Emily Gibson, assistant professor of bioengineering, and a team of researchers from the CU School of Medicine and CU Boulder received a $2 million grant allowing them to refine a microscope they developed to study the brain.
“We were all in it together.”
That’s how Jacob Altholz, a recent CU Denver graduate, remembers his experience in the undergraduate bioengineering program, which is part of the College of Engineering and Applied Science with upper division courses taught on CU Anschutz Medical Campus. Jacob and 14 of his classmates are the first group of students to graduate from the program, which is the first of its kind in Colorado.
His fellow classmate, Rachelle Walter, also remembers how much she enjoyed learning how to work together. The program created a cohesive environment that allowed students to work closely with one another and make friendships to last a lifetime.
Read about their experiences in the CU Denver Today story.
On Thursday, September 14, Bike Denver took the CVEN 5800 Urban Street Design class around Denver on a City Spin tour. They toured several bike lanes, including the new Broadway two-way cycle track and the Cherry Creek bike trail. Part of the tour included a light rail transit stop and how the bike-train connection works at that location.
The class is currently studying bicycle transportation and design, and this “first-hand view” along with bicycle advocates will hopefully influence their future designs.
The class was also joined by Steve Smith of RTD (former CU-Denver student) and Emily Cushman of the City/County of Denver (also a former CU-Denver student). Regular Bike Denver participants and other CU-Denver students joined the tour as well.
To see the full Childrens Hospital Colorado story, please follow the URL: https://www.childrenscolorado.org/pediatric-innovation/research/fetal-care-research/neural-tube-defect-repair-research/
Three College of Engineering and Applied Science students have been awarded 2017 ARCS scholarships: Aaron Buchanan, bioengineering; Scott Spurgeon, mechanical engineering; and Rachelle Walter, bioengineering. These scholarships are awarded by the Colorado Chapter of the Achievement Rewards for College Scientists (ARCS) Foundation, which has partnerships with all four University of Colorado campuses, Colorado State University and Colorado School of Mines.
ARCS began in 1958 with a group of women volunteers who understood the importance of scholarship funding in supporting science students who want to make a difference. In September 1958, ARCS Foundation’s goal was officially announced to “. . . raise money for scholarships and fellowships (now known as Scholar Awards) . . . for the support of both undergraduate and graduate students.” Today, ARCS Foundation has 1,300 members in 15 chapters across the United States and has supported more than 9,600 graduate students in a variety of science fields with awards totaling almost $100 million.
ARCS scholarship recipients go through a very competitive selection process, and are selected based on their excellent academic performance and research experience. Buchanan and Walter are first-year graduate students; Spurgeon is a second-year undergraduate student.
Congratulations to Aaron, Scott and Rachelle!
Farnoush Banaei-Kahani, assistant professor of computer science and engineering, and a team of researchers have received an NIH R21 award for their proposal “Omics Data Integration to Identify Disease Pathways in COPD.” This is a two-year award for $275K with equal support for the three PIs and up to two post-docs with potential for R01 funding in the next phase.
The team consists of:
- Katerina Kechris (PI), Associate Professor, Biostatistics, Colorado School of Public Health
- Farnoush Banaei-Kashani (Co-PI), Assistant Professor, Computer Science and Engineering, University of Colorado Denver
- Russ Bowler (Co-PI), Professor, Precision Medicine, National Jewish Health
David Mays, associate professor of civil engineering, and Timberley Roane, associate professor of integrated biology, received one of 27 National Science Foundation INCLUDES (Inclusion across the Nation of Communities of Learners of Underrepresented Discoverers in Engineering and Science) award for their project “Building a Network for Education and Employment in Environmental Stewardship of Indigenous Lands.” NSF INCLUDES awards aim to enhance U.S. leadership in STEM discoveries and innovations through a commitment to diversity and inclusion. This is the second year of awards for INCLUDES, one of NSF’s “10 Big Ideas for Future NSF Investments.”
For the United States to maintain its leading role on the world economic stage, it is essential to strengthen the American workforce in science, technology, engineering, and mathematics (STEM). Our current prosperity and our future success hinge on recruiting, training, and employing the creative and industrious STEM professionals who drive the innovation economy. Strengthening the American STEM workforce depends, in part, on broadening participation to students from demographics that have traditionally been underrepresented in STEM. This NSF INCLUDES Launch Pilot project will foster recruitment, training, and employment for indigenous STEM students, where the term “indigenous” comprises the terms Native American, American Indian, Alaskan Native, and Hawaiian Native. Specifically, this project will support the design and development of a first-of-its-kind network focused on environmental stewardship of indigenous lands. The network will comprise both tribal and government partners and will be organized by three faculty at the University of Colorado-Denver. Student recruitment, training, and employment will be organized around the unifying principle of land stewardship. The focus on land stewardship has been selected not only because it demands the expertise of STEM professionals, but also because land stewardship is among the top motivations for indigenous students considering STEM careers. Accordingly, this work is important on several fronts: It addresses the recognized need for STEM professionals; it broadens participation to students from underrepresented groups; and it provides a test bed for collective action by a first-of-its-kind network of tribal, government, and university partners.
The proposed network will work together to design, deploy, and debug a unique educational program giving students an opportunity to train for employment as tribal liaisons in the environmental field. In particular, this program will address the need for culturally-sensitive, scientifically-trained individuals who can serve as tribal liaisons between tribal and non-tribal organizations, which will allow them to prevent, minimize, or manage environmental incidents through their understanding of STEM principles and organizational dynamics. All students in this educational program will earn a regular four-year STEM degree, but a key feature of the program is that they will also participate in training and internships designed to provide background with nontechnical matters such as cultural awareness, environmental regulations, and organizational dynamics. Additionally, this educational program is designed to support recruitment of indigenous students by (1) providing a clear vision of a high-impact, culturally-relevant professional career and by (2) providing a cultural connection with obtaining a college degree. Taken together, the network aims to increase enrollment, retention, graduation, and alumni activity by indigenous students. Best practices and strategies for collective impact will be used to document achievement of the network in increasing the enrollment, retention, graduation, and alumni activity of indigenous students in higher education and in STEM careers. Continuous feedback will be collected to assess partner engagement and durability, and student satisfaction, performance, and progress. The network is expected to be sustainable because it addresses a demonstrated need; it is expected to be scalable because scientifically aware, culturally-sensitive individuals who can serve as tribal liaisons are needed not only regionally, but nationally.
Congratulations David and Timberley.
David Mays, associate professor of civil engineering, sat down with reporters from KDVR Fox31 to talk about flooding in Denver and what would happen if a storm the size of Harvey hit the metro area.
This August the department of Bioengineering hosted its first ever Bioengineering Opportunities and Leadership Training (BOLT) for high school students. 25 students from around the metro area participated in the week’s activities, which ranged from building an optical heart rate monitor and learning about tissue engineering to visiting the Children’s Hospital Gait Lab and Center for Surgical Innovation. The objective of the camp was to expose students to the many different facets of bioengineering and to get them excited about what a career as a biomedical engineer could look like. At the conclusion of the week students presented their rough prototypes of new designs for medical devices that could help a pediatrician before enjoying an ice cream social with the students and faculty of the BIOE Department.
Pulmonary Hypertension is a progressive disease that ultimately leads to right heart failure. This K25 award looks at the mechanical and biochemical interaction between the right and left heart, during the progression of this cardio-pulmonary disease. Both sides of the heart are both moving “pumps” that are physically connected to one another. The study utilizes magnetic resonance imaging, computational modeling, and gene expression analysis of animal tissue to establish two key concepts: (1) declining right heart function during pulmonary hypertension can be improved by targeting the left heart; and (2) the left heart can be targeted through genes that control the contraction speed of the left heart muscle. If this approach proves to be successful, it could lead to novel therapies for treating right heart failure in children with pulmonary hypertension.