university of michigannational center for institutional diversity stem intervention research...
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University of Michigan—NationalCenter for Institutional Diversity
STEM Intervention Research Symposium
Understanding STEM Interventions to Broaden Participation:
From Conference to Community
Daryl E. Chubin, Ph.D.
Director, AAAS Capacity Center
American Association for the Advancement of Science
September 22, 2011
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The Problem—Participation in STEM Education• White men dominate the aging American science and engineering
workforce.
• Even though women now make up more than half of all undergraduates, far fewer of them pursue STEM majors and earn STEM degrees compared to their male counterparts .
• Both African-Americans and Hispanics earn significantly smaller numbers of STEM degrees (especially advanced degrees) compared to their share of the population.
• Non-U.S. citizens earn three times as many STEM master's degrees and four times as many STEM doctoral degrees at U.S. institutions as all other minority groups combined.
Sources: NSF, 2011; NCES, 2009; 2010
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2006 U.S Population and U.S. Science and Engineering Workforce by Race/Ethnicity
U.S. Population
White, 67.4Asian, 4.4
Black, 12.5
Hispanic, 15
American Indian, 1
S&E Workforce
White, 74.5
Asian, 16.4
Black, 4.0
Hispanic, 4.7
American Indian, 0.4
(URMs = >33% College-Age US Pop)URMs = 28.5% Total US Population
URMs = 9.1% US S&E
3Source: The National Academies, Expanding Underrepresented Minority Participation, Sept. 2010
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Demographic Highlights: Timeline
• 2011- Over 1/3 of U.S. college-age populationare those minorities under-represented in STEM
• 2023 - More than half of all U.S. children will be minority
• 2042 - Minorities will be the new majority
• 2050 - Minorities will account for 54% of U.S. population, which is expected to total 439 million
- 1 in 3 people will be HispanicSource: The National Academies, Expanding Underrepresented Minority Participation, Sept. 2010
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Degrees in S&E: As degree level increases, women’s and URMs’ share of degrees decreases. At each level, these groups are less likely to earn degrees in S&E.
Figure 3-1. Percent of U.S. Citizen and Permanent Resident Women and Under-Represented Minorities at Each Degree Level, 2005-06
56.3%
48.9%
54.7%
35.6%33.7%
26.1%
6.0%8.2%
12.7%16.2%17.7%18.3%
0%
10%
20%
30%
40%
50%
60%
All bachelor'sdegrees
S&E bachelor'sdegrees
All master'sdegrees
S&E master'sdegrees
All doctorates S&E doctorates
Women Under-represented minorities
Source: CPST, data derived from National Science Foundation, Science and Engineering Degrees, by Race/Ethnicity of Recipients: 1995-200 6.
5
Proportion of S&E Degrees
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Racial/Ethnic Group Representation:U.S. Population, Undergraduates, Faculty in 4-Year Institutions
Sources: U.S. Census Bureau, Population Estimates Program; U.S. Department of Education, National Center for Education Statistics IPEDS and NSOPF; University Leadership Council analysis, all 2008.
Racial/Ethnic Group
U.S. Population
Under-graduates
Faculty
All Fields Education
Engineer-ing
Human-ities
Life Sci.
Physical, Math and
Comp ScisProf. Fields
Social Sci.
Native American
1% 1% 0% 1% 0% 0% 0% 0% 0% 0%
Asian/ Pacific
Islander4% 6% 9% 5% 24% 5% 11% 16% 11% 5%
Black 12% 12% 5% 7% 4% 5% 3% 4% 6% 7%
Hispanic 14% 10% 3% 4% 2% 4% 2% 3% 2% 5%
White 67% 68% 81% 81% 68% 85% 82% 77% 79% 82%
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Context for Interventions: The Problem Thread*
• Who participates in STEM—education to workforce—and who does not . . . and why?
• How can institutions of higher education improve academic success and career advancement, i.e. utilization of talent?
• How does Federal policy help/hinder?
*Credo of AAAS Capacity Center
STEM Interventions, Sept. 22, 2011
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Understanding Interventions Conferences—History
• Origin:
o 2006 NIGMS grant to NAS to organize a workshop, to inject training program proposals with rigorous research & evaluation designs.
o 2007 (inaugural conference: Washington, DC)
• Conferences:
o 2008 (through ASCB, Atlanta, GA)
o 2009 (through ASCB, Bethesda, MD)
o 2011 (through LIU-AAAS, Nashville, TN)
• Outputs:
o Three Reports on Understanding Interventions That Broaden Participation in Research Careers, www.understandinginterventions.org
STEM Interventions, Sept. 22, 2011
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Conference Objectives2007 NRC Workshop
• Promote the use of hypothesis-based approaches
• Familiarize biomedical scientists with the social, behavioral, & economic sciences knowledge base
• Equip attendees with some approaches, methodologies, & tools for conducting interventions research
• Develop a community of scholars
2008 Conference
• Foster a multi-disciplinary community of scholars
• Disseminate interventions-related research within the social, behavioral, & economic sciences
• Focus plenaries, symposia, & poster sessions on:
• funding, collaborations, & publishing
• methodologies, tools, & approaches
• investigative studies on training, mentoring, career choice
• Emphasize the “how” over last year’s “what”
STEM Interventions, Sept. 22, 2011
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WELCOME & OVERVIEW—
State of the Community
Anthony L. DePass
Long Island University-Brooklyn
American Society for Cell Biology
Daryl E. Chubin
American Association for the American Advancement of Science
Bethesda, MD
May 7-9, 2009
3rd Annual Conference onUnderstanding Interventions that Broaden Participation in Research Careers
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MORE THAN A CONFERENCE . . .
A COMMUNITY
STEM Interventions, Sept. 22, 2011
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What’s New In The Program For The 3rd Conference?
• Workshops
• Posters (n=68)
• Exhibits (n=12)
• Increased breadth of topics
• More time for discussion
STEM Interventions, Sept. 22, 2011
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Who’s Here?
• Over 250 registrants
• One-quarter life scientists, one-fifth social scientists
• Over half in STEM PhD-granting institutions
• 35 graduate students
• A majority are first-time attendees
STEM Interventions, Sept. 22, 2011
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Motivations for Attending
From pre-conference survey (60% response rate):
• Colleague/mentor told me about it (37%)
• Learn about effective program design strategies (16%)
• Network with colleagues (15%)
• Hear latest basic research findings (15%)
• Find ways to evaluate/measure outcomes (14%)
• Meet potential collaborators (13%)
STEM Interventions, Sept. 22, 2011
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Is There a Pony in Here for Me?—A Sample of Expectations
• Interact with my federal grant program director
• Find new REU sites for summer research
• Learn new ways to promote my program
• Exchange contact information with at least 10 potential collaborators
• Understand approaches that actually result in more students completing STEM programs
• Ways to assess which students are more inclined to careers in research rather than medical/health practice
STEM Interventions, Sept. 22, 2011
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Expectations (cont.)• Learn basic research that I can explain to physical scientists
trying to increase diversity in their field
• Meet more people involved in training minorities in behavioral and social sciences
• Develop a small group of colleagues that I will keep in contact with and use as resources
• Get ideas to bring back to NSF about how we can better facilitate broader participation
Provide a continuing forum for integrating research, evaluation, and program
implementation communities
STEM Interventions, Sept. 22, 2011
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“This community has established a knowledge base that demonstrates the need for hypothesis-based approaches that would inform the design, implementation, and evaluation of programs . . . and foster a community of scholars whose work and expertise could be used in such pursuits.”
Chubin, DePass, & Blockus, 2010
STEM Interventions, Sept. 22, 2011
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What We Need To Be A Real Community
• Self-identification
• Ongoing interaction (electronic, in-person)
• Sponsored support
• Intervention science
• Professional rewards
• Specialized journal(s)
• Institutional transformation
• Systemic change
STEM Interventions, Sept. 22, 2011
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WELCOME & OVERVIEW
Anthony L. DePassLong Island University-Brooklyn
Daryl E. ChubinAmerican Association for the Advancement of Science
Nashville, TN
May 26-28, 2011
4th Conference onUnderstanding Interventionsthat Broaden Participation in Research Careers
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Planning Committee MembersCo-chairs:
Anthony L. DePass, LIU-Brooklyn
Daryl E. Chubin, AAAS Capacity Center
David Asai, Howard Hughes Medical Institute
Martin M. Chemers, UC-Santa Cruz
Andre Churchwell, Vanderbilt University
Emorcia Hill, Harvard Medical School
Julie Hudson, Vanderbilt University
Judith Iriarte-Gross, Middle Tenn State Univ.
Barry Komisaruk, Rutgers University
Richard McGee, Northwestern University
Lou Muglia, Vanderbilt University
Arie Nettles, Vanderbilt University
Michael Nettles, Education Testing Service
Marc Nivet, Assoc. of Amer. Med Colleges
STEM Interventions, Sept. 22, 2011
Clifton Poodry, NIGMS
Laura Robles, California State University
Ex-officio:
Kellina Craig-Henderson (NSF-SBE)
Claudia Rankins (NSF-EHR)
Conference Planning Team:
Carleta Joseph (LIU), Sabira Mohamed
(AAAS), Jean Rosenberg
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What’s New about the 4th Conference?
A University/Campus Host:
• Vanderbilt University Office of Inclusion and Health Equity
Science and Medicine:
More Tailored Sessions to Various Community Constituents
A Diversity of Sponsors:
• American Association of Medical Colleges
• Educational Testing Service
• Howard Hughes Medical Institute
• National Institutes of Health (NIGMS)
• National Science Foundation
AAAS-Long Island University Partnership
STEM Interventions, Sept. 22, 2011
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Who’s Here?
• Over 185 registrants
• 28% life scientists, 22% social scientists
• 60% in STEM PhD-granting institutions
• 62% are first-time attendees
• 40% faculty; 25% administrators; 9% grad students; 26% other
STEM Interventions, Sept. 22, 2011
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Motivations for Attending
From pre-conference survey (n=94; 58% response rate; multiple responses permitted):
•Learn about effective program design strategies (77%)
•Network with colleagues (75%)
•Hear latest basic research findings (70%)
•Find ways to evaluate/measure outcomes (68%)
•Meet potential collaborators (55%)
STEM Interventions, Sept. 22, 2011
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The Closing Plenary—A “Talk Back” Discussion about the Future
• Growing the community
• Identifying needs & strategies
• Transforming research & practice
• Future directions, including: • moving from “ad hoc” to “going concern” (my words)
• preserving coherence while serving a range of disciplines, institutions, & priorities , e.g., address all segments of the STEM pathway or focus on undergrad workforce
STEM Interventions, Sept. 22, 2011
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Concepts Spurring Greatest Research Interest among Interventions Conference Participants
• Stereotype threat
• Critical mass
• Self-efficacy
STEM Interventions, Sept. 22, 2011
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Lessons . . . and How to Act on Them
• A cadre of kindred spirits has been identified
• Disciplinary association meetings do not address the needs
• Communities such as “UI” cut against the grain of professional recognition
• The knowledge base is increasingly robust, but not reaching the “right” audiences—disciplinary, policy, and practice-oriented
• All segments of the pathway must be addressed as a system—a network of programs exists, yet piecemeal approaches persist (due to funding, time limits, accountability)
• Context matters—one size does not fit all
STEM Interventions, Sept. 22, 2011
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Interventions & Evaluation—An Agenda of Research, Policy, & Practice
Research to establish cause‑effect v. Outcome measures to determine program success
Explanation/understanding v. Accountability (to sponsor & participants)
Inform policy/practice v. Inform program/project design
Modify academic culture to support success of all students
STEM Interventions, Sept. 22, 2011
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Where Law & Research/Policy Differ—A Challenge to Scholars
• What is morally virtuous–proportional representation—is legally a non‑starter: all depends on context, mission, data, and more
• Compositional change v. Conduct of inclusion–clash of mission/mandate & rewards for certain behaviors (“visible” v. “enacted” diversity)
STEM Interventions, Sept. 22, 2011
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Origins: Operate on the Context, not just the Content
2004: To help guide program staff & university counsels in interpreting the Grutter and Gratz Supreme Court rulings . . .
2008: Sloan- and NSF-funded project (AAAS-AAU) to identify effective STEM programs & practices for students & faculty that are also legally sustainable
See http://www.aaas.org/publications/books_reports/standingourground/
STEM Interventions, Sept. 22, 2011
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AAAS-AAU Diversity And Law Project
• Handbook on Diversity and the Law: Navigating a Complex Landscape to Foster Greater Faculty and Student Diversity in Higher Education, available at:
http://php.aaas.org/programs/centers/capacity/publications/complexlandscape/PDFs/LawDiversityBook.pdf
• Handbook Summary and Highlights, available at: http://php.aaas.org/programs/centers/capacity/documents/LawDiversity_SUMMARY.pdf
• Workshops for Counsels and Academic Leaders: Boston (Sept. 2011) & Houston (Dec. 2011)
STEM Interventions, Sept. 22, 2011
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AAAS Capacity Center at a Glance
• Origin: Established as a science & engineering human resource development consulting service August 2004 with 3-year, $400K grant from Sloan Foundation to AAAS (www.aaascapacity.org)
• Mission: Through nationally-calibrated research & technical assistance in examining programs & outcomes, foster institutional capacity to . . .
recruit, enroll, & support STEM students diversify the faculty change programs, structures, & attitudes
• Clients/Sponsors: Institutions of higher education, corporations, federal agencies, & non-profits (e.g., Harvard-PRISE, HP-Teaching with Technology, LSU-LA STEM, NSF-BPC, NSF-DUE, NSF -STC, Washington-CAEE, NACME, WEPAN, Florida, Purdue, Virginia Tech)
. . . focus on research, education, and institutional climate
STEM Interventions, Sept. 22, 2011
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Thank you!
Daryl Chubin, Ph.D., Director
AAAS Capacity Center
www.aaascapacity.org
Building Capacity, Sept. 23, 2011