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1. NSF INCLUDES Conference: Advancing the Collective Impact of Retention and Continuation Strategies for Hispanics and Other Underrepresented Minorities in STEM Fields: Conference Proceedings

   Zatz, Marjorie S. ; Gates, Ann Q. ; Santiago, Deborah ( July 2017 , NSF INCLUDES Conference: Advancing the Collective Impact of Retention and Continuation Strategies for Hispanics and Other Underrepresented Minorities in STEM Fields:)

   The 2017 NSF INCLUDES “Conference to Advance the Collective Impact of Retention and Continuation Strategies for Hispanics and Other Underrepresented Minorities in STEM Fields” was held at the Kellogg Conference Center on the Gallaudet University campus in Washington, D.C., on March 6-8th, 2017. The conference brought together 74 researchers, higher education administrators, industry representatives, members of professional societies, and other community members from regions across the United States. Participants shared their experiences and expertise in broadening participation in STEM fields and in identifying strategies to improve outcomes for Hispanics, women, and other underrepresented groups in STEM fields. Panels focused on lessons learned about collective impact, the K-12 pipeline to college and the importance of community, Latino student success in two-year institutions, increasing Latino retention in undergraduate STEM programs, recruitment of highly competitive Latinos and other underrepresented minorities into graduate schools and strategies for successful completion of graduate studies, and industry partnerships to identify a diverse workforce. Panel and keynote presentations focused on evidence-based knowledge, leveraging findings from disciplinary and interdisciplinary fields and from differing types of institutions and educational levels to determine whether strategies identified can yield large-scale progress towards INCLUDES goals. In addition, small breakout sessions offered opportunities formore »attendees to share their ideas on (1) lessons learned from collective impact projects; (2) obstacles confronting students at various points and in different sectors of the education, career, and industry STEM pathways; and (3) best practices for overcoming barriers and ensuring that the strategies identified would be successful in different contexts.« less
2. From Akamai Intern to PDP Instructor: The Coupled Impact on Becoming a STEM Professional

   Chu, Devin S ; Barnes, Austin ; Sueoka, Stacey ; Irvine, Lelemia ( October 2022 , Leaders in effective and inclusive STEM: Twenty years of the Institute for Scientist & Engineer Educators)

   Seagroves, Scott ; Barnes, Austin ; Metevier, Anne. J. ; Porter, Jason ; Hunter, Lisa (Ed.)

   The Akamai Internship in Hawai‘i and the Professional Development Program (PDP) address key issues of sustaining a diverse, equitable, and inclusive STEM workforce in industry and academia. Established in 2002, the Akamai program builds capacity to overcome the brain-drain workforce problem that Hawaiʻi faces by connecting local undergraduate students with internship opportuni-ties in the STEM industries on the islands of Maui and Hawaiʻi. The PDP provides opportunities for graduate students, early-career scientists and industry leaders to learn effective andragogical practices for teaching science and engineering to the next generation at the undergraduate level. A unique, grounding aspect of the Akamai program across all cohorts is a week-long course preparing interns to work with their local industry partners and build an inclusive community. The course is co-led by Akamai program staff and PDP alumni in collaboration with PDP design teams who run complementary inquiry learning activities. Since the first cohort of 2003, 451 interns and around 100 design team members have participated in Akamai. Of the 451 interns who participated in the Akamai program, at least 8 participants have become PDP design team members. The purpose of this panel discussion is to feature four of those alumni that participated in bothmore »Akamai and PDP programs. The panelists will share the factors that influenced them to become a PDP instructor as well as highlight the impacts that both programs had in shaping their respective life and career pathways.« less
3. Enhancing Dissemination of Evidence-Based Models for STEM PhD Career Development; a Stakeholder Workshop Report

   https://doi.org/10.13028/79a5-ym66  

   Bixenmann, Ryan ; Natalizio, Barbara J. ; Hussain, Yasmeen ; Fuhrmann, Cynthia N. ( December 2020 , pd|hub Publications, University of Massachusetts Medical School)

   Sustainability of the scientific enterprise requires being able to recruit, retain, and prepare ongoing generations of PhD-trained scientists ready to adapt with the evolving needs of the scientific workforce and society. This necessitates a broadened, trainee-centered view in doctoral and postdoctoral training—including a prominent focus on career planning, science across sectors, and development of professional skills. Although there is energy and movement to enhance graduate and postdoctoral training, actions remain disparate, leading to inefficiencies in implementation and lack of systemic change. In 2019, an emerging national initiative, Professional Development Hub (pd|hub), hosted a workshop to bring organizations and individuals together across stakeholder groups to discuss enhancing the development, dissemination, and widespread implementation of evidence-based practices for STEM graduate and postdoctoral education, with specific emphasis on career and professional development for PhD scientists. The fifty workshop participants represented nine key stakeholder groups: career development practitioners, scientific societies, disseminators, education researchers and evaluators, employers of PhD scientists, funders, professional associations, trainees, and university leaders and faculty. In addition, participants spanned different races, ethnicities, genders, disciplines, sectors, geographic locations, career stages, and levels of institutional resources. This report presents cross-cutting themes identified at the workshop, examples of stakeholder-specific perspectives, and recommended next steps.more »As part of the collective effort to develop a foundation for sustainable solutions, several actions were defined, including: incentivizing change at institutions and programs, curating and disseminating resources for evidence-based career and professional development educational practices, expanding evidence for effective training and mentoring, establishing expectations for STEM career and professional development, and improving communication across all stakeholders in STEM PhD education. Furthermore, the report describes national-level actions already moving forward via pd|hub in the months following the workshop. Building on a decade of reports and gatherings advocating for a shift in graduate and postdoctoral education, this workshop represented a key step and catalyst for change toward a more impactful future.« less
4. Nascent Professional Identity Development in Freshman Architecture, Engineering, and Construction Women

   Ofori-Boadu, Andrea N. ; Ofori-Boadu, Victor ; Vanderpool, Jacob ; Deng, Dongyang ( June 2020 , ASEE annual conference exposition)

   Miller, Eva (Ed.)

   Nascent Professional Identity Development in Freshman Architecture, Engineering, and Construction (AEC) Women Increasing the persistence of talented women into male-dominated architecture, engineering, and construction (AEC) professions could reduce prevailing workforce shortages and improve gender diversity in AEC industry. Identity theorists advocate that professional identity development (PID) improves students’ persistence to become professionals. However, little empirical research exists to inform and guide AEC educators and professionals on AEC-PID in undergraduate AEC women. As the preliminary part of a larger nationwide and longitudinal research study investigating PID processes in undergraduate AEC women, the objective of this research is to examine the characteristics and nascent AEC-PID in 69 women enrolled in freshman AEC courses in five U.S. institutions. A purposive sampling approach ensures participants have a wide range of demographic characteristics. Data from a recruitment survey is analyzed using the NVivo qualitative data analysis software. Content and relational inductive open coding are conducted vertically for each participant and horizontally across different participants. Results indicate passion/interest, inherent abilities, significant others, benefits from industry, and desire to contribute to industry influence decisions to pursue AEC careers. With 52% of participants having science, technology, engineering, art, and math (STEAM) subject preferences, an in vivo code, Perfectmore »Middle Ground, demonstrated the quest to combine STEM and visual art preferences in AEC career decisions. A participant noted that ‘this major (civil engineering) is the perfect middle ground because I can be creative, but still use my strong gift which happens to be math’. Girls with STEAM strengths and passion, particularly in math and fine art, are most likely to develop nascent AEC-PID. Beyond STEM pre-college programs, AEC educators should consider recruiting from sports, as well as visual and performing arts events for pre-college students. Participants’ positive views focus on the importance and significant societal impact of the AEC industry; while, negative views focus on the lack of gender and racial diversity. A combination of participants’ AEC professional experiences and views reveal four increasing levels of nascent AEC-PID which are categorized as the 4Ps: Plain, Passive, Progressive, and Proactive. As a guide to AEC education and professional communities, recommendations are made to increase the AEC-PID of women in each category. With the highest nascent AEC-PID, women in the Proactive category should serve as leaders in AEC classrooms and student organizations. Considering their AEC professional experience and enthusiasm, they should serve as peer mentors to other students, particularly AEC women. Furthermore, they should be given the opportunity to step into more complex roles during internships and encouraged to pursue co-op opportunities. Insights can guide more targeted recruitment, mentoring, preparation, and retention interventions that strengthen the persistence of the next generation of AEC women professionals. In the long term, this could reduce AEC workforce shortages, improve gender diversity, and foster the innovation and development of more gender friendly AEC products and services.« less
5. Inclusive Innovation: Creating a Conference To Promote Diversity in Science, Technology, Engineering, and Math

   https://doi.org/10.21300/21.2.2020.123  

   Rahhal, Tojan B. ; Devlin, Steven L. ; Loboa, Elizabeth G. ( March 2020 , Technology & Innovation)

   The College of Engineering at the University of Missouri, Columbia (MU Engineering) develops engineering leaders who positively influence society and bring innovation to the global workforce. Recruiting top students from around the world to fuel an atmosphere of excellence and cutting-edge growth, MU Engineering prepares out-of-the-box thinkers, innovators, and entrepreneurs who stand ready to lead today and adapt to tomorrow. To engage all of our students with industry in an inclusive space, the MU Engineering Office of Diversity and Outreach Initiatives established the Diverse Engineering Professionals Conference in 2017 in partnership with a student committee. The committee included representatives from various organizations, including the National Society of Black Engineers, Society of Hispanic Professional Engineers, Engineering Student Council, Society of Women Engineers, and Out in STEM. Industrial sponsorships were secured with assistance from the MU Engineering Leadership, Engagement and Career Development Academy. The daylong conference recognizes diversity organizations and diverse students and their achievements while promoting our core college values of integrity, excellence, and collaboration. The conference includes professional development and diversity education workshops, research presentations, keynote speakers, and a closing ceremony. In its first year, the conference featured nine companies and attracted about 75 attendees. In year two, the conferencemore »nearly doubled its impact with 12 companies and 150 attendees, including students from all majors, years, and demographics. The conference was well received across both years and continues to grow as an annual effort in the college. Feedback from company representatives and students re-emphasized the need for an intimate company-student environment like that found at the Diverse Engineering Professionals Conference.« less