Individual: NSF Presidential Award for Excellence in Science, Mathematics and Engineering Mentoring (Gerard Parkin)

Gerard Parkin博士是一位鼓舞人心的导师，他对他在课堂和研究实验室教授的许多学生产生了深远的影响。 除了担任哥伦比亚大学的化学教授外，帕金博士还致力于社区教学，并对高中、初中和小学的儿童进行化学方面的教育。帕金博士使新开设的纽约市公立学校的学生（75%的少数民族代表和座右铭“多样性的力量”）能够利用哥伦比亚大学化学系的教学实验室，并为学生提供了一个实验计划。Parkin博士获得了布鲁克AXS的资金支持，以支持关于化学结构方法的研讨会和研讨会，该研讨会和研讨会使大量高中生接触到重要而先进的X射线衍射科学技术，并提供了研究与教育相结合的绝佳范例。帕金博士致力于培养学生进行研究，并寻求其他方式来帮助他们的专业发展。他从其他大学带来了由国家科学基金会赞助的女学生（通常是非博士生）。授予机构）到他的小组，从而为他们提供研究生水平的研究经验。附近教学大学的教师也选择帕金的实验室来利用他们的休假做研究。这两种互动都雅阁NSF的任务，即扩大代表性不足的团体和学术机构的参与，这些团体和学术机构在科学和工程事业中的参与程度低于充分参与者。由于帕金博士带到哥伦比亚教学实验室的纽约公立学校的学生中有75%是代表性不足的少数民族，因此对这些学生进行科学教育，并在他们职业生涯的早期阶段让他们参与进来，将对鼓励少数民族从事科学职业的长期目标产生巨大影响。

Dr. Gerard Parkin is an inspirational mentor who has had a profound impact on the many students that he has taught both in the classroom and research laboratory. In addition to his role as Professor of Chemistry at Columbia University, Dr. Parkin has focused efforts on community oriented teaching and has educated high school, middle school, and elementary school children about aspects of chemistry. Dr. Parkin made it possible for the students of a newly opened New York City public school (75% underrepresented minorities and a motto "Strength in Diversity") to utilize the teaching laboratories in the chemistry department at Columbia University and provided a program of experiments for the students. Dr. Parkin secured financial backing from Bruker AXS to support a symposium and workshop on Structural Methods in Chemistry that exposed a large number of high school students to the important and advanced scientific technique of X-ray diffraction and also provided an excellent example of integration of research and education. Dr. Parkin works to train students in performing research and seeks other ways to aid their professional development. He brings women students sponsored by the National Science Foundation from other universities (typically non-PhD. granting institutions) into his group, thereby providing them with graduate level experience in research. Faculty at nearby teaching universities also select Parkin's laboratory to spend their sabbatical doing research. Both of these interactions are in accord with the NSF mandate of broadening participation of underrepresented groups and academic institutions that are less than full participants in the science and engineering enterprise. Since the New York public school whose students Dr. Parkin brought to Columbia's teaching laboratories consists of 75% underrepresented minorities, educating these students about science and engaging them at an early stage of their careers will have a tremendous impact on the long term objective of encouraging minorities to take on careers in science.