national science foundation and broadening participation
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National Science Foundation and Broadening Participation. “Engineering Workforce Development for the Road Ahead” James H. Wyche, Ph.D., Director Division of Human Resource (HRD) Directorate of Education & Human Resources (EHR) National Science Foundation March 2009. Director - PowerPoint PPT PresentationTRANSCRIPT
National Science Foundationand
Broadening Participation“Engineering Workforce Development
for the Road Ahead”
James H. Wyche, Ph.D., DirectorDivision of Human Resource (HRD)
Directorate of Education & Human Resources (EHR)National Science Foundation
March 2009
Inspector General
National Science Board
Staff Offices
Social, Behavioral & Economic Sciences
Social, Behavioral & Economic Sciences
Budget, Finance & Award
Management
Budget, Finance & Award
Management
Information Resource
Management
Information Resource
Management
Director Deputy Director
Engineering Geosciences Mathematical & Physical
Sciences
Education & Human Resources
Biological Sciences
Computer, Information
Science& Engineering
A Look at NSF
Education and Human Resources (EHR)
Assistant Director
Dr. Wanda Ward(Acting)
Research onLearning in Formal
Settings(DRL)
Graduate Education(DGE)
UndergraduateEducation
(DUE)
Deputy Assistant Director
Dr. Joan Ferrini-Mundy(Acting)
Human ResourceDevelopment
HRD
Division Director
Carol Van Hartesveldt(Acting)
Division Director
Dr. JoanFerrini-Mundy
Division Director
Dr. Linda L. Slakey
Division Director
Dr. James H. Wyche
Minorities andMinority-Serving
Institutions
Women and Girls People with Disabilities
Education Research and Demonstration
HBCU-UPLSAMP
GSE RDE
Enhancement of Institutional Education Capacity
HBCU-UP, LSAMP BD, TCUP
GSE RDE
Enhancement of Institutional Research Capacity
CREST,HBCU RISE
ADVANCE
Large-Scale Implementation ABPI-cubed
ADVANCE RDE
Dissemination GSE RDE
HRD Programs According to Theme and Population
Themes
Populations
Changing Environments
EPSCoRResearch Directorates
DGE
DUE
DRL
Increasing Participants(students, faculty)
Capacity Building
CREST HBCU-UP
TCUP
GSELSAMPRDE
ADVANCEAGEP
Evaluation and Assessment
Transition Points and HRD Program Gaps
Area HRD Program Level
STEM Teacher Prep
TCUP/STEEP Community College/Tribal
Colleges
Undergraduate to Ph.D.
LSAMP, AGEP, HBCU-UP
Undergrad/Doctorate
Ph.D. to Postdoc None Postdoc
Postdoc to Professor
None Beginning Faculty
Faculty Advancement
ADVANCE Faculty
Key HRD Workforce Development Programs
Louis Stokes Alliances for Minority Participation (LSAMP)
Historically Black Colleges and Universities Undergraduate Program (HBCU-UP)
Alliances for Graduate Education and the Professoriate (AGEP)
PROGRAM DIRECTOR/STAFF:
Dr. A. James Hicks ([email protected])(703) 292-4668 * (703) 292-9018 (fax)Martha James ([email protected])(703) 292-7772
Dr. Harry Bass ([email protected])
(703) 292-8447
LSAMP Program SpecialistMargie Johnson ([email protected])
CONTACT: Division of Human Resource Development Louis Stokes Alliances for Minority Participation (LSAMP) (703) 292-8632
MAP DESIGN:Sanya N. Clark ([email protected])
LSAMPLSAMPLSAMPLSAMPLouis Stokes Alliance for Minority Louis Stokes Alliance for Minority
ParticipationParticipationLouis Stokes Alliance for Minority Louis Stokes Alliance for Minority
ParticipationParticipationLSAMP Active
LSAMP Alumni
LSAMP New
Tribal
Colleges
Wash-Hampton Roads
Colorado
CSU System California
UT-El Paso System Texas
Houston Xavier UNCF
Florida-Georgia
North Carolina
Phil. Region Stony Brook
New York City
Missouri
Illinois
Detroit
Pacific
Puerto Rico
Indiana Ohio
All Nations
Western Alliance
New Mexico
Oklahoma
Mississippi
Georgia-UNCF
South Carolina
Mid East
Tennessee
Alabama
Louisiana
North East
UMD System
North Star
Urban Mass
Upstate New York
Michigan
Wisconsin
Islands of Opportunity
Virginia/NCKentucky-West Virginia
Peach State
Arkansas
MAP REVISIONS:April Boyd-Melvin ([email protected])
9
Historically Black Colleges and Universities-Undergraduate Program
(HBCU-UP)
New Program Guidelines
Broadens participation in the Nation’s STEM workforce by
enhancing the quality of undergraduate STEM education at
HBCUs.
Impact of HBCU-UP
HBCU-UP has supported the development of STEM education and research at 80 HBCUs (78%) since 2001, including funding for programs at 82% of the Nation’s 4 year HBCUs and 46% of the Nation’s 2 year HBCUs.
More than 16,000 STEM students have graduated from HBCU-UP supported institutions since 1998.
U.S. Students Studying AbroadIncreasingly, experiences abroad are coming to be seen as a critical
component of education for U.S. students in the globalizing economy. During the 2005-06 academic year, 223,534 U.S. students studied abroad in foreign institutions of higher education, representing an increase of 32,213 students (16.8%) over the number who had gone abroad in the 2003-04 academic year.
U.S. students were most likely to study in European nations: the United Kingdom (32,109), Italy (26,078), Spain (21,881) and France (15,602). China ranked 7th as the destination for 8,830 students, almost twice as many as the 4,737 who studied in China in 2003-04.
Female students showed a greater propensity to study abroad, accounting for 65.5% of U.S. students studying abroad in 2005-06. In 2005-06, white students accounted for 83.0% of U.S. students studying abroad with African American students constituting 3.5%, Hispanics 5.4%, Asian Americans 6.3% and American Indians 0.6%.
Source: Nicole M. Di Fabio, Carolyn Brandi, Lisa M. Frehill. November 2008. Forthcoming in the 23rd Edition of Professional Women and
Minorities: A Total Human Resources Data Compendium
Female students showed a greater propensity to study abroad, accounting for 65.5% of U.S. students studying abroad in 2005-06. In 2005-06, white students accounted for 83.0% of U.S. students studying abroad with African American students constituting 3.5%, Hispanics 5.4%, Asian Americans 6.3% and American Indians 0.6%.
White83%
Asian/Pacif ic
Islander6%
Native American
1%
Hispanic American
5%
African American
4%
Multiracial1%
Source: CPST, data derived from Institute of International Education, Open Doors Report 2007.
Race/Ethnicity of U.S. Students Studying Abroad, 2005-2006
AGEP and SBE Alliances for Graduate Education and the Professoriate
Participating Institutions
Community Outreach/Dissemination
Individuals
Institutions
Geography
Potential SocietalBenefit
Individuals
Institutions
Geography
BuildingInfrastructure
Individuals
Institutions
Geography
IntegratingResearch & Training
Individuals
Institutions
Geography
BroadeningParticipation
IndividualsInstitutionsGeography
Leveraging
Leveraging Broader Impacts
Underrepresented Minority PhDs Produced Across All STEM Disciplines (2002–2006)
Underrepresented Minority PhDs Produced Across All STEM Disciplines (2002–2006)
Source: NSF Survey of Earned Doctorates/Doctorate Records File and AGEP.us2
49% AGEP from 45
institutions
51 % Non-AGEP
from 45 institutions
53% AGEP from 91
institutions
47% Non-AGEP from 156
institutions
55% AGEP from 91
institutions
45% Non-AGEP from 153
institutions
51% AGEP from 48
institutions
49% Non-AGEP from 54
institutions
54% AGEP
from 102institutions
46% Non-AGEP from 181
institutions
Underrepresented Minority PhDs Produced inEngineering (2002–2006)
Underrepresented Minority PhDs Produced inEngineering (2002–2006)
Source: NSF Survey of Earned Doctorates/Doctorate Records File and AGEP.us7
56% AGEP from 19
institutions
44% Non-AGEP
from 15institutions
62% AGEP from 66
institutions
38% Non-AGEP
from 79 institutions
56% AGEP from 71
institutions
44% Non-AGEP from 80
institutions
60% AGEP from 18
institutions
40% Non-AGEP from 11
institutions
58% AGEP
from 80institutions
42% Non-AGEP
from 97institutions
U.S. population 18–24 years old, by race/ethnicity: July 1990–99 and projections to 2050
Bachelor’s degrees awarded to racial/ethnic groups in S&E fields: 2004
Bachelor’s degrees awarded in S&E andnon-S&E fields, by sex: 1966–2004
Field distribution of S&E graduate students,by race/ethnicity: 2005
Female share of S&E graduate students, by field: 1995 and 2005
Female share of S&E postdoctoral fellows, by field: 1995 and 2005
Doctoral science and engineering faculty, by race/ethnicity and country of birth: 2003
International Research Activities
Africa
Caribbean/Latin America
South America
Successful Products of Future
Workforce Development
Arlie O. Petters Professor of Mathematics, Physics, and Business Administration
Duke University: Arts & Sciences and Fuqua School of Business
Education: Ph.D. MIT, 1991 (Mathematics)
Ph.D. thesis advisors: Bertram Kostant (MIT) and David Spergel (Princeton University)
Ph.D. thesis title: Singularities in Gravitational Microlensing
PRINCETON UNIVERSITY,1988-1991 (Exchange Scholar; in absentia from MIT)
MIT, 1986-1988 (Department of Mathematics); B.A./M.A. HUNTER COLLEGE - C.U.N.Y.,1986
(Mathematics and Physics) M.A. thesis title: The Mathematical Theory of General
Relativity
Erich D. Jarvis, Ph. D.
Principal InvestigatorDr. Jarvis has a Ph.D. from Rockefeller University of New York in
Molecular Neurobiology & Animal Behavior.
EDUCATION 1979-1983 Scholarships to Geoffrey Ballet and Alvin Ailey Dance Schools, NY 1979-1983 Dance Major, High School of the Performing Arts, NY
1983-1988 B.A., Double: Biology & Mathematics. Minor: Chemistry. Hunter College, NY
1988-1995 Ph.D., Molecular Neurobiology & Animal Behavior, The Rockefeller University, NY 1995-1998 Postdoc. Molecular Neurobiology & Animal Behavior, The Rockefeller University, NY
Terrance D. Carroll represents clients in regulatory, civil and employment litigation matters. He also represents clients before various federal administrative and regulatory agencies. Aside from practicing law, Terrance is the Colorado State Representative for House District 7. He is the Assistant Majority Leader for the Colorado House of Representatives and serves as chairman of the House Judiciary Committee.
STRATEGIC PLANNING &FUTURE DIRECTIONS
Full scale longitudinal evaluation of all HRD programs
Broadening participation & workforce issues are goals and endpoints for all HRD program objectives
Examine the role of community colleges in STEM student production for HRD programs
Create initiatives that close the gap on transition points in the development of STEM students through the professional pathway
Create and sustain collaborations within the NSF, with other federal agencies, and private organizations that enhance STEM workforce development
Create an globally competitive workforce