{"text_format":"3","workbook":"xls","n_sheets":5,"sheets":["Abstracts","Create Sessions","Assign Abstracts","Divisions & Committees","Non-Paper Events"],"not_rendered":{"external_links":1,"defined_names":1},"read":"whole","date_system":"1900","formulas":"cached_only"}

{"sheet":"Abstracts","index":0,"n_rows":6,"n_cols":12,"rows_kept":6,"flags":["formulas_cached_only"]}
["Meeting","Symposia Code","Symposium Title","Control ID","Abstract Title","Presenter","Presenter Email ","All Author(s)","Institutions","Presentation Type","Abstract Body","Decision (Accept/Reject)"]
["NERM","NERM14","The Legacy of Minority Institution - Oral",2223728,"A community-based learning archetype for science : Native American health and medicine","David Hilmey","dhilmey@sbu.edu","David G. Hilmey<sup>1</sup>","1. Chemistry, St. Bonaventure University, Allegany, NY, United States.  ","Oral Only","Abstract: A general education college course was developed and implemented, bringing together Native American leaders, undergraduates, an Iroquois medicine man, high school students, and concepts of chemistry and science. The resulting class was profound in both student and community learning. Science students experienced, firsthand, the teaching of the Seneca Nation of Indians and learned of their traditional medicines and culture. The students then investigated the chemical and biological science in some of the Seneca medicinal sources and presented them to the Seneca community leaders and high school students in Salamanca, NY. The class was envisioned to be a part of the Seneca mission to validate their traditions, but it evolved into something far more profound. The group experienced the Seneca people in a powerful and intense series of events. ","Accept"]
["NERM","NERM14","The Legacy of Minority Institution - Oral",2231673,"Engaging and mentoring STEM-focused students transitioning from tribal colleges to universities","Joslynn Lee","joslynnlee@gmail.com","Joslynn Lee<sup>1</sup>","1. Department of Biomedical Sciences, University of Minnesota Med School Duluth, Duluth, MN, United States.  ","Oral Only","Abstract: Native American students who major in STEM-focused fields do not have the same access to advanced courses and research at tribal colleges. Tribal colleges offer AA and AS degrees in generic science fields due to the limitations of coursework. Students transferring from tribal college to universities encounter a different culture when moving to and living on college campuses. Native American students need institutional support, with community events, tutoring services and academic support to succeed. This session will introduce ways that faculty and adminstration can do to interact with students, their local community and home communities. ","Accept"]
["NERM","NERM14","The Legacy of Minority Institution - Oral",2286417,"Beyond Percy Julian: Howard's Chemical History As America's Chemical History","John Harkless","jharkless@howard.edu","John A. Harkless<sup>1</sup>","1. Howard Univ, Washington, DC, United States.  ","Oral Only","Abstract: The Department of Chemistry at Howard University is the first program at any Historically Black College and University (HBCU) to award the PhD. In addition to this historical fact, faculty and alumni of the program have been integral contributors to the chemical enterprise in America. From the notable early career of Percy Julian, to the large numbers of alumni over the years with careers in academia, government and the private sector, the story of Howard’s Department of Chemistry is a part a larger national story. It is within this context that this talk and its associated remarks will give an overview of the place of this program in historical and modern times. ","Accept"]
["NERM","NERM14","The Legacy of Minority Institution - Oral",2286586,"University of Maryland Eastern Shore (UMES): Best graduate and undergraduate material research practices to help sustain local rural communities","Victoria Volkis","chvolkis2013@gmail.com","Deborah G. Sauder<sup>1</sup>, Victoria Volkis<sup>1</sup>","1. University of Maryland Eastern Shore, Princess Anne, MD, United States.  ","Oral Only","Abstract: 1890 Land-Grant Universities have historically been a key resource for the best scientifically based agricultural and environmental research. The University of Maryland Eastern Shore (UMES) is situated on the Eastern Shore of Maryland, a critical rural area, with small farms and underserved farmers. This unique location encourages interactions among University researchers, farmers and local rural communities. Small farms cannot generate enough income from commodity corn and soy crops alone, and need alternatives for extra income. At UMES agricultural, chemical and material research specialists formed a special research and training cluster in which they work jointly on specialty crops and their non-food related applications in the field of material research, as well as environmental and marine projects addressing problems of pollutions and waste in local communities. Examples of such research are: (i) blending natural specialty crops extracts with polymers to develop natural and effective anti-foaling coating to prevent biofilm formation on objects including military ships, platforms etc.; (ii) using biocompatible polymeric chitosan-based blends as sorbents for reversible carbon dioxide capturing and controlled release in algae-growing reactors and in the process of transforming biomass into alcohol by fermentation to increase the effectiveness of biomass use. Only about 20% of students-researchers in the cluster are graduate students and the rest are undergraduates. At UMES, the material cluster focuses on supporting students in performing outstanding research through their undergraduate and graduate education. Working on the material research projects described above, our material cluster has developed some educational practices for effectively involving undergraduate students into research and supporting their interactions with graduate students. The practices include early involvement, development of special workshops and training settings allowing fast project starts, working in small groups lead by more experienced students, picking projects that can be easy divided into small tasks suitable to undergraduate student’s schedules, traveling to conferences and collaboration sites for undergraduate and graduate participants. In this presentation we will review the material research projects conducted by undergraduate students, as mentioned above and will show how our best practices are implemented in each of these projects. ","Accept"]
["NERM","NERM14","The Legacy of Minority Institution - Oral",2292243,"A Legacy Fulfilled: Spelman College's Impact in the Chemical Sciences","Albert Thompson","athompso@spelman.edu","Albert N. Thompson<sup>1</sup>, Kimberly M. Jackson<sup>1</sup>","1. Chemistry and Biochemistry, Spelman College, Atlanta, GA, United States.  ","Oral Only","Abstract: Spelman College has sustained a strong record of educating African American women in the sciences and mathematics who earn the doctorate degree and pursue professional scientific careers. While Spelman is exceptional in carrying out its mission to educate talented women from economically disadvantaged backgrounds, the national racial disparity among individuals who earn doctoral degrees is stifling -- less than 3% of the STEM doctoral degrees awarded each year are to African American women. For almost forty years, the department of Chemistry and Biochemistry at Spelman College has created an environment that prepares women of African descent to excel in the biomedical and chemical sciences. Spelman has been able to overcome its once marginalized position as an historically Black college and women’s college in the South to become one of this country’s top baccalaureate producers of African American women in STEM. Alumnae have attained more than two hundred PhD degrees in the natural sciences and mathematics, with more than a third in the chemical sciences. The transformation has been dramatic, from an average of one student pursuing a degree in chemistry in the 1970s to an average of 100 students pursuing the degree today. This presentation will highlight the beginnings and successes of a very young department to now being one of the top baccalaureate producers of African Americans who earn PhDs in the chemical sciences. ","Accept"]

{"sheet":"Create Sessions","index":1,"n_rows":1,"n_cols":21,"rows_kept":1,"flags":["formulas_cached_only"]}
["Symposia Code","Symposia Title","Session Code","Session Title","Type","Organizer","Organizer Email","Organizer 2","Organizer 2 Email","Organizer 3","Organizer 3 Email","Presider","Presider Email","Presider 2","Presider 2 Email","Newsworthy","Newsworthy Reason","Co-sponsor - Cooperative","Co-sponsor - Nominal","Co-sponsor - Financial","Expected Attendance"]

{"sheet":"Assign Abstracts","index":2,"n_rows":8,"n_cols":9,"rows_kept":8,"flags":["formulas_cached_only"]}
["Symposia Code","Symposium Title","Session Code","Session Title","Control ID","Abstract Title","Duration","Presentation Order","start time"]
["NERM","NERM14","The Legacy of Minority Institution - Oral",null,null,"Intro remarks ","5 min ",null,"13:55:00"]
["NERM","NERM14","The Legacy of Minority Institution - Oral",null,2223728,"A community-based learning archetype for science : Native American health and medicine","20 minutes","First-Initial Speaker","14:00:00"]
["NERM","NERM14","The Legacy of Minority Institution - Oral",null,2231673,"Engaging and mentoring STEM-focused students transitioning from tribal colleges to universities","20 minutes","Second","14:20:00"]
["NERM","NERM14","The Legacy of Minority Institution - Oral",null,2286417,"Beyond Percy Julian: Howard's Chemical History As America's Chemical History","20 minutes","Third","14:40:00"]
["NERM","NERM14","The Legacy of Minority Institution - Oral",null,2286586,"University of Maryland Eastern Shore (UMES): Best graduate and undergraduate material research practices to help sustain local rural communities","20 minutes","Fourth","15:00:00"]
["NERM","NERM14","The Legacy of Minority Institution - Oral",null,2292243,"A Legacy Fulfilled: Spelman College's Impact in the Chemical Sciences","20 minutes","Fifth-Last speaker","15:20:00"]
[{"$nulls":5},"Conclusion remarks ","5 min ",null,"15:40:00"]

{"sheet":"Divisions & Committees","index":3,"n_rows":62,"n_cols":1,"rows_kept":62,"flags":["formulas_cached_only"]}
["PRES: Presidential Event"]
["MPPG: Multidisciplinary Program Planning Group"]
["AEI: Academic Employment Initiative"]
["AGFD: Division of Agricultural and Food Chemistry"]
["AGRO: Division of Agrochemicals"]
["ANYL: Division of Analytical Chemistry"]
["BIOT: Division of Biochemical Technology"]
["BIOL: Division of Biological Chemistry"]
["BMGT: Division of Business Development and Management"]
["CARB: Division of Carbohydrate Chemistry"]
["CATL: Division of Catalysis Science and Technology"]
["CELL: Division of Cellulose and Renewable Materials"]
["CHED: Division of Chemical Education"]
["CHAL: Division of Chemistry and the Law"]
["CHAS: Division of Chemical Health and Safety"]
["CINF: Division of Chemical Information"]
["TOXI: Division of Chemical Toxicology"]
["COLL: Division of Colloid and Surface Chemistry"]
["COMP: Division of Computers in Chemistry"]
["ENFL: Division of Energy and Fuels"]
["ENVR: Division of Environmental Chemistry"]
["FLUO: Division of Fluorine Chemistry"]
["GEOC: Division of Geochemistry"]
["HIST: Division of the History of Chemistry"]
["I&EC: Division of Industrial and Engineering Chemistry"]
["INOR: Division of Inorganic Chemistry"]
["MEDI: Division of Medicinal Chemistry"]
["NUCL: Division of Nuclear Chemistry and Technology"]
["ORGN: Division of Organic Chemistry"]
["PHYS: Division of Physical Chemistry"]
["POLY: Division of Polymer Chemistry"]
["PMSE: Division of Polymeric Materials Science and Engineering"]
["PROF: Division of Professional Relations"]
["RUBB: Rubber Division"]
["SCHB: Division of Small Chemical Businesses"]
[]
["CCS: Committee on Chemical Safety"]
["CCPA: Committee on Chemistry and Public Affairs"]
["CWD: Committee on Chemists with Disabilities"]
["CCA: Committee on Community Activities"]
["CORP: Committee on Corporation Associates"]
["D&I: Diversity and Inclusion Advisory Board"]
["DAC: Committee on Divisional Activities"]
["CEPA: Committee on Economic and Professional Affairs"]
["CEI: Committee on Environmental Improvement"]
["ETHC: Committee on Ethics"]
["G&A: Grants and Awards Committee"]
["IAC: International Activities Committee"]
["LAB: Leadership Advisory Board"]
["LSAC: Committee on Local Section Activities"]
["CMA: Committee on Minority Affairs"]
["NTS: Committee on Nomenclature, Terminology and Symbols"]
["CPT: Committee on Professional Training"]
["CPS: Committee on Project SEED"]
["COMSCI: Committee on Science"]
["SCC: Senior Chemists Committee"]
["SOCED: Society Committee on Education"]
["CTA: Committee on Technician Affairs"]
["WCC: Women Chemists Committee"]
["YCC: Younger Chemists Committee"]
["BTEC: Biotechnology Secretariat"]
["MACR: Macromolecular Secretariat"]

{"sheet":"Non-Paper Events","index":4,"n_rows":5,"n_cols":1,"rows_kept":5,"flags":["formulas_cached_only"]}
["Introductory Remarks"]
["Intermission"]
["Concluding Remarks"]
["Discussion"]
["Panel Discussion"]