FY07 Congressional Briefing Book

FEBRUARY 2006

MICHAEL M. CROW, President

STU HADLEY, Executive Director of Federal Relations Arizona State University | Table of Contents

About ASU President Michael Crow...... 1.1 ASU Overview...... 1.2 ASU History...... 1.3 ASU Locations in the Valley...... 1.4 Map of ASU Tempe Campus...... 1.5 ASU Quick Facts...... 1.6

A New American University A New American University...... 2.1

ASU Progress and Status ASU Student/Faculty Quality...... 3.1 Economic Impact...... 3.2 Recent Success Stories...... 3.3

ASU Research Infrastructure Update Status and projection of ASU research infrastructure map...... 4.1

Advancing Science and Technology Space Academy...... 5.1 NASA Budget Concern...... 5.2 Department of Labor - WIRED...... 7.6 National Science Foundation ...... 5.3 Deer Valley Rock Center...... 7.7 Sustainability at ASU...... 5.4 Teaching American History...... 7.8 Sustainability Act of 2005...... 5.5 Light Rail...... 7.9 SCERP...... 5.6 FAA Air Traffic Training...... 7.10 TGen...... 5.7 Stardust Center...... 7.11 Tax Exempt Research Facilities...... 5.8 KAET PBS Station...... 7.12 DOE Power System Reliability...... 5.9 Violence Prevention...... 7.13 ASU/SRP Energy Efficiency...... 5.10 Regional Microscopy Centers...... 5.11 National Priorities Rehabilitation Engineering (CUbiC)...... 5.12 National Innovation Act...... 8.1 National Community Priorities Biodesign 1. Financial Aid...... 8.2 The Biodesign Institute...... 6.1 2. Work Force...... 8.3 NIH’s Biomedical Program...... 6.2 3. Research...... 8.4 Protecting America’s Competitive Edge...... 8.5 Social and Cultural Development ASU Polytechnic Property Restrictions...... 7.1 ASU Research Funding Streams Decision Theater...... 7.2 ASU Funding Sources...... 9.1 Transborder Studies Center...... 7.3 ASU Federal Funding by Agency...... 9.2 Hispanic Serving Institution...... 7.4 American Indian Policy Center...... 7.5 Arizona State University | President Michael Crow 1.1

MICHAEL M. CROW PRESIDENT, ARIZONA STATE UNIVERSITY

ichael M. Crow became the 16th president of Arizona State University on July 1, 2002. He is guiding the transformation of ASU into one of the nation’s leading public metropolitan Mresearch universities, one that is directly engaged in the economic, social, and cultural vitality of its region. Under his direction the university pursues teaching, research, and creative excellence focused on the major challenges and questions of our time, as well as those central to the building of a sustainable environment and economy for Arizona. He has committed the university to global engagement, and to setting a new standard for public service.

Since he took office, ASU has marked a number of important milestones, including the establishment of major interdisciplinary research initiatives such as the Biodesign Institute; the International Institute for Sustainability; and MacroTechnology Works, a program integrating science and technology for large-scale applications, including the Flexible Display Center, a cooperative agreement with the U.S. Army. Under his direction ASU has initiated a dramatic research infrastructure expansion to create more than one million square feet of new research space, and has announced naming gifts endowing the W. P. Carey School of Business, the Ira A. Fulton School of Engineering, and the Virginia G. Piper Center for Creative Writing.

Prior to joining ASU, he was executive vice provost of Columbia Uni- versity, where he also was professor of science and technology policy in the School of International and Public Affairs. Dr. Crow oversaw Columbia’s research enterprise, technology and innovation transfer operations, strategic initiative program, and interdisciplinary program development.

He played the lead role in the creation of the Columbia Earth Institute (CEI), and helped found the Center for Science, Policy, and Outcomes (CSPO) in Washington, D.C., a think tank dedicated to linking science and technology to desired social, economic, and environmental outcomes. CSPO was reestablished at ASU as the Consortium for Science, Policy, and Outcomes.

He is the author of books and articles relating to the analysis of research organizations, technology transfer, science and technology policy, and the practice and theory of public policy. www.asu.edu/president/ Arizona State University | Overview 1.2

rizona State University is one of the premier metropolitan public research universities in the nation. Enrolling more than 61,000 undergraduate, graduate, and professional students on three cam- Apuses in metropolitan Phoenix, ASU maintains a tradition of academic excellence in core disciplines, and has become an important global center for innovative interdisciplinary teaching and research. ASU offers outstanding resources for study and research, including libraries and museums with important collections, studios and performing arts spaces for creative endeavor, and unsurpassed state-of-the-art scientific and technological laboratories and research facilities.

In addition to the historic campus in Tempe, a college town in the midst of a dynamic metropolitan region, the university comprises two newer campuses with more specialized missions: ASU’s West campus and ASU’s Polytechnic campus in Mesa. The conceptualization and design of the Downtown Phoenix campus is presently underway, with plans for a vibrant cultural, creative and education center. The vision for an expanded ASU presence in Downtown Phoenix is part of an ongoing comprehensive development planning process that will involve detailed analysis of all of ASU’s campus sites, focusing on issues related to transportation, university access, blending university learning facilities with non-university ASU accepts the responsibility facilities, and blending the university into its surrounding towns and cities. of offering all the benefits that Currently in downtown Phoenix, ASU’s Extended Campus offers academ- a diverse, rapidly growing ic programs and professional certificate programs. population center expects from higher education: ASU’s Tempe campus: ASU’s Tempe campus is located in the heart of Tempe where about 51,000 students are enrolled in daytime and evening classes. The university is recognized nationally as a foremost research • the highest quality teaching institution offering excellent undergraduate and graduate education and and research; nationally ranked athletic programs as well as a full array of cultural activities. The Tempe campus offers 96 bachelor’s, 95 master’s, 51 doctoral • readily accessible education; or terminal degree programs, and 1 law degree program. and

ASU’s West campus: ASU’s West campus serves nearly 8,000 undergradu- • community, neighborhood, ate and graduate students at its modern, growing campus in northwest and industry partnerships Phoenix. The West campus offers bachelor’s and master’s degree programs in the New College of Interdisciplinary Arts and Sciences, School of Global Management and Leadership and the College of Teacher Educa- tion and Leadership. Facilities include a full-service library, computer linked classrooms, and a complete array of student services including bookstore, fitness center, cafeteria, and child care center.

ASU’s Polytechnic campus: ASU’s Polytechnic campus, is the home campus for the College of Technology and Applied Sciences, the Morri- son School of Agribusiness and Resource Management, and East College. The campus, located in southeast Mesa, offers a small residential college environment for its nearly 5,000 students. 29 baccalaureate programs, 10 master’s degree programs and 1 doctoral degree are available at ASU’s Arizona State University | Overview 1.2

Polytechnic campus. ASU’s Polytechnic campus and ASU is research-driven but focused on learning— West campus both offer a Bachelor of Applied Sci- teaching is carried out in a context that encourages ence (BAS) degree. the creation of new knowledge. The faculty includes recipients of prestigious academic and professional The Downtown Phoenix campus represents collabora- awards, including membership in the national acad- tions of ASU colleges and campuses to deliver quality emies. ASU currently ranks third among public uni- education worldwide through the College of Extended versities in its enrollment of freshmen National Merit Education. The ASU Downtown Phoenix campus Scholars. The university champions diversity, and goes beyond the boundaries of the university’s three is international in scope, welcoming students from physical campuses to provide access to quality educa- all 50 states and over 150 nations across the globe. tion for working adults through flexible schedules, a ASU is an active partner with the private sector in vast network of off-campus sites, classes scheduled initiatives to enhance the social well-being, economic evenings and weekends, and innovative technologies competitiveness, cultural depth, and quality of life of including the internet and television. metropolitan Phoenix and the state. Arizona State University | History 1.3

n February 26, 1885, House Bill 164, “An as a university was ongoing. Act to Establish a Normal School in the An extraordinary event occurred March 20, Territory of Arizona,” was introduced in 1911, when former President Theodore Roosevelt Othe 13th Legislative Assembly of Arizona Terri- visited the Tempe school and spoke from the steps tory by John Samuel Armstrong. The bill, strongly of Old Main. He had dedicated the Roosevelt Dam supported by Charles Trumbull Hayden of Tempe, the day before and was impressed with Arizona. He passed the House on March 6 and the Council on noted that construction of the dam would benefit March 11 and was signed by Governor F.A. Tritle central Arizona’s growth and that of the Normal on March 12, 1885, thereby founding the institution School. It would be another year before the territory known today as Arizona State University. Under the became a state. supervision of Principal Hiram Bradford Farmer, in- During the Great Depression, Ralph W. struction was instituted on February 8, 1886, when Swetman was hired as president for a three-year 33 students met in a single room on land donated by term. This was a time of uncertainty for educational George and Martha Wilson of Tempe. institutions. Although enrollment increased due to The institution began with the broad obliga- the depression, many faculty were terminated and tion to provide “instruction of persons...in the art of faculty salaries were cut. The North Central Asso- teaching and in all the various branches that pertain ciation became the accrediting agency for Arizona to good common school education; also, to give State Teachers College. instruction in the mechanical arts and in husbandry The Gammage Years. In 1933, Grady Gam- and agricultural chemistry, the fundamental law of mage, then president of Arizona State Teachers Col- the United States, and in what regards the rights and lege at Flagstaff, became president of Arizona State duties of citizens.” Teachers College at Tempe, a tenure that would last With the growth of the state, especially the for nearly 28 years. surrounding Phoenix metropolitan area, the school The Graduate Division was created in 1937, has carried forward this charter, accompanied by and the first master’s program was established the successive changes in scope, name, and governance. same year. The Early Years. For the first 14 years, the On March 8, 1945, the three state institu- school was governed by six principals. At the turn tions of higher learning came under the authority of of the century and with another new name, Normal one Arizona Board of Regents, which oversees ASU School of Arizona, President Arthur John Matthews today. brought a 30-year tenure of progress to the school. The phenomenal growth of the college He assisted in changing the school to an began after the end of World War II. Dr. Gammage all-college student status; the Normal School had had foreseen that the G.I. Bill of Rights would flood enlisted high school students who had no other campuses everywhere with returning veterans. secondary educational facilities in Arizona. He Many of the veterans who had received military embarked on a building schedule that included the training in Arizona had fallen in love with the state state’s first dormitories. Of the 18 buildings con- and vowed to return after the war. The numbers structed while Matthews was president, six are still within one year were staggering: in the fall semester in use. His legacy of an “evergreen campus,” with of 1945, 553 students were enrolled; over the week- the import of many shrubs and trees and the plant- end semester break in January 1946, enrollment ing of Palm Walk, continues to this day: the main increased 110 percent to 1,163 students. Successive campus is a nationally recognized arboretum. semesters saw continuing increased enrollment. Matthews also saw to it that the Normal Like his predecessor, Dr. Gammage over- School was accredited outside the state. His ser- saw the construction of a number of buildings. His vice on national education organization boards was greatest dream, that of a great auditorium, came conducive to this recognition. The school remained to fruition after his death. He laid the groundwork a teacher’s college in fact and theory during Mat- for it with Frank Lloyd Wright, who designed what thews’ tenure, although the struggle to attain status is now the university’s hallmark building, Grady Arizona State University | History 1.3

Gammage Memorial Auditorium, built in 1964. positions ASU to meet future enrollment growth. Years of Growth and Stature. During the The quality of undergraduate students and 1960s, with the presidency of Dr. G. Homer Dur- programs has improved substantially during the past ham, Arizona State University began its academic decade. In 2001, ASU had its best year in history in rise with the establishment of several new colleges prestigious national scholarship competitions. Stu- (the College of Fine Arts, the College of Law, the dents brought home the Rhodes, Truman, Marshall, College of Nursing, and the School of Social Work) Goldwater, and Udall awards, making ASU one of and the reorganization of what became the College only two public universities in the nation to be rep- of Liberal Arts and Sciences and the College of resented in all five top scholarship awards. Enroll- Engineering and Applied Sciences. Perhaps most ment in the Barrett Honors College has more than important, the university gained the authority to tripled since 1988, from 800 to more than 2,600 award the Doctor of Philosophy and other doctoral students majoring in all disciplines throughout degrees. ASU. During the last decade, the university’s mi- The next three presidents — Harry K. New- nority enrollment has more than doubled. This fall, burn, 1969–1971, John W. Schwada, 1971–1981, minorities represent 30 percent of the university’s and J. Russell Nelson, 1981–1989 — and Interim freshman class and nearly 20 percent of the entire President Richard Peck, 1989, led the university to enrollment. increased academic stature, expansion of the cam- With regard to ASU faculty, the percentage puses, and rising enrollment. of minorities has increased to 15.3 percent — up A transformation of ASU has taken place from 10.3 percent five years ago. ASU has the under the leadership of Dr. Lattie F. Coor, who highest numbers and highest proportion of Hispanic became the university’s 15th president on January faculty of any major U.S. research university. 1, 1990. Coor retired from the presidency on June ASU has become one of the leading re- 30, 2002. The university has grown to serve the Val- search universities in America, developing nation- ley of the Sun through multiple campuses and the ally recognized programs in a number of fields, College of Extended Education, an architecture that including accounting; astrobiology; design science; Arizona State University | History 1.3 ecology and evolutionary biology; electron micros- UNIVERSITY NAME TIMELINE copy; engineering; exercise science; music; nanotechnology; psychology; and solid-state science. Territorial Normal School, March 12, 1885 ASU is committing to a strategic focus on Arizona Normal School, 1896 four critical research areas that are essential in the Normal School of Arizona, March 11, 1899 New Economy: materials; biomedicine and biotech- Tempe Normal School, March 2, 1901 nology; information science and technology; and Tempe State Teachers College, March 7, 1925 manufacturing. These initiatives already have a sig- Arizona State Teachers College at Tempe, 1928 nificant impact on the Arizona economy, represent- Arizona State College at Tempe, March 13, 1945 ing more than 207,000 jobs, 2,000 businesses, and Arizona State University, December 5, 1958 $1.5 billion in exports in the first quarter of 2000. Part of Coor’s legacy to the university — before retiring at the end of the 2002 academic year — is a successful fund raising campaign. Through FIGHT SONG private donations, primarily from the local community, $500 million is being invested in targeted Fight, Devils down the field. areas that most significantly impact the future of Fight with your might and don’t ever yield. ASU. Among the campaign’s achievements are the Long may our colors outshine all others. naming and endowing of the Barrett Honors Col- Echo from the buttes, Give ‘Em Hell Devils! lege, the Katherine K. Herberger College of Fine Cheer, cheer for A-S-U. Arts, and the Morrison School of Agribusiness and Fight for the Old Maroon. Resource Management at ASU East; the creation of For it’s Hail! Hail! The gang’s all here many new endowed faculty positions, and hundreds And it’s onward to victory! of new scholarships and fellowships. Research Extensive Status: ASU was granted Research I status (now called Research Extensive) by the Carnegie Foundation for the Ad- ALMA MATER vancement of Teaching in early 1994. Nationally, 88 universities have been granted this status, indicating Where the bold saguaros successful garnering of support for research projects Raise their arms on high. and educating future scientists. Praying strength for brave tomorrows A new era for the university began on July From the western sky. 1, 2002, when Michael Crow became president of Where eternal mountains ASU. Kneel at sunset’s gate. Here we hail thee, Alma Mater Arizona State. ArizonaArizonaState StateUniversity University| AS |U ASUin the in theVall eValleyy 1.4 at the TH campus R Polytechnic NO Scottsdale Innovation Center pe em at the T SkySong campus ch r Park t Resea es W at the campus wn Phoenix at the campus Downto Arizona State University | ASU Tempe Campus Arizona State University | Tempe campus 1.5 UICK ACTS Arizona State University | Spring 2006 Quick FactsQ F1.6 Spring 2006

Enrollment Race/Ethnicity ASU unduplicated total ...... 57,208 Undergrad Grad ASU at the Tempe campus...... 48,303 African Am...... 1,800..... 3.9% ...... 293 ..... 2.6% ASU at the West campus...... 7,401 Am. Indian ...... 1,125..... 2.4% ...... 161 ..... 1.4% ASU at the East campus...... 5,185 Asian Am...... 2,375..... 5.2% ...... 378 ..... 3.4% Hispanic...... 6,068... 13.2% ...... 790 ..... 7.0% Students White ...... 31,431... 68.4% ...... 5,470 ...48.5% Undergraduates ...... 45,926 International...... 1,118..... 2.4% ...... 1,745 ...15.5% Graduate Students...... 11,282 Unknown...... 2,009..... 4.4% ...... 2,445 ...21.7% Total Minority ...... 11,368... 24.8% ...... 1,622 ...14.4% Gender Undergraduates New Undergraduates Men ...... 21,725 ...... 47% First-time Freshmen ...... 314 Women ...... 24,201 ...... 53% New Transfers ...... 2,420 Graduate Students New Nondegree-seeking ...... 296 Men ...... 5,244 ...... 46% Student Credit Hours and Full-Time Equivalent Women ...... 6,038 ...... 54% SCH FTE Lower-division ...... 257,940 ...... 17,196 Full-time/Part-time Upper-division ...... 331,540 ...... 27,628 Undergraduates Graduate ...... 88,352 ...... 8,835 Full-time ...... 36,262 ...... 79% Total ...... 677,832 ...... 53,660 Part-time...... 9,664 ...... 21%

Graduate Students Academic Year 2005–2006 Full-time ...... 6,897 ...... 61% Fall/Spring unduplicated headcount...... 66,749 Part-time...... 4,385 ...... 39% Total Student Credit Hours...... 1,506,404 Summer Student Credit Hours ...... 103,650 Fall Student Credit Hours ...... 724,922 Spring Student Credit Hours...... 677,832

University Office of Institutional Analysis Last update: February 27, 2006 Arizona State University | Fall 2005 Quick Facts 1.6

Enrollment — ASU Tempe has the largest single-campus New Undergraduates enrollment in the nation. First-time Freshmen ...... 8,467 First-time Freshmen from AZ High Schools...... 5,251 ASU unduplicated total ...... 61,033 New Transfers...... 5,395 ASU at the Tempe campus...... 51,612 New Nondegree-seeking ...... 369 ASU at the West campus...... 7,734 ASU at the Polytechnic campus...... 4,865 Entering Freshman Credentials Average High School GPA...... 3.31 Average High School Rank ...... 27.7% Level Average SAT ...... 1103 Undergraduates ...... 48,955 Average ACT ...... 23.1 Graduate Students...... 12,078 Freshmen Scholars Gender National Merit Scholars...... 155 Undergraduates President’s Sc holars...... 578 Men ...... 23,007 ...... 47% Provost’s Scholars ...... 988 Women ...... 25,948 ...... 53% University Scholars ...... 828 Graduate Students National Hispanic Scholars...... 72 Men ...... 5,728 ...... 47% Women ...... 6,350 ...... 53% Persistence and Graduation First-time Freshmen First-year Retention Rate (Fall 2004 cohort) ...... 79% Full-time/Part-time 6-year Graduation Rate (Fall 1999 cohort) ...... 55% Undergraduates 4-year Graduation Rate (Fall 2001 cohort) ...... 28% Full-time ...... 39,693 ...... 81% Part-time...... 9,262 ...... 19% Degrees Awarded (AY 2004–05) Graduate Students Full-time ...... 7,321 ...... 61% Baccalaureate...... 9,729 Part-time...... 4,757 ...... 39% Masters ...... 2,614 Doctoral...... 314 Law ...... 164 Race/Ethnicity Undergraduate Costs Undergrad Grad Resident tuition & fees African Am...... 1,893 ..... 3.9% ...... 318 .....2.6% Tempe campus...... $4,406 West & Polytechnic campuses ...... $4,295 Am. Indian...... 1,271 ..... 2.6%...... 182 .....1.5% Nonresident tuition & fees Tempe campus...... $15,095 Asian Am...... 2,516 ..... 5.1% ...... 428 .....3.5% West & Polytechnic campuses ...... $15,044 Hispanic...... 6,464 ...13.2% ...... 861 .....7.1% Room and Board...... $6,768 Books...... $948 White...... 33,536 ...68.5%...... 6,001 .. 49.7% Employees International ...... 1,162 ..... 2.4% ...... 1,893 .. 15.7% Total Employees...... 8,291 Unknown...... 2,113 ..... 4.3%...... 2,395 .. 19.8% Full-time Staff...... 5,872 Full-time Faculty...... 2,419 Total Minority...... 12,144 ...24.8% ...... 1,789 .. 14.8% Tenured/Tenure-track...... 1,624 Non-Tenure-track...... 795

University Office of Institutional Analysis Last update: December 14, 2005 Arizona State University | Spring 2005 Quick Facts 1.6

Enrollment Race/Ethnicity ASU unduplicated total ...... 54,978 Undergrad Grad ASU at the Tempe campus...... 46,574 African Am...... 1,624..... 3.7% ...... 290 ..... 2.6% ASU at the West campus...... 7,047 Am. Indian ...... 978..... 2.2%...... 176 ..... 1.6% ASU at the East campus...... 4,022 Asian Am...... 2,214..... 5.1% ...... 406 ..... 3.6% Hispanic...... 5,636... 12.9%...... 778 ..... 6.9% Students White ...... 30,279... 69.2% ...... 5,956 ...53.2% Undergraduates ...... 43,779 International...... 1,193..... 2.7% ...... 1,728 ...15.4% Graduate Students...... 11,199 Unknown...... 1,855..... 4.2% ...... 1,865 ...16.7% Total Minority ...... 10,452... 23.9% ...... 1,650 ...14.7% Gender Undergraduates New Undergraduates Men ...... 20,436 ...... 47% First-time Freshmen ...... 257 Women ...... 23,343 ...... 53% New Transfers...... 2,569 Graduate Students New Nondegree-seeking ...... 260 Men ...... 5,258 ...... 47% Women ...... 5,941 ...... 53% Academic Year 2004–2005 Fall/Spring unduplicated headcount...... 64,129 Full-time/Part-time Total Student Credit Hours...... 1,441,740 Undergraduates Summer Student Credit Hours ...... 108,346 Full-time ...... 34,589 ...... 79% Fall Student Credit Hours ...... 686,418 Part-time...... 9,190 ...... 21% Spring Student Credit Hours...... 646,976 Graduate Students Full-time ...... 6,642 ...... 59% Part-time...... 4,557 ...... 41%

University Office of Institutional Analysis Arizona State University | A New American University 2.1

A NEW AMERICAN UNIVERSITY: THE NEW GOLD STANDARD Excerpts from a white paper to guide the reinvention of the American research university From the Office of the President, Arizona State University

t ASU we are developing a new model for the American research university, creating an institution that measures its academic quality by the education that its graduates have received Arather than the academic credentials of its incoming freshman class; one at which researchers, while pursuing their scholarly interests, also consider the public good; one that does not just engage in community service, but rather takes on major responsibility for the economic, social, and cultural vitality of its community. Such an institution provides the best possible education to the broadest possible spectrum of society, embracing the educational needs of the entire population—not only a select group, and not only the verbally or mathematically gifted. Its success will be measured not by who the university excludes, but rather by who the university includes, and from this inclusion will come the diversity necessary for the advancement of society.

These tenets, first proposed by ASU president Michael M. Crow in his inaugural policy paper, “A New American University: The New Gold “Most institutions judge Standard” (November 2002), represent a new way of thinking about the fundamental objectives of a university—teaching, research, and public their academic quality service. As it evolves during a ten-year institutional transformation process, ASU will serve as the prototype for a New American University, by who they exclude; redefining the existing conception of the American research university, and spurring the evolution of an institutional form rooted in the past. we will be judged by The vision of a New American University is guided by eight “design who we include.” imperatives,” proposed by President Crow, that represent new standards for teaching, research, and public service. The design imperatives are guiding principles and were never intended to represent hard-and-fast – Michael M. Crow categories—most of the aspirations and accomplishments of an aca- President, Arizona State University demic institution do not correspond neatly to a single design imperative, but rather embrace many. And not all design imperatives could possibly be relevant to any given scholar or student or team of researchers. Their objective is to spur new thinking, suggest new possibilities, and unleash the creative potential of academic communities.

The tactical implementation of the vision is being accomplished through a comprehensive reconceptualization (“design process”) of the university, initiated by President Crow in response to a new era marked by unprecedented demographic change in Arizona, and quantum leaps in scientific discovery and technological innovation. As set forth in the April 2004 white paper “One University in Many Places: Transitional Design to Twenty-First Century Excellence,” the objective of the process is to build a comprehensive metropolitan research university that is an unparalleled combination of academic excellence and commitment to its social, economic, cultural, and environmental setting. Arizona State University | A New American University 2.1

The principal mechanism of the design process is Research universities are concerned with a certain the empowerment of colleges and schools, a model academic profile in their student body, and have termed “school-centrism.” The school-centric defined their excellence by the academic qualifica- model will produce a federation of unique colleges, tions of their incoming students—an input-driven schools, academic departments, and interdisciplinary model. ASU focuses instead on outcome-determined institutes and centers (“schools”), and a deliberate excellence—that is, ASU will admit students with and planned clustering of programs on each campus differing interests and indicators of intelligence and around a related theme and mission. Predicated on creativity, even different levels of high school prepa- devolving intellectual and entrepreneurial responsi- ration. It may seem counterintuitive to imagine that bility to the level of the college or school, the school- one of the nation’s largest universities could effec- centric model calls for each school to compete for tively focus on the individual student, but ASU seeks status, not with other schools within the university, to prove that burgeoning enrollment and the quality but with schools around the country and around the of the academic experience are not mutually exclu- world. Schools are encouraged to grow and pros- sive. Implicit in ASU’s focus on the individual is an per to the extent of their individual intellectual and explicit commitment to diversity. market limits. ASU currently enrolls almost 60,000 students on ASU has been moving at an accelerated pace to es- four differentiated campuses of equally high aspira- tablish itself as one of the leading centers for cutting- tion, and because of both demographic trends and the edge interdisciplinary research in selected areas, both growing reputation for excellence of its undergradu- fundamental and applied. Consistent with the vision ate, graduate, and professional programs, the institu- of the research university as a catalyst for societal tion is growing larger. Complementing the overall change, ASU favors a research enterprise dedicated reconceptualization of the institution, a comprehen- to societal relevance and socially optimal outcomes sive development plan is in place to guide the trans- of research. ASU has embarked on a dramatic formation of the campuses to create a great research research infrastructure expansion to create more university whose buildings and grounds reflect the than one million square feet of new research space, scope and stature of a world-class institution, provid- moving the university closer to its goal of tripling ing for its students a vibrant living/learning environ- research capacity during the next five years. As a ment, and fostering an institutional culture consistent consequence of investment in research infrastruc- with the spirit and climate of the region, as well as its ture, an unprecedented acceleration of the research objectives for a sustainable future. enterprise, and the aggressive recruitment of promi- nent faculty, the university is projecting a significant As a public metropolitan research university, the pro- increase in both federal funding and private invest- file of the student body, the character of the research ment, and is exploring possibilities for collaboration enterprise, and the scope of community engagement with top tier institutional partners. differ from that of other institutions. As the only major university in the heart of one of the most rapidly To a degree rarely appreciated, major research urbanizing metropolitan areas in the nation, a region universities, whether public or private, function in a marked by explosive population growth, demograph- fiercely competitive environment, and in such a con- ic change, rapid development, and environmental text, must operate with “real-world” entrepreneurial trends that threaten its sustainability, ASU bears the speed and ingenuity. Because ASU does not yet have additional responsibility of providing leadership for the endowment resources of a more established uni- a region that lags behind comparable metropolitan versity, and, as a public institution, has relied heavily areas in a number of educational, economic, and on its annual state appropriation, President Crow has environmental indicators. And although remain- implemented what he terms a “culture of academic ing explicitly focused on its region, ASU is moving enterprise,” casting the university as an enterprise re- aggressively to establish a global presence. Because sponsible for its own fate, while acknowledging that global engagement is critical to the advancement of a it is an enterprise that the state government charters major research institution, ASU is building academic and empowers, and in which it invests. and professional collaborations beyond our national Arizona State University | A New American University 2.1 borders, focusing initially on Latin America and MIT, and the University of Chicago. For the past China. one hundred years, these institutions have produced the vast majority of Ph.D.’s in the nation, and very nearly everyone who attends an American college or THE GOLD STANDARD OF THE PAST university has been taught by their graduates. Research universities are the preeminent catalysts for societal change—no institution possesses more Such has been the influence of these institutions that, potential to transform society: improving the human to this day, every university in the nation measures condition, fostering sustained social advancement itself according to their standards. These universi- and economic growth, and providing us with the ties are considered definitive prototypes, and their tools we need for better planetary stewardship. No disciplinary departments are the departments by corporation, no industry, no government agency which all others are implicitly judged. And because can rival their scope and impact, because universi- academic departments tend to structure themselves to ties alone exist solely to produce and disseminate resemble those most highly ranked in their respective knowledge. Never before has the impact of knowl- disciplines, academic departments tend to resemble edge been greater, and no institution, academic or one another across the nation, each more or less other, has had, or continues to have, more influence a pale reflection of some distant ideal: physics at than the research university. ASU is one of only 300 Caltech and MIT, for example, economics at the major research institutions in the world, and, as such, University of Chicago, and theater at Yale. Although has the potential to generate new knowledge that is these institutions represent the gold standard, it is the certain to influence almost every aspect of our future. gold standard of the past. The model for the New American University proposes a rethinking of the The American research university has contributed static organizational paradigms of American research to the wealth and productivity of the nation, and to universities. an astonishing degree, to advancing the health and happiness of humankind. Our cultural landscape has been defined by the creativity and scholarship that THE NEW GOLD STANDARD: takes place in our research universities. Through DESIGN IMPERATIVES FOR THE NEW AMERI- their undergraduate, graduate, and professional CAN UNIVERSITY programs our research universities have been largely The design imperatives of the New American Uni- responsible for educating successive generations of versity represent a rethinking of the organizational our nation’s leaders in government, business, and principles on which universities have historically industry, our educators, scientists, engineers, artists, been based. The new imperatives reflect the needs and healthcare professionals. of a world that in many ways has changed beyond recognition since the rise of the medieval universi- The distinctively American model of the research ties nearly a millennium ago, and even the develop- university came into being in the nineteenth cen- ment of land grant universities 150 years ago. These tury when the German model of the elite scientific design aspirations correspond to the explosion in research institute, offering specialized graduate knowledge production, increased specialization in training, was “grafted” onto the traditional Ameri- academic disciplines, the rise of new disciplines, and can undergraduate liberal arts college. Following the collapse of disciplinary boundaries that marks the the lead of Johns Hopkins University in Baltimore, past half-century. fifteen institutions came to define the American research university: some of them private, such as ASU is young and dynamic—great institutions Harvard, Columbia, Cornell, Princeton, and Yale; mature over the course of centuries, and although others, state and land grant universities, such as the ASU traces its origins to the nineteenth century, its University of Michigan, the University of Wiscon- trajectory as a comprehensive research university sin, the University of Illinois, and the University of does not begin until 1958. As such, ASU is one of California; still others, new universities established our nation’s youngest major research institutions, through private bequests, such as Stanford, Caltech, yet this may turn out to be an asset. ASU has been Arizona State University | A New American University 2.1 formed—but is not bound—by the organizational university as a primary driver for regional social principles and practices of existing research univer- change, social and cultural learning, and appropriate sities, and, according to the model proposed, will economic development. evolve in response to a new era marked by unprecedented demographic change, and the groundswell in Design Imperative 02: scientific discovery and technological innovation. SOCIETAL TRANSFORMATION

The new design imperatives will foster a different ASU must become a force, and not only a kind of university, one that is linked to its setting place and the needs of our day, one that does not measure Research universities are the preeminent catalysts its success on the basis of an historic and in many for societal change—no institution possesses more ways antiquated set of organizational principles. The potential to transform society: improving the human model proposes taking the best from the existing condition, fostering sustained social advancement model, because American research universities are and economic growth, and providing us with the without question the finest in the world. But the New tools we need for better planetary stewardship. No American University is a function of its contempo- corporation, no industry, no government agency can rary environment, rather than the replication of an rival their scope and impact, because universities organization derived in another setting and in another alone exist solely to produce and disseminate knowl- time. The New American University represents a edge. Never before has the impact of knowledge new model for the American research university, been greater, and no academic institution has had, or one that breaks the mold that has constrained these continues to have, more influence than the research institutions. university. ASU is one of only 300 major research institutions in the world, and, as such, has the potential to generate new knowledge that may influence almost every aspect of our future. A SUMMARY OF DESIGN IMPERATIVES FOR THE NEW AMERICAN UNIVERSITY Design Imperative 03: ASU AS KNOWLEDGE ENTREPRENEUR Design Imperative 01: LEVERAGING PLACE A culture of academic enterprise Enterprise takes many forms in the academy—it is ASU must embrace its cultural, socioeconom- the signal characteristic of the drive and passion that ic, and physical setting informs all groundbreaking scholarly and creative Academic institutions leverage place by embracing endeavor. Enterprise inspires inquiry, and fosters their cultural, socioeconomic, and physical settings. the originality and independence of mind that make Colleges and universities are situated in regions with new knowledge possible. Intellectual capital is the particular heritages, cultures, and aspirations, and wellspring of a great university, and the source of its scholars at these institutions are uniquely positioned potential to transform our world. It is also the source to address the problems of their regions, and to offer of an institution’s prosperity—those who conduct perspective on the distinct historical, cultural, social, groundbreaking research, developing new knowl- demographic, political, economic, technological, edge and new products with commercial application, and environmental forces shaping them. A focus on have the capacity to generate significant revenues place means learning from local knowledge, as well for the university, and to encourage investment in as considering the local relevance of research. If an our product. To the extent that we make an original institution is socially embedded, meaningful and pro- contribution to our disciplines, or, indeed, break free ductive relationships between the university and its from conventional disciplinary or organizational con- surrounding community, region, and state will flour- straints, our work may be said to exhibit enterprise. ish. Not least among these is the role of the research Arizona State University | A New American University 2.1

Design Imperative 04: Design Imperative 06: USE-INSPIRED RESEARCH INTELLECTUAL FUSION

Pasteur’s Principle Interdisciplinarity / Multidisciplinarity / Trans- The complexity of the challenges for global suc- disciplinarity / Postdisciplinarity cess that confront us makes it mandatory to balance If we are to advance knowledge in the face of its the need for, and importance of, continuing basic rapidly changing nature, and come to terms with the research (fundamental discovery) with a research explosion of new knowledge that characterizes the agenda focused on addressing actual and immediate academy in recent decades, a new and more fluid problems. Much university research is necessarily organization is urgently needed. Intellectual fusion esoteric because we are involved in the discovery of is the cognitive norm in scholarship, whereas the fundamental knowledge, but we must integrate the fragmentation imposed by disciplinary categories advancement of knowledge with the transformation is an historical social construct, however useful. of society. If academic research is to be a force for Knowledge does not fall within strict disciplinary societal transformation—if we are to improve the hu- categories, yet an institutional organization that man condition—we must consider the social impli- derives from the medieval academy prevails. It is cations of our research, and harness our knowledge no longer sufficient to neatly categorize knowledge for maximum societal benefit. This is an approach into disciplinary-based academic departments—the to scholarship that could be termed use-inspired, and core disciplines are but one element of our intel- will increasingly guide the ASU research enterprise. lectual identity. Accordingly, the New American University encourages teaching and research that is Design Imperative 05: interdisciplinary, multidisciplinary, transdisciplinary, A FOCUS ON THE INDIVIDUAL and post-disciplinary, leading, where appropriate, to a convergence of disciplines, an approach that might Outcome-determined excellence / A commit- more accurately be described as intellectual fusion. ment to intellectual and cultural diversity Our nation’s research universities are concerned Design Imperative 07: with a certain academic profile in their student body. SOCIAL EMBEDDEDNESS They have defined their academic excellence by the academic qualifications of their incoming students— Public Service / Community Engagement / an input-driven model. ASU focuses instead on Outreach outcome-determined excellence—that is, we admit Public service—or community outreach—is intrinsic students with differing interests and indicators of to ASU’s mission as a public metropolitan research intelligence and creativity, even different levels of university, and central to the vision of a New Ameri- high school preparation. There is no single profile can University that is linked to its region and the to which a student seeking admission to ASU must needs of its day; that balances its commitment to conform. The university will not be limited exclu- teaching with world-class research conducted for the sively to the verbally and mathematically gifted, nor public good; and that takes on major responsibility the most intelligent children of the most successful for the economic, social, and cultural vitality of its families. We welcome these gifted students, but seek region. Public service has long been a defining char- greater diversity in our student body. And we will acteristic of ASU, and we expect that commitment to judge the success of our university by the success of grow with each coming year. Because our approach each student on a case-by-case basis. Implicit in our to public service is comprehensive, and because we focus on the individual is a commitment to intellec- conceive of public service in such broad terms, the tual and cultural diversity. extent of our commitment to the community and region is perhaps best conveyed by the concept of social embeddedness. Arizona State University | A New American University 2.1

DESIGN IMPERATIVE 08: GLOBAL ENGAGEMENT

Transnational / Transcultural Because research universities bear partial responsibility for the future of our planet, there is no aspect of our teaching, research, or public service that does not possess global implication. ASU faculty members belong to an international community of scholars, and through their scholarship and creative endeavor implicitly address a global audience. Even service to the communities immediately surrounding our campuses can have bearing worldwide—through the development of innovative approaches to universal societal problems, ASU can establish programs and practices with application anywhere in the world. If we are to build an institution that proves of last- ing value to the state and the nation in the centuries ahead, we must forge partnerships with peer institutions around the world, and make an institutional commitment to global engagement that is thorough- going.

Based on the inaugural lecture of Michael M. Crow as he assumed the presidency of Arizona State Uni- versity, November 11, 2002

Updated February 2005 Arizona State University | ASU Quality 3.1

rizona State University’s students come from every state in the U.S. and 154 countries to study in programs ranging from nursing and law to business, engineering, architecture, and agribusi- Aness. ASU is known as a powerhouse in national scholarship circles, producing more winners of top national scholarships than virtually any other public university in the United States. Recent accomplishments include:

ASU Student Scholars (since 1991) Fulbright 68 Rhodes 3 Marshall 10 Goldwater 29 USA Today All-USA Academic Team

GREAT TEACHERS Many ASU faculty are renowned in their fields of study, which span the arts and humanities to nanotechnology and deep space exploration. Some of their many achievements include:

• ASU welcomes more than 150 new faculty members during the 2004- 2005 school year. Among them are Dr. Roy Curtiss III, co-director, Cen- ter for Infectious Diseases and Vaccinology, the Biodesign Institute, and a member of the National Academy of Sciences.

• Others joining the ASU include Dr. Bert Holldobler, Foundation Profes- sor for Life Sciences, Pulitzer Prize-winning author and leading figure in the emerging fields of sociobiology and biocomplexity; and Dr. Vijay Vit- tal, Electrical Engineering Professor, Ira A. Fulton School of Engineering, member of the National Academy of Engineering and recipient of the ISU Outstanding Achievement in Research award, and the IEEE Outstanding Power Engineering Educator award.

• Three ASU faculty members received John Simon Guggenheim Memo- rial Foundation Fellowships in 2003. The Fellowship is given to established scholars and researchers who have achieved prominence in their fields and is evidence of a strong senior research faculty at ASU.

• ASU faculty members Fernando Ponce, David Smith, and John Ven- ables have joined a prestigious group of scientists honored for their outstanding professional accomplishments. All three were elected by their peers to the status of Fellow within the American Physical Society.

• ASU ranks in the top 25 for National Science Foundation (NSF) CA- REER Awards over the last four years. During that time, 18 ASU faculty members have received CAREER Awards, which are for young faculty members considered most likely to become the academic leaders of the 21st century. Arizona State University | ASU Quality 3.1

GREAT COMMUNITIES Arizona State University is directly engaged as an educational, economic, social, and cultural force in the Phoenix metropolitan community. The benefits that Arizona receives from ASU are fundamental and diverse. The university educates thousands of students yearly, preparing them for an increasingly complex and competitive world; is an important center for pure and applied research, providing technical expertise to local businesses on issues such as economic and environmental policy; and enriches the quality of life for local residents by sponsoring a wide range of cultural and athletic events.

• The ASU College of Nursing serves the community in many ways, including the Breaking the Cycle Community Health Care Clinic, which provides free or low-cost family planning services for those without health insurance.

• ASU’s Academic Community Engagement Ser- vices (ACES), known for many years as the ASU Service Learning Program, celebrated a decade of successful partnering with the community in 2003. The program has spread its outreach to encompass 34 programs at 16 different sites, including adult GED preparation and literacy classes for the children’s parents. More than 4,000 ASU students have given over 600,000 hours of service.

• ASU’s endowed Center for Nonprofit Leadership and Management seeks to improve the quality of life in communities by enhancing the performance of non-profit organizations. Developed from ASU’s American Humanics program, the Center enhances the effectiveness of nonprofits, especially those involved in positive youth development and human services. Arizona State University | Economic Impact 3.2

ne approach to measuring the contribution of undergraduate education exceeds the total costs by a a university to a local economy is to trace the margin of $283,000 for a male student and $153,000 effects on local jobs and incomes of the full for a female student. In the language of finance, the Orange of spending events triggered by the university, inflation-adjusted internal rate of return to a college e.g., its payroll and non-payroll expenses and the education is 14 percent for men and 12 percent for spending of students. In FY 2002, ASU employed women. 16,150 faculty, staff and students and had a total Because higher education has such a dra- payroll of $504 million. The University indirectly matic effect on an individual’s lifetime earnings, generated another 1,800 Arizona jobs and earnings total income in the state of Arizona is now $1 billion of $65 million when it spent $249 million on con- higher because of the undergraduate education ser- struction projects, equipment, and other goods and vices provided by ASU over the past three decades. services necessary for University operations. Yet This is true despite the fact that almost one-half of another round of economic impacts arises from the ASU alumni end up leaving the state. consumer spending of faculty, staff and students. A Despite the high return to education, imper- total of 10,050 in-state jobs with earnings of $219 fections in the financial system make it likely that million were required to produce the goods and ser- investment in human capital, unlike physical capital, vices purchased by ASU faculty, staff and students. will be under-funded. The above-mentioned spending events create This is the principal economic argument in ripple or multiplier effects within the local economy favor of public support for higher education. In FY when the firms that supply goods and services to the 2000, Arizona spent an average of $3,134 per student University community place upstream demands on to help cover the operating expenses of its colleges other producers, when the employees of these firms and universities. This represents 63 percent of the make additional purchases themselves, and when national average and places Arizona 48th lowest state and local governments in Arizona spend ad- among the fifty states. In-state tuition at Arizona’s ditional tax revenues. The multiplier effects them- four-year public universities averaged $2,346 per selves amount to 9,020 jobs and earnings of $265 student per year in FY 2000. This is 67 percent of million. When all economic interdependencies are the national average and places Arizona 47th lowest accounted for, the spending of the ASU community among the fifty states. The combination of low state was responsible for more than 37,000 Arizona jobs appropriations and low tuition rates forces Arizona’s and earnings of $1.1 billion in FY 2002. colleges to implement low-cost methods of educating An alternative approach to measuring the students. economic value of a university is to focus on the higher productivity and earnings of its graduates. The connection between education and earnings is PRIMARY ECONOMIC IMPACTS unmistakable. Nationwide data for 2000-2001, for example, show that male workers between ages 35 ASU Economic Impact and 44 earn 94 percent more if they have completed college than if they have only a high school degree. Jobs: Direct 16,150 For women in the same age group, the college earn- Payroll: Direct $504 million ings premium is 81 percent. The return to education Jobs: Total Impact 37,000 has been rising steadily over the past two decades. Earnings: Total Impact $1.1 billion In the early 1980s, the college earnings premium was Source: Center for Business Research, L. William Seidman Research Institute, only 40 percent for both men and women. W.P. Carey School of Business, ASU 2003 The costs of attending college include tuition and fees paid by the student, state funds used to support higher education and, most significant in size, lost earnings during the time the student is in school. The benefits of a college education greatly outweigh the costs, however. The present value of the additional lifetime earnings made possible by an Arizona State University | Recent Sucess Stories 3.3

Spirit of holiday season leads to Fultons’ $100 million gift With the help of a $100 million donation by Ira A. and Mary Lou Ful- ton, ASU spent the holidays celebrating in a big way. The Fultons, already the university’s largest single donors, had been thinking about this donation for some time. This gift, announced right before Christmas, is one of the largest single donations in higher education history, and it puts the couple’s total gifts to ASU at more than $160 million. “The spirit of Christmas is giving to others,” Ira Fulton says. “During the Depression, my mother ran a café in Tempe near ASU’s campus and never turned anyone away hungry, whether they had money or not. The best gift I can provide today is the opportunity of a college education. It unlocks the door for young people, and enables them to build a brighter future for themselves and their families.”

Charity recognizes 3 ASU educators Three ASU educators have been honored with 2005 “Excellence in Education” Awards from the Ronald McDonald House Charities for their exemplary commitment to education, innovation and leadership in the community. The awards were presented Dec. 7 at the organization’s national CONTACTS scholarship breakfast at the Arizona Biltmore. The ASU honorees are: Stu Hadley • Janice Kelly, who has overseen ASU’s community-based service learning Assistant Vice President of program, ACES, for eight years. Policy Affairs and • Delia Saenz, director of the ASU Intergroup Relations Center. Executive Director Federal • Peterson Zah, counselor to the president on American Indian affairs. Relations Office Awards also went to Wilma Patterson of South Mountain Community Arizona State University College and Roman Reyes of Phoenix College. 480.727.7912 [email protected]

Ceramics Research Center organizes Weiser retrospective, book The ASU Art Museum Ceramics Research Center (CRC) has received a $169,000 grant from the Windgate Charitable Foundation to organize a retrospective exhibition and book about Kurt Weiser – the world-renowned contemporary ceramist and ASU Regents’ Professor. The grant is a major accomplishment for the museum, since it provides comprehensive support for the entire project – a rarity in the field of contemporary crafts. Council and Arizona Commission on the Arts. In 2003 he received the Aileen Osborn Webb Award from the American Craft Council, the highest distinction to recognize artistry, service and leadership in the craft field. While garnering an international reputation as a skilled potter, master draftsman, accomplished painter and visionary, Weiser continues teaching ceramics to students who have developed their own careers with distinction.

Vaccine takes aim at thwarting biothreat danger ASU’s Biodesign Institute has been awarded a $3.2 million grant to develop a safe and effective vaccine against the disease tularemia, more Arizona State University | Recent Sucess Stories 3.3 commonly known as “rabbit fever.” The bacterium Trio receive AAAS Fellow honors that causes the disease, Francisella tularensis, is a Three ASU faculty members have been potential biothreat agent against which no effective elected Fellows of the American Association for the vaccine exists. Advancement of Science (AAAS), a prestigious The Biodesign Institute’s Center for Innovations international society. in Medicine received the award for an approach that William Kimbel, science director of the Institute divides the research into two distinct projects. These of Human Origins and professor of natural history and are led by Stephen Albert Johnston, director of the the environment, Jon Harrison, a physiology professor Center for Innovations in Medicine, and Kathryn F. and associate director of facilities in the School of Sykes, a researcher within the center. Both also are Life Sciences, and Rachel Levinson, director of the faculty members in the School of Life Sciences . Government and Industry Liaison Office for the Johnston was recruited to the institute in June, and the Biodesign Institute are among an incoming class of three-year award is the first major grant award for the 376 AAAS Fellows. center. Becoming a Fellow is in recognition of efforts in advancing science or its applications that are scientifically or socially distinguished. Within that State’s technology leaders honor general framework, each awardee is honored for Biodesign Institute researchers contributions to a specific field. At a sold-out event, Arizona Gov. Janet Kimbel is honored for “distinguished Napolitano and the state’s technology leaders contributions, in the field and in the lab, to presented the Innovator of the Year Award for understanding hominid evolution, species concepts Academia to the Center for Infectious Diseases and and taxonomy.” Kimbel’s primary research focus is Vaccinology in the Biodesign Institute at ASU. hominid evolution in Africa and the Middle East. Accepting the center’s award was Tsafrir Mor, Since 1990, he has co-directed a paleoanthropological whose team created a novel immune agent that elicits research site in Ethiopia. Kimbel came to ASU in a protective immune response in mouse models of the 1997 and served as director of graduate studies in human immunodeficiency virus (HIV). the Department of Anthropology (now the School of Human Evolution & Social Change) from 1998 – 2003. “IDEAL” initiative offers teachers online Harrison is credited with “distinguished resources contributions to research in physiological and Three of the state’s major educational evolutionary ecology, and for dedication to institutions – KAET-TV/Channel 8’s ASSET, the undergraduate teaching and advising in the biological Arizona Department of Education, and ASU’s sciences.” Harrison studies the adaptation of animals, Information Technology Department – are joining primarily insects, to their environment within the forces in a landmark partnership. context of evolutionary biology. His research projects The goal is to provide greater access to online focus on ecological factors that affect insect behavior resources for Arizona’s pre K-20 students and and how those factors might have influenced insect teachers. In 2001, ASSET (Arizona School Services evolution. Harrison has been at ASU since 1991. through Educational Technology) KAET began Levinson was selected for “distinguished offering online professional development, curricular contributions to the governance of science and resources, and learning management tools to its technology through dedicated and informed public members – more than half of the state’s schools and service, particularly in bioethics, biosecurity, and districts. This past summer, the same broad array of technology transfer.” Levinson, who began her services became available to all public and charter career as a biologist before becoming a science schools in Arizona through the IDEAL (Integrating policy advisor, joined ASU in May 2005 to oversee Data to Enhance Arizona’s Learning) initiative relationships between Biodesign Institute researchers launched by Superintendent Tom Horne. and federal funding agencies as well as private sector entities. Prior to this, Levinson was with the Office Arizona State University | Recent Sucess Stories 3.3 of Science and Technology Policy in the Executive of Fulbright awards among all public colleges and Office of the President of the United States, where, universities in the United States. since 1993, she was assistant director of life sciences. ASU Fulbright applicants have a higher Each Fellow will receive a certificate and rosette acceptance rate than virtually any other school, with pin during the AAAS annual meeting, Feb. 16 – 20, 36 percent of all those who apply receiving awards. At in St. Louis. The new Fellows will be honored at a Harvard, Yale, Columbia and Princeton, only a quarter special forum Feb. 18. of applicants were accepted. The Fulbright Program has announced the complete list of colleges and universities that produced MBA Mexico City ranked among best in the most 2005 – 06 U.S. Fulbright Fellows. ASU ranks Latin America 13 th overall, and 4 th among publics. ASU’s W. P. Carey MBA Mexico City continues to garner recognition in Mexico and Latin America. The two-year-old program, offered in collaboration InnovationSpace partners with Flexible with the Instituto Tecnológico Autónomo de México Display Center (ITAM), is ranked second among EMBA programs in InnovationSpace and the Industrial Design Mexico by Expansión, Mexico’s leading magazine for department are teaming up with the Flexible Design top executives in business and government. Center/MacroTechnology Works (FDC/MTW) at Among rankings for MBA and EMBA programs ASU to investigate potential applications of display combined, ITAM and the W. P. Carey MBA Mexico technologies in the development of products to assist City recently was ranked fourth by AméricaEconomía, emergency medical service (EMS) teams. Latin America’s leading business publication, and, “The goal of the project is to create new products third by Latin Trade, a Florida-based magazine that help save people’s lives, while finding suitable covering technology, management, finance and applications for technologies being developed investment news in Latin America. at ASU,” says Prasad Boradkar, co-director of InnovationSpace and an assistant professor of industrial design. ASU’s Tempe campus nation’s largest ASU’s Tempe campus now has the largest enrollment in the United States, according to the Researchers target silicon chips for Associated Press. At 51,612 students, the Tempe biomolecular devices campus for the first time outranks the University of ASU researchers in the Ira A. Fulton School of Minnesota’s Twin Cities campus at 51,175 and Ohio Engineering are key contributors to an $11.7 million, State at 50,504. multicollaborative Defense Advanced Research ASU officials have anticipated the growth Project Agency (DARPA) research project developing for several years and have been moving academic novel hybrid biomolecular nanodevices and systems programs to the West campus and the Polytechnic for potential application as biosensors in areas such as campus in Mesa, both of which are growing faster disease detection, pharmaceutical drug-testing, drug- than Tempe. Other ASU programs are opening at the delivery systems and health monitoring. downtown Phoenix campus.

Frasch: DNA could power computer ASU fourth highest producer of calculations Fulbright Awards for 2005 - 06 Wayne Frasch, a professor in ASU’s School of 14 ASU Students Studying Abroad On Fulbrights Life Sciences, recently was awarded a $1.2 million This Year grant from the Defense Advanced Research Projects Fourteen students from Arizona State University Agency (DARPA) and the Air Force Office of Science won prestigious Fulbright awards to study abroad in Research to fund a two-year project linking DNA 2005 – 06, making ASU the fourth highest producer technology with computer science. Arizona State University | Recent Sucess Stories 3.3

Frasch’s research could result in a computer Center considers societal implications that uses DNA, rather than electronic components, of nanotechnology to crunch numbers. He uses his lab’s single molecule How will rapid technological change influence DNA detection technology – among the most sensitive democracy, affect our privacy, and even change human detecting systems available in the world – to take identity itself? The National Science Foundation advantage of a DNA property known as hybridization (NSF) has awarded $6.2 million to explore such to make the calculations. Frasch believes what will questions at the new Center for Nanotechnology in result is a massively parallel computer that can make Society at ASU. Center researchers will work side by lots of calculations simultaneously. side with scientists who are making nanotechnology a reality to anticipate and understand the societal consequences of this new area of innovation. New faculty reflect quality, diversity The ASU center is the largest in a network of at ASU newly funded NSF activities on nanotechnology and ASU not only has attracted top-notch faculty society, including a second center at University of in the past two years, it has gathered a diverse group California-Santa Barbara, and additional projects of scholars who bring strength to the university at Harvard University and the University of South through the breadth of their scholarship. Carolina. The network will support research and Twenty-nine percent of the 326 tenured and education on nanotechnology and social change, tenure-track hires in the past two years are minority as well as provide educational and public outreach faculty. This brings the overall proportion of minority activities and international collaborations. faculty at ASU to a record 22 percent, the highest in the university’s history. In addition, 41 percent of the new hires are female. Funding boost benefits ASU media ASU has a higher number of Hispanic faculty scientists (129) than UCLA, and three times the number of ASU Arts, Media and Engineering program American Indian faculty (26) as either UCLA or the welcomes $3 million NSF grant for interdisciplinary University of Texas at Austin , both peer institutions research that serve high minority populations. One of ASU’s ground-breaking interdisciplinary “This has been a strategic effort to attract clusters units – the 2-year-old Arts, Media and Engineering of faculty so we can build our intellectual strength in (AME) program – has received a $3 million grant key areas and simultaneously increase diversity,” says from the National Science Foundation (NSF) for an Marjorie Zatz, ASU’s vice provost. “The Southwest Integrative Graduate Education and Research Training Borderlands Initiative has been a major element in (IGERT) program. The NSF IGERT grant will provide drawing top Hispanic faculty to ASU, and we’re also five years of graduate fellowships to help AME create working toward creating a Native American policy a new class of media scientists. center. “The framework of this IGERT allows for “We’ve been experiencing rapid growth over the integrated media research and education across past two years, to meet the needs of our expanding the arts, sciences and engineering,” says Thanassis student body and also to enable us to conduct high Rikakis, AME program director. “It will help AME levels of research and creative activities. We’re train a new generation of hybrid media scientists- attracting extraordinary faculty who are highly artists who will bridge the gap between computation qualified – not just in the hard sciences, but in the and physical experience to produce technological social sciences, humanities and other areas as well.” advances for education, health, communication, arts ASU faculty members include 20 members of and culture, and everyday living.” the prestigious National Academy of Engineering, the National Academy of Sciences, the American Academy of Arts and Sciences and the Royal Society, Fulton School plays host to global and one Nobel laureate. Of these, eight were hired in training program the last two years. For a week this fall, executives from across the Arizona State University | Recent Sucess Stories 3.3 globe traveled to ASU to take part in an executive leadership program through the Ira A. Fulton School of Engineering’s Center for Professional Development (CPD). The 40 executives, who hailed from the United States, China, Singapore, Japan, France, Hungary, Australia, Ireland, Brazil and Mexico, came to ASU to learn – and eventually implement – process innovation methods, tools and strategy focusing on the IBM integrated supply chain. Faculty from the Department of Industrial Engineering served as instructors for the program, with case study lectures by industry experts representing Wells-Fargo, TRW Automotive, Bank of America, Intel, Freescale, LG Electronics and General Electric. “This program represents an intensive, results- oriented structure integrating proven methodologies by the faculty complemented with real-time, best practice case studies by ASU corporate partners,” says Jeffrey Goss, assistant dean and executive director of the Center for Professional Development. “The program model is representative of how the Fulton School is strategically collaborating with industry to research and put into practice critical tools and methods to succeed in the very competitive global market.”

CENTER TARGETS SUSTAINABLE ENGINEERING EDUCATION Center targets sustainable engineering education A new Center for Sustainable Engineering is being launched to help understand and address some of the important environmental and social implications of engineering in the modern world. The center, funded by the National Science Foundation and the Environmental Protection Agency at more than $2 million, brings together researchers from Arizona State University, Carnegie Mellon University and the University of Texas-Austin. The overall goal of the center is to help future engineers design better products and systems in a world where resources may be increasingly limited and where globalization raises new environmental and social considerations. Arizona State University | Research Infrastructure Map 4.1 ------Projected cost: $110 Project start/comple Total size: 230,000 Funding source: TBD Building C will support the Biodesign Institute’s Projected cost: TBD Project start/completion date: Total size: TBD Funding source: TBD Complete research focus still to Projected cost: TBD Project start/comple Total size: TBD Funding source: TBD Targeted to serve as L. Interdisciplinary Science & Bldg. Technology IV million tion date: To be deter mined sq. ft. collaborative, interdisciplinary efforts with the ex ternal community through cutting-edge search basic that re can directly advance biomedicine biotechnology. and J. J. Biodesign Institute - Bldg. C K. Biodesign Institute - Bldg. D TBD bedetermined. betheWouldfinal phase of the Biodesign complex. tion date: TBD home for interdisciplin ary research a in groups, capacitysimilar as previous ITSB Completebuildings. research focus is still to be determined. Projectedmil cost: $12 Project start/comple Total size: Funding 39,000 source: Re Provides space for focused areas of excellence in C. Interdisciplinary Science & Building Technology III lion Dec. 2005/ Jan. date: tion 2005 square feet search infrastructure bill health and wellness, applied cognitive applied sciences biological and sciences. partner Also with biotechnology components provides of the Biode space Institute through Productionsign the to Vaccines from of programApplied the Cropin Center Science (ProVacs) for Infectious Diseases and Vaccines. - - - - - C Cost: million$29.5 Occupancy: Jan. 2005 ft. sq. 250,000 size: Total Funding source: ASU Includes 43,500 square B. MacroTechnology Works at B. MacroTechnology ASU Research Park feet of cleanroom space, labs and unique facilities authorized forwith advanced materials and working nanotechnology. Build ing is a key component of ASU’s million$43.7 project over the next five years withreal-time battlefield U.S. maps Army using flexible developing display tech nology. Building provides new partnership opportuni ties with industry. Photos by and Tim Trumble Scott Troyanos - - B - Projected cost: cost: Projected start/comple Project ft. sq. 60,000 size: Total Re source: Funding This building is a state of the art, high-bay re I. Interdisciplinary Science & Bldg. Technology II Projected cost: cost: Projected start/comple Project ft. sq. 180,000 size: Total source: Funding Provides state-of-the-art laboratory research and H. Interdisciplinary Science & Bldg. Technology I $18 million $18 2004/ March date: tion 2005 Aug. bill infrastructure search search facility. It will house and support rapidly ex panding programs in advanced pavement materials and transportation planning, geotechnical engineer ing, fluid dynamics and sustainable materials. $74 million $74 Jan. 2004/ June date: tion 2006 bill infrastructure Research graduateeducation space, special purpose laborato ries, as well as office and conference spaceplanned for the development and expansion of theof School Life Sciences, Harrington Departmentgineering and related of areas. Bioen Research will focus on metabolic biology and sociocomplexity, kinesiologyand bioengineering. - - - - - Cost: $72.8 million Completion/Occupancy: Nov./ Total size: 172,000 sq. ft. Funding source: ASU Projected cost: $78.5 $78.5 cost: Projected start/completion: Project ft. sq. 177,000 size: Total Re source: Funding F. Biodesign F. Institute Bldg. A G. Biodesign Institute Bldg. B Dec. 2004 First world-class, Grade-A contained, flexible and self- dedicated research facility on any of ASU’s campuses. Focus leading on to plant-based research that can vaccines be easily grown and dis tributed in third-world countries, enhanced pharmaceuticals, improved bio-materials to aid surgeons and organ sequencing transplants, new to DNA help biological diagnose remediation of and contaminated water fightinstant blood and tests on a single chip. disease, million million 2006 Jan. 2004/ March bill infrastructure search Second building in a B multi-phase project. provides Building space for tive medical projects solutions and relating novel approaches the Like to to study of infectious diseases and vaccinology. the innova Biodesign Institute Building A, the design includes an open, flexible interior that encourages research col laboration and lets the building adapt to fitproject needs. Building specific B will also include the Biode sign Institute administrative offices. - - City of Phoenix Biomedical Campus ------Tenant improvements: $8.9 Occupancy: Dec. 2004 Total size: 130,000 sq. ft. Funding source: ASU Consolidates ASU’s key re Cost: $4,750,000 Occupancy: May 2005 ft. sq. 11,620 Size: Total Funding source: ASU/ The Decision Theater D. D. Brickyard on Mill Avenue E. Decision Theater at ASU million tenant improvements search and education effortscomputer in and informationence. Focuses sci information on use-inspired science neering and to improve engi human formance per and the human experi ence. Research areas include enhanced networks, cyber computer security, interactions between the arts and engineering tive and devices. computer-based Also assis houses Ira EngineeringAdministration A. and Arizona Technology Fulton School of Enterprises. Ira A. Fulton ASUat givespolicy-mak ers a powerful new tool to visualize impact the of theirlong-term policy choices. The Decision Theater melds science-based modeling vivid techniques three-dimensional with a a glimpse environment at how decisionsgrowth, tootherand criticalwatersupply, environmen made today provide on urban tal and economic issues will play out in the future. Proposed infrastructure project infrastructure Proposed K J F G I H A of research space now available. An additional additional An available. now space research of by possible made space, of feet square 456,000 $185 of investment Legislature’s Arizona the Bill Infrastructure Research the through million six next the in completion for slated is 2003, in progress: the at look a is Here months. L Active Research Infrastructure Bill project Bill Infrastructure Research Active - - - Completed project Completed - E D Projected cost: $29.6 mil Projected$29.6 cost: Project start/completion Total size: 85,600 sq. ft. Researchsource:Funding Provides state-of-the-art biomedical facility for so Project status: Research Infrastructure the - future Research building plan ambitious an on embarked ASU 2003, In A. Arizona Biomedical Collaborative Biomedical Arizona A. lion (ASU share: $12.4) 2007 April 2005/ Nov. date: ft.) sq. 35,000 - share (ASU infrastructure bill phisticated patient-oriented appliedhealth research care andpublic policy training. Designed and enhanceto advanced cross-institution collaboration between ASU and the University of Arizona at the new City of Phoenix’s Biomedical Campusspace will be primarily focused on the at field of biomedi Copper cal informatics – Square.developing a patient specific ASU’s health form care. of Return on investment of feet square million 1 than more develop to research triple to goal a of part space, research than Less years. five of period a over capacity reach rapidly is university the later, years two feet square 573,000 than more with goal, its ing Arizona State University | NASA Space Academy 5.1

NASA SPACE ACADEMY:

OBJECTIVE: ASU believes in order to train the next generation of Earth and Space Explorers NASA needs to establish a virtual U.S Earth and Space and Exploration Academy.

BACKGROUND: ASU believes that NASA needs to develop real and significant ties to the university community in order to address numerous issues confronting NASA. One such issue that comes to the forefront is the training of the next generation of NASA scientists and engineers. ASU feels strongly that the university community, with NASA’s leadership, be aligned to ensure a workforce ready to meet NASA’s changing science needs. ASU feels NASA needs to push ahead and establish a space-focused network of innovative universities called the U.S. Space and Earth Exploration Academy.

The President’s Commission on Implementation of U.S. Space Explora- tion Policy dated June, 2004, emphasized that our nation is embarking Contacts on a new era of focused clarity and innovation with regard to space exploration. Our past progress in this area has been driven by a combina- Stu Hadley tion of economic opportunity, external political threat, and even tragedy Assistant Vice President of that have yielded a program of fits and starts. In the future, however, our Policy Affairs and Executive discoveries will be driven by the commitment to explore as a national Director of Federal Relations purpose. Much like Captains Lewis and Clark some 200 years ago, our Office exploration of this incredible frontier will be bold, prudent, deliberate, Arizona State University 480.727.7912 and analytical. [email protected]

Former ASU researcher Dr. Laurie Leshin served on the President’s Dr. Phil Christensen Commission and was a lead writer regarding the need to establish an Regents Professor of academy concept found in the report. The language urges that “NASA Geological Sciences use strategic investments to engage universities in training the workforce Arizona State University capable of taking us on the exploration journey.” 480.965.7105 [email protected] In order to achieve our exploration goals, students from such an academy should emerge from their university experience imbued with technical skills acquired from disciplinary depth and visionary capabilities acquired from transdisciplinary experiences. Although classroom training can provide many of the disciplinary basics, we believe that these students need to acquire cross-disciplinary experience though project- oriented, hands-on training.

Two aspects of such training will be particularly important. The first is to expose students to broad-based scientific training in Earth and space sciences that mirrors NASA’s recent integration of these previously Arizona State University | NASA Space Academy 5.1 separate programs into the Science Mission Di- “In addition to the engineering school, the Com- rectorate. Educating students across traditionally mittee believes the agency would benefit from the distinct fields is consistent with the anticipated establishment of a virtual NASA Space Academy. dramatic breakthroughs enabled by transdisci- The NASA Space Academy would consist of a plinary approaches to generating new knowledge consortium of 5-7 core schools of Earth and Space and capabilities. Second, and perhaps even more Exploration, competitively awarded. Its primary critical, explorers of the future need experience objective would be to meet challenges associ- with both science and engineering. Eliminating the ated with research based education/training of educational divide between these two areas repre- transdisciplinary “explorer.” Network would also sents one of the greatest challenges to carrying out collaborate to assist in advancing K-12 education future exploration that is affordable, credible, and relative to space exploration. Institutions would be sustainable. responsible for the cost of infrastructure and programs. NASA would be responsible for investments NASA has previously been skillful in advanc- in research, training, and outreach and the network ing transformative, distributed, interdisciplinary itself.” science programs such as the NASA Astrobiology Institute, and excellent NASA-center-based stu- NASA apparently agreed with the Space Academy dent internship programs. What is required now thrust, and in fact, issued RFI-04-HQHS-1 seeking is a greatly enhanced level of direct interaction of input for implementation. We have been told that NASA with education programs at Universities that perhaps an RFP would be released in 2007 after are willing to invest significant resources toward NASA realigns its budget with mission. We feel fundamentally transforming the way higher educa- strongly that NASA should move forward with tion trains Earth and space explorers. The Commis- this competition and establish 5-7 core Schools sion’s recommendations reach far beyond simply of Earth and Space Exploration in a collaborative providing additional scholarships and/or intern- network known as the U.S Earth and Space Ex- ships of the type already being supported. The great ploration Academy. The payoff for NASA would potential here is to catalyze change in the way the be substantial by having highly trained workforce future NASA workforce is trained by defining the able to meet NASA-specific objectives without the necessary skills this workforce will need and then high cost of new infrastructure investment. In ad- funding programs directly committed to addressing dition, NASA would be able to leverage innovative NASA’s needs. The potential of such transforma- universities willing to align themselves to NASA’s tional training programs for enhancing the broader objectives and goals. competitiveness and prosperity of our nation are also noteworthy. Explorers trained through these ASU will continue to advance the Space Academy programs will compete with the best innovators in concept this Congressional cycle. We are presently science and technology in the world, because they in the process of responding to an RFI from NASA will have the unique perspective required to define regarding how a competition establishing such an problems worth solving in the 21st century and the Academy would be structured. We are hoping a skills to set about solving them. competition will move forward expeditiously. In addition, we urge Delegation support efforts begun FY07 REQUEST: last cycle. ASU recommends NASA give serious consideration to implementing language that passed the Senate Commerce Committee in S Rept 108-418 in 2004 which stated; Arizona State University | NASA Budget Concern 5.2

NASA SCIENCE RESEARCH:

The President’s Budget request hits the science budget hard. NASA’s human spaceflight program was left $3 billion to $5 billion short for flying the desired number of shuttle flights and completing space station construction. The ramifications of this has led NASA to shift money from other parts of the NASA budget. Last year NASA shifted dollars from aeronautics and technology. This year’s budget request shifts dollars from science. The administration’s 2007 budget request proposes $3.07 billion from the previously planned five-year run out of the Earth and space science budget. Of this, $2.99 billion is to come from solar system exploration alone — only one of the several science disciplines in NASA and ironically one of the most relevant to human exploration.

We feel such a shift would cause serious harm both to robotic exploration and to a space science community that should, and needs to be, a partner with human exploration. We are not opposed to human spaceflight but there needs to be a significant science component. As a NASA official once said: “Exploration without science is just tourism.” ASU has over 91 active NASA funded grants presently underway. We have Contacts another 90 proposals “pending” with NASA as well. Nearly, if not all of these, are from the “science” side of the NASA budget. If the FY07 Stu Hadley President’s budget is implemented and the FY06 cuts occur we antici- Assistant Vice President of pate about a 10-15 % cut to NASA funding overall at ASU. Policy Affairs and Executive Director of Federal Relations In the press conference explaining the budget, officials cited the growth Office of space science in NASA from about 21 percent of the budget in 1992, Arizona State University 480.727.7912 to 32 percent today. But, during that same time period, space science [email protected] has been carrying the agency exploration flag, and the agency has been rightly proud of the productivity of the Earth and space sciences. Mis- sions such as Hubble, Mars Exploration Rovers and Cassini/Huygens are indeed, as NASA Administrator Mike Griffin himself said, the “crown jewels” of NASA.

At one point, the NASA Administrator intended that NASA would not transfer “one thin dime” from scientific exploration into human spaceflight. Unfortunately the agency’s mission is beyond what the budget will bear and such a transferring of funds is proposed and is occurring. The dilemma has not gone unnoticed on the Hill.

At a NASA budget hearing on February 16, 2006, House Science Chair- man Boehlert commented,

“But to understand the budget is not necessarily to love it. The Admin- istrator did an excellent job of balancing the agency’s missions given the box he was put in, but it’s our job to examine the box as well as its Arizona State University | NASA Budget Concern 5.2 contents. And by ``the box`` I mean both the total FY07 REQUEST: funding for the agency and the missions that it’s being mandated to perform. I am extremely uneasy Protect and enhance the science component of about this budget, and I am in a quandary at this NASA’s budget to the maximum extent possible point about what to do about it. This budget is bad and to urge appropriators to resist shifting funds for space science, worse for earth science, perhaps away from science to fund other parts of NASA. worse still for aeronautics. It basically cuts or deemphasizes every forward looking, truly futuris- tic program of the agency to fund operational and development programs to enable us to do what we are already doing or have done before.”

We anticipate There are to be many delays in science flight programs and many “deferrals beyond the budget horizon” (read cancellation) in others. It’s a long list and you will hear about them all soon enough. There is even to be more “rebalanc- ing” of the Mars program, most of whose growth was removed last year. Missions, technology development and research aimed at Mars exploration have been reduced and eliminated, proving that the agency has all but abandoned the vision’s Mars goal for human spaceflight. Basic science within NASA fares poorly. The FY07 Budget request proposes to cut NASA’s Earth and space science research grant programs by 15 percent across the board. Astrobiology, which many feel is NASA’s newest and most innovative research program, is targeted for a 50-percent cut. (ASU is poised to compete here).

These mentioned cuts are immediate—in the FY06 budget cycle. Grants are to be reduced immediately, dimming the prospects of many young, moti- vated students.

A mission loss affects a few institutions, a few scientists and a few congressional districts. But an across-the-board reduction in research grants hurts every Earth and space scientist in the country. These stakeholders reside mostly in universities. Arizona State University | National Science Foundation 5.3

NATIONAL SCIENCE FOUNDATION

BACKGROUND: Having a robust National Science Foundation (NSF) is critical to the nation’s and ASU’s research efforts. Roughly 40% (of 125,000,000) of ASU’s federal research expenditures in FY05 came from this agency and was secured competitively. It is imperative that NSF’s funding continue to increase if ASU is to enhance its research programs.

ASU had the following in expenditure amounts from NSF’s directorates in FY2005 totaling $40.8 million:

Biological Sciences:...... $4.8 million Computer and Information Sciences and Engineering:...... $3.5 million Education and Human Resources:...... $13.7 million Engineering:...... $2.1 million Geosciences:...... $2.1 million Mathematical and Physical Sciences:...... $5.6 million Social, Behavioral and Economic Sciences:...... $4.9 million Contacts In addition, ASU also received funding from 12 different divisions totaling another $3.9 million. Stu Hadley Assistant Vice President of CURRENT STATUS: Policy Affairs and Executive Director Federal The National Science Foundation (NSF) budget, after declining in Relations Office FY2005, rebounds to $5.6 billion in FY2006, although less than the bud- Arizona State University get request. But inflation, the across-the-board cut, and new non-R&D 480.727.7912 costs for polar icebreakers left NSF with less R&D funding in real terms [email protected] than in each of the last three years. Dr. Jonathan Fink Vice President for Research and Economic Affairs FY07 REQUEST: 480.965.3195 [email protected] Arizona State University supports FY07 NSF appropriations equal to the authorized level as found in the NSF Authorization Act of 2002. We are hopeful key directorates such as Biological Science, Education and Human Resources, Math and Physical Sciences, will be protected and enhanced. Resources, Math and Physical Sciences, will be protected and enhanced. Arizona State University | Sustainability at ASU 5.4

SUSTAINABILITY AT ARIZONA STATE UNIVERSITY: ASU initiatives in Sustainability engage the public and contribute to the health and welfare of Arizona, the Southwestern United States and the planet as a whole. These initiatives emphasize adaptive learning and institutional flexibility that includes boundary spanning programs designed to engage the wider community, while offering students and researchers within the campus and its partners the most innovative academic and research environments. The Global Institute of Sustain- ability along with a dedicated staff within the Office of the President lead the development and integration of President Michael Crow’s ambitious pillar of sustainability integrating historical strengths with innovative programming for an over-arching sustainability portfolio.

GLOBAL INSTITUTE OF SUSTAINABILITY: The main focus for GIOS includes confronting the Challenges to Urban Sustainability. Now in its second year since its conception as the Inter- national Institute for Sustainability – GIOS brings together life, earth, and social scientists, engineers, and government and industry leaders to share knowledge and develop practical solutions to the challenges of sustainable development, especially as it relates to urban areas. CONTACTS This collaborative enterprise between scientists and users of scientific information is intended to, among other things, bridge the gap between Stu Hadley university-based research and public policy. Assistant Vice President of Policy Affairs and Executive Director of Federal Relations For 30 years, ASU’s Center for Environmental Studies (CES) brought Office together researchers and community and institutional partners to Arizona State University spark interdisciplinary, environmental research. In recent years, CES 480.727.7912 pioneered an approach to urban environmental studies that integrated [email protected] life, earth, social sciences and engineering, extending the boundaries imposed by discipline-based science. The urban focus was jumpstarted with the Central Arizona–Phoenix Long-Term Ecological Research Dr. James Buizer project and an Integrative Graduate Education and Research Training Executive Director & Special in Urban Ecology program, and CES leapt into the policy arena with Advisor to President the formation of the Decision Center for a Desert City in 2004 and its Arizona State University 480.965.1515 later partnership with the Decision Theater, a relationship that demon- [email protected] strates the strength of linking programs from two different areas of the University.

The International Institute for Sustainability, launched in November 2004 with a founding gift of $15 million from Julie Ann Wrigley, thus marks the natural evolution of CES into an institution with the expertise, vision, and resources to contribute to solving global problems of sustainability. As its scope continues to grow it takes on its new name of the GIOS, which will serve as the incubator and umbrella organization for a graduate and undergraduate degree granting program in the form of the world’s first School of Sustainability. GIOS and the School Arizona State University | Sustainability at ASU 5.4 of Sustainability will promote a collaborative spirit and academic programs through-out the University through program partnerships both on and off to complete ASU’s comprehensive evolution into campus. the New American University.

WHAT MAKES ASU’S SUSTAINABILITY •Demonstrated global support through newly form- AGENDA UNIQUE?: ing institutional and private partnerships as well •ASU, the fourth-largest university in the na- as the development of the International Board of tion and located in the nation’s fastest-growing Sustainability which supports the portfolio through large urban area, is a vibrant and relatively young financial, advisory and network development ca- institution. Here we can more easily embrace col- pacities. laborative, interdisciplinary approaches to research, education, and integrated solutions than can older universities bound to disciplinary traditions.

•GIOS crystallized under the bold leadership of President Michael Crow. His vision of the modern university as an enterprise engaged and embedded in its local, regional, and global communities sparked the formation of an institute dedicated to discovering innovative solutions to the pressing challenges of urban sustainability.

•Phoenix as a springboard to study and test approaches to urban sustainability. An entrepreneurial spirit has always characterized our desert metropo- lis. This spirit translates into enthusiastic support of collaborations among university, government, and industry that seek novel solutions to the problems of rapid growth and urbanization that can be applied worldwide

•Interdisciplinary and cross-sectoral by design, ASU’s growing portfolio of programs address issues of land-use change, environmental protection, water-resource management, sustainable materials and technologies, human health and well-being, and air quality – not just through technology development or studying our natural world, but in understanding economic, social and political drivers in the broader community and applying this knowledge to the critical issues at hand.

•Boundary spanning programs such as the Decision Theater and Sustainability Partnership Enterprise, work with Entrepreneurial Programs such as In- novation Space and the Edson Student Entrepre- neur Initiative, all of which dovetail with leading research initiatives such as the Biodesign Institute Arizona State University | Sustainability Act of 2005 5.5

HIGHER EDUCATION SUSTAINABILITY ACT OF 2005 Introduced by: Representatives Ehlers, Grijalva, and Wu

As population growth, urban development and energy demands place greater stress on our economic and life-support systems, the need for developing innovative and successful sustainable development practices is becoming critical to sustaining our economic competitiveness, improving environmental health, and creating more livable communities. A catalytic federal role is essential to accelerate this transition to a more sustainable society for our children and grandchildren.

Sustainable development practices are being advanced by hundreds of U.S. cities and companies, and higher education also plays a critical role in making this vision of a more sustainable future become a reality. Higher education can help develop new ideas and technologies and conduct critical research; and it produces the professionals who develop, lead, manage, teach, work in and influence society’s institutions. For example, a recent study of Fortune 500 CEOs reported that, while 90 percent agreed that “sustainable development is important to their company’s future,” only 30 percent say they have the “skills, informa- CONTACTS tion, and personnel to meet the challenge.” While higher education’s engagement with sustainable development lags that of the business Stu Hadley sector in the U.S., there are thousands of faculty and administrators Assistant Vice President of at hundreds of colleges and universities (as well as a dozen national Policy Affairs and Executive Director of Federal Relations higher education associations such as the Association of American Office Colleges and Universities and the American Association of Community Arizona State University Colleges) who are increasingly committed to sustainability. They sim- 480.727.7912 ply need the critical funds that would be provided by this bill to create [email protected] the needed changes.

THE HIGHER EDUCATION SUSTAINABILITY ACT WILL: Dr. James Buizer •Educate and train the next generation of scientists, engineers, plan- Exec Dir & Special Advisor ners, and business professionals who will be developing new strategies to President, Sustainability and tools for environmental/resource conservation, energy efficiency Initiatives Arizona State University and sustainable development. 480.965.1515 [email protected] •Empower “sustainability literate” graduates to help safeguard public health, protect natural resources, and support energy conservation efforts, as well as build a large market for sustainably-produced goods and services.

•Promote good business practices in higher education that will provide living examples to other sectors of how sustainability practices result in greater productivity and quality of life. Arizona State University | Sustainability Act of 2005 5.5

Five years of campus education, research, opera- FY07 REQUEST: tions, and policy funding could help: ASU urges support for this legislation. We feel if authorized and funded we would have a good shot •accelerate U.S. energy independence and free- at competing and winning a center. dom from dependence on foreign oil, through new thinking and developments in both energy production/consumption and product design/manufacturing.

•produce breakthroughs on financing mechanisms and policy analysis to eliminate irrational regulations and make sound economic development more affordable.

•enable the U.S. to begin to take the lead from European countries in sustainable products and technologies, a rapidly growing sector in the global marketplace.

•help catalyze more effective voluntary certification systems for sustainable products, producing greater competitiveness for U.S. industry.

•firmly embed sustainability programs in hundreds of leading colleges/universities.

•train upwards of twenty thousand faculty and administrators .

•impact millions of graduates with a new understanding about how the economy, environment, and society are interrelated.

•update the perspectives and content of dozens of majors, from the design fields of architecture, engineering and planning to economics, business, resource management and community development, to reflect the understandings of sustainable development.

In short, the Higher Education Sustainability Act seeks to equip the coming generation of college graduates with the fundamental knowledge vital to meet the mounting global challenges that we face as a nation. Arizona State University | SCERP 5.6

SOUTHWEST CONSORTIUM FOR ENVIRONMENTAL RESEARCH AND POLICY (SCERP)

BACKGROUND: The Southwest Consortium for Environmental Research and Policy (SCERP) has conducted more than 325 research projects to address the acute air, water, and health problems plaguing the U.S.-Mexican border region. SCERP’s contribution to this research has helped facilitate numerous solutions to critical environmental problems in this unique expanse. SCERP also conducts briefings for policymakers, border communities, public officials, business and trade associations. Through these and other efforts, SCERP is perpetuating a model of bi-national cooperation it pioneered 16 years ago, demonstrating that two very different countries can achieve success together when natural resources are at stake.

PROGRAM: Each project includes U.S. and Mexican faculty and students as well as community/agency partners. SCERP informs the decision-making process without advocating for or against a particular position. By CONTACTS interpreting the results of unbiased scientific inquiry, the consortium provides motivation to adopt comprehensive, regional, and long-term Stu Hadley policies and solution sets. Assistant Vice President of Policy Affairs and Executive SCERP plays an important role in improving the quality of life and the Director of Federal Relations environment in the U.S.-Mexican border region through its multi-fac- Office eted mission of applied research, outreach, education, policy develop- Arizona State University ment, and regional capacity building for communities. 480.727.7912 [email protected] Benefits to ASU and Arizona Border Region: SCERP benefits ASU students through increased opportunity for international applied re- Dr. Joseph A. Zehnder search and interaction with Mexican faculty and students, enrichment of Professor of Geography curriculum, and greater access to research materials about the border re- Southwest Consortium for gion. Additionally, SCERP projects regularly employ graduate students Environmental Research and and approximately 50 master’s and several doctoral candidates have Policy, Management Com- completed their theses and dissertations based on SCERP-sponsored mittee research. SCERP directly supports ASU priorities including applied Global Institute of Sustain- research and community outreach, the Global Institute of Sustainabil- ability Arizona State University ity and the internationalization of the university. SCERP-supported Tempe, AZ 85287-3211 research projects at ASU regularly produce results of use to State of (480) 965-5163 Arizona agencies. The U.S. Department of State, EPA, and Department of Interior have benefited from ASU-SCERP research, as has the bi-national International Boundary and Water Commission. Elected officials and their staffs, including joint legislative committees frequently use results of ASU-SCERP applied research projects. Regional and community agencies likewise utilize the expertise on border environmental issues at ASU developed through SCERP-supported activities. Yearly Arizona State University | SCERP 5.6

Border Institute conferences convene federal, state, and local level officials with researchers to explore new policy options and benefit public agencies.

FY07 REQUEST: For informational purposes. ASU is a long standing member of The South- west Consortium for Environmental Research and Policy (SCERP).

PROGRAMS FY 2007 BUDGET % Applied Research (Competitive Projects* and Directed Programs): • Basic Science Applied to Local and Immediate Needs* $2,500,000 50 • Human Environmental Health: Air Quality and Energy $1,000,000 10 • Border Water Quality and Supply Issues Program $500,000 20 Management and Administration Activities $400,000 8 Outreach, Training, and Communication $600,000 8 TOTAL $5,000,000 100

*SCERP allocates a significant portion of its funding to competitive research initiatives of individual, campus-based projects. Once initiated by SCERP, many competitive research projects are taken over and sustained by other funding sources. Arizona State University | TGen 5.7

TRANSLATIONAL GENOMICS RESEARCH INSTITUTE:

TRANSLATIONAL GENOMICS RESEARCH INSTITUTE: The Translational Genomics Research Institute (TGen) is a non-profit biomedical research institute whose mission is to make and translate genomic discoveries into advances in human health. TGen’s focus is taking the wealth of new data emerging from the human genome project and be able to translate it into direct benefits for patients. They have assembled the intellectual talent needed to drive the research and a wide array of cutting-edge technology to complement their world-class scientists, attracted partners, and developed the support systems that will allow the organization to grow rapidly yet strategically. As a result of this carefully crafted approach, TGen is poised to be a world leader in translating genomic discoveries into advances in human health.

TGEN BIOMEDICAL RESEARCH FACILITY UPDATE: In August 2003, construction began on the $46 million, 170,000 square foot headquarters and research facility. TGen’s headquarters is the anchor project for the Phoenix Bioscience Center, an alliance bringing together the three major state universities (including Arizona State Uni- CONTACTS versity) and the city of Phoenix to establish an academic and bioscience research park in downtown Phoenix. Stu Hadley Assistant Vice President of The City of Phoenix financed construction of the new building, which Policy Affairs and Executive was partly reimbursed by the Health Resources and Services Adminis- Director of Federal Relations tration (HRSA) grant funding in FY2003. In FY2004 and 2005, HRSA Office grant funding also supported the procurement of laboratory equipment Arizona State University for the new research facility. 480.727.7912 [email protected] In December 2004, the building construction was completed, enabling TGen and IGC to move into its new permanent headquarters. While Elizabeth Montemayor, several of the floors are currently occupied, work is continuing to com- Chief Financial Officer plete laboratory areas on the first and fourth floors of the new facility. TGEN Nearly 14,000 square feet still requires development. 602.343.8400 [email protected] HRSA FUNDS ALLOCATED TO DATE: Fiscal year 2003: $1.5 million Fiscal year 2004: $1.4 million Fiscal year 2005: $1.2 million

FY2007 LEGISLATIVE REQUEST: $1.5 million in the Labor, Health and Human Services and Education Appropriations bill, specifically in the Health Resources and Services Administration account. The amount requested will support new laboratory equipment and continue build-out of laboratory space. The HRSA funding has provided critical support to TGen, enabling the organization to build out laboratory space, procure state-of-the-art equipment Arizona State University | TGen 5.7 necessary for genomics-based disease research, and helping to recruit top scientists to Arizona – all of which are advancing biomedical science for improved human health care. Arizona State University | Tax Exempt Research Facilities 5.8

FEDERALLY FUNDED RESEARCH DISCOVERIES DEVELOPED IN TAX-EXEMPT FINANCED FACILITIES

OBJECTIVE: Clarify regulations relating to the issue of federally funded research and tax exempt financed facilities.

BACKGROUND: Tax-Exempt Financings in General

State and local governments and certain nonprofit organizations are permitted to issue, with certain restrictions, bonds where the interest paid on the debt is not taxable to the investor (hereafter, referred to as “tax-exempt bonds”).

The issuance of tax-exempt bonds results in about 2 percentage points lower interest rate, e.g., 5% tax-exempt, 7% taxable, and about a one- fourth savings in interest costs.

The IRS has issued a complicated set of rules and regulations, common- CONTACTS ly referred to as the “private business use” rules, to ensure that private parties do not benefit from tax-exempt bonds. Stu Hadley Assistant Vice President of Universities can issue state and local government using tax-exempt Policy Affairs and Executive debt. Interestingly, the federal government has defined itself as being a Director of Federal Relations private party for purposes of these private business use rules; therefore, Office the federal government is treated in the same manner as a for-profit Arizona State University company for purposes of determining if a bond-financed facility is used 480.727.7912 [email protected] for private business use purposes. Gerald Snyder The IRS allows a de minimis amount of private business use without Associate Vice President jeopardizing the tax-exempt financing. Governmental entities (includ- Finance and Treasurer ing public universities) are allowed to use up to 10% of the proceeds for Arizona State University a private business use. 480.965.7228 [email protected] The IRS imposes significant penalties for violation of the private use regulations. For example, if 10% private business use is permitted, but the IRS determines private business use to be 11%, the entire financing could lose its tax-exempt status, not just the 1% overage.

Any settlement with the IRS could require the bond issuer to pay the tax that would have been paid by the investors if the entire financing had not been tax-exempt, typically based on the assumption that all of the investors are in the highest possible tax bracket, e.g., around a 33% tax rate. Any such settlement would require a large cash payment to the IRS and would effectively increase the interest rate by as much as one-third. Arizona State University | Tax Exempt Research Facilities 5.8

Issue: Tax-exempt Financing of Research federal sponsor receives more favorable terms (a Facilities royalty-free license) than the commercial entity • An issue that is presently unclear, based on pres- that has to pay a royalty. ent law and IRS regulations, is whether federally sponsored research conducted in a bond-financed • Also, the fact that the royalty-free arrangement is facility constitutes private business use of the facil- set at the time that the federal research agreement is ity. entered into, and not at the time that the technology is available for use, is also potentially a violation of • The private business use regulations say that, as the safe harbor rule. a general rule, when a private party (including the federal government) sponsors research performed • The belief by many is that when Congress en- in a bond-financed research facility, there is private acted the Bayh-Dole Act, it did not intend to trigger business use of the facility. But the IRS has devel- disqualification of the tax-exempt bonds used to oped a “safe harbor” under which the licensing of construct or improve the facility in which the re- technology developed under a research agreement search is conducted. is not private business use if: FY07 REQUEST: • The private research sponsor receives a license to Clarification of the law in this area of the tax law is use any resulting technology on no more favorable needed, along the lines as follows: terms than those granted to an unrelated, non-sponsoring party, i.e., the sponsor pays a competitive PRIVATE BUSINESS USE OF A BOND-FI- price for the technology; and NANCED FACILITY DOES NOT INCLUDE PERFORMANCE OF RESEARCH USING • The price paid by the sponsor for the license FEDERAL GOVERNMENT FUNDING IN SUCH or use is determined at the time the technology is FACILITY- available for use, and not at the time the research agreement is entered into. (1) IN GENERAL. – Subparagraph (A) of section 141(b)(6) of the Internal Revenue Code of • There is a separate non-tax federal statute (the 1986 (defining private business use) is amended by Bayh-Dole Act) that is intended to encourage uni- inserting “or use in the performance of research us- versities to bring discoveries to market and allows ing, in whole or in part, funds of the United States universities to retain the resulting licensing rev- or any agency or instrumentality thereof” before enues even though the research was funded by the “shall not be taken into account”. federal government. (2) EFFECTIVE DATE. – • The Bayh-Dole Act, however, has a feature with potential adverse tax implications to tax-exempt (A) IN GENERAL. – The amendment made by this bond financing, specifically, the federal agency subsection shall apply to any use on or after the sponsoring the research has a nonexclusive, non- date of the enactment of this Act. transferable, irrevocable, worldwide, and paid-up license to any resulting inventions or technology. (B) NO INFERENCE. – Nothing in the amendment made by this subsection shall be construed to create • Because the federal sponsor receives a royalty- any inference with respect to the use of tax-exempt free license to use the technology, if the university bond financed facilities before the effective date of were to subsequently license the same technol- such amendment. ogy to a commercial entity, it is presently unclear whether the IRS “safe harbor” is met because the Arizona State University | DOE Power System Reliability 5.9

DOE CENTER OF EXCELLENCE ON ELECTRIC POWER SYSTEM RELIABILITY

OBJECTIVE: A university-industry collaboration seeking innovative solutions to critical challenges to electric power transmission and distribution reliability. Using a multidisciplinary, geographically-diverse organization, the Center:

•seeks innovative solutions to reliability challenges in today’s and tomorrow’s electric power system

•stimulates productive interchange of ideas among university, government and industry professionals

•leverages and integrates research funding from universities, government and industry

•facilitates rapid access to highly experienced faculty and superior quality students CONTACTS

•prepares current and future professionals for the new power industry. Stu Hadley Assistant Vice President of A U.S. DOE priority is to meet the nation’s long-term energy needs and Policy Affairs and Executive protect economic security by promoting delivery of reliable, affordable, Director of Federal Relations and environmentally sound electric energy. In its National Transmis- Office sion Grid Study, the DOE reported to Congress that electric transmis- Arizona State University 480.727.7912 sion constraints threaten reliability. The transmission system was not [email protected] designed to support the new uses of the grid found in emerging regional electricity markets. Reliability is at risk in today’s wholesale genera- Dr. Vijay Vittal tion marketplace, with its increased volume of transactions and long Professor, Electrical distance power flows, and staggeringly complex operating environment. Engineering Better ways must be found to operate the existing transmission grid Airzona State University to overcome congestion when it occurs. Both technological and mar- 480.965.1879 ket-based solutions are required, so pricing and customer participation options should be considered along with enhanced transmission investment and improved system operations. In addition, a looming manpow- er shortage faces the electric power industry. Some 25% of the current workforce will retire in the next five years. University resources are essential to helping DOE address the challenge of maintaining a reliable electric transmission grid for future generations.

PROGRAM: Section 925 of the Energy Policy Act of 2005 (attached) requires DOE to “establish a comprehensive research, development, and demonstration program to ensure the reliability, efficiency, and environmental integrity of electrical transmission and distribution systems…” Sec- Arizona State University | DOE Power System Reliability 5.9 tion (a) in particular calls for DOE to “establish a Goal of legislative agenda is to ask for an increase comprehensive research, development, and demon- in the base DOE budget to support such a center stration program to ensure the reliability, efficiency, since PSERC satisfies the requirements of such a and environmental integrity of electrical transmis- center. sion and distribution systems….” Sec (c) states that the DOE Secretary shall consider implementing the program under this section using a consortium of participants from industry, institutions of higher education, and National Laboratories.”

DOE’s Program Plan, required by Sec. 925 (b) of the Energy Policy Act of 2005 should include, in part, a university center of excellence in electric power transmission and distribution systems.

The Center’s academic researchers must specialize in a range of expertise including power systems, applied mathematics, non-linear systems, power electronics, control theory, computing, operations research, economics, industrial organization and public policy. In collaboration with industry, they must provide the research services and products that add value to industry, and that support efficient and reliable provision of electricity services while meeting environmental requirements.

Every state wants to expand its economy, to develop a skilled workforce, and to obtain benefits from technology transfer. Thus, in establishing standards and operating protocols for regional reliability organizations, the unique requirements, situations, and experiences of the states must be considered. An appropriately designed, geographically-diverse university Center of Excellence can play an important role in understanding and integrating state experiences in electric system restructuring so that each state benefits from electric transmission reliability enhancements.

FY07 REQUEST: DOE’s Program Plan, required by Sec. 925 (b) of the Energy Policy Act of 2005, should include, in part, $8 million per year for five years to establish a university center of excellence in electric power transmission and distribution systems. This program area is managed by the Office of Electricity Delivery and Energy Reliability. Arizona State University | ASU/SRP Energy Efficiency 5.10

ARIZONA STATE UNIVERSITY – SALT RIVER PROJECT - DOE ADVANCED ENERGY EFFICIENCY TECHNOLOGY CENTER

OBJECTIVE: To secure funding for the Advanced Energy Efficiency Technology Transfer Center program authorized in the 2005 Energy Bill.

BACKGROUND: The world’s total population has grown more in the past 50 years than in the previous span of human history. Currently at 6 billion people, it is estimated that in only 30 years from now the total population will increase to 9 billion. And, for the first time in our history, the majority of the population will be living in urban regions. Since 1990, the fastest-growing region in the US has been the West, increasing by 19.7% or 10.4 million people, to total 63.2 million (US Census 2000) with cities in Arizona leading the nation in growth and new housing construction. The arid region southwestern United States is the most rapidly urbanizing region in the United States, which makes it an ideal testbed for a new generation of Sustainable Materials and Renewable Technologies (SMART) materials for infrastructure that reduce energy demand and CONTACTS advanced materials to create new urban energy supplies. Stu Hadley The climatic extremes of the hot arid regions are amenable to research Assistant Vice President of into alternative pavement and building materials that are less energy Policy Affairs and Executive intensive and which can dramatically reduce the need for mechanical Director of Federal Relations cooling based on their thermal characteristics. The arid region of this Office proposed Center is also experiencing their 7th straight year of drought Arizona State University and are prime for innovations to more efficiently manage precious water 480.727.7912 [email protected] resources as a result of thermoelectric power generation. Additionally, the 300+ days of sunlight provide the optimal platform to research and Dr. Jay Golden develop solar energy technology advances, peak energy demand reli- Sustainable Technologies ability and less water consumptive energy generation. Program Coordinator Arizona State University PROGRAM: 480.965.4951 The existing National Center of Excellence on SMART Materials for jay,[email protected] Urban Energy at Arizona State University, one of the the nations largest universities and Salt River Project, the nations 3rd largest public utility shall operate a joint program to encourage development, demonstration, entrepreneurship, and economical application of advanced energy methods and technologies. This will be accomplished through education and outreach to building and industrial professionals, government, and to other individuals arid organizations with an interest in efficient energy use. The new joint Center will leverage the existing National Center of Excellence and its associated laboratories and outreach programs at Arizona State University and demonstration sites owned and operated by the Salt River Project as well as SRP’s ability to outreach and com- municate with its large customer base. Arizona State University | ASU/SRP Energy Efficiency 5.10

ENERGY POLICY ACT OF 2005: Section 917 of the 2005 Energy Policy Act authorized the Secretary to make grants to nonprofit institutions, State and local governments, or universities to establish a geographically dispersed network of Advanced Energy Efficiency Technol- ogy Transfer Centers, to be located in areas the Secretary determines have the greatest need of the services of such Centers. In establishing the network, the Secretary shall consider the special needs and opportunities for increased energy efficiency for manufactured and site-built housing.

FY07 REQUEST: ASU and SRP support robust funding for implementation of the authorized Advanced Energy Ef- ficiency Technology Transfer Centers program. We will be working with the Dept of Energy and the Hill to develop our recommended funding level for the first year of implementation. The Energy Policy Act of 2005 calls for a geographically dispersed network of centers and we anticipate each center to need a funding level of at least $1 million per year. We are hopeful the Department of Energy’s FY07 budget request would provide enough funding to begin awarding multiple centers in FY07.

Arizona State University | Regional Microscopy Centers 5.11

REGIONAL CENTERS FOR ABERRATION CORRECTED ELECTRON MICROSCOPY (ACEM) FOR NANOSCIENCE AND TECHNOLOGY AND NANOBIOLOGY.

OBJECTIVE: Establishing suitable federal research equipment/facilities budgets for regional ACEM centers at US research universities.

BACKGROUND: A dramatic revolution in the use of nanoscience and technology for advancing knowledge of materials and for constructing new devices began a few years ago and is expected to continue for the foreseeable future. A similar revolution is occurring in nanobiology. There has been a parallel revolution in the ability to observe and analyze materials on the nanoscale.

The recent development of aberration corrected transmission electron microscopes has improved spatial and energy resolution limits so that single atoms can be imaged and also be identified chemically and in terms of their chemical bonding environment using spectroscopy. This CONTACTS instrumentation development is a revolutionary advance in electron microscopy capability enabled by aberration correctors and mono- Stu Hadley chromators. First applications of these powerful new microscopes are Assistant Vice President of being made to problems in physical nanoscience and nanobiology now. Policy Affairs and Executive For example, the location and bonding character of single metal atom Director of Federal Relations catalysts in carbon nanotubes, the signature material of nanoscience and Office technology, is being examined using these microscopes. In nanobiology Arizona State University these revolutionary microscopes will dramatically improve the use of 480.727.7912 [email protected] cryoelectron microscopy for detailed identification of protein molecules. Dr. Ray Carpenter Center For Solid State The nanostructure and nanochemistry architecture of the materials of Science interest for nanoscience and technology (NSET) and nanobiology is ab- Arizona Stateu University stract and well below the sensory threshold of human experience. They 480. 965.4549 are very difficult to visualize for that reason, especially for students, [email protected] but the properties of these materials are dependent on this architecture. These new microscopes are therefore essential to provide the necessary visualization of all nanomaterial architectures for progress in education, research, and societal applications of advances in NSET and nanobiology.

Research universities have the major responsibility for NSET and nanobiology undergraduate and graduate education. They also have major responsibilities for research in these areas, and for leading the applications of new knowledge to societal needs. These new microscopes are essential tools needed to meet each one of these responsibilities. The cost of these microscopes and the facilities to house them exceed the Arizona State University | Regional Microscopy Centers 5.11 current agency funding limits for materials science It is available at http://www7.nationalacademies. and nanobiology instrumentation programs at uni- org/bpa/COSF_Final_Report_PREPUB.pdf. The versities. As a result, the new microscope facilities second is the “Krebs report”, entitled Advanced of this type are being located at national labora- Research Instrumentation and Facilities, from the tories such as Oak Ridge and Brookhaven, which Committee on Advanced Research Instrumenta- seriously limits their usefulness for educational tion of the Committee on Science, Engineering and purposes and compromises the research and soci- Public Policy, ISBN 0-309-09701-0; prepublication etal applications missions of research universities. information available at http://www.nap.edu/ex- ecsumm_pdf/11520.pdf and http://www7.nationalacademies.org/instrumentation/. These reports BUDGET AND PROGRAM: recommend that federal research agencies establish The obvious solution to the problem is new sources peer reviewed programs that solicit proposals for of funding devoted to the creation of regional fa- advanced research instrumentation facilities (ARIF) cilities for aberration corrected electron microscopy whose capital costs can be in the tens of millions at appropriate research universities. The present dollar range, well above the current $2M limit, but cost of the aberration corrected microscopes is in below the hundreds of millions range of the Major the range of $2.5 to 4M each. These microscopes Research Equipment and Facilities Construction require a very electromagnetically quiet site to (MREFC) program. Further, ARIFs should operate achieve their atomic resolution design performance under business and management plans that contain limits. In current facilities this usually requires a information on appropriate space, technical staffing new building large enough to accommodate 3 or and long-term funding for operations and mainte- 4 microscopes with an isolation zone around it, to nance. The proposal evaluation criteria are expect- prevent construction of environmentally damaging ed to enhance geographic distribution, sharing and adjacent projects. The bricks and mortar cost of the efficient use of these facilities. original facility at Oak Ridge (currently being expanded), which can accommodate 4 microscopes, Given the present and increasing dependence of our was about $11 M. The normal funding sources for economy and security on nanotechnologies, and the research equipment proposals are the NSF/DMR university concerns described above, it is eminently and NSF-wide instrumentation programs. The sensible to support building a number of ARIFs at former has been cancelled for the next FY due to strategically located universities. budget limits. Other similar programs are at NIH and DOD. The maximum funds for a typical suc- Because these problems are widely acknowledged cessful proposal in these programs is ~ $2 M, not and strong practical solutions are being proposed, enough for even 1 microscope. now is the appropriate time for ASU, the largest research university, to exert its influence to support The concerns of ASU faculty about the absence of those recommendations to have funds for regional these facilities at research universities are shared aberration corrected electron microscopy centers by many faculty nationwide. For example, some added to the budgets of one or more of the federal faculty have experienced waits of six months for agency instrumentation programs, through its FY07 national laboratory facility access. Many of these ASU Federal Agenda Book program. are discussed in two reports about to be released by the National Academy of Sciences/National Acad- The present cost of one ARIF including two aber- emy of Engineering. The first is the “Sinclair re- ration corrected analytical electron microscopes port”, entitled Midsize Facilities: The Infrastructure and the super-stable facility itself with adequate for Materials Research”, from the Committee on space for future expansion is about $17M. Several Smaller Facilities of the Solid State Sciences Com- of these at major research universities is a desirable mittee, published by the National Academies Press. and realistic goal. Arizona State University | Regional Microscopy Centers 5.11

Facility Distribution: excellent EM facilities for NSET and nanobiology The national labs that will have these facilities education and research. Collaborations with private are in the NE (Brookhaven), the upper SE (Oak firms, universities and government laboratories Ridge), the upper Midwest (Argonne) and the in these areas would logically be a part of a SW northern pacific (Lawrence Berkeley Lab). Areas Center proposal. without ready access to these facilities include the lower SE, the SW from the Mississippi river to the FY07 REQUEST Pacific coast, including the lower Midwest. That is ASU urges Congress to adopt section 212 of in- unacceptable in our present severe economic/tech- troduced legislation S 2198 (Part of the Protecting nological competitive environment. It is inconsis- America’s Competitive Edge legislation) which tent with continuing exhortations to graduate more would authorize funding for the Office of Science students at all degree levels who are well educated and Technology Policy to establish the National for careers in NSET and nanobiology. Coordination Office for Advanced Research Instrumentation and Facilities. Dollars would be Arizona State is uniquely qualified to provide lead- authorized to several agencies for much needed ership for establishment of a Southwestern Region- instrumentation and facilities. ASU has a critical al Center. ASU originated and operated the only mass of expertise in the area of Nanoscience and NSF-funded Center for High Resolution Electron Technology/Electron Microscopy and would be Microscopy from 1979 to 1996, which established highly competitive for funding a Southwestern ASU as the leading US university in that field. We Regional Center For Electron Microscopy. Recent remain very active in EM and materials research. revolutionary developments in subatomic resolu- Our new School of Materials and new School of tion electron microscopy make this instrumentation Life Sciences add strong visible emphasis to our essential for education and economic development commitment to NSET and nanobiology research in nanoscience/technology/nanobiology. Funds and education. We conduct the leading US school required to establish the regional center are about for High Resolution EM each January (1/9 to 1/13 $17M. in 2006), and during 1/3 to 1/6 2006 we will conduct the NSF sponsored workshop “Dynamic In- Situ EM to Meet the Challenges of the Nanoworld” whose charge includes policy recommendations for NSF future EM support.

ASU has several quiet and relatively isolated sites for an aberration corrected EM facility that have been evaluated by AGI, Inc. as suitable for aberration corrected analytical microscopes. Most research universities are “built out” and do not have such sites, which are critically necessary for a successful new EM center. The U of A, Tucson, will benefit from ready access to this Regional Center and is willing to participate in establishing and using the SW Center. We welcome their participation.

The SW Center would provide research opportunities for universities and industry in AZ, UT, NM, NV, CO, and Southern CA where there are a number of research universities and industries without Arizona State University | Rehabilitation Engineering 5.12

Center for Cognitive Ubiquitous Computing (CUbiC)

BACKGROUND: There are four areas of research that need to be fostered for making a significant impact in the development of the next generation of rehabilitative systems.

I. Assistive Technologies: Environments to live and work independently

Assistive Technology (AT) refers to devices and aids which can help a person with disability perform activities that might not otherwise be possible. AT includes communication devices and sensory aids (hearing aids, TTYs, talking boards, Braille displays), mobility devices (wheelchairs, modified vehicles, strollers), adaptive computer equipment (ergonomic keyboards, screen readers) and devices that aid in activities of daily living (reachers, handles, grips). Research at Arizona State University’s Center for Cognitive Ubiquitous Comput- ing (CUbiC), in the iCare Project http://cubic.asu.edu is an example of an integrated multidisciplinary research effort on development of CONTACTS AT for individuals who are blind/deaf blind. The project consists of the iCare-Reader which is a portable computing device that can be used by Stu Hadley blind, deaf-blind, and visually-impaired individuals to read printed in- Assistant Vice President of Policy Affairs and Executive formation not readily accessible to this population, such as newspapers, Director of Federal Relations books, etc., in real time. Office Arizona State University II. Universal Design and Accessibility: Design for Everyone 480.727.7912 [email protected] Universal Design and Accessibility (UDA) is the design of products and environments to be made usable by all people, to the greatest Dr. Sethuraman Panchana- extent possible, without the need for adaptation or specialized design. than By integrating the principles of UDA into design of products, software, Chair, Department of Comput- buildings, websites, engineers and designers ensure the usability of er Science and Engineering Ira A. Fulton School of Engi- technology and accessibility of environments. With research advances neering in intelligent environments, networking, radio frequency identifica- Director, Institute for Comput- tion (RFID) systems, Bluetooth. WiFi, etc., it is now possible to build ing and Inforamtion Sciences accessible environments where individuals with physical and mental and Engineering (InCISE) ailments freely navigate and interact with the environment and their Arizona State University peers. The theory and practice of UDA effects many domains such as 480.965.3190 intelligent human-computer interfaces, sensory technology, supply [email protected] chain, military initiatives and developments in UDA will hence affect the society and research community as a whole.

III. Neural Rehabilitation: Recover, Rebuild and Reintegrate

According to the Centers for Disease Control and Prevention more than 80,000 Americans survive a traumatic brain injury (TBI) but are discharged with TBI related disabilities. Nearly 5.3 million Americans Arizona State University | Rehabilitation Engineering 5.12 live with TBI disability. 15% to 30% of 4 million individuals who suffer from stroke have permanent Funding for such efforts is currently limited to The disability. The National Rehabilitation Information Telemedicine and Advanced Technology Research Center (NARIC) reports that with the help of reha- Center (TATRC) and some limited NSF program. bilitation and assistive technology patients of TBI, Availability of funding for research on surgical stroke or spinal cord injury (SCI) can live a full life training and simulation would enable development after injury. The field of neural rehabilitation has of a strong teaching infrastructure that aims to entered an exciting new phase. With the advent of minimize procedural errors. nanotechnology, intelligent prosthetics, multimodal human computer interfaces and virtual reality it is FY07 REQUEST now possible to address problems through multiple Continue to monitor for opportunities in the area of approaches that aim to maximize rehabilitation. rehabilitation engineering. The collaborative Haptics Interface project between Arizona State University and Mayo Clinic, Arizona is an example of such a research direction. With the growth in research on promotion of learning in human computer interfaces, current generation systems for rehabilitative interfaces have shown promise in their usability as an efficient rehabilitation strategy. Currently available funding sources are not sufficient to promote cross-disciplinary research for neural rehabilitation based on haptics. There is an urgent need to support these initiatives to promote large scale innovations in this area.

IV. Surgical Training and Simulation: Tech- nology to reduce procedural errors.

Simulation technology is emerging as a leading technique to teach novice surgeons minimally in- vasive surgery (MIS) procedures and in preventing medical errors. Existing simulation technologies can be used to minimize patient risk in high risk procedures and building immersive virtual environments to improve human factors and model sentinel events. Simulation technology has already proven its mettle in aircraft simulators where integration of simulators has led to an effective method of training novice pilots. However surgical simulators are still in early stages of development. The knowledge base of multimodal human computer interfaces and psychology can contribute immensely to the development of novel and effective training systems. CUbiC at Arizona State University has collaborated with Banner Good Samaritan to develop novel surgical simulation systems that utilize psychologi- cal techniques to minimize learning times while maintaining a high degree of efficiency. Arizona State University | The Biodesign Institute 6.1

THE BIODESIGN INSTITUTE AT ARIZONA STATE UNIVERSITY The Biodesign Institute at ASU, which combines such diverse fields as bioscience, information science, cognitive science and nanotechnology, is a bold new approach to preventing and curing disease, sustaining the environment, developing new energy sources, and securing a safer world. Taking much of its inspiration from nature’s own designs, the Biodesign Institute’s current research projects include:

* A vaccine to prevent virtually all types of cancer * A simpler, more economic way of manufacturing existing vaccines * Managing diabetes non-invasively * Creating packaged foods that warn if they are unsafe to eat * Nano implantable health monitoring devices * Miniaturized crime labs * Early warning of biological attack * Creating energy from waste

Nature is the master designer and builder. Researchers have not only made great progress in understanding many of nature’s design and building processes but are also learning to design and build from those CONTACTS models. At the Biodesign Institute nature-inspired approaches to health care are intended to be more organic and more effective and efficient. Stu Hadley Likewise, nature-inspired approaches to material design and energy Assistant Vice President of production are intended to be more environmental friendly and less Policy Affairs and Executive costly. Director of Federal Relations Office The Biodesign Institute at ASU, directed by internationally renowned Arizona State University scientist Dr. George Poste, occupies two newly constructed buildings 480.727.7912 [email protected] with more than 300,000 square feet of advanced research space. Two additional buildings that would bring total research space up to the Dr. George Poste 800,000 square foot level are planned. Only two years old, the institute Director of the Biodesign is already the largest funded research program of any single research Institute at Arizona State institute in the State of Arizona with annualized grant funding of $27.6 University million. In its first year alone it became the Valley’s largest generator of 480.727.8662 federal biomedical research funding. [email protected]

In its second year of operation the number of research centers grew from eight to 12, patent applications 81 to 298, and researchers oversee- ing grants from 44 to 70.

OBJECTIVE: The vision for the Biodesign Institute is to prevent and cure disease, overcome the pain and limitations of injury, renew and sustain our environment, secure a safer world.

To accelerate the pace of discovery, the Institute merges formerly distinct fields of research. These include biology, chemistry, physics, medi- Arizona State University | The Biodesign Institute 6.1 cine, agriculture, environmental science, electron- 6. Center for Evolutionary Functional Genomics: ics, materials science, engineering and computing. Center Director, Sudhir Kumar Despite its diversity, our research shares a common •Understanding how the genes and genomes of starting point – exploring the remarkable structure humans and other organisms change over time to and function of living systems. From microbes to help pinpoint the origins of disease. man, these systems have been honed by thousands of years of natural selection. Inspired by nature and 7. Center for Glycosciences and Technology: powered by collaboration, our bold new approach Center Director, Lokesh Joshi ensures that discoveries are rapidly translated into •Developing novel treatments for a broad spectrum real-world benefits. of diseases including cancer and immune disorders and utilizing plants as green-manufacturing units to produce life-saving drugs. TO ACCOMPLISH THE VISION, THERE ARE 12 CENTERS WITHIN THE BIODESIGN INSTITUTE 8. Center for Infectious Disease and Vaccinology: AT ARIZONA STATE UNIVERSITY: Center Directors, Charles Arntzen and Roy Curtiss •Combating infectious diseases through innova- 1. Center for Applied Nanobioscience: Director, tive and effective vaccine development using plant, Frederic Zenhausern bacterial and viral delivery methods. •Developing ways to diagnose disease, monitor health, and create flexible electronics by merging 9. Center for Innovations in Medicine: Center Di- new technology with genomics and molecular biol- rector, Stephen A. Johnston ogy. •Exploring ways to detect illness before symptoms appear and developing systems for detecting, treat- 2. Center of BioOptical Nanotechnology: Center ing, and preventing cancer. Director, Neal Woodbury •Using biological systems as models for producing 10. Center for Neural Interface Design: Center energy and sensors, and advancing personalized Director, Jiping He medicine by creating molecules merged with mod- •Developing technology such as intelligent pros- ern optics and electronics. thetics and therapeutic devices, for people with central nervous system disease or injury. 3. Center for Bioelectronics and Biotechnology: Center Director, Joseph Wang 11. Center for Rehabilitation Neuroscience and Re- •Developing specialized sensor technology to habilitation Engineering: Center Directors, James manage diabetes and other diseases, improve food Abbas and Ranu Jung safety and detect chemicals or other hazards in the •Enhancing independence for people with neu- environment. rological disorders or impaired limb function by designing adaptive, intelligent devices and systems. 4. Center for Cancer Research: Scientific Director, Michael Tracy 12. Center for Single Molecule Biophysics: Center •Discovery new potential anticancer drugs from Director, Stuart Lindsay natural sources such as plants, marine animals, and •Using nanotechnology to study the physical pro- microorganisms. cesses on which life is based so that diseases can be accurately diagnosed and better treatments can be 5. Center for Environmental Biotechnology: Center developed. Director, Bruce Rittman •Minimizing pollution and depletion of natural resources using microbiological systems and renewable energy resources. Arizona State University | NIH Biomedical Program 6.2

NIH BIOMEDICAL COMPETITIVE FACILITY PROGRAM ASU is aggressively expanding its capabilities in the area of biomedical and bioengineering research. (See earlier section of this briefing book entitled ASU Research Infrastructure Update”.) We are in the process of building multiple facilities for the Arizona Biodesign Institute which will be the cornerstone for our research in this vital and burgeoning field. Programs such as the NIH’s competitive extramural facilities program are important sources of potential matching resources to the significant investment made by the state.

Competitive facility dollars at the federal level are critical for the complex to come to fruition. Facility programs such as the NIH program found at the National Center for Research Resources (NCRR) are important sources for potential matching dollars to ASU’s investment. This specific NIH program is authorized under Sections 481A and 481B of the Public Health Services Act, as amended by Sections 303 and 304 of Public Law (PL) 106-505, to make grants or contracts to public and nonprofit private entities to expand, remodel, renovate, or alter existing research or animal facilities or construct new research or animal facilities. The facilities will be used for basic and clinical biomedical and CONTACTS behavioral research and research training. Stu Hadley In the FY05 Omnibus Appropriations Bill a total of $30 million was Assistant Vice President of appropriated for the NCRR Extramural Facilities Program. In FY06, $0 Policy Affairs and Executive was appropriated for this important program Director of Federal Relations Office FY07 REQUEST Arizona State University In FY06, the Senate version of Labor/HHS/Ed appropriations included 480.727.7912 [email protected] $30 million for the NIH extramural competitive facilities program (within the NCRR account) but was eliminated in conference. ASU supports funding at the $50 million level for FY07. Arizona State University | Property Restrictions 7.1

REMOVING RESTRICTIONS FROM PROPERTY CONVEYED TO ASU

OBJECTIVE: Remove onerous property restrictions on the ASU Polytechnic Campus.

BACKGROUND: Williams Air Force Base was listed for closure by the 1991 Base Realignment and Closure (BRAC) process and was actually closed on September 30, 1993. To date, ASU has received approximately 604 acres of property at Williams through four (4) separate parcels conveyed by quitclaim deeds. A final conveyance of approximately 5 acres is expected following completion of environmental remediation.

The deeds contain a number of covenants, conditions subsequent, and restrictions that may impact our ability to use the property for economic development or significant revenue generating activities – without seeking and obtaining prior approval of the U.S. Department of Education. For example, two of the deed provisions state: CONTACTS “For a period of thirty (30) years from the date of this Deed, the Prop- erty will be used solely and continuously for educational purposes in Stu Hadley accordance with the proposed program and plan of GRANTEE set forth Assistant Vice President of in its Application and for no other purposes. GRANTOR reserves the Policy Affairs and Executive right to enter and inspect the Property during said period.” Director of Federal Relations Office “During the above period of thirty (30) years GRANTEE will not sell, Arizona State University resell, lease, rent, mortgage, encumber, or otherwise transfer any inter- 480.727.7912 [email protected] est in any part of the property except as GRANTOR may authorize in advance in writing.” Terry Isaacson Vice Provost, Arizona State Removing these onerous restrictions from the deeds should enable ASU Univeristy at the Polytechnic to move forward with accelerated development of the ASU Polytechnic campus Campus in a way that contributes to meeting the needs of the Arizona 480.727.1788 and the creation of a New American University.

In today’s competitive environment, the window for attracting investment in leading edge research or new areas of academic interest may be very short—and the university must be able to move quickly to be successful. With the declining public support for higher education, colleges and universities nationwide have had to become more entrepreneurial in order to sustain their educational missions. ASU Polytechnic is no exception.

ASU must be positioned to respond to new research and investment opportunities without burdensome and lengthy federal approval processes, or worse yet, the possibility of a federal restriction impacting Arizona State University | Property Restrictions 7.1 the university’s ability to move to the next level of are drafting a proposal for consideration by the US excellence. Department of Education. In addition, the Depart- ment has a clear understanding of ASU’s long term Similar to some mortgages “ownership” of the land campus development plan and has committed to is given to ASU over a 30 year period, at which work with the university on approval of projects time all the restrictions on use of the property are that contribute to the long term development of the removed. However, during the 30-year period, Polytechnic campus. if the University has an opportunity to develop property in a way that generates revenue for the 2) For the last two legislative sessions Congress- purpose of advancing its educational mission, the man Jeff Flake took the initiative to attempt to deeds require a payment to the US Department of assist ASU in dealing the above referenced prop- Education for abrogation of the restrictions. While erty restrictions. Legislation HR4439 and HR538 this provision may not impact some development were introduced and had all AZ House Members projects, it is most likely that major investment and as co-sponsors. In addition, all AZ House members development of the property would be impeded by sent a letter to the House Education and Workforce the necessity to make a fair market value payment Committee attempting to move the bill. for removal of the restrictions. Here’s a hypotheti- cal example: 3) We may also need to consider securing language in an appropriations report relieving us of Development parcel contains 100 acres appraised the restrictions. No actual appropriation would be at $250,000 per acre, or $25 million. ASU has used necessary. the property for 10 years and now seeks removal of the restrictions for the remaining 20 years of the term specified in the deed. A payment of $16.5 million would be required to use the property without restrictions, including use for non-educational purposes and with no prior written approval by the US Department of Education.

FY07 REQUEST: We are working on three tracks for the FY07 cycle to resolve this issue.

1) We are working with the Department of Educa- tion on options that will enable development consistent with the university’s education and research mission. For example, we recently presented a conceptual plan for transferring the restrictions on property at the Polytechnic campus to a similarly valued parcel of university property to Depart- ment of Education representatives. Examples of this “swap of restrictions” were discussed and we Arizona State University | Decision Theater 7.2

DECISION THEATER

OBJECTIVE: To secure competitive grants and contracts from federal agencies to fund projects and to support the research mission of Arizona State University’s Decision Theater. ASU is targeting 3 – 4 projects ($100,000 - $250,000 each) for FY 07, which is the second year of operation. The targeted federal agencies include Department of Homeland Security, Department of Energy, U.S. Geological Survey, Environmental Protec- tion Agency, the National Oceanic Atmospheric Administration, and the Department of Labor.

BACKGROUND: The Decision Theater at Arizona State University is a world-class facility for science-based, informed analysis to help the community and policy makers visualize the future through alternate scenarios. Located in the Brickyard in downtown Tempe, the Decision Theater provides immersive experience using a 270-degree rear projection screen with seating for up to 25 people. The Decision Theater is part of the New American University by creating a facility for bringing policy makers and decision CONTACTS makers together to address challenging problems in a unique, visualization environment. Stu Hadley Assistant Vice President of The primary mission of the Decision Theater is to serve as a home for Policy Affairs and Executive policy makers and the community to participate in immersive, collabora- Director of Federal Relations tive decision making - to visualize the future through alternative sce- Office narios. Arizona State University 480.727.7912 [email protected] When President Michael Crow joined the university in 2002, he had a vision of the New American University. This vision included the concept Dr. Rick Shangraw, Jr. of “social embeddedness,” which encourages the university community Executive Director to make research more relevant to society – the Decison Theatre epito- Decision Theater mizes the quest to make ASU’s research relevant. Arizona State University 480.965.4808 BUDGET: [email protected] Start-up funding for the ASU Decision Theater was provided by a $3 million gift from Ira Fulton, a local entrepreneur and home builder. The University matched the gift with $2 million in additional funding. The operational budget for FY 2006 is $1.2 million, which will be funded through additional private donations, sponsored projects, and grants.

FY07 REQUEST: The ASU Decision Theater has relied upon private funding and matching University funds for initial construction and start up. The first set of funded projects has been sponsored by local and State agencies. ASU will actively attempt to secure Federal funding from multiple funding streams in FY07, including projects sponsored by DHS, DOE, EPA, USGS, NOAA, NSF, DOL and DARPA. Arizona State University | Transborder Studies Center 7.3

THE NORTH AMERICAN CENTER FOR TRANSBORDER STUDIES:

BACKGROUND: The development of the U.S.-Mexico and U.S.-Canada border regions has yielded numerous economic benefits while creating a unique set of challenges and opportunities which affect the social and economic growth of all three nations. Disparities in government policies have often created regulations and programs that have resulted in uneven economic growth and development in these highly interactive and interdependent areas. The need for more common policies, developed and directed to solve the common issues and to promote and facilitate further integration of the region, is clearly evident. One such example is the transaction costs of moving across the borders, both between the U.S. and Mexico and the U.S. and Canada. These costs are too high, obstructing business, social, and academic opportunities across North America. By following the example of Europe and Asia and streamlin- ing the process through partnerships, these transaction costs may be lowered, thus improving the efficiency of business and other relationships across the continent. CONTACTS Systems are needed to coordinate government policies and programs by local, state, and federal policy makers. This requires that objective Stu Hadley information on border issues be readily available policy makers on the Assistant Vice President of impacts of policy changes. Such proposals would assist policy makers Policy Affairs and Executive in providing a roadmap for policy development and would be instru- Director of Federal Relations mental in further facilitating the social and economic integration of the Office U.S.-Mexico and U.S.-Canada border regions. It would also create im- Arizona State University proved business and public understanding of the problems of the region 480.727.7912 [email protected] and their potential solutions. Jorge de los Santos OPPORTUNITY: Director Although the number of cross-border research and public policy driven Office of Pan American initiatives surged after the signing of the North America Free Trade Inititatives Agreement, many centers addressing these concerns analyze only the Arizona State University U.S.-Mexico or the U.S.-Canada border. A trinational research alliance 480.965.0880 for policy-oriented border studies is a yet unfilled niche. [email protected]

The creation of the North American Center for Transborder Studies will assist policy makers in developing and integrating markets and policies within the border region, with the goal of addressing many of the economic and social challenges and opportunities of the region. Specific beneficiaries include:

Policy makers at the local, state and federal levels will have updates on conditions for the region, including an identification of issue areas. They will be able to focus their attention on a specific set of issues and Arizona State University | Transborder Studies Center 7.3 policy options with an objective 3rd party evalua- To provide timely, objective, and useful input to tion of their consequences relative to the status quo policy makers on the consequences of specified policies. They will be in a better position to make policy options. decisions that are in the interest of their constitu- ency and the general public. To provide an objective, trinational perspective on particular policy proposals. Industry and business leaders will have access to the same economic information and will be in an To enhance the quality of teaching and student un- improved position to plan for the future. The devel- derstanding regarding border issues and the policy opment of a consistent regional policy will provide options for dealing with them. a better basis for investment decisions, thus fostering growth and development throughout the region. To enhance research opportunities and the results of this research within the public policy sphere. The general public will realize improved economic and social conditions. Greater opportunity will ex- PARTNERS: ist for realizing and sharing in the growth and the The partnership between universities and research wealth of the region. These benefits will not just be institutions will allow resources to be pooled and limited to those who live in the border region, but research to be improved. The business community will extend beyond the broader population of both will be a valuable participant in the research and the United States and Mexico. the results from the center, and will both benefit from and contribute to the findings the center Researchers at the universities will be able to im- reaches. Policy makers will receive information prove their research through the partnership and the and participate in the center, and will be able to resources of the center. use this information to help them in their decisions regarding border issues. MISSION: This center will create a network of experts that FY07 REQUEST: will provide actionable information to policy mak- Advance the need for the North American Center ers related to issues on the border between Mexico, for Transborder Studies by securing support from United States and Canada. Policy options include key officials from the U.S., Mexico and Canada. those considered by policy makers at the local, A Director for the Center is in the process of being state, and federal levels. Researchers will pursue hired. multidisciplinary and holistic research spanning from migration studies to environmental concerns and beyond with the intent of informing public policy makers in each country, for the improvement of life in North America.

GOALS AND OBJECTIVES: The specific goals and objective of the project are as follows:

To provide regular projections on conditions within the border region and in the process to identify major problem areas of which policy makers need to be aware. Arizona State University | Hispanic Serving Institutions 7.4

HISPANIC SERVING INSTITUTIONS

BACKGROUND: ASU has over 7, 000 Hispanic students but is not considered a His- panic-Serving Institution since the designation presently is based on percentages of students attending an institution. Given our large overall student enrollment, ASU’s students are being disadvantaged given there are far greater numbers of Hispanic students at ASU as compared to many institutions that have acquired the Hispanic Serving Institution designation. The legislation authority setting forth the criteria for the designation comes from the Higher Education Act.

DEFINITION OF A HISPANIC SERVING INSTITUTION: Presently a Hispanic-Serving Institution (HSI) is an institution that has at least 25% Hispanic full-time equivalent (FTE) enrollment, and of the Hispanic student enrollment at least 50% are low income. Low income is defined at 150% of the poverty level.

The Department of Education has compiled a list from IPEDS data of institutions that may qualify as Hispanic-Serving Institutions. This CONTACTS HSI list includes non-profit, public and private, four-year and two-year institutions of higher education. Even though ASU has a large Hispanic Stu Hadley student population we do not qualify for consideration since we are not Assistant Vice President of at the 25% threshold. We would like discussion as to whether or not this Policy Affairs and Executive arbitrary threshold is in the best interest of students attending institu- Director of Federal Relations tions that have large numbers of Hispanic students. Office Arizona State University For example, in Arizona there are 9 institutions named in the above ref- 480.727.7912 [email protected] erenced “list” that may be designated as Hispanic Serving Institutions. ASU has nearly as many students as these 9 institutions combined. (An Dr. Raul Yzaguirre institution is identified as an HSI by the US Department of Education Executive Director of Na- after they have met qualifications and have been awarded a competitive tional Center for Commu- grant -- which is why numbers seem to vary.) nity Development and Civil Rights The average size grant awarded competitively to an HSI is the $500,000 Arizona State University range. Funding for the program was $95 million in FY05. In FY06, 602.496.1020 $95.9 million was in the President’s budget request and was funded at a [email protected] level of $95.9 million. There has been a significant increase in the dollar amounts funding HSIs; for example the funding level in FY01 was $69 million. Thus the argument that institutions such as ASU being eligible for HSI funding and would cut into a small available funding stream are not very persuasive. In the Presidents FY07 Budget Request, funding remained at the $95 million level. Arizona State University | American Indian Policy Center 7.5

AMERICAN INDIAN POLICY AND LEADERSHIP DEVELOPMENT CENTER

BACKGROUND: ASU for the past couple of years has aggressively recruited researchers and experts in the area of American Indian issues. In late 2005, we launched the ASU American Indian Policy and Leadership Develop- ment Center. This new center is comprised of experts from our Ameri- can Indian Studies Program, the Indian Legal Program of the College of Law, and the Center for Indian Education of the College of Education.

The center will study current issues in Federal Indian Law and Policy through community-based research. The center is comprised of individuals who have personal experience with federal policy making and what it takes to actually implement policy in the complex world of Indian affairs. The focus of the center will be to examine current conditions and dynamics in tribal governance and resolve impediments to effective governance and service in tribal communities in Arizona and elsewhere. The Center will attempt to enable practical improvements in the practices, policies, and relationships of states, Indian tribes, and the federal CONTACTS government by providing balanced and thorough information for the consideration of policy makers. Stu Hadley Assistant Vice President of ASU has the ability to provide the intellectual foundation for new and Policy Affairs and Executive better administration of regulatory and assistance programs for Indian Director of Federal Relations people at the tribal, state, and federal levels. The University has as- Office sembled a faculty second to none in its understanding of Federal Indian Arizona State University Law and Policy, and now has the capability to collaborate with Indian 480.727.7912 [email protected] communities in the development of tribal policies, and to participate in and influence the development of policy at the federal and state levels. Indian policy calls upon a variety of disciplines. Law, history, education, health, business, natural resources, religion, sociology and other disciplines inform the field designated as “Indian affairs” or “Indian policy.” Yet, no institution exists either in or out of government that has broad transdisciplinary expertise in all, or even most, of the key fields with which Indian policy is concerned. ASU can become the first institution to do so.

WHY ASU: 1) The University’s location in the center of the southwest United States is ideal. The state’s twenty-three tribal governments own twenty-seven percent of the land in the State of Arizona, some twenty million acres. Nearly 300,000 American Indian people reside in Arizona, including many Native American ASU alumni who have assumed positions of responsibility in their tribes. Another 500,000 American Indian people live within 500 miles of ASU, around thirty percent of all the Indian people in the country. Arizona State University | American Indian Policy Center 7.5

2) ASU offers one of the country’s strongest curri- • Education policy, curriculum development, and cula on subjects related to American Indians. With school operations our new faculty additions we have the capacity to justify a national investment. • Health care policy, disease prevention, and service delivery 3) Key people. ASU has individuals with policy- making experience in high-level positions in tribal, • Sustainable community development state and federal government. Specifically, Peterson Zah (Special Assistant to the President of ASU) has • Social welfare program management and service served as Chairman and President of the Navajo delivery Nation. Dr. Eddie Brown (Director of American Indian Studies) has served both as Director of the • Law enforcement and justice systems Department of Economic Security for the State of Arizona and as the United States Department of the • Governmental organization and administrative Interior’s Assistant Secretary for Indian Affairs, the procedures most important Indian policy position in the Execu- tive Branch of the federal government. Kevin Gov- • Natural resource management and environmental er (Professor, College of Law) has served as Gen- protection eral Counsel to numerous tribal governments, as an appellate judge for Arizona tribes, and as Assistant • Inter-governmental relations Secretary for Indian Affairs. Dr. David Beaulieu (Director, Center for Indian Education) served as • General public administration the Director of the Office of Indian Education in the United States Department of Education and • Cultural resource management and protection was the primary advisor to the Secretary of Educa- tion on policy matters regarding the education of FY07 REQUEST: Native American students. Their understanding of ASU’s American Indian Policy and Leadership how government creates and implements policy, Development Center stands ready to assist federal along with the scholarship and practical experi- policy-makers through research and collaboration. ence of faculty who have studied and worked in We are not seeking a specific appropriation but Indian communities for many years, situates ASU want our Congressional delegation and staff know uniquely as a center for transdisciplinary research that this resource ia available for thier use. and policy analysis directed at improving the lives of Native Americans in Arizona and throughout the United States.

RESEARCH PROGRAM: The specific subjects of research and analysis undertaken by the Center will be determined in consultation with Indian community leaders. We feel this is key to having the center’s work being relevant to the community itself.

Although the specific agenda will be determined through consultation with the Tribal Advisory Council, we anticipate that the tribes that work with the Center will be interested in the areas of: Arizona State University | Department of Labor/WIRED 7.6

ASU/DEPARTMENT OF LABOR’S WIRED PROGRAM Arizona State University has been invited by the Employment and Training Administration (ETA), in the U.S. Department of Labor, to serve on the Policy Team for an unprecedented initiative - the Work- force Innovation in Regional Economic Development (WIRED). As the name suggests, WIRED will integrate workforce and economic development strategies in as many as ten regions in the U.S. to create an economic infrastructure and ecology driven by innovation.

ASU is playing an integral role in the three-year initiative and is the lead organization for the delivery of WIRED Academies. The Acad- emies will allow WIRED participants, and potentially other regions across the country and internationally, to have access to best practices and collaborative “toolkits” for developing and deploying their economic resources—especially human capital. In addition to the endorsement of the ETA, WIRED provides ASU a research laboratory with access to institutions, businesses, and individuals across the nation struggling with, and excelling at, workforce and economic development.

Participating regions will be selected through a competitive process and CONTACTS the awardees will be provided funding and technical assistance where needed. Regional applications were submitted early this year and the Stu Hadley awardees will be announced in February, 2006. Funding for each re- Assistant Vice President of gion will be up to $5 million annually for up to three years. Experts in Policy Affairs and Executive economics and workforce and economic development policy from ASU Director of Federal Relations are helping shape the entire initiative by assisting with program design, Office toolkit development, and program evaluation. As WIRED gets under- Arizona State University way, project teams will provide counsel and technical assistance to: (1) 480.727.7912 [email protected] identify and cultivate critical economic and workforce assets generating and sustaining regional innovation and economic prosperity; (2) help galvanize leadership and stakeholder groups, organizations, and institu- Dr. Alan Artibise tions to catalyze regional growth; (3) make immediate, short-term, and Dean, Social Sciences long-term recommendations for transforming models of collaboration, Arizona State University entrepreneurship, and skills development; and (4) implement and ‘insti- 480.965.3391 tutionalize’ new paradigms in economic and workforce development. [email protected]

ASU faculty and professional staff contributing to WIRED represent the Decision Theater, Institute for Social Science Research, Morrison Institute for Public Policy, School of Public Affairs, and the Seidman Research Institute. Arizona State University | Deer Valley Rock Center 7.7

DEER VALLEY ROCK ART CENTER

BACKGROUND: The Deer Valley Rock Art Center, a Phoenix Point of Pride, is operated by ASU’s School of Human Evolution and Social Change. The Center opened to the public in 1994 to preserve the largest concentra- tion of petroglyphs in the Phoenix area. “Rock-art” refers to designs purposefully made on a rock surface, and petroglyphs, the form of rock art found at the Deer Valley Rock Art Center. There are over 1,500 petroglyphs at the Hedgpeth Hills petroglyph site where the Center is located. The 47-acre Center includes, an interpretive trail, and a Visi- tor Center with exhibits, classrooms, and research areas. ASU graduate and undergraduate students do most of professional duties associated with supporting research as well as developing and delivering public programs.

The history of the Deer Valley Rock Art Center dates to the mid-1970s, after north Phoenix experienced major flooding. Flood control canals and dams were planned, and, under the requirements of the National Historic Preservation Act, their impacts on cultural resources were as- CONTACTS sessed, and plans for mitigation instituted. A proposal for mitigation of Adobe Dam’s impact on the Hedgpeth Hills petroglyph site was submit- Stu Hadley ted to the US Army Corps of Engineers in 1983, which recommended Assistant Vice President of the establishment of “a small museum or display facility with estab- Policy Affairs and Executive lished hours for visitation and an attendant on duty during those hours.” Director of Federal Relations The Corps of Engineers concurred and in 1984 Arizona State University Office was selected to operate and maintain the facility. The Center operates Arizona State University under intergovernmental agreements between the US Army Corps of 480.727.7912 [email protected] Engineers, the Flood Control District of Maricopa County, and ASU. Dr. Sander van der Leeuw PROGRAM: Regents Professor and Preserving the cultural heritage of the Southwest supports our commu- Director of School of Human nity’s identity. The Deer valley Rock Art Center provides a valuable Evolution and Social Change addition to the entire Phoenix metropolitan area. The Center provides Arizona State University a distinctive Arizona experience, drawing on the history and creative 480.965.6215 expressions of people from the past. Moreover, the Center serves as a [email protected] gateway to the rich cultural heritage encountered throughout Arizona’s open spaces, and, occasionally, in its urban core. The programs of the Center are aimed at encouraging an ethic of cultural preservation among the children and adults who visit.

EDUCATION: In addition to its preservation mission, the Rock Art Center provides a variety of educational programs for children and adults. Every year approximately 4,000 school children visit the Center, and overall at- tendance is around 13,000. Tours for school children offered throughout Arizona State University | Deer Valley Rock Center 7.7 the year include a visit to the ancient site, a dis- “The Committee recognizes the need to protect and cussion of preservation ethics, and a creative art showcase ancient petroglyphs. The Department of activity. Tours are led by an active group of com- Interior is directed to review and assist in meeting munity volunteers who are trained by Center staff maintenance needs of the Deer Valley Rock Art in archaeological interpretation and ethics. Public Center where there are over 1500 petroglyphs.” tours and tours for adult groups are also offered on a regular basis. Other programs range from public lectures, tours to other rock-art sites, and specialized workshops. Throughout the year, the Center sends volunteers to numerous outreach events, such as the Arizona Archaeology Expo, or Phoenix Pub- lic Lands Day, to bring the study of archaeology and rock-art to a wider public.

RESEARCH: The Deer Valley Rock Art Center is also dedicated to encouraging research on rock-art in local, regional, national, and international settings. The Center initiates fieldwork and disseminates research findings through public presentations, conferences, and publications. Researchers from places as distant as Poland and India have come to utilize the Center’s special resources, which include the library of the American Rock Art Research As- sociation. The Rock Art Center has convened the Arizona Rock Art Coalition, a network of professional and avocational researchers, to improve the quality of data that is collected when recording rock-art in the field. The ability of the Center to include community volunteers in its research activities has led to important opportunities, such as a long-term field project to record the rock-art of the newly established Agua Fria National Monument in central Arizona. This particular project has brought national recognition: in 2004 two of the Center’s volunteers and the Center’s director received awards from the Department of the Interior for creating community connections benefiting public lands.

FY07 REQUEST: ASU supports the following language to be inserted into the Interior Appropriation report to encourage the department to review and engage the center in order to determine an appropriate role for them to play. Arizona State University | Teaching American History 7.8

TEACHING AMERICAN HISTORY GRANT PROGRAM: College of Teacher Education and Leadership

OBJECTIVE: Program Goal: To protect and enhance funding for the U. S. Department of Education’s Teaching American History program.

BACKGROUND: The Arizona Department of Education has K-12 social studies standards. However, the K-12 social studies test has not yet been developed. Further, the rubrics for evaluating the student projects have not been developed.

1) Demonstrate the effectiveness of professional development

2) Students in experimental and quasi-experimental studies of education effectiveness in the teaching of Traditional American History projects will demonstrate higher achievement on course content measures and or/statewide US history assessments that students in control and com- parison groups. CONTACTS

PROGRAM: Stu Hadley The Teaching American History Grant program is a discretionary grant Assistant Vice President of program funded under Title II-C, Subpart 4 of the Elementary and Sec- Policy Affairs and Executive ondary Education Act. The goal of the program is to support programs Director of Federal Relations that raise student achievement by improving teachers’ knowledge, Office understanding, and appreciation of American history. Arizona State University 480.727.7912 [email protected] The program supports competitive grants to local educational agencies. The purpose of these grants is to promote the teaching of traditional Dr. Keith Wetzel American history in elementary and secondary schools as a separate Professor, ASU West Teacher academic subject. Grants are used to improve the quality of history Education and Leadership instruction by supporting professional development for teachers of Facutly American history. In order to receive a grant, a local educational agency Arizona State Unviersity, must agree to carry out the proposed activities in partnership with one West or more of the following: institutions of higher education, nonprofit his- 602.543.6369 tory or humanities organizations, libraries, or museums. [email protected]

ASU will be submitting a competitive proposal to the Teaching Ameri- can History grant program. Our proposal would design the portfolio assessment, rubrics, and exemplar curriculum units for students at key grade levels. K-12 partners would require the pilot use of this curriculum and provide the experimental and traditional groups. The project could employ electronic delivery of curriculum and the use electronic portfolios as the basic mechanism for data collection and on-line scor- ing from remote sites would be explored. The use of technology and Arizona State University | Teaching American History 7.8 the integration of technology into curriculum and assessment is a major strength of the College of Teacher Education and Leadership. Finally, the evaluation based on experimental design would be implemented. The project would be done in collaboration among the College of Teacher Education and Leadership, the New College of Interdisciplin- ary Arts and Sciences, and K-12 Partner Districts.

FY07 REQUEST: Protect and enhance the Department of Education’s Teaching American History Program. In FY05 the program was funded at $119 million. For FY06 the President’s budget requested $119 million for the program and $121 million was the final FY06 appropriation. Arizona StateMETRO UniversityLIGHT | LightRAI RailL 7.9 FY07 NEW STARTS REQUEST

FEDER AL TR A N S IT A DMINI S TR A TION S ECTION 5 3 0 9

Contact Senate Appropriations Subcommittee on Transportation, Treasury, the Judiciary, Housing and Urban Development and Related Agencies Chair: Senator Christopher “Kit” Bond (MO) Ranking Member: Senator Patty Murray (WA)

House Appropriations Subcommittee on Transportation, Treasury, and Housing and Urban Development, the Judiciary, District of Columbia, and Independent Agencies Chair: Representative Joseph Knollenberg (MI) Ranking Member: Representative John Olver (MA)

METRO vehicle mock-up PROJECT SPONSOR Project sponsors are Valley Metro Rail (METRO), with • Entered into a FFGA with the FTA on January 24, 2005 funding from the Federal Transit Administration; the committing $587.2 million in Section 5309 funding. cities of Phoenix, Tempe, and Mesa; the Maricopa • Construction throughout the 20-mile alignment is Association of Governments; and voter approved underway funding for light rail at the regional level. • METRO has awarded approximately $760 million in METRO 20-MILE PROJECT contracts to date, that include: Central Phoenix/East Valley Light Rail Transit Project - Light rail vehicles The METRO 20-mile light rail project entered into a Full - Maintenance facility Funding Grant Agreement (FFGA) with the Federal - Line Sections 1-5 construction Transit Administration (FTA) on January 24, 2005. The - Traction electrification FY 2007 U.S. Department of Transportation budget includes $90 million for construction of the project, - Signals and Communications which is consistent the FFGA payment schedule. - Town Lake Bridge The METRO 20-mile project achieved several significant - Rail materials milestones over the last year as follows: REQUEST FOR FY2007 (in millions) Federal Amount Local/ Project Activity Program Requested CMAQ Regional TOTAL

METRO 20-mile project Construction 5309 $90.0 $10.4 $278.6 $379 METRO Northwest Corridor Preliminary Engineering 5309 $7.9 $7.9 $15.8 Mesa and Tempe Extensions Alternatives Analysis 5339 $1.3 $0.325 $1.625

CONTACTS Stu Hadley John Farry Assistant Vice President of Director, Community Policy Affairs and Executive & Gov’t Relations Director of Federal Relations City of Phoenix Office (602) 744-5550 Arizona State University 480.727.7912 [email protected] Arizona State University | Light Rail 7.9

amount will be equally matched with local funding from the City of Phoenix.

METRO MESA AND TEMPE EXTENSIONS The recent reauthorization of the federal surface transportation act (SAFETEA-LU) included Section 5339 to fund the federally required Alternatives Analysis (AA) studies that must be completed prior to receiving Federal Transit Administration (FTA) approval to enter into Preliminary Engineering. The METRO system includes high capacity transit extensions in Mesa and Tempe that will begin AA studies in FY 2007 and are identified in the light rail system map below.

Construction continues on the METRO Maintenance and Storage The METRO 57-mile system identified in the map below Facility with over 6 miles of track laid. was approved by voters in Maricopa County in November 2004. The plan presented to voters included a Construction will continue on the 20-mile project phased completion of the light rail system by 2025. The throughout 2007, with a scheduled opening in December Mesa and Tempe extensions are scheduled for completion 2008. in the 2010 – 2015 phase of the plan. In order to complete these extensions, the AA process must begin in FY 2007. METRO NORTHWEST EXTENSION METRO is requesting $1.3 million in Section 5339 The METRO Northwest Corridor extension is locally funding for the AA study effort in FY 2007. The federal funded with Transit 2000 funding approved by the voters funds will be matched with $325,000 in local funding. in the City of Phoenix in March of 2000. The Locally Preferred Alternative (LPA) for the 4.5 mile �� extension of the METRO 20-mile �� project is identi- �� fied in the adja- �� cent light rail �� system map. The �� Alternatives �� Analysis for the �� project was �� completed in 2005 �� and the Draft �� Environmental �� Impact Statement �� (DEIS) is �� underway. The �� project is sched- �� uled for comple- �� tion in 2012. �� METRO is �� requesting $7.9 �� million in FY 2007 �� to fund �� Preliminary Engineering on the Northwest �� extension. This

February 2006 Arizona State University | FAA Air Traffic Training 7.10

FAA AIR TRAFFIC COLLEGIATE TRAINING INITIATIVE (CTI) INSTITUTION

OBJECTIVE: The Department of Aeronautical Management Technology (AMT) and the College of Technology and Applied Sciences (CTAS) at the Arizona State University Polytechnic campus, seeks to establish a new Bachelor of Science in Air Traffic Management (ATM) degree. The purpose of the proposed degree is to address a projected shortage of air traffic controllers within the Federal Aviation Administration due to forced retirements within the next ten years.

BACKGROUND: The U.S. Department of Transportation’s Federal Aviation Administra- tion (FAA) will hire approximately 12,500 Air Traffic Controllers in the next ten years. The new hires are intended to replace current air traffic controllers who are approaching retirement age. Traditionally, the FAA hired approximately 600 to 700 controllers per year. This hiring pattern was disrupted in 1981 when then President Ronald Reagan fired over 11,000 controllers who staged an illegal strike seeking better working CONTACTS conditions, better pay, and a 32-hour work week. The FAA immediately began hiring thousands of people in an attempt to get the national air Stu Hadley traffic control system back in operation. Now, twenty-five years later, Assistant Vice President of most of these replacement controllers have reached the end of their ca- Policy Affairs and Executive reer. The long anticipated wave of retirements is currently underway. Director of Federal Relations Office Employment of air traffic controllers is expected to grow about as fast Arizona State University as the average decline through the year 2012. Increasing air traffic 480.727.7912 [email protected] will require more controllers to handle the additional work. Employ- ment growth, however, is not expected to keep pace with growth in the Dr. William McCurry number of aircraft flying because of the increasing automation of the air Chair, Aeronautical Manage- traffic control system and Federal budget constraints. New computerized ment Technology Depart- systems will assist the controller by automatically making many of the ment of Arizona State Uni- routine decisions. This will allow controllers to handle more traffic, thus versity, Polytechnic campus increasing their productivity. Federal budget constraints also may limit 480.727.1998 hiring of air traffic controllers. More job openings are expected due to [email protected] replacement needs in this critical national infrastructure space.

PROGRAM: The Establishment of a FAA at ASU Polytechnic campus requires that FAA select ASU for such distinction.

FY07 REQUEST: ASU will urge and work with the FAA to allow a new insititution(s) to be able to participate in the FAA Air Traffic Collegiate Training Initiative (CTI). ASU Polytechnic is prepared to implement an aggressive program to help relieve the anticipated critical shortage of air traffic controllers. We will work closely with the AZ delegation as the item advances. Arizona State University | Stardust Center 7.11

STARDUST CENTER FOR AFFORDABLE HOMES

BACKGROUND: Identifying the need for Arizona State University to become socially embedded within the surrounding community, ASU launched the Star- dust Center for Affordable Homes and the Family. The Stardust Center focuses on affordable homes and family success as a single issue. From this perspective, an affordable home is a means to family success and neighborhood stability, and a key component of social and economical development for the region.

The Stardust Center for Affordable Homes and the Family is a new academic research unit within Arizona State University, focusing on: establishing the social and economic foundation for and effects of permanent affordable homes for working families; studying the impacts of family services on family and neighborhood stability and success; meeting the technological and architectural challenges of sustainable homes for working families.

MISSION: CONTACTS The Center’s mission is to produce and foster research that acts as a catalyst for debate, action, advocacy, and innovation in promoting the Stu Hadley development of affordable homes in sustainable communities, with a Assistant Vice President of primary focus on those living in Arizona communities. Research prod- Policy Affairs and Executive ucts of the Center are intended to support informed decision-making for Director of Federal Relations developing a spectrum of affordable homes. Research efforts focus on: Office (1) In-depth assessments of “best practices” and case studies in afford- Arizona State University able housing policy, programs, and developments, with a focus on those 480.727.7912 [email protected] in Arizona or relevant to future development and application in Arizona; (2) Research synthesis of existing evidence surrounding an issue that identifies for builders, developers & public officials what’s known, and what’s not, about complex policy, planning, and development issues; (3) Visual data of demographic, spatial and economic factors in communities; and (4) comprehensive, multidisciplinary research undertaken by Stardust Center research staff and ASU faculty directed towards affordable housing, resilient community issues.

PROGRAM: The Center will offer educational workshops to housing providers, policy makers, and community members. Through these workshops, housing professionals will have a better understanding of their roles in affordable housing production and will acquire the knowledge they need to improve not only their services but also their effectiveness. Community members will also become aware of the needs for affordable housing and how it can enhance their neighborhoods. Arizona State University | Stardust Center 7.11

Advocacy and design innovation: The Center’s core operations are intended to assist Arizonans engaged in advocacy for affordable housing; Encour- age housing policy formation; Improve the design quality of affordable homes and neighborhoods; Help streamline affordable housing approval procedures; Enhance capacity building amongst the various contributors to the development and management of affordable housing; Inform and improve the efforts of advocates, non-profit housing developers and service providers. The Center provides direct assistance towards the creation of affordable housing. Direct assistance includes design services, project evaluation and policy development. The Center actively facilitates linkages within the community, and between ASU and the community.

FY07 REQUEST: The Stardust Center for Affordable homes will be seeking competitive funding from multiple funding streams including HUD and others in FY07. Arizona State University | KAET PBS Station 7.12

KAET: PUBLIC BROADCASTING STATION AT ARIZONA STATE UNIVERSITY

BACKGROUND: KAET began broadcasting from the campus of Arizona State University on January 30, 1961. More than 80 percent of Arizonans receive our signal through a network of translators and cable systems. With more than 1.7 million viewers each week, Channel Eight consistently ranks among the most-viewed public television stations per capita in the country.

In addition to airing programs distributed nationally by PBS, KAET produces its own award-winning programs. Especially noteworthy are

HORIZON, our nightly public affairs program, HORIZONTE, our ARIZONA STATE UNIVERSITY newest weekly series examining Arizona issues through a Hispanic lens and The Arizona Collection, an anthology of programs that celebrates the people, places and history of Arizona. Among the programs in this series are Over Arizona; Monumental Arizona; Barry Goldwater: Photographs & Memories; Thieves of Time; Seasons of a Navajo; River of Stone; and Kolb Brothers: Grand Canyon Pioneers, Monumental CONTACTS Arizona. Stu Hadley FY07 BUDGET: Assistant Vice President of It is our understanding that the FY07 President’s Budget proposed the Policy Affairs and Executive following cuts: Director of Federal Relations Office Rescission of FY 2007 CSG Funds: The Administration proposes a cut Arizona State University 480.727.7912 of $53.5 million of the FY2007 appropriation previously made to the [email protected] Corporation for Public Broadcasting. Greg Giczi • Further Rescission of FY 2008 CSG Funds: The Administration goes General Manager further than the cut in FY2007 with a recommendation to cut an addi- KAET PBS station tional $50 million from the FY2008 appropriation. Arizona State Universtiy 480.965.3250 • Additional funding cuts proposed: The Administration proposed no [email protected] new funding for digital infrastructure and interconnection programs, which combined received $65 million last year. (ASU will lose $487K.)

• Elimination of Public Telecommunications Facility Program – a source of emergency funding for stations devastated by Hurricane Ka- trina: The Administration proposes eliminating the Public Telecommu- nications Facilities Program – which ASU would utilize to meet infrastructure needs. IN FY01 we won a $1 million grant from this account.

• Elimination of Ready To Teach: The Administration proposes com- pletely eliminating this highly-successful program that provides funding Arizona State University | KAET PBS Station 7.12 for online resources for teachers seeking quality professional development that is easily accessible, flexible and tailored to local, state and national standards. (ASU would lose $35K.)

FY07 REQUEST: We estimate that we would lose an estimated $500K if these cuts were implemented in FY07. We urge for the protection of the Corporation for Public Broadcasting’s budget. Arizona State University | Violence Prevention 7.13

ASU’S CENTER FOR VIOLENCE PREVENTION AND COMMUNITY SAFETY

The Center for Violence Prevention and Community Safety has the mission of improving the quality of life in Arizona communities through research that informs the development of model violence-prevention strategies, giving government agencies and community organizations the capacity to increase community safety. The Center draws on a broad base of research perspectives and resources available at Arizona State University to address the problem of violence and community safety.

The Center for Violence Prevention and Community Safety at Arizona State University was established to concentrate multidisciplinary research, education, and service on resolving a universal problem detri- mental to Arizona communities – the problem of interpersonal violence.

As a research and development organization, the Center’s mission is to generate, share, and apply quality research and knowledge to create “best practices” models to achieve the goal of reducing interpersonal violence. CONTACTS

ASU’s commitment to the principle of social embeddedness and the Stu Hadley application of research to solving real community problems guides the Assistant Vice President of Center to work closely with community organizations and agencies. Policy Affairs and Executive Director of Federal Relations The Center’s researchers engages in interdisciplinary research and Office evaluations in cooperation with community partners, and supports such Arizona State University 480.727.7912 work with appropriate services including training, publication, and [email protected] ready access to retrievable resources. John Hepburn In its work with violence-prevention and community-safety organiza- Dean of Human Sevices tions, a principal objective of the Center is strengthen them, and to Arizona State University West support their growing effectiveness. The Center works with regional campus and local organizations to help them refine organizational blueprints and 602.543.6600 developmental processes for clarifying, articulating, and achieving their [email protected] own violence-prevention and community-safety goals.

The Center’s knowledge products inform organizations and communities as they act to prevent violence. The Center engages with local, state, and national agencies and government departments to advance the agenda of violence prevention; its knowledge products enable policymakers and decision makers to conceive and implement policies, programs, and practices grounded in evidence.

As it evolves the Center for Violence Prevention and Community Safety aspires to become a leading source of knowledge and information on violence and its prevention in the United States. The Center works Arizona State University | Violence Prevention 7.13 to improve community safety mechanisms with research that informs the development of new violence-prevention and community-safety models.

The Center’s objectives for reaching that goal are:

• To make policymakers, practitioners, and community leaders aware of effective strategies for preventing violence and improving community safety;

• To supply policymakers and practitioners with data and analyses that support sound decision- making in the development and implementation of violence-prevention and community-safety policies and practices;

• To partner with public criminal justice agencies and related nonprofit organizations in building organizational capacity for preventing violence and improving community safety;

• To train researchers, faculty, students, government agencies, and nonprofit organizations in the development of analytical models for use in planning and program development;

• To engage students in violence-prevention and community-safety research and development;

• To achieve national recognition as a leader in violence prevention and community safety research; and

• To support the State of Arizona in becoming a center for innovative violence-prevention and community-safety programming and practices. Arizona State University | National Innovation Act 8.1

NATIONAL INNOVATION ACT

BACKGROUND: ASU supports passage of this legislation which responds to the recommendations contained in the National Innovation Initiative Report published by the Council on Competitiveness. In responding to the report, this legislation focuses on three primary areas of importance to maintaining and improving United States’ innovation in the 21st Century: (1) research investment, (2) increasing science and technology talent, and (3) developing an innovation infrastructure.

This bill: •Establishes the President’s Council on Innovation to develop a comprehensive agenda to promote innovation in the public and private sectors. In consultation with the Office of Management and Budget, this Coun- cil would develop and use metrics to assess the impact of existing and proposed laws that affect innovation in the United States. In addition, the Council would help to coordinate the various federal efforts that support innovation, and use metrics to assess the performance of the federal innovation programs located in different administrative agen- CONTACTS cies, and submit an annual report to the President and to the Congress on how the Federal Government can best support innovation. Stu Hadley Assistant Vice President of RESEARCH INVESTMENT: Policy Affairs and Executive •Establishes the Innovation Acceleration Grants Program which encour- Director of Federal Relations ages federal agencies funding research in science and technology to al- Office locate 3% of their Research and Development (R&D) budgets to grants Arizona State University directed toward high-risk frontier research. Although this provision 480.727.7912 [email protected] sets 3% of R&D budgets as a strategic goal for allocation to high-risk frontier research projects, it does not mandate that the agencies spend at least 3% of their budgets in this manner. All grants provided to this program will be assessed with metrics and no grants will be renewed unless the agency distributing the grant determines that all metrics have been satisfied.

•Increases the national commitment to basic research by nearly dou- bling research funding for the National Science Foundation (NSF) by FY 2011.

•Makes permanent the Research and Experimentation (R&E) tax credit with modifications expanding eligibility for incentives to a greater number of firms.

PROGRAM: Science and Technology Talent •Expands existing educational programs in the physical sciences and engineering by increasing funding for NSF graduate research fellowship Arizona State University | National Innovation Act 8.1 programs as well as Department of Defense science and engineering scholarship programs. These fellowships provide an incentive for more American students to pursue post-graduate degrees in the sciences, technology, engineering, or mathematics.

•Authorizes the Department of Defense to create a competitive traineeship program for undergraduate and graduate students in defense science and engineering that focuses on multidisciplinary learning and innovation-oriented studies.

•Authorizes funding for new and existing Pro- fessional Science Master’s Degree Programs to increase the number of qualified scientists and engineers entering the workforce.

INNOVATION INFRASTRUCTURE •Authorizes the Department of Commerce to promote the development and implementation of state- of-the art advanced manufacturing systems and to support up to three Pilot Test Beds of Excellence for such systems. The Secretary of Commerce will conduct a competition to select the Pilot Test Beds based on objective criteria and metrics.

•Encourages the development of regional clusters (”hot spots”) of technology innovation throughout the United States.

•Empowers the Department of Defense to identify and accelerate the transition of advanced manufacturing technologies and processes that will improve productivity of the defense manufacturing base.

FY07 REQUEST: ASU supports the passage of the National Innova- tion Act. Arizona State University | Financial Aid 8.2

NATIONAL COMMUNITY PRIORITIES/ affordable education in an era of reduced state FINANCIAL AID and federal support, while faced with dramatically increasing technology, energy, healthcare and infra- BACKGROUND: structure costs. ASU is a member of the National Association of State Universities and Land Grant Colleges (NA- NASULGC/ASU MEET THE NATIONAL NEED SULGC) and for FY07 there are several initiatives FOR QUALITY HIGHER EDUCATION which this organizeation is highlighting. With roots We are committed to increasing financial and aca- going back to 1887, NASULGC is the nation’s demic access to higher education. State universities oldest non-profit higher education association. The and land-grant colleges truly provide a high quality passage of the Morrill Act in 1862, the Second education at the lowest possible cost to students Morrill Act of 1890, the Hatch Act in 1887, and the across the nation. Of the nearly 4 million students Smith-Lever Act in 1914, laid the groundwork for educated at NASULGC institutions, 29% are an unparalleled public education system in which members of racial and ethnic minority groups, with the nation’s public universities have opened the a sizeable number of our students receiving Pell doors to a better life for millions of Americans. grants. Many students at NASULGC institutions come from low income families and a large number NASULGC is comprised of 214 members, located are first generation college students. Our com- in all 50 states, the District of Columbia, and U.S. mitment to students begins with our engagement territories. Members enroll more than 3.8 mil- with local communities to ensure that students are lion students and award more than a half million academically prepared for college, and continues degrees annually. The association’s overriding mis- throughout the lifetime of more than 200 million sion is to support high-quality public higher educa- alumni across the nation. tion and its member institutions as they perform their teaching, research, and public service roles. Although our commitment is strong, we are challenged to meet the demand for high-quality, NASULGC/ASU MEET THE NATIONAL NEED affordable education in an era of reduced state FOR QUALITY HIGHER EDUCATION and federal support, while faced with dramatically We are committed to increasing financial and aca- increasing technology, energy, healthcare and infra- demic access to higher education. State universities structure costs. and land-grant colleges truly provide a high quality education at the lowest possible cost to students KEEPING COLLEGE POSSIBLE: THE FEDERAL across the nation. Of the nearly 4 million students ROLE educated at NASULGC institutions, 29% are Need-based federal financial aid serves as the members of racial and ethnic minority groups, with foundation of financial access to higher educa- a sizeable number of our students receiving Pell tion. Federal student aid programs are the primary grants. Many students at NASULGC institutions source of financial aid to our students. In order to come from low income families and a large number ensure access for current and future generations of are first generation college students. Our com- college students, NASULGC supports increased mitment to students begins with our engagement investment in federal student aid programs. with local communities to ensure that students are academically prepared for college, and continues PELL GRANTS: throughout the lifetime of more than 200 million This cornerstone program provides direct support alumni across the nation. to our lowest income students, making an undergraduate education possible. To effectively increase Although our commitment is strong, we are access for our students the maximum Pell Grant challenged to meet the demand for high-quality, should be increased to $4,500. Arizona State University | Financial Aid 8.2

SEOG: The Supplemental Education Opportunity Grant (SEOG) provides additional grant aid to the needi- est of Pell Grant recipients. To help the low income students at our institutions, SEOG funding should be increased to $1 billion in FY07. Arizona State University | Workforce Development 8.3

NATIONAL COMMUNITY PRIORITIES/WORKFORCE DEVELOPMENT

BACKGROUND: ASU is a member of the National Association of State Universities and Land Grant Colleges and for FY07 there are several initiatives which this organization is highlighting.. With roots going back to 1887, NASULGC is the nation’s oldest non-profit higher education association. The passage of the Morrill Act in 1862, the Second Morrill Act of 1890, the Hatch Act in 1887, and the Smith-Lever Act in 1914, laid the groundwork for an unparalleled public education system in which the nation’s public universities have opened the doors to a better life for millions of Americans.

NASULGC is comprised of 214 members, located in all 50 states, the District of Columbia, and U.S. territories. Members enroll more than 3.8 million students and award more than a half million degrees annually. The association’s overriding mission is to support high-quality public higher education and its member institutions as they perform their teaching, research, and public service roles. CONTACTS

WORKFORCE DEVELOPMENT: A NATIONAL PRIORITY Stu Hadley In the growing global economy, our nation’s international leadership is Assistant Vice President of dependent upon on a highly skilled workforce. Educating and training Policy Affairs and Executive the next generation of scientists, teachers, health professionals, business Director of Federal Relations and civic leaders, and renewing skill levels in our culture of lifelong Office learning are core mission areas of the state universities and land-grant Arizona State University colleges of the nation. 480.727.7912 [email protected] To produce the workforce needed in the 21st century, the federal government must continue to invest in critical university-based training and fellowship programs. It is these programs that educate the men and women who will ensure the future strength of our economy, preserve our national security, and help sustain and improve our society’s quality of life.

Maintaining a strong partnership with the federal government through robust investment is vital for our universities to continue to deliver on the land-grant mission first established by President Abraham Lincoln and the Congress nearly 150 years ago.

To advance the historic mission of public higher education, we believe federal education programs should offer access, opportunity, and quality education to all who can benefit from the experience. It is this education which produces a skilled workforce to meet the needs of our nation and enables graduates to participate in the competitive knowledge-based economy. Arizona State University | Workforce Development 8.3

CREATING AN INNOVATIVE AND HIGHLY • National Institutes of Health - Institutional Train- SKILLED WORKFORCE: ing Grants and Individual Pre and Post Doctoral NASULGC institutions play a key role in prepar- Fellowships ing the workers and professionals that make our economy vibrant, innovative and the envy of the • Department of Education – Math and Science world. As the preparers of tomorrow’s workforce, Education, Jacob Javits Fellowships, Graduate our mission is two fold: to produce graduates who Assistance in the Areas of National Need, and the have the skills necessary to compete in the 21st Fulbright-Hays Doctoral Dissertation Research century knowledge economy; and to produce the Abroad professionals whose innovations are essential to the nation’s long term economic prosperity. • Department of Defense - National Defense Edu- cation Program. In addition to fulfilling a crucial national need to educate, develop, and train the nation’s scientific and technological workforce, NASULGC institutions have an equally important role in preparing future business and civic leaders, health professionals and educators. NASULGC institutions believe that this function is an integral component of its greater responsibility to serve the public at large. NASULGC institutions educate more than 60 percent of all engineers, and grant 34 percent of baccalaureate degrees awarded to teachers, 31 percent of all law degrees, and 36 percent of all medical degrees awarded annually.

THE WORKFORCE OF THE 21ST CENTURY: THE FEDERAL ROLE To meet the nation’s workforce needs, a continu- ous stream of highly qualified scientists, engineers, teachers, health professionals, and business and civic leaders is required to drive the innovation backbone of our economy, ensure national security, and enhance our society’s quality of life. NA- SULGC institutions are committed to producing a skilled workforce that meets American’s needs, providing new knowledge to citizens throughout their lifetimes.

NASULGC urges Congress to provide funding at the highest possible levels for undergraduate, graduate, and continuing education training and fellowship programs, including:

• National Science Foundation - Graduate Research Fellowship, IGERT, Graduate Teaching Fellows in K-12 Education, and the Math and Science Partner- ship Program. Arizona State University | Research 8.4

NATIONAL COMMUNITY PRIORITIES/ NASULGC INSTITUTIONS CONTRIBUTE TO RESEARCH CAPACITY THE NATION’S RESEARCH CAPACITY ASU is a member of the National Association of Since the passage of the Hatch Act in 1887, which State Universities and Land Grant Colleges (NA- mandated the creation of agriculture experiment SULGC) and for FY07 there are several initiatives stations for scientific research, NASULGC institu- which this organization is highlighting. With roots tions have served as engines of discovery, helping going back to 1887, the National Association of the people of the United States face the challenges State Universities and Land Grant Colleges (NA- of the age. We have met the agricultural, mining, SULGC) is the nation’s oldest non-profit higher and engineering needs of a growing nation, and education association. The passage of the Morrill continue to yield scientific advances critical to soci- Act in 1862, the Second Morrill Act of 1890, the ety today. Hatch Act in 1887, and the Smith-Lever Act in 1914, laid the groundwork for an unparalleled pub- AUGMENTING AMERICAN COMPETITIVE- lic education system in which the nation’s public NESS: THE FEDERAL ROLE IN RESEARCH universities have opened the doors to a better life In order for the nation to remain economically for millions of Americans. competitive, the federal government must continue to invest in extramural research programs above the NASULGC is comprised of 214 members, located rate of inflation for both basic and mission-driven in all 50 states, the District of Columbia, and U.S. research. NASULGC supports this key finding territories. Members enroll more than 3.8 mil- of the Council of Competitiveness, as outlined in lion students and award more than a half million their report, Innovate America. We urge Congress degrees annually. The association’s overriding mis- to provide funding at the highest possible level for sion is to support high-quality public higher educa- competitive peer reviewed research at NIH, NSF, tion and its member institutions as they perform NASA, DOE, DOD, NOAA and DHS. their teaching, research, and public service roles. A balance between security and openness must UNIVERSITY RESEARCH: A NATIONAL carefully be considered as changes are proposed by PRIORITY the federal government to deemed export controls Our nation’s colleges and universities have pro- and international visas for students and faculty. duced advances in new knowledge that have While we recognize the need to additional secu- spurred the economic growth our country’s eco- rity in this post 9/11 world, we must also ensure a nomic growth; spearheaded the development of continued robust research partnership between the revolutionary discoveries in basic and applied federal government and U.S. universities and col- science, agriculture, and health; under girded leges. America’s national security system; and advanced the quality of life for all citizens through engaging with community, state, and national needs.

To retain the United States’ scientific strength, the federal government must continue to invest in research in developing “pure” new knowledge and research applied toward meeting societal goals. This research not only secures our nation and grows our economy, but creates high-tech, high- wage jobs that are essential for maintaining Amer- ica’s global scientific and technological leadership now, and for centuries to come. Arizona State University | PACE Legislation 8.5

PACE: Protecting America’s Competitive Edge

ASU supports many sections found within S.2198 entitled: “A bill to ensure the United States successfully competes in the 21st century global economy”. The bill would create new scholarships for students studying math and science, promote advanced placement math and science courses in high schools, and create new research grants.

Background: S.2198 was introduced on Jan. 26, 2006, by Energy Committee Chair- man Pete V. Domenici, R-N.M., is part of a three-bill package, called Protecting America’s Competitive Edge (PACE) Act, that aims to carry out the president’s intent as outlined in his State of the Union Address.

The legislation would implement 20 recommendations from a congres- sionally requested report called “Rising Above the Gathering Storm,” released in October 2005 by the National Academies of Science and Engineering, an advisory group on science and technology. The report warned that “because other nations have the competitive advantage of a low-wage structure, the United States must compete by optimizing its CONTACTS knowledge-based resources, particularly in science and technology.” Stu Hadley S .2197 would extend federal funding for science research under the Assistant Vice President of Energy Policy Act of 2005 (PL 109-58), create math and science edu- Policy Affairs and Executive cation programs within the Energy Department, and create several new Director of Federal Relations grant programs for science research. Office Arizona State University 480.727.7912 S .2199 would double and make permanent the current research and [email protected] development tax break, and would establish a new tax credit for employers who provide their employees with continuing education in certain fields.

Highlights of S2198: Grants for Undergraduate Departments: The measure would authorize $1 million annual grants over five-year periods to colleges and universities for math, science and engineering departments. The grants would be awarded in order to help students work toward undergraduate degrees in those fields in conjunction with teaching certifications to subsequently instruct others in those topics. Departments would be required to match funds in amounts of 25 percent during the first year of the grant, 35 percent in the second year and 50 percent in the remaining years. Grant applications would include a description of proposed high-quality research and laboratory experiences that would be available to students, as well as plans to coordinate with a teacher preparation program. Departments would also be required to explain measurable ways to improve student retention, increase the percentage of highly qualified math and science teachers Arizona State University | PACE Legislation 8.5 and improve K-12 performance in math and sci- of Sciences, to convene a national panel to collect ence. Applicants would be required to outline the teaching materials that are proven effective and to ways they would ensure graduates of the program support the development of new teaching materi- keep informed of the latest developments in the als. The panel would be composed of scientists, fields and detail how they would work with local practitioners, educators and parents, representative educational agencies. of urban, suburban and rural public and private For those grants, $30 million would be available schools. for fiscal year 2007; $90 million for fiscal year 2008; $190 million for fiscal year 2009; $290 mil- The secretary would then be required to dissemi- lion for fiscal year 2010; $390 million for fiscal nate information on effective teaching materials year 2011; and $500 million for fiscal years 2012 to state education agencies and schools through and 2013. a searchable online database or Web site. The teaching materials would be reviewed regularly Grants for Graduate Departments: to ensure they continue to be effective and would The bill would also authorize $1 million grants for include materials for students with disabilities, as math, science and engineering departments at col- well as those with limited English proficiency. The leges and universities to develop part-time, three- bill would authorize $20 million for each fiscal year master’s degree programs in math and science year through 2011 for those purposes. education for teachers. To fit in with teacher’s schedules, the master’s programs would be con- Other Highlights ducted over three full-time summer sessions and — Provide 25,000 new competitive merit-based alternate weekends during the academic year. undergraduate scholarships called the “Future American-Scientist Scholarships” to U.S. students National Science Foundation Scholarships and to major in math or science at four-year colleges Fellowships: The bill would aim to recruit and train and universities. Scholarships could be awarded 10,000 new math and science teachers each year by in amounts up to $20,000 per year for up to four providing scholarships for undergraduate students years. The measure would authorize $375 million to work toward degrees in math, science or engi- for fiscal 2007, $750 million for fiscal 2008, $1.1 neering, with concurrent teacher certification. billion for fiscal 2009 and $1.5 billion for each of the fiscal 2010 through 2013. Advanced Placement and International Bacca- laureate Programs: The bill would aim to educate an added 70,000 advanced placement (AP) or international baccalaureate (IB) math and science teachers, as well as 80,000 pre-AP or pre-IB teachers through 2011. According to the measure, the initiative also would aim to triple to 1.5 million the number of students who take AP and IB math and science exams, particularly in rural and low-income areas.

National Clearinghouse On Math and Science Teaching Materials: The bill would aim to strengthen teachers’ math and science skills teachers by establishing a national clearinghouse of proven effective K-12 math and science teaching materials. Within one year of the bill’s enactment into law, the measure would call for the secretary of Educa- tion, in consultation with the National Academy Arizona State University | PACE Legislation 8.5

— Authorize fellowships for graduate research in development of plans to construct science parks. science and engineering to pursue areas of study The bill would authorize $7.5 million for each determined by the Department of Energy as those fiscal year through 2012 for that purpose. The of national need. The bill would authorize $225 secretary also would be required to make grants in million for fiscal 2007, $450 million for fiscal 2008 amounts up to $3 million to six regional centers for and $675 million for each fiscal year through 2013. the development of existing science parks through the operation of revolving loan funds. The bill sets — Authorize five-year research grants in the forth new loan guarantee requirements through National Science Foundation in the amount of 2012. $100,000 per year for early-career scientists and engineers to pursue independent research. The — Express the sense of the Senate that Congress bill would authorize $6.5 million for fiscal 2007, Internet service to both urban areas and rural areas. increasing incrementally to $32.5 million by 2011. For the National Science Foundation’s research, the — Encourage a more efficient visa process for bill would appropriate $4.2 billion for fiscal 2007, international doctoral students studying math, increasing incrementally to $7.4 billion for fiscal engineering, technology or physical sciences in the 2013. United States, based on a study that recommended Congress provide one-year automatic visa exten- — Call for five-year research grants to be awarded sions to those students to remain in the country to within the National Aeronautics and Space Admin- find jobs. The report also recommended the U.S. istration (NASA) for early-career scientists and en- government make more H-1B work visas available gineers to pursue independent research. Research- to those students and provide them with automatic ers would receive $100,000 for each year of the work permits and expedited residence status. The grant period. The bill would authorize $4.5 million bill would express the sense of the Senate that the for fiscal 2007, increasing incrementally to $22.5 State and Homeland Security departments should million for fiscal year 2011. For its basic sciences further improve efficiency and convenience in research programs named in the bill, NASA would granting visas to foreign students and researchers also receive $2.8 billion for fiscal 2007, increasing by extending clearance during their program. The incrementally to $4.9 billion for fiscal 2013. bill also recommends reviewing the technology- alert list and re-examining efforts to better facilitate — Authorize five-year research grants in the travel for scientific conferences. amount of $100,000 per year in the Department of Defense for early-career scientists and engineers to — Express the sense of the Senate that the U.S. pursue independent research in science, technology, Patent and Trademark Office should be given a engineering or math. The bill would authorize $2.5 20 percent funding increase to hire and train more million for 2007, increasing to $12.5 million by examiners and implement more capable electronic 2011. The bill also would authorize $1.6 billion for processing to make intellectual property protec- 2007, increasing to $2.8 billion by 2013, for basic tion more timely. It also would call on Congress to research at the Department of Defense. implement comprehensive patent reform. Coordinating Federal Programs 60 days of enactment a deputy assistant director for science, math and engineering education programs.

and the Federal Communications Commission (FCC) should work together to implement regulatory policies that would help deploy broadband — Amend the Stevenson-Wydler Technology Innovation Act of 1980 to require the Education secretary to award grants of up to $750,000 for the Arizona State University | PACE Legislation 8.5

— Encourage a more efficient visa process for Within 30 days of enactment, the director of the international doctoral students studying math, Office of Science and Technology Policy would engineering, technology or physical sciences in the also create a national coordination office for ad- United States, based on a study that recommended vanced research instrumentation and facilities. The Congress provide one-year automatic visa exten- new office would coordinate the grant awards by sions to those students to remain in the country to departments and agencies for advanced research find jobs. The report also recommended the U.S. instruments, networks, computer databases and government make more H-1B work visas available sensor systems. The director of the Office of Sci- to those students and provide them with automatic ence and Technology Policy would be required to work permits and expedited residence status. The make annual recommendations to the director of bill would express the sense of the Senate that the the Office of Management and Budget for awarding State and Homeland Security departments should such grants. The bill would authorize $1 million to further improve efficiency and convenience in the Office of Science and Technology Policy, $1 granting visas to foreign students and researchers million to the National Science Foundation, $87 by extending clearance during their program. The million to the Department of Defense, $152 million bill also recommends reviewing the technology- to the Office of Science of the Department of En- alert list and re-examining efforts to better facilitate ergy and $117 million to the National Aeronautics travel for scientific conferences. and Space Administration for each fiscal year from 2008 through 2012. — Express the sense of the Senate that the U.S. Patent and Trademark Office should be given a Within six months of the bill’s enactment, the 20 percent funding increase to hire and train more director of the Office of Science and Technology examiners and implement more capable electronic Policy would be required to establish guidelines to processing to make intellectual property protec- ensure that each federal research agency allocates tion more timely. It also would call on Congress to at least 8 percent of the funds available to them for implement comprehensive patent reform. basic research for high-risk, high-payoff research, Coordinating Federal Programs such as research that has the potential for far-ranging results but is seen as novel or wide-spread over 60 days of enactment a deputy assistant director for a range of disciplines. Federal agencies would in science, math and engineering education programs. turn be required to file annual reports on those efforts and the director of the Office of Management hire and train more examiners and implement more and Budget would be required to update Congress capable electronic processing to make intellectual annually on that research. property protection more timely. It also would call on Congress to implement comprehensive patent Each year, the director of the Office of Science and reform. Technology Policy would present the $1 million Coordinating Federal Programs “President’s Innovation Award” recognizing recent U.S. innovations in science and engineering. Within 30 days of enactment, the measure would establish within the President’s Committee of Advi- sors on Science and Technology a subcommittee on education in mathematics, science, and engineering to develop national math, science and engineering education goals.

Within the Office of Science and Technology Policy, the bill would create within 60 days of enactment a deputy assistant director for science, math and engineering education programs. Arizona State University | ASU Funding Resources 9.1 Arizona State University | ASU Federal Funding by Agency 9.2

Fiscal Year 2005 Federal Research Dollars At ASU The following identifies total sponsored project expenditures by source. Federal funded expenditures make up over 81% of the FY2005 expenditure activity.

Expenditures Incurred by Source, Fiscal Year 2005

PROGRAM INCOME STATE $826,202 $4,869,267 0.54% PRIVATE 3.18% $20,201,365 13.20% FEDERAL LOCAL $124,809,228 $1,156,643 81.57% 0.76% FOREIGN $1,153,472 0.75%

T otal Expe nditur e s : $153,016,176 Arizona State University | ASU Federal Funding by Agency 9.2

Two-Year Comparision of Expenditures Incurred by Source July 2003-June 2005

Federal FEDERAL: DOD-Air Force $3,465,852 $3,760,047 8.49% FEDERAL: DOD-Army $3,270,502 $10,663,123 226.04% FEDERAL: DOD-Navy $5,057,905 $4,539,157 -10.26% FEDERAL: DOD-Other $3,924,551 $1,406,270 -64.17% FEDERAL: DOE $3,422,312 $3,676,468 7.43% FEDERAL: DOEd $14,342,726 $14,315,076 -0.19% FEDERAL: DOI $1,010,034 $903,925 -10.51% FEDERAL: DOT $778,537 $701,142 -9.94% FEDERAL: EPA $1,220,204 $963,834 -21.01% FEDERAL: HHS-NIH $19,342,868 $26,121,452 35.04% FEDERAL: HHS-Other $4,209,815 $4,851,479 15.24% FEDERAL: NASA $12,408,736 $12,007,765 -3.23% FEDERAL: NEA $71,594 $225,083 214.39% FEDERAL: NEH $127,815 $85,098 -33.42% FEDERAL: NSF $30,104,136 $36,185,783 20.20% FEDERAL: Other $2,938,417 $3,127,332 6.43% FEDERAL: USDA $1,304,603 $1,276,196 -2.18% Total Federal Government 107,000,606 124,809,228 16.64%

Non Federal FOREIGN: Foundation (Private) $34,342 $44,661 30.05% FOREIGN: Government $11,314 $211,411 1768.59% FOREIGN: Industry $117,469 $173,986 48.11% FOREIGN: Other $444,507 $723,413 62.75% LOCAL: Arizona Municipal Government $1,529,869 $959,881 -37.26% LOCAL: Arizona School District $740,078 $168,579 -77.22% LOCAL: Indian Tribal Governmental Units $65,261 $28,182 -56.82% PRIVATE: Foundation (Corporate) $286,171 $239,836 -16.19% PRIVATE: Foundation (Private) $3,485,885 $4,938,299 41.67% PRIVATE: Individual ($0) $3,805 38051700.00% PRIVATE: Industry $7,836,098 $8,886,511 13.40% PRIVATE: Non-Arizona State/Local Agency $71,945 $309,407 330.06% PRIVATE: Non-Arizona University $1,267,434 $1,162,987 -8.24% PRIVATE: Organization $4,338,757 $4,558,240 5.06% PRIVATE: Various Consortium Members $122,170 $102,280 -16.28% PROGRAM INCOME: Endowment Income $313,173 $275,363 -12.07% PROGRAM INCOME: Investment Income $5,977 $23,057 285.75% PROGRAM INCOME: Sales $166,868 $527,781 216.29% STATE: Arizona State Government $3,964,340 $4,869,267 22.83% Total Non-Federal 24,801,657 28,206,948 13.73% University Total $131,802,263 $153,016,176 16.10%