June 2004 - Volume 3, Issue 6
Savannah State University

Dr. Annette K. Brock

In the Spot Light ..

Seminars/ Workshops

MAGEC-STEM Summer Program

NSF - S&E Report

Dear Alumni ...

A 2003 Coolest Invention!

University News

Quotable Quotes!
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pixel Vice President for Institutional Advancement, Dr. Annette K. Brock, set to retire

Savannah State University President Carlton E. Brown today announced the retirement of Dr. Annette K. Brock, Vice President for Institutional Advancement, effective August 31, 2004. Dr. Brown described Dr. Brock’s decision to step down, after 33 years of service to her alma mater, as the end of an era at Savannah State.
“Institutions live and breathe because of individuals like Dr. Brock – she embodies integrity, quality scholarship, class and self-less dedication in all pursuits,” Dr. Brown said. “She has garnered respect from every sector of academia, from students to faculty to alumni, which enabled her, in part, to establish the credibility and connectivity for everyone to come on board. Dr. Brock has led the university to unimagined new heights, and the impact of her legacy will be visible for many years to come.”

Dr. Brock, a long-time professor and department head in Social and Behavioral Sciences at SSU, was appointed Vice President by Dr. Brown during the early months of his administration in 1997. As the Vice President for Institutional Advancement, which includes alumni affairs, communications and development, Dr. Brock’s leadership resulted in increased merit scholarship awards, increased alumni membership and giving, and greater university visibility through marketing and publications.

The increase in scholarship awards is due, in part, to the creation of new programs of giving spearheaded by Dr. Brock. For example, in 1998, with the support of the campus community, the advancement team launched T.I.G.E.R. – Targeted Individual Giving for Educational Resources – an academic scholarship program funded solely by employee contributions. The university presented its first Hill Hall Benefit Gala in 1999, which has become the university’s premier fundraiser for the academic scholarship program. In 2001, Dr. Brock organized the national campaign for Savannah State’s designation as the Tom Joyner Foundation HBCU-of-the-month. Savannah State generated the second highest amount raised by an HBCU as part of the foundation campaign and established the first-ever Tom Joyner Foundation Endowed Scholarship.

Dr. Brock, who served as acting president of Savannah State from 1991-1993, began her career at the university in 1971 after eight years as a teacher in Savannah-Chatham public schools. The Savannah native earned her undergraduate degree at Savannah State, master’s degree at Duke University and doctorate of philosophy degree at the University of South Carolina. “Savannah State University is very dear to me, and I believe deeply that the university will continue to flourish and prosper under the leadership of Dr. Brown, the administrative team he has assembled and the capabilities of the campus community,” Dr. Brock said.


Dr. Babajide Familoni named Dean of College of Sciences & Technology

Dr. Babajide O. Familoni, Professor and Chair of the Department of Electrical and Computer Engineering at The University of Memphis, has been named Dean of the College of Sciences and Technology (COST) at Savannah State University. Dr. Familoni will begin his new role on July 1, 2004.

“Dr. Familoni brings a wealth of academic experience and quality leadership to the College of Sciences and Technology,” said Dr. Joseph H. Silver Sr., Vice President for Academic Affairs at Savannah State University.

Dr. Familoni joined The University of Memphis as an associate professor in the Electrical Engineering Department in 1992, and was selected as Chair of the Department in 1997. During his tenure as Chair, Dr. Familoni successfully developed and launched a computer engineering program, which resulted in a name change for the department in 2000. He established an endowment fund and increased the number of departmental scholarships sponsored by individuals and local industry.

Dr. Familoni is a founding director of the Tennessee Biomedical Engineering Consortium (TennBec), which engages in state and regional collaborative activities to advance the field of biomedical engineering in the Tennessee Valley region. He served as the organization’s director for two years beginning in March of 2000.

Dr. Familoni earned his bachelor’s degree, with honors, in electrical engineering at the University of Lagos, Nigeria, in 1978, and received his PhD degree at the University of Alberta in Edmonton, Canada, in 1986. Thereafter, he spent one year as a surgical post-doctoral fellow at the University of Alberta Hospital. He began his higher education career in 1987 at Memphis State University.

As the dean of COST, Dr. Familoni will oversee the departments responsible for 10 undergraduate degree majors, one graduate degree program, the Georgia Tech Regional Engineering Program (GTREP), the Regents Engineering Transfer Program (RETP) and the Dual Degree Program, as well as both the Naval and Army Reserve Officers Training programs.




Seminars .... Workshops ...

Marine Science Diversity Forum

On June 11, 2004, Savannah State University hosted a forum on encouraging diversity in marine science. The goal of the forum was to discuss ways to keep more students interested in the sciences. Six panelists were invited to speak: Steward A. James (SSU Marine Science Graduate); Ms. Brenda Lewis (Science Chairperson, Beach High School); Sue Chaplin-Ebanks (Current SSU MSMS Graduate Student); Dr. Dionne Hoskins (SSU Faculty Member and Fishery Biologist, NOAA); Dr. Matthew Gilligan (Director, Marine Sciences Programs, SSU); and Sarah Ross (Acting Deputy Director of Education and Sustainable Development, NOAA).

The topics ranged from elementary-school education to government policy and funding, and many positive science experiences were shared. After the formal presentations, Dr. Carla Curran moderated the discussion between audience members and the panel, which focused on successful approaches to maintaining interest in the sciences as well as possible funding sources for these activities. The result of the meeting was the formation of a group of core persons interested in working together to provide more exposure to the sciences to K-12 students and teachers.

For additional information, please contact: Dr. Carla Curran (912 691-7434)

School-to-Careers: Careers in Engineering

A 5-day Workshop to introduce high school students (rising 11th graders) to the broad spectrum of engineering and to career opportunities in engineering and technology.

July 12-16, 2004 (8:30 AM to 12:30 PM)

Contact: Dr. K. Jayaraman or Mrs. Marilyn Felder (912 356-2218)

Summer Pipeline Program

A 8-week program to expose promising high school students to SAT preparation and career exploration. These students will receive K-credit that can be used toward their graduation if they enroll at Savannah State University after high school graduation.

May 27 - July 23, 2004

Contact: Dr. George Williams (912 356-2244)

The first Savannah State University MAGEC-STEM (Minority Access To Graduate Education And Careers in Science Technology Engineering and Mathematics) Summer Enrichment Program began on June 6, 2004. The program was inaugurated with a luncheon attended by participating students, their family members, SSU administrators, local high school counselors, and the MAGEC-STEM program staff and coordinators. Thirty five incoming SSU freshmen are participating in the summer enrichment program. The MAGEC-STEM students will be majoring in engineering, biology, chemistry, mathematics, and computer science. The students who continue in the program will receive a $1,500 scholarship during the academic year, a laptop computer, and opportunities for research with a faculty mentor and/or internships at other institutions. MAGEC-STEM is a 5 year NSF-sponsored program that was funded in the summer of 2003 (PI: Dr. Joseph H. Silver, VPAA). The summer enrichment program is just one of many activities that are planned to increase the quality of programs and number of students in STEM disciplines.

Contact: Dr. Chellu S. Chetty (Program Director - Tel: 912 353-3057) or Dr. Jonathan Lambright (Co-Program Director - Tel: 912 303-1622)

NSF Highlights ....

An Emerging and Critical Problem of the Science and Engineering Labor Force

{Article reproduced from http://www.nsf.gov/sbe/srs/nsb0407/start.htm; A Companion to Science & Engineering Indicators 2004 NSM 04-07, January 2004}

Every two years the National Science Board supervises the collection of a very broad set of data trends in science and technology in the United States, which it publishes as Science and Engineering Indicators (Indicators). In preparing Indicators 2004, we have observed a troubling decline in the number of U.S. citizens who are training to become scientists and engineers, whereas the number of jobs requiring science and engineering (S&E) training continues to grow. Our recently published report entitled The Science and Engineering Workforce/Realizing America's Potential (NSB 03-69, 2003) comes to a similar conclusion. These trends threaten the economic welfare and security of our country.

The United States has always depended upon the inventiveness of its people in order to compete in the world marketplace. Now, preparation of the S&E workforce is a vital arena for national competitiveness.

If the trends identified in Indicators 2004 continue undeterred, three things will happen. The number of jobs in the U.S. economy that require science and engineering training will grow; the number of U.S. citizens prepared for those jobs will, at best, be level; and the availability of people from other countries who have science and engineering training will decline, either because of limits to entry imposed by U.S. national security restrictions or because of intense global competition for people with these skills. The United States has always depended on the inventiveness of its people in order to compete in the world marketplace. Now, preparation of the S&E workforce is a vital arena for national competitiveness.

Even if action is taken today to change these trends, the reversal is 10 to 20 years away. The students entering the science and engineering workforce in 2004 with advanced degrees decided to take the necessary math courses to enable this career path when they were in middle school, up to 14 years ago. The students making that same decision in middle school today won't complete advanced training for science and engineering occupations until 2018 or 2020. If action is not taken now to change these trends, we could reach 2020 and find that the ability of U.S. research and education institutions to regenerate has been damaged and that their preeminence has been lost to other areas of the world.

There Are No Quick Fixes 

There is general agreement that the science and technology enterprise, built on people with skills in S&E, is of vital importance to the nation's health, security, and prosperity. There is less recognition of the corollary: that continued production of a workforce with skills in science and engineering requires sustained support at a national level.

Resources to develop an S&E workforce are not like the money supply, where changes can bring measurable response in days or weeks. Years or decades of effort are needed to build facilities for education, train faculty, and support students through an educational pipeline of 16 years or more. Any significant increase in the number of U.S. citizens who become scientists and engineers requires sustained long-term commitment.

Trends in the Science and Engineering Workforce 

The number of jobs requiring S&E skills in the U.S. labor force is growing almost 5 percent per year. In comparison, the rest of the labor force is growing at just over 1 percent. Before September 11, 2001, the Bureau of Labor Statistics (BLS) projected that S&E occupations would increase at three times the rate of all occupations. The rise projected by the BLS was 2.2 million, representing a 47 percent increase in the number of S&E jobs by 2010. The rates of increase between 1980 and 2000 ranged from 18 percent for the life sciences to 123 percent for jobs in math and computer science (all data are from Indicators 2004, Chapter 3, unless otherwise noted).

The average age of the S&E workforce is rising. Many of those who entered the expanding S&E workforce in the 1960s and 1970s (the baby boom generation) are expected to retire in the next 20 years, and their children are not choosing careers in S&E in the same numbers as their parents (Indicators 2004, Overview). The percentage of women, for example, choosing math and computer science careers fell 4 percentage points between 1993 and 1999.

Growth in the S&E labor force has been maintained at a rate well above the rate of producing S&E degrees because a large number of foreign-born S&E graduates have migrated to the United States. The proportion of foreign-born students in S&E fields and workers in S&E occupations continues to rise steadily. Persons born outside the United States accounted for 14 percent of all S&E occupations in 1990. Between 1990 and 2000 the proportion of foreign-born people with bachelor's degrees in S&E occupations rose from 11 to 17 percent; the proportion of foreign-born with master's degrees rose from 19 to 29 percent; and the proportion of foreign-born with PhDs in the S&E labor force rose from 24 to 38 percent.

Could the News Get Worse? 

By attracting scientists and engineers born and trained in other countries to the United States to work, we have maintained the growth of the S&E labor force without a commensurate increase in support for the long-term costs of training and attracting native U.S citizens to these fields. Two trends are operating to disrupt this equilibrium; thus, this shortcut to a trained workforce is not likely to continue.

Global competition: Since the 1980s other countries have increased investment in S&E education and the S&E workforce at higher rates than the United States has. Between 1993 and 1997 the OECD countries (Organisation for Economic Co-operation and Development, a group of 40 nations with highly developed market economies) increased their number of S&E research jobs 23 percent, more than twice the 11 percent increase in S&E research jobs in the United States.

Slower entry: Visas for students and S&E workers have been issued more slowly since the events of September 11, owing to both increased security restrictions and a drop in applications. The U.S. State Department issued 20 percent fewer visas for foreign students in 2001 than in 2000, and the rate fell further between 2001 and 2002.


From parents to the Federal leadership, Americans are working to improve education in the United States. The people who will fill the nation's science and technology jobs 20 years from now are currently in school. They will choose advanced training in colleges and universities sometimes far from their home communities and, in still other communities, will contribute to the labor force over decades. The investments involved in growing a workforce trained in science and engineering must be made at local, state, and national levels, and in every region.

We all share responsibility with our local communities to make quality education in math and science a priority and to recognize the impact this education will have on the national workforce far into the future. We share responsibility with our states to make colleges and universities strong and to make science and technology education accessible to all the citizens who choose them. The Federal Government has primary responsibility for supporting higher education in science and technology at levels that allow the study of science or engineering, and future careers in these fields, to be competitively attractive with other fields. If the Federal Government ensures that parents see science and engineering careers as promising practical choices for their children's futures, those parents will insist on quality education in the precollege years.

Quality education in math and science is everyone's challenge and responsibility. The nation's economic welfare and security are at stake.

{Article reproduced from http://www.nsf.gov/sbe/srs/nsb0407/start.htm; A Companion to Science & Engineering Indicators 2004 NSM 04-07, January 2004}

Dear Alumni! .... Please Help Us in Recruitment!

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Source: Time.com - 2003 Coolest Inventions

Inventor: Alban Geissler

If you're crazy enough to jump out of airplanes for kicks, here's a way to double the thrill. A German entrepreneur has created the Skyray, a pair of carbon-fiber wings that give skydivers a bit of extra lift and control. Instead of falling straight down, divers cut through the air at speeds of up to 136 m.p.h. and can stay aloft for an extra minute or so. How does it work? The combination of the wings' shape and the skydiver's position modifies the airstream to create the lift needed to float forward. When it's time to land, a diver just pulls the parachute's ripcord as usual.

Availability: 2004
To Learn More: skyray.de

University News

The American Association for Higher Education (AAHE) Black Caucus Leadership and Mentoring Institute will take place at Savannah State University on July 11-17, 2004.

Quotable Quotes ......!

"The quality of a university is measured more by the kind of student it turns out than the kind it takes in." - Robert J. Kibbie

"There is a good reason they call these ceremonies 'commencement exercises'. Graduation is not the end; it's the beginning." - Orrin Hatch

"There is a great deal of difference between an eager man who wants to read a book and the tired man who wants a book to read." - G. K. Chesterton

This monthly e-Bulletin, ‘SciTech’, will provide you with the latest information about the College of Sciences and Technology of Savannah State University. It will also include selected highlights from the world of Sciences and Technology.

Please send your comments/contributions to next e-Bulletin to jay or Berenice Scott before 15th of each month.