Helmut Knaust

Orlicz sequence spaces of Banach-Saks type

We show that in Orlicz sequence spaces of Banach-Saks type p, weakly null sequences admit of p-Hilbertian subsequences. W. B. Johnson introduced the following notion in J]. Let 1 < p 1. A Banach space has Banach-Saks type p (property (BS p), for short), if every weakly null sequence has a subsequence (x k) so that for some C < 1 n X k=1 x k Cn 1=p for all n 2 IN: (Here, n 1=1 := 1 for all n 2 IN.) The following stronger property was introduced in KO]: Let 1 < p 1. A Banach space has property (S p), if every weakly null sequence has a subsequence (x k) so that for some C < 1 n X k=1 a k x k C for all n 2 IN and for all scalars (a k) with (n X k=1 ja k j p) 1=p 1: (Here, (P ja k j 1) 1=1 := maxja k j.) A sequence (x k), which is dominated by the unit vector basis of`p , i.e., which satisses the estimate in Deenition 2, is called p-Hilbertian. It follows from Eltons c 0-theorem (E], see also O], Corollary 4.4) that property (BS 1) implies property (S 1). Moreover, both properties are equivalent to the hereditary Dunford-Pettis property. For 1 < p < 1, however, both properties

Qualitative assessment of the University of Texas system Louis Stokes Alliance for Minority Participation Summer Research Academy Abroad: An international experience in research and culture

Since 1993 nine universities in the University of Texas System and several affiliated community colleges have worked collaboratively to promote STEM undergraduate research through the Louis Stokes Alliance for Minority Participation. In 2012 the Alliance was recognized as a model Senior Alliance by the National Science Foundation and to expand on its work an international research component was added: the Summer Research Academy Abroad (SRA-A). Our first cohort of eight students travelled abroad during the summer of 2014. The students participated in an intensive undergraduate research experience for eight weeks and thus became part of the global STEM community. Prior to their departure these students enrolled in a spring 2014 online seminar to prepare them for both the scientific and cultural components of the SRA-A experience. They learned to operate with confidence in new, unfamiliar environments and gained a multicultural perspective. They also acquired early membership and credibility in the global science arena and began to understand the competitiveness that drives the international research community. This paper discusses program details, participant profiles, and assessment after the programs first year of operation.

Work in progress: The University of Texas System Louis Stokes Alliance for Minority Participation: A state-wide initiative to promote STEM undergraduate research

For 20 years, nine institutions in the University of Texas System and five partnering community colleges have collaborated to promote STEM undergraduate research through the Louis Stokes Alliance for Minority Participation (LSAMP). The primary programmatic activity of the Alliance is its Summer Research Academy (SRA) which has engaged a total of 1,565 undergraduates. Of these, 242 have been supported within the last five years. The Alliance has also partnered with the US Department of Energy to support a number of faculty and student teams (FaST) to engage in research at several national laboratories. Since 2003, 37 students and four faculty members have participated in this effort. This paper will describe both the SRA and FaST. Data on program participation and success will be discussed. The Alliance is now posed to expand its effort to include research abroad. The general direction of the Alliance for the next five years will be discussed.

Work in progress — The bridge to the doctorate experience: A reflection on best practices and project outcomes

Since 1992 the University of Texas System Louis Stokes Alliance for Minority Participation has promoted the participation of underrepresented minorities in STEM with funding from the National Science Foundation. In 2003 the Alliance initiated the Bridge-to-the-Doctorate project to support students during their first two years of graduate studies. The expectation was that financial support, effective mentoring, and developmental activities would significantly increase the six-year completion rate for a Ph.D. degree. Consequently the Alliance has developed effective strategies to recruit, retain, and advance these students and to ensure completion of their advanced degrees. Recruitment strategies include nationwide solicitation, faculty nominations, intensive interviews, and competitive selection. Retention activities consist of seminars, personalized advising, team building, and workshops for achieving milestones in graduate studies. Advancing efforts include personalized academic advising and semester review of research progress to keep students focused and on track. To date, the Alliance has supported 70 students at three UT System institutions. From this group, 40 have earned their MS, eight have earned their Ph.D. and 30 are currently pursuing the doctorate. Best practices will be discussed along with important outcomes seen since the inception of the Bridge-to-the-Doctorate project in the UT System.

Work in progress — International conference participation for undergraduate scholars through the University of Texas System Louis Stokes Alliance for Minority Participation

Since 1992 the National Science Foundation (NSF) has funded a state-wide Alliance with the University of Texas (UT) System under the auspices of the Louis Stokes Alliance for Minority Participation (LSAMP). Currently in its fourth phase, the UT LSAMP maintains its vision of producing high-quality STEM researchers from underrepresented backgrounds through the proven method of intensive undergraduate research and an international travel component. This component was implemented based on our belief that all STEM graduates should be competitive in a global economy. To date, nineteen students have participated in these international activities. The expectation is that each student involved will understand that effective STEM research is truly an international collaboration. All STEM students should think “globally” whether preparing to enter academia or industry. This paper discusses our experiences with international travel coordination, strategies for conference and student selection, faculty observations, and student perceptions before and after the international experience.