Welcome to NASA SaSa at Coppin State University

We recognize that to increase the diversity of the STEM workforce, the change needs to begin at the onset of a minority student’s career.

To help foster more effective, sustainable, and efficient use of the NASA science content, we will build student research opportunities as part of the existing courses and research programs at selected minority-serving institutions.

Goals of the program

1. To create a student geoscience learning ecosystem to enable effective student engagement with NASA scientists & engineers, academic advisors, peers, and the local communities.

2. To provide students with new skills to work with NASA science equipment and real data from field/airborne campaigns and satellites.

3. Provide students with problem solving skills in the areas of instrument development, operation and mathematical tools and methods to analyze field data. 

4. Provide research, mentoring, and networking opportunities for early-career undergraduates to address the shortage of individuals from historically underrepresented groups graduating with STEM degrees from Minority Serving Institutions (MSIs) and a need to prepare these students to enter STEM graduate programs as well as the NASA and research workforce.

What the program offers

• 8-week program at 6 Minority Serving Institutions (MSIs) and 2 NASA centers

• Receive a competitive stipend, travel and housing expenses covered

• Gain hands-on research experience with the guidance of faculty and NASA research mentors

• Fly onboard NASA research aircraft

• Gain practical training in scientific research, data collection, and experimentation

• Opportunity to present at national Geoscience conferences 

• Access to ongoing professional development activities, workshops, mentoring, and the SaSa community network

Eligibility and Application

Selection Criteria

Applicants will be selected based upon:

• Be enrolled full-time
• Good academic standing with a GPA of 3.0 or better
• Status as a first- or second-year undergraduate student
• Interest in pursuing a STEM-related degree and career
• Interest in the Earth, Ocean, and/or Atmospheric Sciences
• U.S. citizen, non-citizen national, or permanent resident

How to Apply

Apply online at https://www.nasa.gov/content/sasa. The application portal is open beginning November 1, 2021.

​The applicant must submit the entire application package, including personal statement, statement of interest, 2 letters of recommendation, and official transcript(s), by the January 31, 2022 deadline for full consideration.

Welcome to SASA!

Congratulations on choosing Coppin State University as your institution of higher education. Believe it or not, you’ve already started investing in your future by choosing to attend the Summer Academic Success Academy (SASA) program. This is a 6-week summer residential program designed to help newly admitted Coppin State University students make a smooth transition to college, improve essential college readiness skills for college completion, and earn college credits. Students receive an introduction to the academic, social, and recreational resources of the campus community. At the conclusion of the program students are connected to faculty, staff and peer mentors that serve as guides on their collegiate journey to success.

To qualify for participation in this program, you must be admitted to Coppin by way of SASA. This admit type is determined by the Office of Admissions and participation is a required part of your admission into the university. Enrollment in this program is on a first come, first served basis.

This year’s Summer Academic Success Academy will be held July 6, 2025 – August 15, 2025.

Why enroll in SASA? Consider the benefits

• Early College Credits: You will earn 6 college credits (2 classes) that will go towards graduation.
• Academic and Social Development: You will gain a deeper understanding of who you are, and how college can help you accomplish your dreams. You will begin to cultivate some life-long friendships before officially starting the fall semester.
• Orientation to the Campus: You will have discovered all the nooks and crannies of the campus. In essence, this will be your campus before any other freshman arrives.

Enrolling in SASA

Prospective students that have been admitted to the university by the Office of Admissions will be granted access to the enrollment system called Slate. In this system, you will be provided with a check list of items to complete to secure your spot in the SASA program. The SASA enrollment fee is $300, and enrollment is limited to 100 students on a first come, first served basis.

This program has a value of over $4,000 for Maryland residents and $8,000 for out-of-state students. Participants will be awarded the SASA summer grant which covers SASA tuition, housing, meals, and books.

Components of SASA

Academic Transformation

Students are enrolled in two academic courses at Coppin State University. Students will be given the opportunity to improve their proficiency in college readiness skills under the guidance of highly effective instructors.

Intrusive Advising

During the program, students meet with their academic advisors to gain an understanding of their major requirements. Academic advisors will review the student program sheet, which enables students to know where they are on the graduation pathway every step of the way.

Academic Resources

During the length of the program, students will be connected to various academic resource centers on campus which include the Math Lab, and the Reading and Writing Lab. Students will also have academic peer leaders who will serve as tutors and peer mentors.

Self-Discovery

Students will dive deep in discovering their interests, career goals, and motivation for success. Students and instructors will undergo a mutually beneficial journey that will connect life-long learning to accomplishing dreams and aspirations. We complement the academic curriculum with engaging student activities and special interest events such as social activities, a talent show, and excursions.

SASA Information Session

To learn more about the 2025 SASA program, please view the recorded SASA information session. This video will provide you with an overview of the program along with an in-depth explanation of day-to-day activities.

Do you want to make a difference in the lives of our incoming first-year students?

If so, apply by clicking the link below to become a Peer Leader within the SASA program.

Apply

Parlett L. Moore Library is a member of the Library Information Management System (LIMS) of the University System of Maryland and Affiliated Institutions (USMAI), a collaborative effort that permits state higher education institutions to share resources. LIMS provides a USMAI union on-line public access catalog that contains more than 1,400,000 titles

Moore Library has 5 floors, 2 computer labs for student use/work, 2 smart classrooms, 4 study rooms, the Parren Mitchell smart conference room, and the Cab Calloway room/art gallery.  

Latest Issues

Browse the latest issues of the College of Behavioral and Social Sciences (CBSS) Informant Newsletter.

Submit an article for the CBSS Informant eNewsletter

The College of Behavioral and Social Sciences wants to hear about your successes and share your story.

Submit an article

Student Resources

Take advantage of the wide variety of services offered to our Nursing Students.

Nursing and Allied Health Honors Program

The Nursing and Allied Health Honors Program is an adjunct of the University Honors Program. To be eligible for any Departmental Honors Program, students must meet one of three criteria:

1. They must have accrued at least sixty credits and must have earned a minimum cumulative grade point average of 3.0
2. They must have successfully completed the General Studies Honors Program
3. They must have accrued at least sixty credits and must have demonstrated outstanding ability in their fields of study

Upon completion of the first two years of matriculation in the General Studies Honors Program and with the Dean's approval, nursing and allied health students may earn departmental honors through participation in the Honors program.

Learning Resource Center

The Resource Center (RC) is a clinical preparatory facility with standard healthcare equipment. Students practice actual one-on-one patient care simulations before entering a health care facility. The Computer Lab is equipped with computer hardware and software. Students may use software on an independent basis or with an instructor or staff person to enhance their nursing knowledge.

Mentoring and Coaching

A model of instruction (rooted in cognitive coaching theory) where the educator/practitioner is a guide and collaborator in the student's learning and is not the sole director.

Mentoring and Coaching Student Responsibilities:

• Attend weekly sessions
• Complete all standardized achievement tests
• Develop an individual plan for academic and testing success
• Download the current NCLEX-RN Test Plan or RHIA test plan. The NCLEX-RN is a standardized exam used to establish a nursing candidate's preparedness for entry-level work
• Develop an individualized remediation plan
• Identify your test-taking style
• Review test-taking strategies
• Simulate testing utilizing review book questions
• Use your textbook as a valuable resource
• Work collaborative with the faculty member.

Simulation

Simulation is an integral part of the clinical experience in which realistic situations are utilized for the learner to gain knowledge and skills. Simulation is grounded in experiential learning theory; holistic learner-centered learning created through transformation of experiences (Kolb, 1984). Simulation is identified as focused clinical strategies using low, medium or high-fidelity simulation. Low-range experiences include: focused case studies, role playing, virtual clinical excursions and/or task-trainers. Medium range experiences include increased realism, screen-based simulators, synthetic models, moulage and live actors. High range fidelity experiences may include the use of simulators. Medical Education Technologies Incorporated (METI) and/or Laerdal simulators including the SimMan, SimBaby and additional technologies may be used.

Simulation Center

College of Health Professions – Academic Success Center

The College of Health Professions – Academic Success Center is strategically located within the College of Health Professions. The College of Health Professions – Academic Success Center serves students in the General Health Professions, Helene Fuld School of Nursing and the School of Allied Health. The main reason for this organizational structure is to systematically assess and evaluate admission and retention issues while developing new approaches. In collaboration with the various administration leaders, faculty, staff and students, The College of Health Professions – Academic Success Center is committed to using “Best Practices” to advise, recruit and retain regional, national and international candidates for our Accelerated Second Degree BSN, Traditional BS in Nursing, RN to BSN, BS in Health Information Management (HIM) both at the Baltimore campus and University System of Maryland – Hagerstown (USMH) campus, MSN for Family Nurse Practitioner (FNP), Post-MSN in FNP, and Doctor of Nursing Practice programs that are offered through the College of Health Professions.

Academic Success Center

Grading

A student must attain a final grade of "C" in all nursing courses required in the Nursing Program of Study. Student performance in the clinical practice components will be graded on a pass/fail basis; the criteria for determining acceptable performance are included in the syllabus of each clinical nursing course. Satisfactory clinical performance is required to earn a passing grade in a clinical nursing course. A student who is not performing at a satisfactory level will be so advised at mid-point in the course. A student must pass both clinical and didactic components to pass the course. A student enrolled in the RN to BSN must submit a Portfolio as a part of the Graduation clearance.

The grading scale for all nursing courses:

A = 90 - 100
B = 80 - 89
C = 75 - 79
D = 69 - 74
F = 68 or below
Clinical Courses: PASS/FAIL
Requirements for Graduation

A Senior nursing student must have a cumulative GPA of 2.5 or greater, and satisfactory completion of all courses in the nursing program of study (perquisites and major); and pass a standardized comprehensive assessment examination which predicts the students probability of passing the National Council Licensure Examination (NCLEX) at the benchmark established by faculty in order to exit the nursing program.

The Laboratory for Environmental Contaminants (LEC) conducts research to advance knowledge in Monitoring and characterizing contaminants to fully understand their health impacts. Our research involves occurrence, fate, and transport of contaminants of emerging concern. We use socio-environmental synthesis approach and advanced analytical methods to study complex dimensions of water quality, social health, and air quality issues. Through our research we enhance academic programs and foster citizen education in such areas as contaminant science, environmental sustainability, and urban ecology.

Lab activities focus on research and education related to environmental contaminants including, but not limited to, the following areas:

• Monitoring concentration of contaminants in the soil and water systems
• Conducting laboratory and field studies on the fate of toxic substances in the environment and develop innovative technologies for the remediation of contaminated environments
• Foster relationships and ensure the exchange of data and information with local government agencies, institutions and neighboring community
• Advocate for citizen education on environmental health issues

Researchers

Lead Investigator

Mintesinot Jiru, Ph.D.

Mintesinot Jiru holds a PhD in Applied Biological Sciences from Gent University and is a Professor and Chair of the Department of Natural Sciences at Coppin State University. He has over 20 years of teaching and research experience in areas of climate change and environmental systems. Dr. Jiru has done extensive work on land degradation, food security, and water management issues in Africa. Dr. Jiru’s research focuses on understanding the socio-environmental and biophysical issues encompassing water quality in Baltimore’s watersheds. Currently he is leading a research program on emerging environmental contaminants with a focus on microplastics, toxic heavy metals and pharmaceuticals (mainly estrogen in water). Dr. Jiru serves as the chief editor for the American Journal of Experimental Agriculture. He also serves as a member of the External Advisory Board for the National Socio-environmental Synthesis Center. Dr. Jiru served on various panels and task forces including Maryland governor’s task force to develop a proposal for graduate programs in alternative energy in historically black colleges and universities in Maryland.

Current Student Researchers

Annalyse Belton

Annalyse Belton is an undergraduate student at Coppin State University, majoring in Biology and Life Science with a Pre-Medical concentration and minoring in Chemistry. She aspires to become a medical physician specializing in oncology; however, her goal does not stop at patient care but extends to research into cancer health disparities. Her career journey has drawn her to the Lab for Environmental Contaminants as a student researcher. Annalyse’s research entails quantifying estrogen levels in Baltimore’s watersheds and correlating its effects on fish and the ecosystem as a whole. She has set her heart on making an impact in the world around her and always looks for new insight.

Muyang Chunga

Muyang Chunga is a Biology & Life Sciences Major with a Pre-Physician's Assistant concentration and a Chemistry Minor. Originally on a Bio-Medical track, she has fully immersed herself in her deep-founded love for Biosciences, since she began to work with Dr. Jiru as a student-researcher in the Laboratory of Environmental Contaminants. That is along with the opportunity to participate on an airborne and oceanographic research with NASA researchers as a member of the inaugural Student Airborne Science Activation cohort. Muyang is working towards pursuing a career as a researcher in Environmental and Chemical Science.

Tochi Iwuji

Hello! My name is Tochi Iwuji and I am a Biology and Life Sciences major with a concentration in Pre-Medicine and minor in Chemistry. My future aspirations in life involve becoming and obstetrician gynecologist, while gaining as much laboratory experience as I can and broadening my skills along the way. In the Laboratory for Environmental Contaminants, my research involves characterizing and analyzing phosphate and nitrate concentrations in various Baltimore watersheds. I also plan to conduct methods for the neutralization of these contaminants in water, and showcase their environmental impact.

• Nijah White (B.S. in Biology)
• Brenasia Lynn (Graduating senior - Biology)
• Ta’Shana Maddox (Graduating senior – Biology)

Recent Publications

• Vester M, Sobhi HF, Jiru M (2018) Disinfection Byproducts in Chlorinated Drinking Water. Int J Water Wastewater Treat 4(2): dx.doi. org/10.16966/2381-5299.156
• Richard Schulterbrandt Gragg, Aavudai Anandhi, Mintesinot Jiru and Kareem M. Usher. A Conceptualization of the Urban Food-Energy-Water Nexus Sustainability Paradigm: Modeling From Theory to Practice. Frontiers in Environmental Science. 6:133, 2018
• William Ghann, Tyler Harris, Daiyaan Kabir, Hyeonggon Kang, Mintesinot Jiru, Mohammed M Rahman, Meser M Ali and Jamal Uddin. Lipoic Acid Decorated Gold Nanoparticles and Their Application in the Detection of Lead Ions. Journal of Nanomedicine & Nanotechnology. Volume 10, Issue 6, 2019
• Aaliyah McCullough, Jasmynn George & Mintesinot Jiru. Detection and Quantitation of Estrogen in Watersheds. International Journal of Scientific and Research Publications, Volume 8, Issue 7, July 2018
• Mintesinot Jiru. Coal-fired Power Plants and Their Impact on Ecosystems Health. Physical Science International Journal, ISSN: 2348-0130, Vol.: 16, Issue: 4, 2018
• Jiru, M. North-Kabore, J. Roth, T. Studying Water Quality Using Socio-Environmental Synthesis Approach: A Case Study in Baltimore’s Watershed. Hydrology. Vol 4, 32, 2017,
• Mintesinot Jiru. Understanding Causes of Reservoir Water Quality Deterioration Using Socio-environmental Synthesis Approach Teaching Issues and Experiments in Ecology, Vol. 12, 2017
• Herald T. Douglas, Raymond L. Petersen, Mintesinot Jiru and Tatiana Roth. The role of dipteran larvae in controlling Euglena concentrations in the pitchers of Sarracenia purpurea L. International Journal of Scientific and Research Publications. Vol 6, 2016.
• Amadi, L., Jenny, S.S., Ahmed, A., Brown, N., Yadav, S., Brown, D., Ghann, W., Gayrama, A., Jiru, M. and Uddin, J. Creation of Natural Dye Sensitized Solar Cell by Using Nanostructured Titanium Oxide. Nanoscience and Nanoengineering, 3, 25-35, 2015
• Jiru, Mintesinot. and Van Ranst, E. Increasing water productivity on Vertisols: implications for environmental sustainability. Journal of the Science of Food and Agriculture, 90 (13) 2276–2281. 2010

The Next Generation of Public Safety Leadership

The Justice Institute is a unique cross-disciplinary initiative that adds a liberal arts, public health, and mental health education perspective to any curriculum. Managed by the College of Behavioral and Social Sciences, the Justice Institute offers training and academic certifications approved by the Maryland Higher Education Commission (MHEC) as well as the Maryland Police and Correctional Training Commission.

The Institute works with the Department of Criminal Justice and provides hands-on career enhancement and retooling skills to help students prepare for advanced study and/or entry into federal, state, county, municipal, and private criminal justice and corrections agencies. 

The Justice Institute at Coppin will enhance the professionalism of public safety services encouraging leadership and innovation through education and training.

Bishop L. Robinson Sr.

Workforce Enhancement

Maryland has critical workforce shortages across several high-growth areas, including correctional services, health care, parole counseling, homeland security, school-based police support, transit systems, and private security details.

Program Areas

We've framed our program to:

• promote innovation and practice improvement across law enforcement, correction, and juvenile services.
• conduct research on effective policy and service delivery.
• foster effective partnerships between criminal justice, law enforcement, corrections, public safety, public health and non-criminal justice disciplines.

The Institute provides a prototype for customized cross-disciplinary training programs that link cutting–edge research to field practice. While participating in the Institute, students have access to our state-of-the-art facility with smart classrooms, forensics laboratory, moot court room, and a crime scene laboratory.

Recent Research

Coppin State University Gun Violence Study

Dangerous Recipe: Ingredients Contributing to African American Gun Violence

Purpose of Study: Principal Investigator and associate professor of criminal justice Dr. Johnny Rice II, and a trained team of Coppin State University student researchers investigated the contemporary causes of gun violence, specifically exploring why Black males ages 15-24 in marginalized urban communities possess and carry guns. The team also explored factors that influence the impulse to carry a gun and what serve as triggers for gun use, based on the perceptions of African American men interviewed, who live in affected communities in Baltimore City.

The study comprised two phases: 

1. a quantitative secondary analysis of existing data sources of each study site and
2. a qualitative participant component in which each site conducted qualitative in-depth interviews.

The project was housed and supported by the College of Behavioral Sciences and the Bishop L. Robinson Sr. Justice Institute. The Coppin State University research team interviewed eligible study participants, Black males aged 15-24 who reside in Baltimore City and have a history of gun possession. To learn more and to read the findings please review the publications below:

• Unlocking Gun-Violence Solutions: The Necessity and Power of Lived Experience
• Learning from Lived Experiences to Identify Gun Violence Solutions
• Understanding the Perception of Place and Its Impact on Community Violence

Background: The Grant award of $105,290 was to conduct qualitative interviews during PHASE II of the study. This research grant was awarded to CSU by the Thurgood Marshall College Fund (TMCF), which received a $1 million grant from the National Collaborative for Gun Violence Research. To implement the study, TMCF brought together leading HBCU Criminal Justice researchers in Houston, TX (Texas Southern University), Wilmington, DE (Delaware State University/Lead Research Partner for the collaborative project), and Jackson, MS (Jackson State University) to leverage the experience, knowledge, and status of HBCUs in the African-American community to conduct research on attitudes toward guns ownership, possession, and usage by urban youth; the dynamics of social transmission of gun ownership and possession, carrying a gun, using a gun to threaten someone; and escalation to gun violence.