Conference on Ocean LiteracyConference on Ocean LiteracyJune 7 & 8, 2006June 7 & 8, 2006Washington DCWashington DC

Dr. Judith R. VergunDr. Judith R. Vergun

School of Ocean and Earth Sciences and School of Ocean and Earth Sciences and TechnologyTechnology

University of Hawai’i at University of Hawai’i at ManoaManoa

Honolulu, Hawai’iHonolulu, Hawai’i

Best PracticesBest Practices

……Hardly new informationHardly new information

I have been asked to answer the question: I have been asked to answer the question: “What are the Best Practices and Tangible “What are the Best Practices and Tangible Results of successful programs?”Results of successful programs?”

My colleagues and I have been My colleagues and I have been presenting this information for presenting this information for 20+ years.20+ years.

Why? Because we are asked the Why? Because we are asked the question, “How can we increase question, “How can we increase the number of underrepresented the number of underrepresented students in STEM?”students in STEM?”

I am honored to present I am honored to present information about our information about our

programsprograms

And, I respectfullyAnd, I respectfullysubmit that it is timesubmit that it is time

to to askask

different questionsdifferent questions

THE New QUESTIONS:THE New QUESTIONS:

1.1. Why are institutions Why are institutions and organizations and organizations NOT following the NOT following the Best Practices?Best Practices?

2.2. Why are we not Why are we not asking THAT asking THAT question?question?

SomeSome of the of the Successful Programs:Successful Programs:

MIMSUP (Brian Bingham)MIMSUP (Brian Bingham) MAST, ASLOMP, Hal Bonner, Minorities in MAST, ASLOMP, Hal Bonner, Minorities in

Aquatic Sciences Newsletter (Ben Cuker)Aquatic Sciences Newsletter (Ben Cuker) SMILE (Eda Davis-Butts)SMILE (Eda Davis-Butts) MS PhD’s (Ashanti Pyrtle)MS PhD’s (Ashanti Pyrtle) NAMSS and Kumu Ola (Judith Vergun)NAMSS and Kumu Ola (Judith Vergun) There are othersThere are others

Minorities in Marine Science Undergraduate Program Minorities in Marine Science Undergraduate Program (MIMSUP) (MIMSUP) Dr. Brian BinghamDr. Brian Bingham Sponsors: Sponsors: National Science Foundation & Shannon Point Marine Center National Science Foundation & Shannon Point Marine Center Western Washington UniversityWestern Washington University

Program Outcomes:Program Outcomes:

219 Post-program awards, internships, 219 Post-program awards, internships, fellowships or scholarshipsfellowships or scholarships

185 Presentations at scientific conferences185 Presentations at scientific conferences

39 39 Refereed publicationsRefereed publications

Statistics:Statistics:119 program alumni since 1991119 program alumni since 1991

BA/BS degreesBA/BS degrees91 completed91 completed25 in progress25 in progress3 not in school3 not in schoolProf. Degrees (11%)Prof. Degrees (11%)6 completed (1w/MS)6 completed (1w/MS)4 in progress (1w/MS)4 in progress (1w/MS)

MS Degrees (54%)MS Degrees (54%)26 completed26 completed23 in progress23 in progress

Ph.D degrees (11%)Ph.D degrees (11%)3 completed3 completed7 in progress w/MS7 in progress w/MS

MIMSUP Best practicesMIMSUP Best practices Initial program elements raise the students’ personal comfort level Initial program elements raise the students’ personal comfort level

and demonstrate our high expectations for their performance.and demonstrate our high expectations for their performance.

We work with each student to ensure (s)he has a good chance of We work with each student to ensure (s)he has a good chance of

meeting the program standards (includes remedial workshops in meeting the program standards (includes remedial workshops in

math and writing).math and writing).

We engage in a wide diversity of activities that are flexible enough to We engage in a wide diversity of activities that are flexible enough to

accommodate individual needs.accommodate individual needs.

A group dynamic is established early; the dynamic includes the A group dynamic is established early; the dynamic includes the

faculty mentor/leader.faculty mentor/leader.

One-on-one mentoring associations between students and advisers One-on-one mentoring associations between students and advisers

are established early and maintained throughout the program.are established early and maintained throughout the program.

American Society of Limnology and Oceanography Minorities Program561 Students since 1990

Mentoring, Role modeling, Community Building & Networking through a scientific society

Multicultural Students At Sea Together (MAST)82 Students since 2000

Month long hands-on sailing adventure that includes science, policy, and the heritage of African Americans and Native Americans on the Chesapeake

Hall-Bonner Program for Minority Doctoral Scholars in the Ocean Sciences13 students since 2004

Critical mass and joint effort of MSI (Hampton Univ.) and traditional Ph.D. programs (ODU & VIMS)

Multicultural students in Aquatic Sciences Weekly Newsletter with 409 recipients

Virtual community & networking

Four Diversity Programs by headed by Dr. B. Cuker, Hampton UniversityFour Diversity Programs by headed by Dr. B. Cuker, Hampton University

The

SM

ILE

Pro

gram

Essential Attributes of SMILE

•Strong sense of Strong sense of safetysafety•Inclusive communityInclusive community•High expectationsHigh expectations•Positive attitudesPositive attitudes•Cooperative contributionsCooperative contributions•MentoringMentoring•Long-term enrichment support (up to 9 years)Long-term enrichment support (up to 9 years)•Personal connectionsPersonal connections•Experiences in higher education settingsExperiences in higher education settings

Envision…Believe…Succeed…Envision…Believe…Succeed…

Program ElementsProgram Elements• Weekly Afterschool Club MeetingsWeekly Afterschool Club Meetings

• Local/Regional Field TripsLocal/Regional Field Trips

• Family Math and Science NightsFamily Math and Science Nights

• Community PartnershipsCommunity Partnerships

• College-Connection EventsCollege-Connection Events

• Professional Development Professional Development Workshops for Classroom Workshops for Classroom Teachers/Club AdvisorsTeachers/Club Advisors

High School Graduation RatesHigh School Graduation Rates1,21,2

60% - Latino and Native American students60% - Latino and Native American students79% - All Oregon students79% - All Oregon students84% - SMILE students with 2 years in program84% - SMILE students with 2 years in program95% - SMILE students with 4+ years in program95% - SMILE students with 4+ years in program

11State graduation rates are taken from OR Dept of EducationState graduation rates are taken from OR Dept of Educationdatabase site.database site.22SMILE participant rates are taken from program database.SMILE participant rates are taken from program database.

Eda Davis-ButtsEda Davis-Butts

Oregon and Hawai’i:Oregon and Hawai’i:Native Americans in Marine and Space Sciences Native Americans in Marine and Space Sciences and the Kumu Ola Program Dr. Judith Vergunand the Kumu Ola Program Dr. Judith Vergun

Best PracticesBest Practices• Finding & honoring the Finding & honoring the Unique SelfUnique Self• Free-ChoiceFree-Choice Learning Learning• Intensive Intensive mentoringmentoring - - multigenerationalmultigenerational• Free Free tutoringtutoring• Role models from own cultureRole models from own culture• Someone Someone who caredwho cared• NetworkingNetworking with other programs with other programs• BrokeringBrokering and and sponsoring sponsoring educational exchanges and educational exchanges and participation in professional participation in professional conferencesconferences• Sense of Place and BelongingSense of Place and Belonging• Respect for differing viewsRespect for differing views

Tangible ResultsTangible Results

Approx. 3000 people Approx. 3000 people involved in 20 yearsinvolved in 20 years

Program Averages:Program Averages:

95% earn BS degrees in 95% earn BS degrees in STEMSTEM

53% continue in Grad 53% continue in Grad School School

Community support and Community support and participation in educationparticipation in education

Public awareness & Public awareness & appreciation of earth and appreciation of earth and ocean sciencesocean sciences

Minorities Striving and Pursuing Higher Degrees of Success in Earth System Science (MS PHD'S) Initiative's Professional Development Program

Personnel

Pyrtle, A. J.MS PHD’S PI College of Marine ScienceUniversity of South Florida

Williamson-Whitney, V. A.MS PHD’S Evaluator College of Marine ScienceUniversity of South Florida

Powell, J. M.MS PHD’S Program CoordinatorCollege of EducationUniversity of South Florida

MS PHD’S Professional Development Program

Phase 1 – Participant-mentor partnership orientation, networking, professional development, broad ESS exposure, scientific discussions & community building activities during fall AGU meeting.

Phase 2 - AGU, AMS, ASLO, DLESE, ESA, JOI & TOS meetings. Participants attend meeting most closely aligned with ESS interests. Additional participant-mentor “actual” and virtual interaction (e.g. web cam sessions and virtual community forum), field-specific exposure, scientific discussions, networking & community building activities.

Phase 3 - ‘Capstone’ activities at NSF, NASA, EPA, NOAA and NAS.

Format: Students engage in 3 phases of “actual” & virtual activities

Vision: To reduce gaps in preparation, representation, and full participation of minorities in Earth system science via professional development opportunities; mentoring; and community building experiences

MS PHD’S Participant Data (to date)        Mentee Applicants - 150

Selected MenteesCohort I 25Cohort II 27

Cohort III 23Total Mentees 75 (Undergraduate and graduate students; African-

American, Dominican, Mexican-American, Multiethnic, Native American, Puerto-Rican, Asian American, Pacific Islander, Alaskan)

        Mentors Applicants - 65 Selected MentorsProgram 8

Science 44Total Mentors 52 (non-US Citizens, US citizens-

African-American, White, Mexican-American, Multiethnic, Native American, Puerto-Rican, Asian American)

http://msphds.us

f.edu

MS PHD’S Virtual Community Forum Postings (“members only” on line forum): > 840 postingsWeb cam conferences: > 50 informal and formal sessions

Exchanges, Networking, MentoringExchanges, Networking, Mentoring

Ocean Sciences MeetingOcean Sciences MeetingFebruary 2006 HonoluluFebruary 2006 Honolulu

Matt Gilligan

Ben Cuker

Brian Bingham

Integration: ASLOMP, MIMSUP, ESA SEEDSIntegration: ASLOMP, MIMSUP, ESA SEEDS

We built the Hale Pili (grass house)We built the Hale Pili (grass house)

Learning Star Navigation Learning Star Navigation With Papa Mau PiailugWith Papa Mau Piailug

Master NavigatorMaster Navigator

We built our own canoeWe built our own canoe

Kahape’a

Pualani

Coursework Relevant to Students’ LivesCoursework Relevant to Students’ Lives

Mau

Summary of Best PracticesSummary of Best Practices(listed in “Programmatic Approaches to (listed in “Programmatic Approaches to Building Diversity in the Ocean Sciences” Building Diversity in the Ocean Sciences”

by Ben Cuker)by Ben Cuker)““My colleagues and I built our programs around what we have learned My colleagues and I built our programs around what we have learned that works. This includes: that works. This includes:

Building a critical mass of peers, near peers and role models.Building a critical mass of peers, near peers and role models.

Establishing strong linkages with minority serving institutions.Establishing strong linkages with minority serving institutions.

Cultivating a cadre of minority role models and concerned majority scientists Cultivating a cadre of minority role models and concerned majority scientists willing to serve as mentors and facilitators. willing to serve as mentors and facilitators.

Close interactions with directors of REU sites and similar programs that Close interactions with directors of REU sites and similar programs that provide research opportunities for minority students to promote participant provide research opportunities for minority students to promote participant exchanges. exchanges.

Creating truly multi-cultural learning communities.Creating truly multi-cultural learning communities.

Firmly believing that each student accepted in a program is a winner and has Firmly believing that each student accepted in a program is a winner and has much to contribute to the learning community. much to contribute to the learning community.

Establishing strong group identity through devices such as program T-shirts Establishing strong group identity through devices such as program T-shirts and common meals.and common meals.

AND……….AND……….

Setting the bar high, expecting the students in the program to reach their full potential. Setting the bar high, expecting the students in the program to reach their full potential.

Creating learning communities with students at different levels of academic matriculation Creating learning communities with students at different levels of academic matriculation interacting with each other so as to promote near-pear interactions with pathfinders. interacting with each other so as to promote near-pear interactions with pathfinders.

Keeping students involved for multiple years, helping them grow to succeeding levels. Keeping students involved for multiple years, helping them grow to succeeding levels.

Promoting cross cultural contacts and friendships that last beyond the duration of the program. Promoting cross cultural contacts and friendships that last beyond the duration of the program.

Working with the students in the application process so as to end-up with applications that truly Working with the students in the application process so as to end-up with applications that truly reflect their abilities and accomplishments. reflect their abilities and accomplishments.

De-emphasizing standardized exams (SAT and GRE’s) in favor of more useful predictors of De-emphasizing standardized exams (SAT and GRE’s) in favor of more useful predictors of success, such as transcripts, letters of support and experience. success, such as transcripts, letters of support and experience.

Looking for evidence of potential for success rather than looking for reasons to reject applicants. Looking for evidence of potential for success rather than looking for reasons to reject applicants.

Establishing strong ties to scientific societies, majority institutions and the key individuals at Establishing strong ties to scientific societies, majority institutions and the key individuals at funding agencies. funding agencies.

Documenting success to sell the programs to potential students and funding sources.Documenting success to sell the programs to potential students and funding sources.

Executing affirmative steps to ensure representation of minority males. Executing affirmative steps to ensure representation of minority males.

Celebrating the distinctiveness of the various cultures represented in the programs.Celebrating the distinctiveness of the various cultures represented in the programs.

Emphasizing the achievements of each participant. Emphasizing the achievements of each participant.

Providing opportunities for students to obtain affirmation by mentoring those following them. Providing opportunities for students to obtain affirmation by mentoring those following them.

Understanding and working with the families of participants, being sensitive to different cultural Understanding and working with the families of participants, being sensitive to different cultural expectations for life-paths. expectations for life-paths.

Facilitating students with children and understanding the needs of single parents.”Facilitating students with children and understanding the needs of single parents.”

All of this we have known and recommended for many years, so……..All of this we have known and recommended for many years, so……..

All these we have known and All these we have known and recommended for many years and recommended for many years and

consist of four main themes:consist of four main themes:

Building CommunityBuilding CommunityRole ModelingRole ModelingIntensive MentoringIntensive MentoringAuthentic Authentic

ExperiencesExperiences

Best Practices: Best Practices: What’s missing?What’s missing?

Some comments by Frank HallSome comments by Frank Hall

Asking the right questions.Asking the right questions.

Understanding that gender diversity is differentUnderstanding that gender diversity is different

than ethnic diversity.than ethnic diversity.

Ensuring that decision-making positions are filled with those Ensuring that decision-making positions are filled with those

who have the wisdom & experience to make who have the wisdom & experience to make informedinformed decisions. decisions.