LaMont F Toliver Presentation

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Information about LaMont F Toliver Presentation

Published on January 14, 2008

Author: Bina


Fostering African American Success in STEM Disciplines “Begin with the End in Mind”:  Fostering African American Success in STEM Disciplines “Begin with the End in Mind” LaMont F. Toliver University of Maryland, Baltimore County (UMBC) EPSCoR Meeting March 15, 2005 Rock Hill, South Carolina Slide2:  STEM PhD Production in the United States (2000) There are now slightly over 4 million racial & ethnic minority students in higher education (27%) 85 percent of all African American undergraduates and the majority of other minority students are enrolled at predominantly white colleges and universities In 2000, only 14 African Americans earned doctorates in mathematics, 18 in computer science, 62 in all the physical sciences, 81 in all engineering fields, and 118 in the biological sciences Sources: Chronicle of Higher Education, 2002; National Science Foundation, 2000, 2003; Slide3:  STEM PhD Production in 2000 (including medical & other life sciences) Source: NSF WebCASPAR database Slide4:  Source: US Census Bureau, 2001 U.S. Population Projections 2001 2025 2050 Caucasian 71% 62% 53% African American 12 13 13 Hispanic American 12 18 24 Asian & Pacific Islander 4 6 9 Native American 1 1 1 Slide5:  Why aren’t more African Americans earning STEM PhDs? Three Common Answers: “Many minority students are not interested in math and science.” “Many minority students are less prepared for the STEM disciplines.” “The more successful ones want to go to medical school.” Slide6:  Facts: Although a relatively high proportion of African American students enter college with the intention to major in STEM fields, relatively graduate with STEM majors (Brown, 2000; May & Chubin, 2003). Even African Americans with high scholastic aptitude test (SAT), impressive high school grade point averages (GPAs), and success in high school honors math and science courses underachieve in the STEM disciplines (Grandy, 1998; Ramist, Lewis, & McCamley-Jenkins, 1994). Slide7:  Concerns Large numbers of talented African American students in high school and early college are interested and plan to major in STEM fields Few are retained Barriers of Retention:  Barriers of Retention Establishing High Expectations Institutional, Faculty, and Staff Commitment Advising and Developmental Education Out-of-Class Environment Establishing High Expectations:  Establishing High Expectations Confronting Negative Self-Perception Building Peer Support Addressing Faculty & Staff Expectations Institutional, Faculty, & Staff Commitment:  Institutional, Faculty, & Staff Commitment Institutional Priority Involvement from STEM Faculty/Departments Staff Knowledge & Comfort Level Advising & Developmental Education:  Advising & Developmental Education Intrusive Advising Limit Course Selection & Credit Hours Review of Foundation Course Performance Positive Perception of Tutorials & Learning Centers Tutoring:  Tutoring All Meyerhoff students are encouraged to take advantage of departmental and University tutoring resources in order to optimize their course performance. Faculty Involvement:  Faculty Involvement Department chairs and senior faculty are involved in all aspects of the program, including recruitment, teaching, research mentorship, special events and activities. Out-Of-Class Environment:  Out-Of-Class Environment Building a Sense of Community Student Study Groups Expectations of Service to Program and Institution Indicators of Success (Meyerhoff Scholarship Program at UMBC):  Indicators of Success (Meyerhoff Scholarship Program at UMBC) Broad distribution of majors in STEM fields Overall 15 Year Retention rate > 92% Average GPA of the current population of students (N=261) is 3.48 75% graduate and professional school placement rate Indicators of Success (Cont’d):  Indicators of Success (Cont’d) Post-graduate work by students in the first eleven graduating classes (1993-2004): 377 Meyerhoff students have graduated from the program to date (average of 34/yr). One hundred and twenty three (123) Meyerhoff graduates have complete graduate degrees Two hundred and fifty-four (254) are currently enrolled in: PhD(125), MD (49), MD/PhD (27), MS (35), MD/JD (1), MD/MPH (3), DDS (2), or Post-baccalaureate (12) programs at nationally recognized programs. In addition, 55 Meyerhoff students will graduate in Spring, 2005, and all are expected to go on immediately to doctoral and professional programs. Indicators of Success (Cont’d):  Indicators of Success (Cont’d) Chester M. Hedgepeth Biological Sciences1993Cellular and Molecular Biology2000University of Pennsylvania* Lance E. Hester Electrical Engineering1994Electrical Engineering 2000Northwestern University Chiana M. Paschal lChemistry1996 Biochemistry 2000 University of Pennsylvania Adam W. Freeman Chemistry1995 Biochemistry 2001 University of California, Berkeley William A. Christian Mathematics1995 Mathematics2002 Rice University Charles T. McMillan Information Systems 1995, George Mason University Kamili M. Jackson Mechanical Engineering 1997 Mechanical Engineering 2002 Johns Hopkins University Ahmed D. Ridley Mathematics1993 Mathematics2002University of Maryland, College Park Kimani A. StancilPhysics1994 Physics2002 Massachusetts Institute of Technology Kalonji R. Collins Biochemistry and Molecular Biology1996 Neuroscience 2003Case Western Reserve University* Edward W. Horsey, Jr. Biological Sciences1996Biology2003Carnegie Mellon University Indicators of Success (Cont’d) PhDs awarded as of 12/’04 *Denotes MD/PhD:  Indicators of Success (Cont’d) PhDs awarded as of 12/’04 *Denotes MD/PhD Adrien L. Janvier Biochemistry and Molecular Biology1996 Microbiology 2003 New York University* Darniet K. Jennings Computer Science & Information Systems1998 Information Systems 2003 University of Maryland, Baltimore County Lekelia D. Jenkins Biological Sciences1997 Environmental Science2003 Duke University Kennita A. Johnson Physics1996 Biomedical Engineering2003University of Florida Joseph D. Towles Mechanical Engineering 1996 Biomedical Engineering2003 Stanford University Sydney L. Cousin Biochemistry and Molecular Biology1996Molecular and Cellular Biology2003 University of Washington* Charles P. Shelton Computer Engineering1998 Electrical Engineering 2003 Carnegie Mellon University Adetokunbo O. Eniola Chemical Engineering 1999 Chemical Engineering 2004 University of Pennsylvania Heather P. Green Biochemistry and Molecular Biology1999 Biomedical Science2004 New York University* Dinari A. Harris Biochemistry and Molecular Biology1999 Pharmacology 2004University of Michigan Indicators of Success (Cont’d):  Indicators of Success (Cont’d) Eric Muller Biological Sciences1997 Biochemistry 2004 Emory University* Camelia L. Owens Chemical Engineering 1999 Chemical Engineering 2004 University of Delaware Rachelle Salomon Biological Sciences 1999 Pathobiology 2004 Brown University Melanie N. Smith Biological Sciences 1995 Cellular and Molecular Biology 2004 University of Maryland School of Medicine* Final Comments:  Final Comments Retention is not a minority problem, it is an institutional problem. Create opportunities for faculty to discuss strategies for enhancing success in the STEM disciplines Design Programs that help all students make a successful transition to college (orientation, advising, personal and career counseling, and other support services) Create an out-of-class environment that supports student success (study groups, sense of community, and a climate of acceptance and affirmation by majority students for minority students. Recognize that a strong commitment is needed from senior campus leadership. Geographical Distribution 1989-2005:  Alaska Alabama California Connecticut Colorado District of Columbia Florida Georgia Illinois Indiana Louisiana Geographical Distribution 1989-2005 Maryland Michigan Minnesota North Carolina New Jersey New York Ohio Pennsylvania South Carolina Texas Virginia Washington Meyerhoff Graduates:  Meyerhoff Graduates Contact Information:  Contact Information LaMont Toliver Director, Meyerhoff Scholarship Program Academic Services Building, Room 106J 1000 Hilltop Circle Baltimore, Maryland 21250 410.455.3139 office 410.455.1281 fax

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