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Partnership For Mentoring: The Georgia Tech Csems Program At Age Six

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2008 Annual Conference & Exposition


Pittsburgh, Pennsylvania

Publication Date

June 22, 2008

Start Date

June 22, 2008

End Date

June 25, 2008



Conference Session

Preparing the Future Workforce in Aerospace

Tagged Division


Page Count


Page Numbers

13.962.1 - 13.962.10



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Paper Authors


Narayanan Komerath Georgia Institute of Technology

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Professor of Aerospace Engineering. Directs the Experimental Aerodynamics and Concepts program. Served as Fellow of the NAIC, Boeing Welliver Fellow in 2004, Sam Nunn Security Fellow at the Center for Strategy, Technology and Policy, 2004-06, and Hessburgh Senior Teaching Fellow, 2005.

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Marilyn Smith Georgia Institute of Technology

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Marilyn J. Smith, an Associate Professor in the School of Aerospace Engineering at Georgia Tech, joined the faculty in 1997 after fifteen years of industry experience at Lockheed-Georgia (now LMAS), McDonnell-Douglas Helicopter (now Boeing Helicopter-Mesa), and the Georgia Tech Research Institute. She has earned the 1999 and 2004 Outstanding Faculty Member, and 2006 Faculty Mentoring Awards from her work with students, in large part through the NSF-funded FAST program at Georgia Tech . Her research area is in nonlinear computational aeroelasticity, which she has conducted research for the U.S. Army, Air Force, DARPA and NASA. Currently, she is serving as the Chairperson of the American Helicopter Society Aerodynamics Technical Committee and has been active in the society in various roles over the past 10 years.

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NOTE: The first page of text has been automatically extracted and included below in lieu of an abstract

Partnership for Mentoring: The Georgia Tech CSEMS Program At Age Six


This paper reviews six years of experience from the Computer Science, Engineering and Mathematics Scholarship (CSEMS) program funded at the Georgia Institute of Technology by the National Science Foundation (NSF). The primary feature of this program is the partnership between academic faculty across a large institution, with the Financial Aid department, in mentoring and supporting the students. In completing their education, students are guided to participate in activities that broaden their horizons. Other innovative features are a grade point requirement profile adjusted to the demands of a challenging program, a requirement to seek out professional-level seminars, and mandatory mentoring. Assessment results indicate continued success in enhancing retention and supporting diversity. A new survey of graduating students reinforces the foundations of the program.


This paper summarizes the experience at the Georgia Institute of Technology with the National Science Foundation’s Computer Science, Engineering and Mathematics Scholarship (CSEMS) program, midway through its second phase. Earlier work was presented in 20041. Our program is named “Financial Assistance for Success in Technology”. This paper analyzes recent findings including responses of the students who have graduated with support from the program, and the findings from the numerous seminar summaries developed by the scholars

The original CSEMS program was set up as a Congressional condition for expanding the H-1B visa program. It sought to address the shortage of qualified people going into technological careers in the US. NSF provides the funds as a lump sum grant for 4 years, to be distributed at $100K per year. As the CSEMS program’s continuation under Congressional mandate appeared doubtful in 2004, our project was renewed early, with the new program’s official start date being January 2005. Funds from the new project were first used in Fall 2005, so that this is the end of the second year of its operation. The original parameters of the program were that 1. Recipients had to be US citizens or permanent residents 2. They had to be taking full academic loads towards an approved CSEMS degree 3. They should be aiming for technical careers in these disciplines 4. The scholarship was intended to relieve students of the financial burden of seeking outside jobs, thus allowing them to focus on their academic programs. 5. The program was prohibited from requiring research or other productive activities.

Program Objectives & Elements

The objectives of our program are to enable access to a top-quality education to the most deserving students and to ensure the best guidance for their success. It was anticipated that many

Komerath, N., & Smith, M. (2008, June), Partnership For Mentoring: The Georgia Tech Csems Program At Age Six Paper presented at 2008 Annual Conference & Exposition, Pittsburgh, Pennsylvania. 10.18260/1-2--3251

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