Pub Date : 2019-02-28DOI: 10.1108/s1479-3644201922
Z. Wilson-Kennedy
This book reports on high impact educational practices and programs that have been demonstrated to be effective at broadening the participation of underrepresented groups in the STEM disciplines.
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Pub Date : 2019-02-12DOI: 10.1108/S1479-364420190000022006
M. Foroozesh, M. Giguette, T. Birdwhistell, K. Morgan, Kelly E Johanson, T. Coston, C. Wilkins-Green
Xavier University of Louisiana has a national reputation for producing science, technology, engineering, and mathematics (STEM) graduates who go on to obtain MD and PhD degrees. According to a 2013 National Science Foundation report, Xavier is ranked first in producing African American graduates who go on to receive life sciences PhD degrees, fifth in the nation in producing African American graduates who go on to receive science and engineering PhD degrees, and seventh in producing African American graduates who go on to receive physical sciences PhD degrees. Xavier is currently third among the nation's colleges and universities in the number of African American graduates enrolled in medical school, according to data compiled by the Association of American Medical Colleges, and ranked first in the number of African American alumni who successfully complete their medical degrees. The success of Xavier's graduates is due to a combination of university-based student support initiatives and externally funded programs, in particular, the Building Infrastructure Leading to Diversity (BUILD), Maximizing Access to Biomedical Research Careers (MARC) U*STAR, and Research Initiative in Scientific Enhancement (RISE) programs. These three programs, funded by the Training, Workforce Development, and Diversity (TWD) Division at the National Institutes of Health (NIH), offer select trainees undergraduate research opportunities, support mechanisms, and a variety of activities designed to improve their potential for success in graduate school. The BUILD, MARC U*STAR, and RISE programs work closely together and with the University to leverage the resources provided by each in order to provide the best experience possible for their students with a minimum of redundancy of effort. This chapter focuses on the program components and how the programs work together.
路易斯安那州泽维尔大学以培养科学、技术、工程和数学（STEM）毕业生获得医学博士和博士学位而闻名全国。根据美国国家科学基金会2013年的一份报告，泽维尔在培养获得生命科学博士学位的非裔美国人方面排名第一，在培养获得科学和工程博士学位的非洲裔美国人方面位居全国第五，在培养继续获得物理科学博士学位非裔美国人的方面排名第七。根据美国医学院协会（Association of American medical colleges）汇编的数据，泽维尔目前在美国医学院招收的非裔美国毕业生人数中排名第三，在成功完成医学学位的非裔美国人校友人数中排名第一。Xavier毕业生的成功归功于大学学生支持计划和外部资助计划的结合，特别是“通往多样性的基础设施建设”（BUILD）、“最大限度地获得生物医学研究职业”（MARC）和“科学增强研究计划”（RISE）计划。这三个项目由美国国立卫生研究院（NIH）的培训、劳动力发展和多样性（TWD）部门资助，为选定的受训人员提供本科生研究机会、支持机制和各种活动，旨在提高他们在研究生院取得成功的潜力。BUILD、MARC U*STAR和RISE项目密切合作，并与大学充分利用各自提供的资源，以尽可能少的冗余努力为学生提供最佳体验。本章重点介绍程序组件以及程序如何协同工作。
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Pub Date : 2018-10-30DOI: 10.1108/s1479-3644201821
C. Davis
This book focuses on the experiences of underserved student and faculty at historically Black colleges and universities. Encompassing institutional supports, identity development, and socialization patterns, it explores how “outsider” perspectives will impact future research and practice, while also emphasizing issues of diversity and inclusion.
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Pub Date : 2018-08-15DOI: 10.1108/S1479-364420180000020005
K. McDonald
Abstract This evaluation examines the impact of the academic and social connection efforts of the Multicultural Center for Academic Success (MCAS) Summer Bridge (SB) program on the academic performance and retention of its student participants. Specifically, the SB program incorporates academic and social connection theoretical frameworks provided by Vincent Tinto (1975) and Doug Guiffrida (2006), and this study seeks to ascertain the program’s impact on student performance and retention. The study used an adaptation of the Pascarella and Terenzini (1980) Institutional Integration Scale Survey and focus-group interviews of past SB participants to provide data. Additionally, the study conducted a comparative analysis between SB participant grade point averages and persistence rates with general population students or students of color, a dominant demographic within the MCAS SB program. The study finds a correlation between the academic and social connection efforts of the center, and the academic performance and retention percentages of its student participants.
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Pub Date : 2018-08-15DOI: 10.1108/S1479-364420180000020001
Angela Webster
Abstract The clarion calls that African-American students are voicing throughout the nation’s predominantly white institutions (PWIs) make it instructive for PWIs to become intentional and exigent about the recruitment, retention, and development of African-American faculty. Too often, PWIs continue the refrain that African-American faculty in their respective disciplines do not exist. This chapter addresses how this happens based on a five-point model that offers strategies for campus leaders to advance diversity and inclusion. The 2014 Condition of Education Report (National Center for Education Statistics, 2014) revealed that black undergraduate students made up 29% of private for-profit institutions, 13% at private nonprofit institutions, and 12% at public institutions. Comparatively, the number of black full-time instructional faculty at postsecondary institutions was only 6%. As a matter of equity, representation, and the collegiate experience of black students, PWIs are compelled to recruit and yield more Blacks in the professoriate. Therefore, the author put forth a five-point model that offers systematic strategies for campus leaders to operationalize critical multiculturalism. The five points of the model are perspective, presence, position, promotion, and prosper, as displayed in Table 1. The first two features of this model pertain to micro individual attitudes, while the latter four apply to macro organizational procedures that support mission-focused values. This model also offers a multitude of counsel that equip campus leaders to listen to students and alleviate institutional practices that stagnate, stymie, stifle, and stop a harvest of African-American faculty.
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Pub Date : 2018-08-15DOI: 10.1108/s1479-3644201820
S. Thompson
This book provides insightful accounts into the diversity program successes and promising practices by diversity officers working on college and university campuses in the United States.
本书深入介绍了在美国学院和大学校园工作的多元化官员在多元化计划中取得的成功和有前景的做法。
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Pub Date : 2018-08-15DOI: 10.1108/S1479-364420180000020020
S. Thompson
Abstract Diversity is a somewhat amorphous concept; however, it is crucial to our growth as a nation, especially the growth and personal development of college and university students. Most college and university campuses are diverse societies, composed of individuals of many ethnicities, religions, ages, sexual identities, and physical abilities. It is not hard to see the diversity on a campus; people of different backgrounds and cultures comprise the vast majority of the campus population. The University Diversity and Inclusion Office commonly has a vice president, an associate provost, or chief diversity officer for diversity who serves as the senior administrative head. This leader has the responsibility to provide educational activities and programs systematically. This chapter discusses the role that the University Diversity and Inclusion Office plays in educating the campus about global diversity awareness and inclusivity excellence. The chapter outlines a systematic and flexible approach to addressing the demographic shift that is occurring on college and university campuses and how best to deal with campus bias incidents. The components of the University Diversity and Inclusion Office strategic direction are examined with particular attention focused on the role of the office, its leadership, and the mission of the institution. A section on proposed successful campus-wide diversity initiatives is included as examples of an essential endeavor that enhances campus diversity. This organizational structure has won a national (HEED) Higher Education Excellent in Diversity Award.
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