| NSF Org: |
OIA OIA-Office of Integrative Activities |
| Recipient: |
|
| Initial Amendment Date: | September 12, 2016 |
| Latest Amendment Date: | July 3, 2017 |
| Award Number: | 1649095 |
| Award Instrument: | Standard Grant |
| Program Manager: |
Bernice Anderson
banderso@nsf.gov (703)292-5151 OIA OIA-Office of Integrative Activities O/D Office Of The Director |
| Start Date: | October 1, 2016 |
| End Date: | September 30, 2018 (Estimated) |
| Total Intended Award Amount: | $272,243.00 |
| Total Awarded Amount to Date: | $272,243.00 |
| Funds Obligated to Date: |
|
| History of Investigator: |
|
| Recipient Sponsored Research Office: |
1818 N ST NW STE 350 WASHINGTON DC US 20036-2406 (202)659-1818 |
| Sponsor Congressional District: |
|
| Primary Place of Performance: |
DC US 20036-2493 |
| Primary Place of
Performance Congressional District: |
|
| Unique Entity Identifier (UEI): |
|
| Parent UEI: |
|
| NSF Program(s): | Eddie Bernice Johnson INCLUDES |
| Primary Program Source: |
|
| Program Reference Code(s): |
|
| Program Element Code(s): |
|
| Award Agency Code: | 4900 |
| Fund Agency Code: | 4900 |
| Assistance Listing Number(s): | 47.083 |
ABSTRACT
This INCLUDES award to the Quality Education for Minorities (QEM) Network will focus on building STEM research and teaching capacity of Historically Black Colleges and Universities (HBCUs) and Tribal Colleges and Universities (TCUs). HBCUs and TCUs share the impact of disparities that affect their communities and are constantly seeking STEM research and education solutions to engage students and prepare them to be fully involved in developing innovative and effective remedies that will address these disparities. The QEM Design & Development Launch Pilot (DDLP) Project is a collaboration that will provide an underpinning for broadening the participation of institutions involved in improving the enrollment and retention of minority students in science, technology, engineering, and mathematics (STEM). To be competitive in a future global economy, the Nation must make a larger investment in the STEM education of its underrepresented groups, including, males and persons with disabilities. Failure to make such an investment can weaken our STEM infrastructure and inhibit the continuity of the Nation as a world leader in STEM.
The project's initial partners consist of five HBCUs (Morehouse College, Morgan State University, Spelman College, Tuskegee University, and University of Maryland Eastern Shore) and two TCUs (Aaniiih Nakoda College and United Tribes Technical College) with the aim of expanding to 12 institutions as well as adding business/industry partners and STEM-focused professional societies. The goals of the DDLP project are to: (1) build and sustain an alliance to increase the participation of African Americans and Native Americans in STEM education, research, and the workforce; (2) strengthen the STEM research, instructional, and mentoring capacities of partner HBCUs and TCUs; and (3) develop and promote broadening participation (BP) practices to address academic and professional career needs of African American and Native American males to significantly increase their representation in STEM. The QEM DDLP will implement evidence-based and data-driven approaches to developing research, education, and mentoring activities that can be tailored to institutional needs and context. The resulting outcome will be an increase in the capacities of HBCUs and TCUs in STEM that will position these institutions for sustained contributions to national broadening participation initiatives.
PROJECT OUTCOMES REPORT
Disclaimer
This Project Outcomes Report for the General Public is displayed verbatim as submitted by the Principal Investigator (PI) for this award. Any opinions, findings, and conclusions or recommendations expressed in this Report are those of the PI and do not necessarily reflect the views of the National Science Foundation; NSF has not approved or endorsed its content.
The NSF INCLUDES QEM Design & Development Launch Pilot (D&DLP) Project in Partnership with Historically Black Colleges and Universities (HBCUs) and Tribal Colleges and Universities (TCUs) was one of 37 initial awards funded by the National Science Foundation (NSF)'s INCLUDES initiative. NSF INCLUDES (Inclusion across the Nation of Communities of Learners of Underrepresented Discoverers in Engineering and Science), one of NSF's 10 Big Ideas, aims to expand and diversify the STEM workforce to better reflect the diversity of U.S. society.
The project created a unique partnership among six (6) HBCUs --- Lawson State Community College (AL), Morehouse College (GA), Morgan State University (MD), Spelman College (GA), Tuskegee University (AL), and University of Maryland Eastern Shore (MD); and three (3) TCUs --- Aaniiih Nakoda College (MT), Southwest Indian Polytechnic Institute (NM), and United Tribes Technical College (ND) as well as the Tribal Nations Research Group. These D&DLP Core Partners pursued a common agenda to advance knowledge about HBCU and TCU STEM success to better inform the STEM education community. Key project activities over the two-year initiative included:
- Ongoing synthesis of STEM education research at HBCUs/TCUs, particularly studies led by HBCU or TCU faculty or staff. The synthesis identified current gaps in STEM education research and publications on African American, Native Americans, and persons with disabilities at HBCUs and TCUs.
- Design and development of a model for successful STEM Research Experiences for Undergraduates focused on early-college REU experiences for African Americans and Native Americans, especially males --- Prototypes studied include: an "in place" REU experience in which TCU and HBCU students were involved in an REU at their home campuses; REU experiences for HBCU students at a TCU REU site; and REU experiences for HBCU students in REU programs at their home or other HBCU campuses. A Gathering, hosted by United Tribes Technical College at the REU's midpoint to stimulate networking, also proved to be a strong component of the REU model.
- Interviews and surveys conducted with students indicated that the REU experience increased their interest in pursuing postgraduate studies and also exposed them to STEM research that could benefit their home and campus communities. REU students commented, "I have used the skills and knowledge acquired at the REU in subsequent work/research." and "The REU experience changed my attitude about a future career in science." The three prototypes, and data gathered, have significant promise for research on models for REU experiences for HBCU and TCU students.
Students selected for the QEM INCLUDES REU and their faculty mentors represented the disciplines of Allied Health, Biology, Chemistry, Engineering, and Native American Studies. During the QEM INCLUDES REU, students engaged in research in their disciplines, guided by their faculty mentors. Several students have reported continuing their research at their current institution. The outcomes of their research have the potential to add to the body of knowledge in their discipline.
The QEM D&DLP partners have participated in several NSF INCLUDES Technical Assistance Conferences, making presentations as well as a video about the QEM D&DLP activities. Core Partners have shared information with their TCU and HBCU campuses. Project staff also participated in other professional conferences to share project goals, objectives, and outcomes. Information about the QEM D&DLP project is available at the QEM Website http://www.qem.org/includes.
Though the D&DLP project has ended, the Core HBCU and TCU Partners continue to guide and participate in QEM's subsequent INCLUDES STEM diversity initiatives. The D&DLP research synthesis and assessments of the project's REU prototypes have potential to add to the research base for broadening participation in STEM for African Americans and Native Americans, especially males. Through a subsequent QEM INCLUDES conference award from NSF, a planned Spring 2019 National Summit to Survey and Stimulate Broadening Participation Research at Historically Black and Tribal Colleges/Universities, HBCU and TCU faculty will receive support, training, and exposure to the STEM Education Research Community, potentially resulting in their subsequent contributions to increased research findings in this critical area.
As the NSF INCLUDES initiative matures, opportunities for further participation have evolved, including involvement in the INCLUDES Coordination HUB to provide broad support to the INCLUDES community. QEM successfully participated in NSF's competition, as a contributing partner, with SRI International as lead organization. QEM Network is well-positioned to contribute a 20-year perspective and a first-hand experience with the QEM INCLUDES D&DLP and subsequent Summit.
(Report prepared by Althea Burns, QEM Associate and INCLUDES D&DLP co-PI and Project Director)
=========
ABOUT QEM NETWORK
The Quality Education for Minorities (QEM) Network was established in 1990 as a non-profit organization in Washington, DC, dedicated to improving education for minorities throughout the nation. QEM works with minority and non-minority individuals, organizations, and institutions to help coordinate and energize efforts to improve the education of minorities, particularly in STEM.
Last Modified: 01/11/2019
Modified by: Ivory A Toldson
Please report errors in award information by writing to: awardsearch@nsf.gov.
