Prelims

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BROADENING PARTICIPATION IN STEM

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DIVERSITY IN HIGHER EDUCATION

Series Editor: Henry T. Frierson

Recent Volumes:

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DIVERSITY IN HIGHER EDUCATION VOLUME 22

BROADENING PARTICIPATION IN STEM: EFFECTIVE METHODS, PRACTICES, AND PROGRAMS

EDITED BY

ZAKIYA S. WILSON-KENNEDY

Louisiana State University, USA

GOLDIE S. BYRD

North Carolina A&T State University, USA

EUGENE KENNEDY

Louisiana State University, USA

HENRY T. FRIERSON

University of Florida, USA

United Kingdom – North America – Japan – India – Malaysia – China

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ISBN: 978-1-78756-907-2 (Online)

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ISSN: 1479-3644 (Series)

About the Authors

Sainath Babu, PhD, received his doctorate in Environmental Toxicology from Southern University A & M College (Baton Rouge, Louisiana) and works to execute technical research projects associated with NanoHU. With this center, he has published three book chapters and two conference papers on nanoscience education at HU.

Frank Bayliss, PhD, is Professor of Biology at San Francisco State University. He serves as the current Director of the Student Enrichment Opportunities office that supports the NIH MARC, RISE, BS & MS Bridges, and NSF STC Center grant. He received the Presidential Mentoring Award from President Obama in 2010.

Kelsie M. Bernot, PhD, is an Assistant Professor of Biology, having earned her doctorate in Biochemistry, Cell, and Molecular Biology from Johns Hopkins University. She was awarded the 2018 NC A&T Junior Faculty Teaching Award, and her research focuses on use of high-impact practices to increase the success of historically underrepresented students in STEM.

Teresa Birdwhistell, PhD, is the PI and Program Director for the MARC U*STAR Program at Xavier University of Louisiana. She is a Professor in the Chemistry Department and has served as a research mentor to more than 30 Xavier students. She received her PhD in Inorganic Chemistry from the University of North Carolina at Chapel Hill and her BS in Chemistry from the University of South Carolina.

M. Francis (Fran) Bridges, PhD, Educational Administration, Jackson State Univresity, licensed by the State of Mississippi with a 4A certification in school leadership. As a Retired Educator and community activist she continues to support increasing the representation of minorities in STEM disciplines, culturally responsive teaching and learning, and the role of higher education in fostering a PK-20 seamless education continuum.

Melissa Brocato is Assistant Vice President for Student Success and prior Director of the Center for Academic Success (CAS) at Louisiana State University, an NCLCA National Center of Excellence. She has dedicated her 25-year education career to creating programs and tools that help students learn more effectively and think critically.

Grace E. Byfield, PhD, is Program Manager at the Center for Outreach in Alzheimer’s, Aging and Community Health (COAACH), North Carolina A&T State University. She has a PhD in Microbiology, MS in Biology, and BSc in Botany and has co-authored two other book chapters on URMs in STEM Education in Diversity in Higher Education.

Goldie S. Byrd, PhD, is Professor and Director of the Maya Angelou Center for Health Equity at Wake Forest University. She has published over 60 papers and book chapters and in STEM-related journals and has received over US$70 million in STEM-related grants, contracts, and gifts.

Naomi F. Campbell, PhD, is an Associate Professor of Chemistry, Department of Chemistry, Physics & Atmospheric Sciences, Jackson State University, Jackson, MS. Campbell has been active in the POGIL community since 2012. She is a trained POGIL facilitator and has been active in developing and implementing POGIL instruction in the chemistry curriculum.

Eric W. Claville, JD, is the founding director of the Hampton University Pre-Law Institute (HUPLI), graduated over 125 students in pre-law in five years. Graduates were accepted into over 80 law schools with over US$5.5 million in scholarships. With his E4 initiative, he works to increase underrepresented groups in the legal profession.

Michelle O. Fletcher Claville, PhD, is the Principal Investigator for The Nanoscience Project at Hampton University (NanoHU). With over US$4M funding, she has mentored scores of students and faculty from underrepresented groups in STEM fields. Research with her protégés has resulted in 17 peer-reviewed scientific publications and over 50 conference papers.

Dominic P. Clemence-Mkhope, PhD, is a Professor of Mathematics at North Carolina A&T State University, Greensboro, NC. He has been supported by NSF, NASA, and other agencies. His publications include two co-edited conference proceedings: Mathematical Studies in Nonlinear Wave Propagation and Studies on the Dynamics of Human Diseases: Emerging Paradigms and Challenges. Past honors include Institute for International Education and Victor Rothschild Memorial Fund fellowships.

Roy J. Coomans, PhD, is an Associate Professor, Department of Biology, North Carolina A&T State University, Greensboro, NC, USA. Dr Coomans received a BS in Biology from Eckerd College, St. Petersburg, FL, and a PhD in Biology (Botany) from the University of North Carolina at Chapel Hill.

Tiera S. Coston, PhD, JD, oversees the mentor training program at Xavier. She is a National Research Mentoring Network (NRMN) Trained Facilitator, and supports the teaching and mentoring of faculty through her work in the institution’s teaching and learning center. Dr Coston received her PhD in Molecular and Cellular Biology from Tulane University, her JD from Loyola University Law School, and her BS in Biology from Xavier University of Louisiana.

Kathy Cousins-Cooper, PhD, is an Associate Professor at N. C. A&T State University, has spearheaded the implementation of the emporium method at Mathematics Department at N. C. A&T, served as PI for the NSF IUSE grant entitled “Assessing the Impact of the Emporium Model,” and worked on several other mathematics educational projects.

Melissa B. Crawford received her bachelor’s degree in chemistry, magna cum laude, from Louisiana State University, where she has served as a program manager for the past eleven years. Crawford has mentored more than 350 students, employing holistic approaches to create high-quality STEM ambassadors, who go on to complete graduate degrees.

Ron Darbeau, PhD, is the Dean of the College of STEM and School of Education at University of Arkansas-Fort Smith, is a Fellow of the American Chemical Society (ACS), and serves on the ACS-Committee on Professional Training and the Arkansas contingent of the national Advancing Coherent and Equitable Systems for Science Education group.

Maryam Foroozesh, PhD, serves as the Principal Investigator/Program Director of the RISE Program and the Lead PI and Director for the Administrative and Research Enrichment Cores of the BUILD Program at Xavier University of Louisiana. She is an Endowed Professor of Chemistry. To date, she has served as the research mentor to over eighty Xavier students. Dr. Foroozesh received her PhD in Organic Chemistry from Tulane University and her BS in Chemistry from Louisiana State University.

Lisa B. Hibbard, PhD, has taught the general and physical chemistry sequences at Spelman College for over 30 years and is the recipient of several teaching awards. She has served as PI on efforts to introduce innovative pedagogies into courses to improve students’ performance and instill in them a love of learning.

Liuli Huang, PhD, is a STEM researcher focused on identifying the patterns in educational learning analytics via interactive visualizations, simulations, and arithmetic models. Her interest is to explore, and research characteristics relevant to STEM learning and practice as to improve students' academic performance.

Kimberly M. Jackson, PhD, works to ensure students have the tools to become effective problem solvers and critical thinkers in a global society. Utilizing best practices, she has created programs to advance the careers of black women scientists. She co-founded Spelman College’s Food Studies program and a living-learning community of STEM scholars.

Jennifer Jennings Davis, PhD, is Executive Director of the University of Arkansas Fort Smith’s Office of P-20 Collaboration, housing the STEM Education Center and Education Renewal Zone. Both programs are grant funded through the Arkansas Department of Education and focus on providing support to regional schools, administrators, teachers, and students.

A. Alegra Eroy-Reveles, PhD, is an Assistant Professor of Chemistry and Biochemistry at San Francisco State University, and designs and implements interventions to motivate students to persist in STEM majors. As a Latina chemist and SACNAS Leadership Institute fellow, she works to expand the number and diversity of students pursuing careers in science.

Sayo O. Fakayode, PhD, is Department Head, Department of Physical Sciences, University of Arkansas Fort Smith, and uses new pedagogical innovations and inquiry learning to promote critical thinking and to generate student’s interest in STEM. Dr Fakayode has received numerous National Science Foundation grant awards to support his fundamental research and STEM education.

Marguerite Giguette, PhD, is the PI and Director for the Institutional Development Core of the BUILD Program at Xavier University of Louisiana. She is a Computer Scientist and serves as Associate Vice President for Academic Affairs. Dr Giguette received her PhD in Computer Science from Tulane University and her MS in Mathematics from Texas A&M University.

Stephanie Givens, MFA, secured funding for the first Upward Bound at Louisiana State University in 2012 and has since grown the program to serve twice as many students. Her innovative practices in partnerships with the LSU campus, local schools, and the community have garnered national attention. She trains other professionals in collaborative best practices.

Georgia Hale, PhD, is the Provost & Vice Chancellor Academic Affairs, University of Arkansas Fort Smith, has authored several journal articles, and is a Co-PI of a grant that includes several higher education institutions in Arkansas and Oklahoma. Dr Hale has severed as a mentor for young women and members of underrepresented groups.

Emorcia V. Hill, PhD, Independent Evaluation Consultant, is the external evaluator for NanoHU. Her work spans the educational continuum and into the workforce. It involves multisites, and employs quantitative and qualitative methodologies. Her evaluation, research, and publications are framed within a multilevel, capacity-building, systems approach, and address diversity, access, inclusion, social networks, scholarship, academic progression, and institutional transformation.

Christine Hohmann, PhD, is a Professor of Biology at Morgan State University and serves as the Director of ASCEND’s Research Enrichment Core. Dr Hohmann is an accomplished researcher and has served as the director of several other NIH-sponsored training programs, including NIGMS MARC and NIGMS RISE.

Linda M. Hooper-Bui, PhD, is an Associate Professor of Environmental Sciences and Director of Strategic Initiatives at Louisiana State University. She is interested in mentoring, student persistence, citizen science, resilience of ecosystems to disturbance, and responses of communities to natural and technological disasters.

Eric Hsu, PhD, is Professor of Mathematics at San Francisco State University. He has led numerous STEM education projects, including SF CALL, an NSF INCLUDES project, and four California Math Science Partnerships. He received an NSF CAREER Award for his work on college math teaching.

Kelly Johanson, PhD, is an Associate Professor of Chemistry, and is the Student Training Core Co-Director on the BUILD program at Xavier University of Louisiana. She has mentored over a dozen undergraduate students in her research laboratory including those who began as freshmen and sophomores with no research experience. Dr Johanson received her PhD in Biochemistry from Tulane University, and her BS in Biochemistry from Beloit College.

Shanina Sanders Johnson, PhD, is a proponent of engaging students and providing them with skills to nurture a lifelong pursuit of knowledge. She is also dedicated to mentoring minority women as they pursue STEM degrees. She serves as PI on projects related to authentic learning and culturally relevant curricula.

Farin Kamangar, MD, PhD, is a Professor of Biology at Morgan State University and the Principal Investigator of ASCEND, an NIH-sponsored BUILD program to enhance the diversity of the biomedical research workforce. He has been a teacher and researcher for the past 25 years and has published over 185 peer-reviewed papers.

Margaret Kanipes, PhD, Professor of Chemistry, serves as the Honors Director and Director of the STEM Center of Excellence for Active Learning at NCA&T State University. She has published numerous papers in STEM-related journals and has garnered over seven million dollars in grants as PI/Co-PI.

Seong-Tae Kim, PhD in Statistics, has been conducting research on student performance in college STEM education including a comparison of instructional methods, the impact of socioeconomic status, and student attitudes and behaviors via developing and applying statistical methods. His work has been published and supported by NSF grants.

Heather Lavender, MS, is the Education and Outreach Manager for the Consortium of Innovation for Manufacturing and Materials. Heather is currently finishing a doctoral degree at Louisiana State University with a focus of the science identity and interest of African American girls up to fifth grade.

Nicholas S. Luke, PhD, is an Associate Professor at North Carolina Agricultural and Technical State University. He received his PhD in Computational Applied Mathematics from North Carolina State University. He is a co-author of the book Mathematical Modeling: Branching Beyond Calculus.

Saundra McGuire, PhD, is the Director Emerita of the Center for Academic Success and Retired Professor of Chemistry at Louisiana State University She is an internationally renowned expert in the area of learning support and is the author of Teach Students How to Learn and Teach Yourself How to Learn.

Shiva Mehravaran, MD, MIH, joined ASCEND as the lead evaluator in 2017. She is a dedicated research scientist with over 15 years of experience in the design and implementation of various types of research. She has published over 60 health-related articles and serves as Editor and Peer reviewer for scientific journals.

Paulette Ann Meikle, PhD, is an Associate Dean/Professor of Sociology, College of Communication, Languages, Arts, and Social Sciences, University of Arkansas, Fort Smith. Dr Meikle’s research agenda involves integrating aspects of resource management, asset accumulation, women’s advancement, gender equality, and community. Dr Meikle has published in several academic journals and with Sage and the Nova Science publishers.

Kathleen Morgan, PhD, serves as the PI and Director of the Student Training Core of the BUILD Program at Xavier University of Louisiana. She is an Endowed Professor of Chemistry and has served as the research mentor to over forty Xavier students. Dr. Morgan received her PhD in Organic Chemistry from Yale University and her AB in Chemistry from Dartmouth College.

Robert H. Newman, PhD, is an Associate Professor of Biology at NC A&T, earned his PhD in Biochemistry and Molecular Biology from Johns Hopkins University. As an ASBMB, ACS, and SEA-PHAGE consortium member, Rob is dedicated to providing authentic research experiences inside and outside the classroom and promoting persistence of URMs in STEM.

Brandon C. Parker is the Program Manager of NanoHU. He received his BS in Chemistry from Southern University and A & M College (Baton Rouge, Louisiana) and MS in Educational leadership from Argosy University (Sarasota, Florida). A PhD candidate in Higher Education Administration, Mr Parker is interested in educational policies associated with interdisciplinary STEM programs.

Michelle Penn-Marshall, PhD, is the Co-principal Investigator/Project Director for the Hampton University Biomedical Research Training Initiative (HUBiRTI) and the Project Coordinator for the Washington-Baltimore Hampton Roads – Louis Stokes Alliances for Minority Participation Program (WBHR-LSAMP). She has trained several students to conduct obesity prevention research in children from rural communities.

Alan R. Peterfreund, PhD, is the Director of SageFox Consulting Group. He has been the lead evaluator for the Student Enrichment Opportunities program since 2002 and was Co-principal Investigator for an NIH-funded research project to study the training and workforce development programs at three high-performing institutions that ran from 2004 to 2010.

Angela W. Peters, PhD, is Vice Provost of Academic Programs and Professor of Chemistry at Claflin University, Orangeburg, SC. She has published previously in Diversity in Higher Education and has received numerous awards, citations, and publications in STEM education. She serves on many advisory boards and councils governing STEM.

Cailisha L. Petty, PhD, is the MAT and Biology Education Coordinator at NC A & T, having earned her doctorate in Teacher Education and Development at the University of NC at Greensboro. She is committed to equity of access in science education for students of color, specifically girls and women, across the spectrum of academic arenas.

Kenneth A. Rath is an educational evaluator at SageFox Consulting Group and has been part of the team evaluating the Student Enrichment Opportunities programs since 2002. His professional work is primarily focused on the evaluation and research of STEM initiatives at the K-12 and higher education levels.

Thomas C. Redd, PhD, is an Associate Professor of Mathematics and an active member of the University General Education Council and the new UNC System Math Pathways project. He has been active with funded initiatives (NSF-BLEND, NSF-iBLEND, NSF-Talent-21, Burroughs Welcome Fund) directed toward broadening participation in STEM disciplines, authoring several articles.

Melissa S. Reeves, PhD, is an Associate Professor of Chemistry at Tuskegee University where she has taught Physical Chemistry since 1995. She is an active member of the POGIL Physical Chemistry Laboratory project and serves on the American Chemical Society Physical Chemistry Exam Committee.

Lahna Roche, is an LPC with 18 years of professional experience in education focusing on student development, particularly metacognition, learning strategies, and skills training. She’s worked with diverse student populations including administration in a TRIO program and has published works focusing on metacognition, academic support, learning centers, and college completion.

Checo J. Rorie, PhD, is an Associate Professor, Department of Biology, NC A&T. He received a BS in Biology from Clark Atlanta University and a PhD from UNC-Chapel Hill’s Curriculum in Toxicology. He completed a postdoc in Biochemistry from New York University and completed the SPIRE Postdoctoral Program from UNC-Chapel Hill.

Payam Sheikhattari, MD, MPH, is Professor of Public Health at Morgan State University and the Co-principal Investigator of ASCEND. He has substantial experience directing student research centers, and currently directs ASCEND’s Student Research Center. Dr Sheikhattari’s research focuses on tobacco use in underserved communities.

Gillian B. Silver, MPH, CPH, is the Program Manager of the Morgan State ASCEND Initiative. Her experience includes work at the Association of Schools of Public Health on the W. K. Kellogg Foundation-funded “Affirming a Commitment to Eliminating Health Disparities,” the public health workforce crisis, and the undergraduate public health initiative.

Mary A. Smith, PhD, is Professor and Chairperson of Biology at NC A&T, having earned her doctorate in Plant Physiology from Cornell University. Committed to undergraduate STEM education reform and URMs success, she is a GEP consortium member, Partnership for Undergraduate Life Sciences (PULSE) Leadership Fellow and Director of the Maximizing Access to Research Careers MARC program.

Faye E. Spencer-Maor, PhD, is Associate Professor of English, at North Carolina A&T State University in Greensboro, North Carolina, and received a BS in Journalism from Florida A&M University, MA in Journalism from the University of Colorado at Boulder, and PhD in English/Writing Studies from the University of Illinois Champaign-Urbana.

Derrick J. Swinton, PhD, is Chair and Professor of Chemistry at Claflin University, Orangeburg, SC. He has years of experience developing academic programs and initiatives that promote student achievement. He is an adamant believer in creating and implementing learning programs for the advancement of science and broadening STEM participation.

Guoqing Tang, PhD, Professor and Chairman of the Mathematics Department at NCA&T State University, has published over 32 papers in refereed journals and conference proceedings. His research interests lie in the areas of dynamical control systems, scientific computing, and mathematics education. He has received over US$12 million in STEM-related grants.

Gloria Thomas, PhD, Director of the Louisiana State University Center for Academic Success, has had academic training and faculty appointments in chemistry departments at a wide variety of educational institutions. These experiences have provided valuable insights into teaching and learning, diversity and inclusion, higher education trends, and science education.

Verlie A. Tisdale, PhD, is the Dean of the School of Natural Sciences and Mathematics and a Professor of Biology at Claflin University, Orangeburg, SC. She has previously published in Diversity in Higher Education. She serves on college, community, academic, and professional boards, and holds membership in several professional organizations.

Marilyn Tourné, PhD, is an Assistant Professor of Chemistry at Tuskegee University where she has taught General Chemistry since 2012. She has used POGIL instruction in her classrooms since 2014 and will attend her first POGIL Regional Meeting in 2018.

Isiah M. Warner, PhD, is Boyd Professor of LSU System and Vice President of Louisiana State University. His research expertise is in fluorescence spectroscopic analyses, a field in which he is considered a world’s expert. He also conducts educational research, focusing on maintaining and enhancing student education in science, technology, engineering, and mathematics (STEM) and encouraging students (particularly underrepresented) to pursue terminal degrees in STEM.

Shannon Watt, PhD, combines her training in science (PhD in Chemistry, Georgia Institute of Technology) with her interests at the intersection of STEM, higher education, and broadening participation. Before serving as Bridges to the Baccalaureate Program Manager at Louisiana State University, she founded diversity-focused programs at the Georgia Institute of Technology and the University of Michigan, taught at Xavier University of Louisiana, and managed research and programs for the Open Chemistry Collaborative in Diversity Equity (OXIDE).

Angela M. White, PhD, is a Teaching Assistant Professor of Biology and Coordinator of Science Initiatives, North Carolina A&T. She earned her PhD in Curriculum and Instruction with a concentration in Educational Psychology from North Carolina State University. She was awarded the 2018 NC A&T Faculty Advising Excellence Award.

C. Dinitra White, PhD, is an Associate Professor, Department of Biology, North Carolina Agricultural and Technical State University. She received a BS in Biology from Johnson C. Smith University and PhD in Microbiology and Immunology from Wayne State University School of Medicine. She is the Director of the NC A&T Pre-Professional Scholars Program.

Clair Wilkins-Green, PhD, is based in the Office of Planning, Institutional Research and Assessment at Xavier University of Louisiana. She is involved in the assessment of all three student training programs discussed in this chapter (BUILD, MARC, and RISE). Dr Wilkins Green received her PhD in Politics from Manchester Metropolitan University and her MA in Political Science from Louisiana State University.

Tyrslai M. Williams, PhD, is the Assistant Director for Strategic Initiatives at LSU. Her primary focus is to provide all students access to higher education in STEM through the conception of intentional programs. Her interests are mentoring, broadening participation, informal science learning, and interpersonal and holistic development of students at all levels.

Zakiya S. Wilson-Kennedy, PhD, is an Associate Professor of Research in Chemistry Education and Assistant Dean for Diversity and Inclusion within the College of Science at Louisiana State University. Her research is published in peer-reviewed journals, such as the Journal of Science Education and Technology and the Journal of Chemical Education.

Leyte L. Winfield, PhD, has provided advocacy and leadership to enrich and expand the academic environment at Spelman College. Her scholarship is based on a dedication to creating culturally responsive initiatives that promote gender equity in academia and science careers. She has served as the Principal Investigator on several related efforts.

Angela Winstead, PhD, is a STEM educator and active researcher at Morgan State University. Se uses her education and professional experience to encourage the development of student growth and to inspire and empower young scholars to reach their highest potential.

Linus Yu, PhD, is the Department Head of Mathematics at the University of Arkansas Fort Smith, having received his PhD from SUNY at Buffalo, NY in 2008. Under his leadership, the Mathematics faculty have increased publications and presentations by 40% and have received numerous grants.

Preface

US students exit undergraduate science, technology, engineering, and mathematics programs at alarming rates (Committee on Prospering in the Global Economy of the 21st Century (U.S.) & Committee on Science Engineering and Public Policy (U.S.), 2007; Committee on Prospering in the Global Economy of the 21st Century (U.S.) & Committee on Science Engineering and Public Policy (U.S.). 2010; National Academy of Sciences, National Academy of Engineering, & Institute of Medicine, 2011). In fact, less than 50 percent of US undergraduates who enter STEM degree programs as aspiring freshmen complete degrees in these areas. This is especially true for minorities, whose departure from STEM degree programs is often twice the rate of Caucasian and Asian students (National Academy of Sciences et al., 2011). As the US population becomes increasingly diverse, the underutilization of US human resources endangers the long-term economic health of the nation.

In 2012, the President’s Council of Advisors on Science and Technology (PCAST) issued a clarion call to increase the number and quality of STEM graduates by 1,000,000 (President’s Council of Advisors on Science and Technology, 2012). This body of education, industry, and government leaders also advocated for the broad-based adoption of innovative pedagogies to increase student success in STEM degree programs, with an emphasis on increasing the participation of women, minorities, and other UR groups, who they posited would benefit the most from these innovations.

Higher education administrators and educators grapple with how best to transform educational practices in STEM. Noting that diversity is a lever for innovation, this book shares best practices that embody the principles of inclusive excellence within STEM. Herein, the dissemination of best practices, adaptation of national models (such as POGIL, peer-led team learning, SCALE-UP, Emporium learning, etc.) for minority populations, and other approaches will contribute to national dialogue on what works. Accordingly, this book provides roadmaps for universities and programing seeking to expand their capacity for advancing student success among groups historically underrepresented in STEM disciplines.

The collective works featured in this book illustrates the development and implementation of high-impact educational practices and programs that have been demonstrated to be effective at broadening the participation of underrepresented groups in the STEM disciplines. For each initiative, the authors describe the origins and structure of the practice or program, the philosophical and theoretical underpinnings, and the institutional context wherein the program has been developed. The authors also summarize evidence of effectiveness and describe implications for local practice. In each chapter, the goal is to provide the reader with an understanding of the innovation and effort sufficient to lead to informed implementation at the local level. Accordingly, the book seeks to provide campus-based faculty, administrators, and diversity professionals with a guide that can be used to develop programs designed to address specific student success and inclusion goals.