achieving excellence in stem project lead the way underrepresented student recruitment march 6, 7,...

ACHIEVING EXCELLENCE IN STEMACHIEVING EXCELLENCE IN STEM

Project Lead The Way

UNDERREPRESENTED STUDENT RECRUITMENT

March 6, 7, & 8, 2007

Tom Price

UNDERREPRESENTED STUDENT UNDERREPRESENTED STUDENT RECRUITMENTRECRUITMENT

My backgroundMy backgroundEngineer/LawyerEngineer/Lawyer

• 10 years in energy industry10 years in energy industry

• 25 years in Washington DC25 years in Washington DC– In governmentIn government– Lobbying on the hillLobbying on the hill– Leading engineering societies with emphasis on Leading engineering societies with emphasis on

Diversity in engineeringDiversity in engineering

• Last several years studying STEM education for Last several years studying STEM education for underrepresented minoritiesunderrepresented minorities

• Currently supporting UNCF’s efforts in STEM Currently supporting UNCF’s efforts in STEM EducationEducation


Vision:Vision:

A U.S. STEM workforce that looks like A U.S. STEM workforce that looks like AmericaAmerica

70%

13%1%

12%

4%

WHITE AA/BLACK HISPANIC ASIAN/PI AI/AN

Source: U.S. Census Bureau, Population Division, Jan. 2003

U.S. POPULATION

U.S. population 18–24 years old, by race/ethnicity: July 1990–99 and projections to 2050

Labor Force Growth, Labor Force Growth, 2002-20122002-2012

33

19

8

51

0

10

20

30

40

50

60

Latino African American White Asian/other

Source: Monthly Labor Review, February 2004

(Percent)

81%

6%12%

WHITE UNDERREP MINORITIES ASIANSOURCE: U.S. Census Bureau, Population Division, January 21, 2003.

U.S. ENGINEERING WORKFORCE


Market Analysis of STEM Issues:Market Analysis of STEM Issues:1.1. US Economy Runs on STEMUS Economy Runs on STEM2.2. Corporations Need Diverse WorkforceCorporations Need Diverse Workforce3.3. US Ed System Not Producing Sufficient US Ed System Not Producing Sufficient

Women and URMs in STEMWomen and URMs in STEM4.4. Problems at all levels K-20Problems at all levels K-205.5. Interventions to date to correct this Interventions to date to correct this

situation have fallen shortsituation have fallen short6.6. Corporations are going abroad for STEM Corporations are going abroad for STEM

employeesemployees


General statement of the problemGeneral statement of the problem

• Large demand in STEM qualified employeesLarge demand in STEM qualified employees

• Large supply of underutilized young women Large supply of underutilized young women and URM students in STEMand URM students in STEM

Why are these students not making Why are these students not making it through the STEM pipeline? it through the STEM pipeline?


There are joint problems for both women There are joint problems for both women and URMs in STEM Educationand URMs in STEM Education

There are some unique problems for both There are some unique problems for both women and URMs in STEM Educationwomen and URMs in STEM Education


• For URM students For URM students – Significantly less minorities graduate Significantly less minorities graduate

from HS than majorities from HS than majorities – Significantly less of those that do Significantly less of those that do

graduate are prepared for a STEM graduate are prepared for a STEM educationeducation• 2.5% are prepared to enter an engineering 2.5% are prepared to enter an engineering

college education programcollege education program

Majority High School Majority High School Grads Grads Per YearPer Year

1,909,186

210,01089,895

0

500,000

1,000,000

1,500,000

2,000,000

2,500,000

High school grads Engineering Eligible Admitted

11% 43%

Rounded figures, derived from American Council of Education, and NACME analysis of Engineering Workforce Commission data. High school grad/engineering admits, 2001. Excludes Puerto Rico

Minority High School Minority High School Grads Grads Per YearPer Year

659,000

26,000 17,0000

100,000

200,000

300,000

400,000

500,000

600,000

700,000

High school grads Engineering Eligible Admitted

4% 65%

Rounded figures, derived from American Council of Education, and NACME analysis of Engineering Workforce Commission data. High school grad/engineering admits, 2001. Excludes Puerto Rico


• URM students progress in four year URM students progress in four year schoolsschools

Number of 1Number of 1STST Year Underrepresented Year Underrepresented Minority Engineering Students Minority Engineering Students

90,000

0

10,000

20,000

30,000

40,000

50,000

60,000

70,000

80,000

90,000

100,000

17000

Student Graduate Rates in EngineeringStudent Graduate Rates in EngineeringMajority/Minority Majority/Minority

64

0

10

20

30

40

50

60

70

d

42

U. S. BS Engineering Graduation U. S. BS Engineering Graduation

78,000

0

10,000

20,000

30,000

40,000

50,000

60,000

70,000

80,000

90,000

Total Grads URM Grads

11,700


• girls are taking high school science and math courses at approximately the same rate as boys

• Girls and the people who influence them—teachers, school counselors, parents, peers, and the media—do not understand what a career in engineering looks like and therefore don’t consider it as a career option.


• High school girls believe engineering is for people who love both math and science.

• Engineering is perceived to be a man’s profession and there is little to no encouragement for girls to consider engineering.

• Professional interests for high school girls hinge upon relevance.

• Current engineering messages portray engineering as challenging and stress the importance of superior math and science abilities.


• Women entering and graduating Women entering and graduating rates for a BS degree in Engineering rates for a BS degree in Engineering are less than 20%.are less than 20%.

• Better for other sciences but not at Better for other sciences but not at parity in most fields.parity in most fields.


Issues to Address:Issues to Address:1.1. Poor elementary and secondary Poor elementary and secondary

preparationpreparation

2.2. Lack of resources in secondary educationLack of resources in secondary education

3.3. Limited encouragement and role modelsLimited encouragement and role models

4.4. Social pressureSocial pressure

5.5. Limited financial resourcesLimited financial resources

6.6. Negative environment on campusNegative environment on campus


• Programs to Programs to encourage/enhance/recruit URM and encourage/enhance/recruit URM and Women STEM studentsWomen STEM students

– Middle school and High schoolMiddle school and High school• Nationwide In-School ReformNationwide In-School Reform

– PLTWPLTW– HSTWHSTW– NSFNSF– First Things FirstFirst Things First– KippKipp



– Middle school and High school Middle school and High school • Nationwide After-School and SummerNationwide After-School and Summer

– MESAMESA– ACE MentoringACE Mentoring– JETSJETS– First RoboticsFirst Robotics– University Bridge programsUniversity Bridge programs


• Programs to Programs to encourage/enhance/recruit URM encourage/enhance/recruit URM and Women STEM studentsand Women STEM students

– Middle school and High school Middle school and High school • State and LocalState and Local

– CPEP (CT)CPEP (CT)– Boston Museum of Science (MA)Boston Museum of Science (MA)– Stevens Institute (NJ)Stevens Institute (NJ)– STEM Education Institute (MA)STEM Education Institute (MA)


• Programs to Programs to encourage/enhance/recruit URM STEM encourage/enhance/recruit URM STEM studentsstudents

– Two-year and Four-year College ProgramsTwo-year and Four-year College Programs• NACMENACME• UNCFUNCF• MEPsMEPs• NSBENSBE• SHPESHPE• AISESAISES



– Recruitment to graduate school and Recruitment to graduate school and STEM careersSTEM careers

• NACME Corporate partner workshopNACME Corporate partner workshop

• Graduate Schools enhanced recruitment Graduate Schools enhanced recruitment activitiesactivities

• InternshipsInternships

• GEM GEM

• Corporate/Gov’t Agency FellowshipCorporate/Gov’t Agency Fellowship


• DonorsDonors– Lots of Donors in the pictureLots of Donors in the picture– Question is amount of new moniesQuestion is amount of new monies

• Political InitiativePolitical Initiative– Legislative opportunitiesLegislative opportunities– Federal Agency supportFederal Agency support

• State Government supportState Government support


Today’s Initiatives:Today’s Initiatives:

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Coordinated Initiatives:Coordinated Initiatives:

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Qualified Math/Science Teachers

STEM Student Reorganization

College Scholarships

STEM Guidance Support

Parent Support

After School/Summer programs

Math/Science Awareness Campaign

Community Support

Financial SupportTeacher Recognition

Corporate Support

University Support

H/S Teacher Certification

Mentors/Role Models

Internships/

fellowships

Today’s Total Support System Today’s Total Support System For SuccessFor Success

Alumni Support

Community College Intervention

Curriculum Enhancement

Qualified Math/Science Teachers

STEM Student Reorganization

College Scholarships

STEM Guidance Support

Parent Support

After School/Summer programs

Math/Science Awareness Campaign

Community Support

Financial SupportTeacher Recognition

Corporate Support

University Support

H/S Teacher Certification

Mentors/Role Models

Internships/

fellowships

Tomorrow’s Total Support Tomorrow’s Total Support System For SuccessSystem For Success

Alumni Support

Community College Intervention

Curriculum Enhancement


I: Greater CooperationI: Greater Cooperation– Partnerships/Sharing ResourcesPartnerships/Sharing Resources

• Examples: Examples: – Boston Museum of Science and NJ StevensBoston Museum of Science and NJ Stevens– STEM coalitionSTEM coalition

• Suggestions:Suggestions:– Nationwide programs supporting state programsNationwide programs supporting state programs– UNCF working more closely with NACMEUNCF working more closely with NACME– NAF and HSTW sharing data/experiencesNAF and HSTW sharing data/experiences– Graduate schools cooperating to operate for Graduate schools cooperating to operate for

effectivelyeffectively


II: Greater Financial Resources– Quality Math and Science Teachers– Improved classroom equipment– Scholarships for after-school and

summer programs– Significantly greater scholarships for

STEM undergraduate and graduate women and URM students


III: Changing Perception of STEM Careers– a fundamental shift in the way STEM

careers are portrayed. – Don’t focus on process and challenges– focus on benefits and rewards as they

relate to career motivators– Define STEM in terms of life goals


• ConclusionsConclusions– Problem:Problem:

• There is heavy supply of women and URM students There is heavy supply of women and URM students

• There is heavy demand for women and URM STEM There is heavy demand for women and URM STEM studentsstudents

• The education pipeline is not producing sufficient The education pipeline is not producing sufficient quantities of women and URM STEM graduatesquantities of women and URM STEM graduates

• Existing supplement/support programs are not sufficientExisting supplement/support programs are not sufficient

– Solutions:Solutions:• Modifying the current supplemental support program:Modifying the current supplemental support program:

– cooperation/Partnershipscooperation/Partnerships– Information sharingInformation sharing

• Additional funds are needed to improve production:Additional funds are needed to improve production:– Teachers, equipment, scholarships, etc. Teachers, equipment, scholarships, etc.

• Unified improved PR campaignUnified improved PR campaign

achieving excellence in stem project lead the way underrepresented student recruitment march 6, 7,...

Documents

stem education slide

stem workforce

stem employees

population slide

engineering workforce

stem project

stem pipeline

america slide