cic diversity forum research universities and diversity: using standing our ground daryl e. chubin...
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CIC Diversity Forum
Research Universities and Diversity:
Using Standing Our Ground
Daryl E. Chubin
American Association for the Advancement of Science
Purdue University April 4, 2005
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The National STEM Imperative:My Recent Participation
BEST (2001) NAE/CDEW (2002 ) AAES Summit (2003) AAAS-NACME Standing Our Ground (2004) AAAS Capacity Center (2004 ) Sloan Foundation grant to to disseminate Standing Our
Ground & advise/assist institutions (2005 )
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Why STEM?—Rationale for Investing in S&T
Post-WWII Legislation (notably, NSF creation in 1950 & NDEA of 1958)
Renewed Role in National Security
Economic Development
Equity
Workforce Development
. . . more than research . . .
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U.S. S&E workforce draws on a narrow & declining segment of our population.
U.S. jobs requiring S&E skills growing at 5% annually compared with 1% growth rate for rest of domestic labor market.
Since 1975, the U.S. has fallen from 3rd to 17th compared to other countries in proportion of 18-24 year olds earning S&E degrees.
U.S. student interest in technical disciplines is far off peak levels of the 1980s.
The international segment of the U.S. technical workforce has increased steeply.
The United States is not keeping pace with the growth of international S&E capacity, e.g., engineers produced per 10K population.
The BEST Challenge:A Perfect Storm in the MakingData Trends: A Perfect Storm in the Making?
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National Data:Trends & Concerns in STEM Fields
Student under-participation: Academic preparation/college admission Enrollment and retention-to-degree: BS and grad
STEM Workforce: Growing Postdoc Population Science faculty studies: MIT, Nelson top 50 analysis, Harvard NIH Pioneer Awards The (Un)changing Face of the Ivy League
Yet . . . University presidencies (Ivy, Big 10, UC System)
NSF ADVANCE/AGEP/LSAMP (BS & PhD institutions)
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Minority = Black/African American, Hispanic, and American Indian
Source: Joan Burrelli, NSF, based on 1999 Common Core of Data, U.S. Department of Education, National Center for Education Statistics (NCES); NCES, 1998 IPEDS Fall Enrollment Survey; UCLA Higher Education Research Institute,1998 American Freshman Survey (estimate); and NCES, 1998 IPEDS Completions Survey
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Opportunity for All?
Demographic Change
Globalization & Post 9/11 public policy: an “imbalance of trade” in human resources
Legal Challenges (state level)
Declining STEM Enrollments: Interest/awareness
Perceived rewards/career opportunities
Higher ed welcoming/support
Workplace climate
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“These persistent gaps in college participation among whites and minorities tell us that we must be more creative and imaginative in developing strategies and finding additional resources so that more students of color are successful on our campuses.”
William B. Harvey
ACE Vice President &
Director, Center for Advancement
of Racial and Ethnic Equity
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Tackling Participation Issues: “Fix” Students, Pathways, or College?
Students: Demographic composition: what’s the denominator? Pre-college academic preparation Recognizing talent—“smarts” v. potential
Pathways: Intervention programs—marginal, soft money Access to higher education –finances matter
College Environment Cultural competence Scale & flexibility
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Approach of Standing Our Ground
Produce a “Guidebook” focused on STEM education
Address issues, with cross-references, to different audiences
Counter the intimidation by anti-affirmative action groups, especially of state universities
Induce conversations “beyond admissions” on campus between faculty/program staff & general counsels
Increase awareness of program options (re pre-college outreach, financial aid, student retention, faculty recruitment) & accountability for actions on them
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Contents
Legal Primer
Design Principles
Conference Report:
Data Compendium
Jackson & Vest Speeches
Background Readings
Kane Reprint
Responses to FOIA Requests
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Legal Primer
Federal Equal Opportunity Standards
Titles VI, VII, IX, & ADA
Equal Protection & Due Process Clauses
Significant Federal Legal Opinions
Grutter & Gratz, Bakke, & Adarand
State-Based Equal Opportunity Standards
CA, WA, FL, TX, MI
Ongoing Federal Efforts
SEEOA, NSF Criterion II, EEO Standards
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Issues
What is permitted & legally defensible on campus
How do the following apply to programs:
Strict scrutiny
Compelling interest
Narrow tailoring
Race-neutral alternatives
Critical mass
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Design Principles
Mission
Intent
Target Population
Program Character
Context
Evaluation & Research
Faculty Recruitment & Retention
Leadership
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Established August 2004 with 3-year, $400K grant from Sloan Foundation to AAAS
STEM human resource development consulting service
Provide institutions of higher education with nationally-calibrated research & technical assistance in examining programs & outcomes
Foster institutional capacity to:
recruit, enroll, & support students
diversify the faculty
AAAS Capacity Centerat a Glance
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Assets
Roster of consultants & advisors includes specialists in data analysis, program design, outreach, evaluation, & higher education administration
Consultant teams assembled to serve specific client needs over a typical “project period” of 5-8 months
AAAS Capacity Center embodies resources in Standing Our Ground (legal, policy, cultural) for changing programs, and moreover, attitudes
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“[I]t is very distasteful to be pushed by the government to modify programs that have served our nation and our institution admirably for many years. These programs have created inspiration and opportunity for young people of color. They have not destroyed opportunity for anyone else.”
Dr. Charles M. Vest
Former President, MIT
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A Menu of Services
Data on impact of “percentage plans” (access) & interventions (aimed at degree completion)
How to conduct searches to diversify the faculty & administration
Developing “cultural competence” among current faculty, staff, & students
How to mainstream & institutionalize “special” (soft-money) programs
Nurturing US student talent in the face of globalization
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Modus Operandi
• AAAS Capacity Center assembles consultant teams to serve specific client needs
• Over a typical “project period” of 5-8 months, teams:
Review program, department, college, or institution-wide performance (access, enrollment, support, retention)
Devise/deliver strategies identified in a needs assessment and statement of work
Submit report with toolkit to assist client in improving service delivery through campus resources/mechanisms
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Collaboration with Intel Foundation (C. Barton)
Support Engineering Leadership Workshop (Summer 2005): Conduct needs-assessment with a sample of participating
institutions (Fall 2005)
Engage requesting institutions to develop strategies for diversifying students and faculty (2006 )
Use Deans/Colleges of Engineering as a gateway for impacting institutional structure and climate
Strategic Alliances: An Example
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Susan Hackwood, California Council on S&T
Jamie Lewis Keith, MIT
Cora B. Marrett, U. of Wisconsin System
Richard A. Tapia, Rice U.
Warren A. Washington, NCAR
Luther S. Williams, Missouri Botanical Garden
Ted Greenwood, ex officio, Sloan Foundation
Advisory Committee
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Contact
Dr. Daryl E. Chubin
Director, AAAS Capacity Center
202-326-6785
www.aaas.org/standingourground
www.aaas.org/programs/centers/capacity