National Science Foundationand

Broadening Participation“Engineering Workforce Development

for the Road Ahead”

James H. Wyche, Ph.D., DirectorDivision of Human Resource (HRD)

Directorate of Education & Human Resources (EHR)National Science Foundation

March 2009

Inspector General

National Science Board

Staff Offices

Social, Behavioral & Economic Sciences

Social, Behavioral & Economic Sciences

Budget, Finance & Award

Management

Budget, Finance & Award

Management

Information Resource

Management

Information Resource

Management

Director Deputy Director

Engineering Geosciences Mathematical & Physical

Sciences

Education & Human Resources

Biological Sciences

Computer, Information

Science& Engineering

A Look at NSF

Education and Human Resources (EHR)

Assistant Director

Dr. Wanda Ward(Acting)

Research onLearning in Formal

Settings(DRL)

Graduate Education(DGE)

UndergraduateEducation

(DUE)

Deputy Assistant Director

Dr. Joan Ferrini-Mundy(Acting)

Human ResourceDevelopment

HRD

Division Director

Carol Van Hartesveldt(Acting)

Division Director

Dr. JoanFerrini-Mundy

Division Director

Dr. Linda L. Slakey

Division Director

Dr. James H. Wyche

Minorities andMinority-Serving

Institutions

Women and Girls People with Disabilities

Education Research and Demonstration

HBCU-UPLSAMP

GSE RDE

Enhancement of Institutional Education Capacity

HBCU-UP, LSAMP BD, TCUP

GSE RDE

Enhancement of Institutional Research Capacity

CREST,HBCU RISE

ADVANCE

Large-Scale Implementation ABPI-cubed

ADVANCE RDE

Dissemination GSE RDE

HRD Programs According to Theme and Population

Themes

Populations

Changing Environments

EPSCoRResearch Directorates

DGE

DUE

DRL

Increasing Participants(students, faculty)

Capacity Building

CREST HBCU-UP

TCUP

GSELSAMPRDE

ADVANCEAGEP

Evaluation and Assessment

Transition Points and HRD Program Gaps

Area HRD Program Level

STEM Teacher Prep

TCUP/STEEP Community College/Tribal

Colleges

Undergraduate to Ph.D.

LSAMP, AGEP, HBCU-UP

Undergrad/Doctorate

Ph.D. to Postdoc None Postdoc

Postdoc to Professor

None Beginning Faculty

Faculty Advancement

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)

PROGRAM DIRECTOR/STAFF:

Dr. A. James Hicks (ahicks@nsf.gov)(703) 292-4668 * (703) 292-9018 (fax)Martha James (mjames@nsf.gov)(703) 292-7772

Dr. Harry Bass (hbass@nsf.gov)

(703) 292-8447

LSAMP Program SpecialistMargie Johnson (mcjohnso@nsf.gov)

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

MAP DESIGN:Sanya N. Clark (sspencer@nsf.gov)

LSAMPLSAMPLSAMPLSAMPLouis Stokes Alliance for Minority Louis Stokes Alliance for Minority

ParticipationParticipationLouis Stokes Alliance for Minority Louis Stokes Alliance for Minority

ParticipationParticipationLSAMP Active

LSAMP Alumni

LSAMP New

Tribal

Colleges

Wash-Hampton Roads

Colorado

CSU System California

UT-El Paso System Texas

Houston Xavier UNCF

Florida-Georgia

North Carolina

Phil. Region Stony Brook

New York City

Missouri

Illinois

Detroit

Pacific

Puerto Rico

Indiana Ohio

All Nations

Western Alliance

New Mexico

Oklahoma

Mississippi

Georgia-UNCF

South Carolina

Mid East

Tennessee

Alabama

Louisiana

North East

UMD System

North Star

Urban Mass

Upstate New York

Michigan

Wisconsin

Islands of Opportunity

Virginia/NCKentucky-West Virginia

Peach State

Arkansas

MAP REVISIONS:April Boyd-Melvin (abmelvin@nsf.gov)

9

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.

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 AbroadIncreasingly, 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%.

White83%

Asian/Pacif ic

Islander6%

Native American

1%

Hispanic American

5%

African American

4%

Multiracial1%

Source: CPST, data derived from Institute of International Education, Open Doors Report 2007.

Race/Ethnicity of U.S. Students Studying Abroad, 2005-2006

AGEP and SBE Alliances for Graduate Education and the Professoriate

Participating Institutions

Community Outreach/Dissemination

Individuals

Institutions

Geography

Potential SocietalBenefit

Individuals

Institutions

Geography

BuildingInfrastructure

Individuals

Institutions

Geography

IntegratingResearch & Training

Individuals

Institutions

Geography

BroadeningParticipation

IndividualsInstitutionsGeography

Leveraging

Leveraging Broader Impacts

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

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

Source: NSF Survey of Earned Doctorates/Doctorate Records File and AGEP.us2

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

51% AGEP from 48

institutions

49% Non-AGEP from 54

institutions

54% AGEP

from 102institutions

46% Non-AGEP from 181

institutions

Underrepresented Minority PhDs Produced inEngineering (2002–2006)

Underrepresented Minority PhDs Produced inEngineering (2002–2006)

Source: NSF Survey of Earned Doctorates/Doctorate Records File and AGEP.us7

56% AGEP from 19

institutions

44% Non-AGEP

from 15institutions

62% AGEP from 66

institutions

38% Non-AGEP

from 79 institutions

56% AGEP from 71

institutions

44% Non-AGEP from 80

institutions

60% AGEP from 18

institutions

40% Non-AGEP from 11

institutions

58% AGEP

from 80institutions

42% Non-AGEP

from 97institutions

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 andnon-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 InvestigatorDr. 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