Shaping A STEM Workforce That Looks Like America

2012 AOE Counselor & Leadership Conference

Monday, October 29th, 2012

Northwestern University

Evanston, IL

The “New”

American Dilemma

The relative absence of African Americans, American Indians, and Latinos in STEM study and careers, and the requirement to reverse this situation to better compete globally, is what we refer to as the “New” American

Dilemma.

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What Is NACME? Our Mission

To ensure American competitiveness in a flat world by leading and supporting the national effort to expand U.S. capability through increasing the number of successful African American, American Indian, and Latino women and men in science, technology, engineering and mathematics (STEM) education and careers.

Our Vision An engineering workforce that looks like America.

Our Goal Working with our partners to produce an engineering graduating class that looks like America.

Our Purpose Our aim is to increase the proportion of African American, American Indian, and Latino graduates in STEM education and careers, our metric is parity in the workforce, and our methodology is connecting the network of like-minded individuals and organizations that share a commitment to these aims.

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Board of Directors

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Role of the Board of Directors: provide support and advocacy for NACME’s mission.

Corporate Council

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Role of the Corporate Council: to provide financial support to NACME’s mission.

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The Situation

U.S. Population by Race and Ethnicity

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16%65%

12%5%

1%

1%

2010

23%56%

12%6%

2%

1%

2030

30%

46%

12%8%

3%

1%

2050

White Black AI/AN/NHPI Hispanic Asian Two or more races

KEY

Source: Analysis of U.S. Census Bureau. Population Estimates by Race and Hispanic Origin, 2010-2050.

NACME’s Goal: An Engineering Workforce that Looks Like America

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American

Indian/Alaska Native

0.5%

Asian

American12%

African

American5%

Latino

8%

All other

75%

Engineering Bachelor’s Degrees, 2009

(n = 69,902, excl. foreign students)

U.S. Population, 2009 (n = 310,233,000)

American

Indian/Alaska Native

1%Asian

American5%

African

American12%

Latino

16%

All other

66%

Source: ASEE, 2010 Source: U.S. Census Bureau

a) Academies of Engineering (AOEs) to NACME Partner Institutions and linkages to their community colleges

b) NACME Scholars to the Alfred P. Sloan Foundation Minority Ph.D. and Sloan Indigenous Graduate Partnership Program faculty

c) NACME Scholars to board companies for the purpose of gaining hands-on engineering experience in a summer internship/co-op assignment or to seek a full-time position

d) Alfred P. Sloan Foundation Minority Ph.D. and Sloan Indigenous Graduate Partnership Program Scholars to NACME Board Companies

NACME STEM Integration Model NACME will integrate existing program elements into a unified continuum that leverages

existing partnerships for students to move along the NACME Continuum from:

Graduate School

Pre-Engineering

Community College

University STEM Workforce

West Midwest

Southeast Southwest California State –LA California State –Sac. University of Alaska U of Colorado–Boulder U of Washington U of California–San Diego U of Southern California

Bucknell U Cornell U City College of NY Drexel U Fairfield U NJIT RIT Rutgers, SUNJ Polytechnic Inst. of NYU Stevens Institute Syracuse U U of Bridgeport U of Maryland, Baltimore Co.

U of Central Florida Florida A&M U Florida Int’l U Georgia Tech Louisiana State U North Carolina A&T State U Polytechnic U of Puerto Rico Tennessee Tech U Tuskegee U U of Arkansas U of Kentucky Virginia Tech West Virginia U

50 Partner Institutions as of August 2012

Northern Arizona Prairie View A&M U of Texas–El Paso U of Texas–San Antonio U of Houston

Illinois Inst. of Tech. Kansas State U Kettering U Milwaukee School of Engineering Missouri U of Science & Technology

Purdue U Rose-Hulman Inst. of Tech. U of Akron U of Illinois-Urbana U of Missouri, Columbia U of Missouri, Kansas City U of Oklahoma

NACME Partner Institutions

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New Partner Institutions in red.

Graduating Scholars Survey

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An annual report on NACME Scholars who graduated to determine: • Scholars’ level of satisfaction with

instructional and support features of their undergraduate engineering program

• Research and/or internship experiences acquired by the Scholars during their undergraduate degree program

• Post graduation employment positions and relatedness to their degree program

• Graduate education coursework and degree plans

Preparedness by Students’ High School to

Pursue an Engineering Degree

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53

27 29 38

31

23

32 35

37 44

7

17 13

9 6

2 9 8

1 3

0%

10%

20%

30%

40%

50%

60%

70%

80%

90%

100%

Very Unprepared

SomewhatUnprepared

Moderately WellPrepared

Very Well Prepared

Students’ Experiences with

Attending Community College

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56 18 23 15 9

12

15

8

2

5

3

3

5

1

3

1

1

8

7

1

6

0%

10%

20%

30%

40%

50%

60%

70%

80%

90%

100%

Total VHR HR < Ph.D. HBCU HSI

Started at comm. college,earned associate's, thentransferred to a 4-yr

Took classes at comm. collegeand then transferred to a 4-yr

Took classes at comm. collegewhile enrolled at 4-yr

Did not attend a communitycollege

NACME Scholar – Jennifer Mosquera

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Institutions: Essex County Community

College; New Jersey Institute of Technology

Major: Mechanical Engineering

Cumulative GPA: 4.0

Graduation Date: May 2011

Profile of Accomplishments

- Spoke at a briefing NACME held on Capitol Hill to present its latest research on Community College transfers

- Worked for Ecosystem, a

Manhattan-based energy services company, and oversaw the conversion of a network of steam boilers to hot water in a building in New York, which conserved energy and cut costs

- Enrolled in a master’s degree

program in mechanical engineering at NJIT in the fall of 2012

Financial Aid

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Percent Number

NACME scholarship 88% 68

Fellowship or scholarships other than NACME 82% 63

Federal or state grant (e.g., Pell grants, Lottery Scholarships, etc.) 62% 48

Student loans from the school you attended, the federal or state

government repayable after you leave school43% 33

Earnings from internships/co-ops or other non-work-study

employment56% 43

Financial support from parents, spouse, relatives, not to be repaid 42% 32

Work-study 30% 23

Tuition Waivers 20% 15

Financial assistance from your employer 10% 8

Loans from banks that are not specifically student loans 9% 7

Loans from parents or other relatives (to be repaid) 10% 8

Credit Cards 17% 13

GI Bill benefits 4% 3

Armed forces reserves or ROTC funds 3% 2

n 77

NACME Scholars’ Research Experiences

by Gender

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Student Internship Employers

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Company Name Number

Raytheon 13

Lockhead Martin 12

General Electric 12

The Boeing Company 10

Intel Corporation 8

General Motors 5

John Deere 4

NASA 4

Student Internship Employers (2008-2011)2008-2011

NACME Scholar – Tariq Walker

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Institution: North Carolina A&T

Major: Architectural Engineering

Cumulative GPA: 3.89

Graduation Date: May 2012

Profile of Accomplishments

– Inducted into Phi Alpha Epsilon (PAE) – Architectural Engineering Honor Society

– Louis Stokes Alliance for Minority research grant recipient-- project in Structural Engineering

– Served two summer internships with the Army Corps of Engineers in Germany

– Volunteers to increase awareness about “stepping out” through working or studying abroad to improve professional advancement

Immediate Post-Graduate Plans

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NACME Scholars’ Educational

Plans for the Next 12 Months

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Pursue Some Graduate School

Coursework 26%

Pursue a Master's Degree in Engineering

51%

Pursue an MBA 13%

Other 10%

(n = 119)

• NACME’s STEM Integration Model – Pipeline from AOEs to NACME Partner Institutions (and beyond)

• Graduating Scholar Survey Results: – Students felt most prepared for mathematics out of High School – 33 percent of NACME Scholars attended Community College – Students took advantage of internship opportunities and

attended conferences – From 2009-11, 30 percent of students accepted a full-time job,

and 33 percent were planning to pursue graduate work – From 2009-11, for those working toward graduate school, 51

percent planned to pursue a master’s degree in engineering

Summary

Q & A

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