood that a propective graduate student will pass
the required courses and will make contributions in research!
Retention models discussed in publications of the Academy (i.e. Education,
Vol. 115, No. 1, pp. 31-39, Fall, 1994) undercored the need for academic
and social integration. The above activities mainly addressed the academic
integration. It should be noted, however, that there is a vital social
dimension to participation in seminars, study groups, conferences, and
research groups. There are also social dimensions to the off-campus research
experiences during the Summer. A few picnics and annual award banquets
are some designed social activities. Let it be noted here, however, that
a functional social integration, for the purpose of generating educational
value added, is the aim.
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"Practice partly begets and certainly enhances ability."
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"At some stages, all learning is individual."
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"Genius is the manifestation of sustained attention or practice." Unknown
source.
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"Determination plus discipline plus hard work equal success." Jaime Escalante.
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"Luck is very often the result of PREPARATION meeting or making, recognizing,
and acting on opportunity."
Please refer to the home page of the Timbuktu Academy at http:/www.phys.subr.edu,
for additional information on the Academy, its paradigm, programs, activities,
publications, and results. The application form for SSI, SBI, and URP is
available at the above web site.
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PRECOLLEGE RESEARCH PROGRAM No. 1
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A. Name of Program: Summer Science Institute - Middle School Component
(SSI-M)
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B. Target Audience: Middle School Students (Grades 6 - 8)
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C. Date of Implementation: 1993 - PRESENT
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D. Funding Source(s): The Department of the Navy, Office of Naval Research
(ONR); the United States Department of Energy (DOE); and the United States
Environmental Protection Agency (EPA)
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E. Brief Program Description (Including Objectives and Expected Outcomes):
The goals of the Summer Science Institute - Middle School Component
(SSI-M) consist of increasing, in both quantitative and qualitative terms,
the preparation of students for the pursuit of careers in science, engineering,
and mathematics (SEM) fields, including energy and environmental disciplines.
The program enrolls forty (40) middle school students in a three (3) week
non-residential program on the Southern University and A&M College-Baton
Rouge Campus. The multi-faceted focus of the Institute includes:
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- Academic emphasis on science and mathematics
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- Exposure to the computer and its capabilities
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- Enhancement of language, critical thinking and of comprehension skills
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- Enhancement of communication skills (languages)
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- Emphasis (for parents) on middle school English and Mathematics courses
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- Emphasis (for parents) on need for support and of adequate time students
must spend on learning tasks (homework, reading, writing, mathematics)
as dictated by the integrated law of human performance
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F. SSI-M (6th, 7th, and 8th) Grade Daily Activity & Schedule: