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
- 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;
- to produce, organize, and disseminate knowledge through
research, publications, and presentations;
- 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).
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.
- 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.
- 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).
- 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."
- 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.
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.
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.
- 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.
- 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.
- 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).
- 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.
- 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!
- 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.
- 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!
- 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).
- 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!
- 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.
- "Practice partly begets and certainly enhances ability."
- "At some stages, all learning is individual."
- "Genius is the manifestation of sustained attention or
practice." Unknown source.
- "Determination plus discipline plus hard work equal
success." Jaime Escalante.
- "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.
PRECOLLEGE RESEARCH PROGRAM No. 1
- A. Name of Program: Summer Science Institute - Middle School
Component (SSI-M)
- B. Target Audience: Middle School Students (Grades 6 - 8)
- C. Date of Implementation: 1993 - PRESENT
- 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)
- 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:
- - Academic emphasis on science and mathematics
- - Exposure to the computer and its capabilities
- - Enhancement of language, critical thinking and of
comprehension skills
- - Enhancement of communication skills (languages)
- - Emphasis (for parents) on middle school English and
Mathematics courses
- - 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
- F. SSI-M (6th, 7th, and 8th) Grade Daily Activity & Schedule:
Monday Tuesday Wednesday Thursday Friday
8:30-10:00 Computer Crit. Thinking Computer Crit. Thinking Field
Trips
Math* Math* Math* Math*
10:00-11:30 Math Math Math Math Field Trips
Computer* Crit. Thinking* Computer* Crit. Thinking*
11:30-1:00 Lunch Lunch Lunch Lunch Field Trips
1:00-2:30 Science Lab Science Lab Science Lab Science Lab Field Trips
NOTE: An asterisk denotes the courses taken by Eighth Grade
SSI-M scholars
PRECOLLEGE RESEARCH PROGRAM No. 2
- A. Name of Program: Summer Science Institute (SSI)
- B. Target Audience: High School Students (Grades 11-12)
- C. Date of Implementation: 1991 - PRESENT
- D. Funding Source(s): ONR, MUTEC, DOE, and ET/WM, ETC
- E. Brief Program Description (Including Objectives and Expected
Outcomes):
The Summer Science Institute (SSI) is a six week, residential
science program which stresses areas of energy and environmental concern.
The overall goal of the program is to increase the pool of qualified,
well-trained minority scientists and engineers. The program seeks to further
this interest and encourage participants to pursue careers in these areas. In
achieving the program's goals, the focus of the institute is multi-faceted:
- - Academic emphasis on Chemistry, Mathematics, Physics, and English
-
- Hands-on laboratory experimentation
-
- Development of computer and test-taking skills (ACT preparation workshops)
-
- Enhancement of critical thinking and comprehension skills
(reasoning logically, analyzing data, drawing inferences, and problem solving)
-
- Enhancement of communication skills (English usage, writing, and reading)
The program provides for living expenses and for stipends
($1,000 per scholar). Students gain insight into various
scientific careers through visits to scientific and industrial
sites and interaction with successful, practicing minority
science professionals who serve as guest speakers and role models.
The 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, results and a written statement of interest
in pursuing a career in science or a science-related discipline), 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).
Monday Tuesday Wednesday Thursday Friday
8:30-11:00 Chemistry Research Chemistry Research Field Trips
11:00-12:30 Math Physics Math Physics Field Trips
12:30-1:30 Lunch Lunch Lunch Lunch Field Trips
1:30-3:30 Computer Research Computer Research Field Trips
3:30-4:30 Free Research Res. Seminar Research Field Trips
6:30-8:00 English Study Hall English Study Hall Field Trips
COLLEGE RESEARCH AND MENTORING PROGRAM No. 1
- A. Name of Program: Summer Bridge Institute (SBI)
- B. Target Audience: Recent High School Graduates
- C. Date of Implementation: 1993 - PRESENT
- D. Funding Source(s): The Department of the Navy, Office of
Naval Research (ONR, Grant# N00014-93-1-1368)
- E. Brief Program Description (Including Objectives and Expected
Outcomes):
This program is aimed at recruiting top high school graduates
(GPA and ACT, respectively, 3.0/4.0 and 24 or higher) for
early Summer enrollment in the Honors College at Southern
University and A&M College - Baton Rouge Campus. Tuition, room
and board, and $1,500 stipend are part of the basic merit SBI
award. However, a minimum of 7-9 college course hours,
depending on research schedule, is required. Honors Colloquium,
a weekly Research seminar, and discipline-specific honors
courses constitute the essence of the Summer activities. Most
SBI scholars get full scholarships to participate in the
Undergraduate Research Program (URP) of the Timbuktu Academy.
If any scholar is not ready to enroll in a calculus course in
the summer, he or she must take the applicable pre-calculus
courses to better prepare them in Calculus the Fall semester.
The 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 accomplishment
(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).
If and when the basic needs of a scholar are met, gainful
employment is forbidden for that scholar whose full time job
is to study and to conduct research.
COLLEGE RESEARCH AND MENTORING PROGRAM No. 2
- A. Name of Program: Undergraduate Research Program (URP)
- B. Target Audience: Undergraduate Science and Engineering
Students
- C. Date of Implementation: 1993 - PRESENT
- D. Funding Source(s): The Department of the Navy, Office of
Naval Research (ONR, Grant# N00014-93-1-1368), NSF, NIST, NASA, and SUBR
- E. Brief Program Description (Including Objectives and Expected
Outcomes):
This program is aimed at supporting (finances, mentoring,
involvement in research) and guiding to graduate school fifty
(50) high achieving undergraduate Physics, Chemistry, and engineering majors.
High GPA (over 3.0/4.0) and research performance results are key criteria for
continued support from one year to the next.
The support of the National Science Foundation (NSF) under the
Model Institution of Excellence Program is expected to lead to
the replication of the national model of the Academy in other
Science, Engineering and Mathematics (SEM) Departments and units
of Southern University and A&M College.
- F. Activities of the Undergraduate Research Program (URP):
- Financial support is provided to scholars from a variety of
sources
- Communication skill development
- Generic research activities
- Specific research project execution by scholars of the
Timbuktu Academy
- Development of a professional culture
- Advisement by the Director
- Guidance to Graduate School
NOTE: For a detailed explanation of the activities of the
Undergraduate Research Program (URP), see "Activities of the
Academy" in the Introduction.
COLLEGE RESEARCH AND MENTORING PROGRAM No. 3
TIMBUKTU ACADEMY PERSONNEL
- Dr. Diola Bagayoko, Director of the Timbuktu Academy,
Chancellor's Fellow, Professor of Physics at Southern
University and A&M College-Baton Rouge.
- Contact: Diola Bagayoko, P.O. Box 11776 Southern University and
A&M College, Baton Rouge, LA 70813 Tel: (504) 771-2730/-4130,
Fax: (504) 771-4341, Internet: Bagayoko@stark.phys.subr.edu
- Dr. Robert Ford, Director of the Center for Energy and
Environmental Studies (CEES) at Southern University and A&M
College-Baton Rouge
- Dr. Ella L. Kelley, Co-Director of the Timbuktu Academy,
Associate Professor of Chemistry at Southern University-Baton
Rouge, Director, SSI-M and SSI
- Dr. Reza Mirshams, Co-Director of the Timbuktu Academy,
Recipient of 1995 Chancellor's Renaissance Award, Professor
of Mechanical Engineering at Southern University and A&M
College-Baton Rouge
- Dr. Beverley Wade, Dean of the Honors College at Southern
University and A&M College-Baton Rouge
- Debbie Elliot, Counselor for Honors College/Timbuktu Academy,
Instructor of Honors Colloquium
- Larry J. Knight, Graduate Assistant for the Director of the
Timbuktu Academy, Editor of INFOBIT
- Jonalyn Nunnery, Science Instructor for SSI and SSI-M, Science
Instructor at Southern University Laboratory School
- Karen Simms, SSI Instructor, Ms. Simms also served as Assistant
to the Director.
- Karen Stephens, Chemistry Instructor for the Summer Science
Institute (SSI), Environmental Technology Consortium (ETC)
Coordinator
- Dawn Stephens, Student Assistant for the Timbuktu Academy
- Joseph Stewart, Computer Laboratory Technician
Scholars and Affiliates responsible for the design,
implementation, and operation of the Departmental network and
of the Timbuktu Academy homepage are Carl R. Grant, Louis
Beathley,Liling Xie, Monika Wright, and Paul Hilliard III. Mr.
Rahman Tashakkori has significantly contributed to these
efforts.