We are writing to let you know about an exciting grant opportunity — the Marion Milligan Mason Award for Women in the Chemical Sciences.

The objective of the Mason Award is to kick-start the research career of promising future senior investigators in the chemical sciences. The Marion Milligan Mason Fund will provide three grants of $50,000 every other year to women researchers engaged in basic research in the chemical sciences. Awards are for women who are starting their academic research careers. In addition to research funding, the program will provide leadership development and mentoring opportunities.

Applicants must have a “full-time” career-track appointment. More than one applicant from the same institution can apply for this award, provided that each application is scientifically distinct.

For more information about the request for proposals for the Marion Milligan Mason Award for Women in the Chemical Sciences, please click here to view the PDF.

This award is funded by a bequest from the Marion Milligan Mason Fund.

As a chemist and AAAS member since 1965, the late Marion Tuttle Milligan Mason wanted to support the advancement of women in the chemical sciences. Dr. Milligan also wanted to honor her family’s commitment to higher education for women, as demonstrated by her parents and grandfather, who encouraged and sent several daughters to college.

***Proposals are due Monday, September 15, 2014, midnight Eastern Daylight Time (EDT).

***Awards will be announced on or before May 1, 2015.

Proposals should be submitted via the online application system athttps://masonaward.aaas.org

Please circulate this email to your colleagues.

If you have questions, please e-mail masonaward@aaas.org

img809Physical Chemist, Glenn Evans began his career at OSU in 1977.  Hair was big, bell bottoms were wide and the Bucky Ball hadn’t been discovered yet.  He started out teaching a variety of freshman level and graduate courses, taking up Physical Chemistry courses in the late 90’s.  Around 2000, he started to cover more and more of the sequence and by 2005 was teaching all three terms.  Hard and fast statistics don’t exist on just how many students Glenn has taught in his 37 years at the front of the classroom, but it’s estimated to be somewhere between five and ten thousand.

When asked what Dr. Evans loved most about teaching, he replied, “the “aha” moment when a student sees something and tells me “that wasn’t so hard” almost in a defiant way; private counselling of students (talking them through their anxieties); office hours during which students interact with each other as well as me; in lectures when I say things provocatively to elicit a response and their laughter; exposing the lessons of life embedded in science; among many others. Perhaps the most interesting and most privileged part of lecture is looking out over a sea of faces (with their varying degrees of enthusiasm) and seeing the future and the person I once was.”

Glenn retired in 2010.  Four years later, a student decided that he needed to be recognized.  During the 2014 Commencement Luncheon, Biochemistry and Biophysics student Omar Rachdi took the platform and read the following speech.

“Two back surgeries, two flights of stairs slipped down in one fell swoop to reveal degenerative disc diseases and scoliosis, two lives lost that cripple me from within because of the differences between the Moroccan culture and the American culture, and only two years have passed. My undergraduate years have been very full of hard and life-changing experiences. However, I would not be where I am today without the guidance and mentorship of Dr. Glenn Evans.

Glenn Evans 2011After my second back surgery, I felt demoralized. I did not have the capacity to believe in myself or my abilities until the end of my fall term Physical Chemistry course junior year. Dr. Glenn Evans knew of my physical difficulties and sat me down after the final exam took place. I will always remember him telling me, “You got talent kid. Real talent. You sure you haven’t thought about doing this as a profession?” Regardless of the score I received on that exam, having a person of Dr. Evans stature tell me something like that made a large impact. That moment is the time when I can say that my “spark” turned on inside of me, and for this past year, all that I have tried to do is pass that spark onto others. Whether it be through being a teaching assistant for Biochemistry or Physical Chemistry, the mentoring programs that I have built within the College of Science, or just in everyday conversation, I will always carry with me the kind acts that Dr. Evans has done for me and try to pass them on to others.

Dr. Evans has had a large impact on not just myself, but several other students. If there was a way to incorporate the impact he has had in his career on the lives of his students, his “H-index” would be that of Linus Pauling, and other great scientists that have graced our earth.”

The Camille and Henry Dreyfus Foundation announces the August 11th deadline for applications to the:

Postdoctoral Program in Environmental Chemistry – The Foundation seeks to further the development of scientific leadership in the field of environmental chemistry with a postdoctoral fellowship program.  The Postdoctoral Program in Environmental Chemistry proviudes a principal investigator with an award of $120,000 over two years to appoint a Postdoctoral Fellow.  Applications most likely to be of interest should describe innovative fundamental research in the chemical sciences or engineering related to the environment.

Additional details are given at the Foundation Web site: www.dreyfus.org

By: David Stauth, OSU News and Research Communications

CORVALLIS, Ore. – Researchers today announced the creation of an imaging technology more powerful than anything that has existed before, and is fast enough to observe life processes as they actually happen at the molecular level.

Chemical and biological actions can now be measured as they are occurring or, in old-fashioned movie parlance, one frame at a time. This will allow creation of improved biosensors to study everything from nerve impulses to cancer metastasis as it occurs.

The measurements, created by the use of short pulse lasers and bioluminescent proteins, are made in femtoseconds, which is one-millionth of one-billionth of a second. A femtosecond, compared to one second, is about the same as one second compared to 32 million years.

That’s a pretty fast shutter speed, and it should change the way biological research and physical chemistry are being done, scientists say.

Findings on the new technology were published today in Proceedings of the National Academy of Sciences, by researchers from Oregon State University and the University of Alberta.

“With this technology we’re going to be able to slow down the observation of living processes and understand the exact sequences of biochemical reactions,” said Chong Fang, an assistant professor of chemistry in the OSU College of Science, and lead author on the research.

“We believe this is the first time ever that you can really see chemistry in action inside a biosensor,” he said. “This is a much more powerful tool to study, understand and tune biological processes.”

The system uses advanced pulse laser technology that is fairly new and builds upon the use of “green fluorescent proteins” that are popular in bioimaging and biomedicine. These remarkable proteins glow when light is shined upon them. Their discovery in 1962, and the applications that followed, were the basis for a Nobel Prize in 2008.

Existing biosensor systems, however, are created largely by random chance or trial and error. By comparison, the speed of the new approach will allow scientists to “see” what is happening at the molecular level and create whatever kind of sensor they want by rational design. This will improve the study of everything from cell metabolism to nerve impulses, how a flu virus infects a person, or how a malignant tumor spreads.

“For decades, to create the sensors we have now, people have been largely shooting in the dark,” Fang said. “This is a fundamental breakthrough in how to create biosensors for medical research from the bottom up. It’s like daylight has finally come.”

The technology, for instance, can follow the proton transfer associated with the movement of calcium ions – one of the most basic aspects of almost all living systems, and also one of the fastest. This movement of protons is integral to everything from respiration to cell metabolism and even plant photosynthesis.  Scientists will now be able to identify what is going on, one step at a time, and then use that knowledge to create customized biosensors for improved imaging of life processes.

“If you think of this in photographic terms,” Fang said, “we now have a camera fast enough to capture the molecular dance of life. We’re making molecular movies. And with this, we’re going to be able to create sensors that answer some important, new questions in biophysics, biochemistry, materials science and biomedical problems.”

The research was supported by OSU, the University of Alberta, the Natural Sciences and Engineering Research Council of Canada, and the Canadian Institutes of Health Research.

Who is your PI? – Sandra Loesgen

How did you learn about the position? – I emailed everyone I could, basically. I emailed Dr. Christopher Beaudry for a position at first, then he referred me to Dr. Sandra Loesgen & I emailed her as soon as I could & began setting up appointments. Once I learned what her research was about, I decided I wanted in immediately.

Why did you get into Undergraduate Research? – I got into UG research for a few reasons; one of them was that I want to gain experience now & have some understanding of what a potential future career may be like for me in the field of Chemistry. Another was so I could go to Grad School; research is mandatory in that regard, so I decided to get into it now. The last is that I want to surround myself with like-minded people & to me, a great way to do that is by research.

What advice might you have for other Undergraduate students thinking of pursuing research or just getting started? – Students getting into research should expect to be smothered with knowledge that they aren’t familiar with. Already being in Dr. Loesgen’s research team, there is plenty that I’ve encountered that I’m not familiar with & that I need to do some reading up on. You’ll have to do some reporting also, but that’s a 6-week sort of thing so it’s not that big of a deal. On top of that, you will be around equipment that you may or may not have used before, so it is a great idea to become acquainted with as much as you can with regards to lab equipment & lab safety.

Congratulations Chem Majors who made the Honor Roll for Spring 2014!!

Chadd Armstrong
Dakota Russell Backus
Kayla Marie Bell
Jordan Daniel Bergstrom
Scott Ryan Best
Kristen Marie Brewster
Corinne Nicole Brucks
Abigail Chitwood
Hyun Jun Cho
Tora Jean Cobb
Mark Daniel P Delgado
Micholas Scott Diaz-Hui
Brandica Wray Durfee
Rogert Hames Figura
Eaton C Fong
Elizabeth Marie Gass
John Elliot Hergert
Adam Paul Huntley
Michael Jeffrey Jagielski
Thomas Handry Ketsdever
Reid Willis Kinser
Alexandra Janice Malone
Phillip Gordon Marks
Dang Alvin Nguyen
Philip Duc Nguyen
Dallas Edward Niemeyer
Thu M Pham
Kristin Cassidy Potter
Jacob Ramsey
Caitlin Rose Riechmann
Brian Evert Riggs
Jordan Sierra Roland
Jason William Sandwisch
Kenneth Trucker Stout
Karen Zhilin Zhen

The Office for Research Development is requesting letters of intent for the National Science Foundation ADVANCE: Increasing the Participation and Advancement of Women in Academic Science and Engineering Careers – Institutional Transformation Catalyst (ADVANCE IT Catalyst) and Institutional Transformation (ADVANCE IT) programs. The goals of this program are (1) to develop systemic approaches to increase the representation and advancement of women in academic STEM careers; (2) to develop innovative and sustainable ways to promote gender equity in the STEM academic workforce; and (3) to contribute to the development of a more diverse science and engineering workforce. Guidelines: http://oregonstate.edu/research/incentive/nsf-advanceitcatalyst and  http://oregonstate.edu/research/incentive/nsf-advanceit. Information: Mary Phillips- mary.phillips@oregonstate.edu. Deadline: IT Catalyst: Aug. 10, 2015. IT: Sept. 7, 2015.

The Office for Research Development is requesting letters of intent for the National Science Foundation- Cultivating Cultures for Ethical STEM (CCE STEM) program. This program funds research projects that identify factors that are efficacious in the formation of ethical STEM researchers in all the fields of science and engineering that NSF supports. Guidelines: http://oregonstate.edu/research/incentive/ccestem. Information: Mary Phillips- mary.phillips@oregonstate.edu. Deadline: Dec. 22.

Instructors Margie Haak and Michael Burand will give a lecture on Less Class Time, More Learning at the 2014 Biennial Conference on Chemical Education, August 3-7 at Grand Valley State University in Michigan.

A hybrid-format general chemistry course for science-majors was implemented in the winter term of 2014. Two sections of approximately 160 students each were included. This course was a “trailer” course insomuch as students began the sequence in the second 10-week term of the academic year. Students in trailer courses have historically been more at risk for poor academic performance.

The format of the course included short, topical videos which were custom-made for this course and were made available to students online. Students were assigned to groups of approximately four for the duration of the term and biweekly class meetings consisted almost exclusively of students working on solving problems within their groups. Generally two faculty members and four teaching assistants were present to assist student groups. Typically some time was reserved at the end of the class periods for student groups (selected at random) to come before the class and present their solution to a problem.

Preliminary data show that students in this hybrid course performed significantly better on exams than historical averages for the traditional lecture format. This result is especially noteworthy given that the students in the hybrid course have only 60% of the class time compared to students in the traditional version of the course. A survey of students’ views regarding this hybrid course format was also conducted and will be discussed.