the mathematics ph.d. program at iowa david manderscheid professor and chair department of...
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The Mathematics Ph.D. Program at Iowa
David Manderscheid Professor and Chair
Department of MathematicsUniversity of Iowa
The National Bureau of Economic Research January 14, 2005
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Underrepresented Minorities
• Definition of underrepresented minorities (“URMs”): U.S. African Americans, Hispanic Americans, American Indians/Alaskan Natives/U.S. Native Pacific Islanders
• July 2003 U.S. Census estimates: 27.1% of population
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Percentages of 2000–01 science and math degrees given to US URM’s
Bachelors Masters Doctoral
Mathematical sciences
13.8% 9.5% 6.9%
Phys. sciences 12.5% 8.6% 6.1%
Comp. science 17.0% 12.4% 5.7%
Biological sciences
16.0% 11.6% 7.5%
Engineering 13.1% 10.3% 7.8%
Source: Science and Engineering Degrees by Race/Ethnicity of Recipients: 1992–2001, Susan T. Hill and Jean M. Johnson, NSF 04-318
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US Mathematics Ph.D.’s 2003-04
Male Female Total
Native American
3 2 5
African American
12 6 18
Hispanic American
12 2 14
Total PhDs 296 145 441
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Percentages
• 8% of Ph.D.s to URM’s
• 1041 Ph.D.s total
• 4% of total Ph.D.s are URM’s
• URM’s probably overreported
• URM’s not uniformly distributed
• Sources: AMS and NSF data, Abbe Herzig, Bob Megginson
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Department Facts At A Glance
• Teach 7,000 students per year, 120 graduate students and 200 undergraduate majors.
• Graduate an average of 12 Ph.D.s each year.
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Department Facts At A Glance
• 97% of the department’s graduate students currently supported through teaching or graduate assistantships or fellowships.
• Over the past five years, 100% of the Department’s Ph.D. graduates secured positions.
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UI Mathematics DepartmentURM Enrollment
0%
10%
20%
30%
1993 1994 1995 1996 1997 1998 1999 2000 2001 2002 2003 2004
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UI Mathematics DepartmentPrimary Grant Sources
Alfred P. Sloan Foundation
US Department of EducationGraduate Assistance in Areasof National Need (GAANN)
National Science Foundation
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UI Mathematics Department Initiatives
• A three-week intensive Summer Institute for incoming students
• Weekly help sessions throughout the academic year
• Intensive mentoring, a community of mentors
• Senior teaching assistants as peer mentors in first year graduate courses.
• A year long weekly seminar: “Introduction to the graduate program”
• Summer preparatory courses for Comprehensive Exams
• Multi-year offers
• Faculty led effort
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Louis Beaugris
• Hometown: Queens, NY
• Undergrad: CCNY
• Status: Ph.D. May 2002
• Research Area: Algebraic Coding Theory
• Assistantships / Internships: GAANN fellowship and Teaching Assistantship
• Current Position: Assistant Professor of Mathematics, Kean University, NJ
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Sharon Lima• Hometown: Los Angeles, CA
• Undergrad: Loyola Marymount
• Status: Ph.D. student, postcomps
• Research Interest: Ring Theory
• Assistantships / Internships: GAANN Fellow, teaching assistant; research assistant, Sloan Fellow
• Aspirations: To be a university professor who can balance research and teaching. Wants to become involved with diversity issues. “I feel that I would be able to help other minority students to succeed at the university/college level.”
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Dandrielle Lewis• Hometown: Elizabethtown,
NC
• Undergrad: Winston Salem
• Status: Ph.D. student, precomps
• Area of Interest: Pure Mathematics
• Assistantships / Internships: GAANN Fellow, AGEP Fellow
• Aspirations: Hopes to develop a math and science program that increases abstract thinking & reasoning skills among students, particularly minorities.
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Abukuse Mbirika
• Hometown: Bronx, NY• Undergrad: Sonoma State• Status: 1st year Ph.D. program• Areas of Interest: Number
Theory and Representation Theory
• Support: Univ. of Iowa Presidential Fellowship
• Aspiration: Professor at a research university
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Success Facts: Program’s Success To Date
• The change in composition of the graduate student population has created significant change in the Department's culture.
• Majority students have availed themselves of many of the initiatives initially created to help minority students, such as closer mentoring and greater interaction with classmates, faculty and staff.
• Friendships and close working relationships have sprung from these interactions.
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Success Facts: Program’s Success To Date
• Cultural, ethnic and gender inclusion have become the norm
• The new environment has become a successful recruiting tool for the department – 58% of Ph.D. students are US citizens and 44% are women
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Success Facts: Program’s Success To Date
• 5 URM Ph.D.s, 3 expected this year, anticipated steady state of 3 per year
• Of the students who did not complete the program, the substantial majority have received MS degrees and many are in doctoral programs in other STEM fields
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Lessons Learned
• The academic community of a predominantly white institution has a strong, yet largely unexamined cultural component.
• Students from varied backgrounds have varied expectations of the graduate school experience.
• Students can be chosen on the basis of potential and work ethic, not traditional measures. You must meet them where they are at, however.
• Everything is easier when one out of every four of your graduate students is a URM.
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URM’s in STEM Graduate Programs
• We must build “regions of diversity.”• We must understand and respect the hopes
and aspirations of the students whom we serve.
• We must build close working and personal relationships with minority-serving institutions.
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Institutionalization and Growth
• Institutionalized at math department level
• Iowa AGEP
• NSF-Iowa Alliance for the Production of African American Ph.D.s in the Mathematical Sciences
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NSF-Iowa Alliance for the Production of African
American Ph.D.s in the Mathematical Sciences
(APAAPMS)
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APAAPMS GOALS• Identify students at participating HBCUs who have the potential to obtain an advanced degree in a mathematical science or a field employing mathematical skills and methods.
• Provide mentoring, nurturing and research experiences for these students throughout their undergraduate careers.
• Build bridges between participating HBCUs and majority institutions to provide a seamless transition to graduate school.
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• Scholars are assigned two mentors: one from their undergraduate institution and one from an Iowa Regents Institution.
• Iowa Regents mentors visit the Scholars’ undergraduate institutions several times each year and maintain close contact via telephone and e-mail to develop individualized courses of study and research projects.
• Scholars are encouraged to spend at least one summer at an Iowa Regents university.
• Scholars and their mentors participate in an annual Alliance Conference at one of the HBCUs.
• Scholars receive an annual stipend of $5,000 for which they must perform assigned projects.
The APAAPMS Scholars Program
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• An opportunity for 24 students to spend 8 weeks during the summer at one of the three Iowa Regents Institutions to conduct research and prepare for graduate school.
• Students learn about the variety of research areas and career paths available to them
• Students are introduced to life and work at a large, majority university.
• Provides opportunity for interaction between students and professors from both minority and majority institutions.
• Provides students with exposure to distinguished minority scholars and other supporters of minority scholarship.
APAAPMS Summer Research Experience