Metaphors - twdprograms.org
Metaphors [email protected]
Focus on URM persistence in science
Fraction who are Underrepresented Minorities (%)
Undergraduate years are critical 30
25
20
15
10
5
0
US population undergrads science science baccalaureates PhDs NSF WEBCASPAR (2000‐05)
Underperformance by top U.S. research universities 203
60 AAU
Total enrollment: URMs:
3.3 million 592,000 (18%)
1.1 million 152,000 (14%)
Science baccs/yr: URMs:
73,000 9,000 (12%)
31,000 2,900 (9.5%)
4,170 (5.7%) 280 (3.1%)
2,563 (8.3%) 145 (4.9%)
YIELD Baccs to PhD/yr: URMs:
Enrollment 2009 Baccalaureates 1995‐2004 PhDs 2001‐2010
Metaphors are powerful and often useful but can be constraining
“Pipeline”
http://www.sadeem.ae/Pipeline_at_Kuparuk.jpg
STEM Pipeline is Leaking Badly*
David Marcy, Cal Lutheran
Input
STEM pipeline 1 2 3 4
Output
Who is entering and how are they getting here?
Input 1 2 3 4
Output
“There was a time when most people who attended college were single white men, had high school diplomas, started college at age 18, graduated in four years, had all the academic preparation needed to succeed, and had few family responsibilities.” President’s Council of Advisors on Science and Technology Engage to Excel, 2012
“In the 21st century, this is not true. Today, students come from diverse backgrounds, have widely divergent levels of preparation, may be returning to college after years in the workforce or serving in the U.S. military, and often are employed while in college to support themselves and families.” President’s Council of Advisors on Science and Technology Engage to Excel, 2012
Transfer and first‐generation students are an Important Resource (1) In 2010, earned credit at a community college: • 49% of all STEM baccalaureates • 36% of all STEM master’s degrees • 19% of all STEM PhDs NSF, 2014 (2) 22% of all undergraduates and 16% of undergrads at 4‐year institutions are first‐generation students Chen and Carroll, 2005; Saenz et al., 2007 (3) Ethnic minorities and persons from low income families are over‐represented and under‐achieving
Work
High School
Community College
First Generation 1 2 3 4
watershed noun wa∙ter∙shed \ˈwȯ‐tər‐ˌshed, ˈwä‐\ : a time when an important change happens : the area of land that includes a particular river or lake and all the rivers, streams, etc., that flow into it Merriam‐Webster Dictionary
Input
Who is leaving and where are they going?
1 2 3 4
Output
Most students leave STEM
45 40 35 30 25 20 15
> 60% of all students and > 80% of URMs leave STEM
10 5 0
white
Asian American
Latino
Black
Native American
5‐year completion of 2004 STEM aspirants Data from Higher Education Research Institute, UCLA
URMs switch out of science at disproportionately high rates 50 45 40 35 30
Whites + Asians
25
URMs 20 15 10 5 0
Complete Persist Switch Drop out G. Huang et al., 2000, Entry and persistence of women and minorities in college science and engineering education, US. Dept. Education, National Center for Education Statistics
High School Community College First Generation
Input 1
Switch out
2
One taste
3 4
Output
Carpe diem: If the first science course is also the last one for many, seize the opportunity! • • • • • • • •
Teachers Writers and journalists Historians Politicians Businesspersons Scientists Parents Voters
What is happening in the middle?
Input 1 2 3 4
Output
Input
Students are not a commodity
1 2
Faculty have a responsibility
3 4
Output
Change the introductory experience • Active learning in the classroom (S. Freeman et al., 2014. PNAS 111: 8410‐8415)
• Course‐based Research Experiences (CREs) – Freshman Research Initiative (FRI) at U Texas, Austin (https://cns.utexas.edu/fri) – HHMI SEA‐PHAGES (http://seaphages.org/)
Examine the evidence e.g., What are our expectations? Science graduate students who published a peer‐ reviewed research article: – Whites and Asians – International students – African Americans
48% 40% 17%
M.T. Nettles and C.M. Millett, 2006. Three Magic Letters, The Johns Hopkins University Press
Learn to work across differences What’s important?
URM students and faculty
90 80 70 60
35
50 Mentors
40
Mentees
30
30 25 20
20
15
10
10
0
5
Race Gender Talk about difference Byars‐Winston, Benbow, Leverett, Pfund, Branchaw, Owen, 2013.
0
Students Faculty
Developing skills to work across difference (1) Implicit bias (2) Privilege (3) Listening to understand
Metaphors • are powerful AND limiting • the “Pipeline” metaphor does not capture the rich complexity and dynamics • students are not a commodity; they have agency • faculty are not an inert “pipe;” we have responsibility
“Higher education needs to acknowledge these differences among students and work to accommodate them by creating more entry points and pathways to STEM degrees. At the beginning of the 21st Century, the concept of a ‘pipeline’ to STEM competency and accomplishment needs to be replaced by a system of multiple pathways to these goals.” President’s Council of Advisors on Science and Technology Engage to Excel, 2012
Inputs and Outputs New HHMI competition for colleges and universities
Inputs 80% 70% 60% 50% 40% 30% 20% 10% 0%
Transfer
First‐generation 60% 50% 40% 30% 20% 10% 0%
First‐ generation
2‐year schools
Parents with baccalaureate
4‐year schools
Skomsvold et al., 2011. http://nces.ed.gov/pubsearch/pubsinfo.asp?pubid=2011152
Chen and Carroll, 2005. NCES. http://nces.ed.gov/pubs2005/2005171.pdf
Outputs Transfer
First‐generation
70%
80%
60%
70%
50%
60%
40%
50% 2‐year schools 4‐year schools
30%
First‐generation Parents with baccalaureate
40% 30%
20%
20%
10%
10%
0%
0% attained baccalaureate
dropped out
Skomsvold et al., 2011. http://nces.ed.gov/pubsearch/pubsinfo.asp?pubid=2011152
attained baccalaureate
dropped out
Chen and Carroll, 2005. NCES. http://nces.ed.gov/pubs2005/2005171.pdf
Inclusive Excellence: Engaging all students in science (1) Focus: Successful development of all students in science, especially those who arrive via “non‐traditional” pathways. (2) Challenge: Lasting institutional capacity for inclusion. (3) Grants: 5‐years, $1M direct costs, not renewable.
(2) Lasting institutional capacity for inclusion
S + E ↔ │S●E*│ → P + E Catalyst
Transition state
www.hhmi.org/InclusiveExcellence2017
Gilliam Graduate Fellowships • To ensure a diverse and highly trained workforce to assume leadership roles in science, including college and university faculty • Support PhD students in years 3‐5 of graduate school
Who can apply • Eligibility: – From groups underrepresented in the sciences – Demonstrated commitment to the advancement of diversity in the sciences
• Nomination: – By NIGMS T32 (non‐MSTP) predoctoral training grant PIs
4 selection criteria (1) Student statement of commitment to diversity (2) Thesis project (3) Mentoring plan by thesis adviser (4) Training environment
Focus on URM persistence in science
Fraction who are Underrepresented Minorities (%)
Undergraduate years are critical 30
25
20
15
10
5
0
US population undergrads science science baccalaureates PhDs NSF WEBCASPAR (2000‐05)
Underperformance by top U.S. research universities 203
60 AAU
Total enrollment: URMs:
3.3 million 592,000 (18%)
1.1 million 152,000 (14%)
Science baccs/yr: URMs:
73,000 9,000 (12%)
31,000 2,900 (9.5%)
4,170 (5.7%) 280 (3.1%)
2,563 (8.3%) 145 (4.9%)
YIELD Baccs to PhD/yr: URMs:
Enrollment 2009 Baccalaureates 1995‐2004 PhDs 2001‐2010
Metaphors are powerful and often useful but can be constraining
“Pipeline”
http://www.sadeem.ae/Pipeline_at_Kuparuk.jpg
STEM Pipeline is Leaking Badly*
David Marcy, Cal Lutheran
Input
STEM pipeline 1 2 3 4
Output
Who is entering and how are they getting here?
Input 1 2 3 4
Output
“There was a time when most people who attended college were single white men, had high school diplomas, started college at age 18, graduated in four years, had all the academic preparation needed to succeed, and had few family responsibilities.” President’s Council of Advisors on Science and Technology Engage to Excel, 2012
“In the 21st century, this is not true. Today, students come from diverse backgrounds, have widely divergent levels of preparation, may be returning to college after years in the workforce or serving in the U.S. military, and often are employed while in college to support themselves and families.” President’s Council of Advisors on Science and Technology Engage to Excel, 2012
Transfer and first‐generation students are an Important Resource (1) In 2010, earned credit at a community college: • 49% of all STEM baccalaureates • 36% of all STEM master’s degrees • 19% of all STEM PhDs NSF, 2014 (2) 22% of all undergraduates and 16% of undergrads at 4‐year institutions are first‐generation students Chen and Carroll, 2005; Saenz et al., 2007 (3) Ethnic minorities and persons from low income families are over‐represented and under‐achieving
Work
High School
Community College
First Generation 1 2 3 4
watershed noun wa∙ter∙shed \ˈwȯ‐tər‐ˌshed, ˈwä‐\ : a time when an important change happens : the area of land that includes a particular river or lake and all the rivers, streams, etc., that flow into it Merriam‐Webster Dictionary
Input
Who is leaving and where are they going?
1 2 3 4
Output
Most students leave STEM
45 40 35 30 25 20 15
> 60% of all students and > 80% of URMs leave STEM
10 5 0
white
Asian American
Latino
Black
Native American
5‐year completion of 2004 STEM aspirants Data from Higher Education Research Institute, UCLA
URMs switch out of science at disproportionately high rates 50 45 40 35 30
Whites + Asians
25
URMs 20 15 10 5 0
Complete Persist Switch Drop out G. Huang et al., 2000, Entry and persistence of women and minorities in college science and engineering education, US. Dept. Education, National Center for Education Statistics
High School Community College First Generation
Input 1
Switch out
2
One taste
3 4
Output
Carpe diem: If the first science course is also the last one for many, seize the opportunity! • • • • • • • •
Teachers Writers and journalists Historians Politicians Businesspersons Scientists Parents Voters
What is happening in the middle?
Input 1 2 3 4
Output
Input
Students are not a commodity
1 2
Faculty have a responsibility
3 4
Output
Change the introductory experience • Active learning in the classroom (S. Freeman et al., 2014. PNAS 111: 8410‐8415)
• Course‐based Research Experiences (CREs) – Freshman Research Initiative (FRI) at U Texas, Austin (https://cns.utexas.edu/fri) – HHMI SEA‐PHAGES (http://seaphages.org/)
Examine the evidence e.g., What are our expectations? Science graduate students who published a peer‐ reviewed research article: – Whites and Asians – International students – African Americans
48% 40% 17%
M.T. Nettles and C.M. Millett, 2006. Three Magic Letters, The Johns Hopkins University Press
Learn to work across differences What’s important?
URM students and faculty
90 80 70 60
35
50 Mentors
40
Mentees
30
30 25 20
20
15
10
10
0
5
Race Gender Talk about difference Byars‐Winston, Benbow, Leverett, Pfund, Branchaw, Owen, 2013.
0
Students Faculty
Developing skills to work across difference (1) Implicit bias (2) Privilege (3) Listening to understand
Metaphors • are powerful AND limiting • the “Pipeline” metaphor does not capture the rich complexity and dynamics • students are not a commodity; they have agency • faculty are not an inert “pipe;” we have responsibility
“Higher education needs to acknowledge these differences among students and work to accommodate them by creating more entry points and pathways to STEM degrees. At the beginning of the 21st Century, the concept of a ‘pipeline’ to STEM competency and accomplishment needs to be replaced by a system of multiple pathways to these goals.” President’s Council of Advisors on Science and Technology Engage to Excel, 2012
Inputs and Outputs New HHMI competition for colleges and universities
Inputs 80% 70% 60% 50% 40% 30% 20% 10% 0%
Transfer
First‐generation 60% 50% 40% 30% 20% 10% 0%
First‐ generation
2‐year schools
Parents with baccalaureate
4‐year schools
Skomsvold et al., 2011. http://nces.ed.gov/pubsearch/pubsinfo.asp?pubid=2011152
Chen and Carroll, 2005. NCES. http://nces.ed.gov/pubs2005/2005171.pdf
Outputs Transfer
First‐generation
70%
80%
60%
70%
50%
60%
40%
50% 2‐year schools 4‐year schools
30%
First‐generation Parents with baccalaureate
40% 30%
20%
20%
10%
10%
0%
0% attained baccalaureate
dropped out
Skomsvold et al., 2011. http://nces.ed.gov/pubsearch/pubsinfo.asp?pubid=2011152
attained baccalaureate
dropped out
Chen and Carroll, 2005. NCES. http://nces.ed.gov/pubs2005/2005171.pdf
Inclusive Excellence: Engaging all students in science (1) Focus: Successful development of all students in science, especially those who arrive via “non‐traditional” pathways. (2) Challenge: Lasting institutional capacity for inclusion. (3) Grants: 5‐years, $1M direct costs, not renewable.
(2) Lasting institutional capacity for inclusion
S + E ↔ │S●E*│ → P + E Catalyst
Transition state
www.hhmi.org/InclusiveExcellence2017
Gilliam Graduate Fellowships • To ensure a diverse and highly trained workforce to assume leadership roles in science, including college and university faculty • Support PhD students in years 3‐5 of graduate school
Who can apply • Eligibility: – From groups underrepresented in the sciences – Demonstrated commitment to the advancement of diversity in the sciences
• Nomination: – By NIGMS T32 (non‐MSTP) predoctoral training grant PIs
4 selection criteria (1) Student statement of commitment to diversity (2) Thesis project (3) Mentoring plan by thesis adviser (4) Training environment
