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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

Inspector General

A Look at NSF

National Science Board Director Deputy Director Staff Offices Biological Sciences Computer, Information Science & Engineering Engineering Social, Behavioral & Economic Sciences Education & Human Resources Geosciences Budget, Finance & Award Management Mathematical & Physical Sciences Information Resource Management

Education and Human Resources (EHR)

HRD Programs According to Theme and Population

Populations Themes

Education Research and Demonstration Enhancement of Institutional Education Capacity Minorities and Minority-Serving Institutions HBCU-UP LSAMP HBCU-UP, LSAMP BD, TCUP Women and Girls GSE GSE ADVANCE Enhancement of Institutional Research Capacity Large-Scale Implementation Dissemination CREST, HBCU RISE ABP I-cubed ADVANCE GSE People with Disabilities RDE RDE RDE RDE

Changing Environments Increasing Participants (students, faculty) Capacity Building CREST HBCU-UP TCUP GSE LSAMP RDE Research Directorates

EPSCoR

DGE DUE ADVANCE AGEP DRL

Evaluation and Assessment

Transition Points and HRD Program Gaps

Area HRD Program Level STEM Teacher Prep Undergraduate to Ph.D.

Ph.D. to Postdoc Postdoc to Professor Faculty Advancement TCUP/STEEP LSAMP, AGEP, HBCU-UP None None Community College/Tribal Colleges Undergrad/Doctorate Postdoc Beginning Faculty 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)

Louis Stokes Alliance for Minority Participation

Pacific Islands of Opportunity CSU System

PROGRAM DIRECTOR/STAFF:

California

LSAMP

North Star

LSAMP Active LSAMP Alumni LSAMP New Tribal Colleges

All Nations Colorado Wisconsin Upstate Detroit New York Urban Mass New York City North East Illinois Missouri Michigan Phil. Region Stony Brook Indiana Ohio Mid East UMD System Wash-Hampton Kentucky-West Roads Virginia Virginia/NC Tennessee North Carolina Western Alliance Oklahoma New Mexico UT-El Paso System Texas Arkansas Louisiana Alabama South Carolina Mississippi Georgia-UNCF Peach State Florida-Georgia Houston Xavier UNCF

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]

) CONTACT: Division of Human Resource Development Louis Stokes Alliances for Minority Participation (LSAMP) (703) 292-8632

Puerto Rico

(703) 292-8447 LSAMP Program Specialist Margie Johnson ([email protected]) MAP DESIGN: Sanya N. Clark ([email protected]) MAP REVISIONS: April Boyd-Melvin ([email protected])

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.

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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 Abroad

Increasingly, 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%.

AGEP and SBE Alliances for Graduate Education and the Professoriate Participating Institutions

Leveraging Broader Impacts

Underrepresented Minority PhDs Produced Across All STEM Disciplines (2002 –2006)

54% AGEP from 102 institutions 46% Non-AGEP from 181 institutions 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

Source: NSF Survey of Earned Doctorates/Doctorate Records File and AGEP.us

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51% AGEP from 48 institutions 49% Non-AGEP from 54 institutions

Underrepresented Minority PhDs Produced in Engineering (2002 –2006)

58% AGEP from 80 institutions 42% Non-AGEP from 97 institutions 56% AGEP from 19 institutions 44% Non-AGEP from 15 institutions 62% AGEP from 66 institutions 38% Non-AGEP from 79 institutions 56% AGEP from 71 institutions 44% Non-AGEP from 80 institutions

Source: NSF Survey of Earned Doctorates/Doctorate Records File and AGEP.us

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60% AGEP from 18 institutions 40% Non-AGEP from 11 institutions

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 and non-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 Investigator

Dr. 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

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