Resource Portfolio

Ensuring the Success of Under-represented Groups in STEM Learning Environments
The 2003 PKAL Assemblies
What Works - What Matters - What Lasts: The Roles and Responsibilities of Leaders in Undergraduate STEM

October 3 - 5, 2003


Application Deadline: September 10, 2003

A. Project Kaleidoscope in the Work of Reform

  • 2002 F21 Statements

    • Toni D. Sauncy, Angelo State University
      Over the next decade, our societal investment in the education of all students in the fields of Science, Math, Engineering and Technology (STEM) will become increasingly critical, perhaps even more than in the past.
    • Susan C. Eriksson, Virginia Polytechnic Institute
      The changing nature of the student population will provide many challenges to STEM undergraduate faculty during the next decade. We cannot even begin to imagine what our students will be like in ten years but a few changes are already at hand.

B. National Organizations/Resources

  • A Hand Up: Women Mentoring Women in Science
    Ed. Deborah C. Fort, The Association for Women in Science
    Interviews with 37 women in STEM, including undergraduates and noted science professionals. The book also identifies common themes among the interviews.

  • Investing in Human Potential - 1993
    American Association for the Advancement of Science
    Recommendations about dealing with "the special needs of a growing population of students for whom English is a second language."

  • Losing Ground: Science and Engineering Graduate Education of Black and Hispanic Americans
    American Association for the Advancement of Science
    AAAS undertook a study of graduate STEM populations at 93 research universities. Declining enrollment of minorities in science and engineering occurred between 1996 and 1997, after three consecutive years of increases.

C. Other Resources

  • Working Toward and Ensuring the Success of African American Students in the Sciences– the UMBC Story
    The identifiable elements that contribute to systemic reform are all visible in the learning environment at the University of Maryland Baltimore Country. This is an institution nationally-recognized for the strength of its science programs and for its effectiveness in working as a community to ensure the success of all students– particularly African American students– in the study of STEM fields.

  • Case Study: COSEN: Working Together to Achieve Diversity
    Susan Palmer, Executive Director The Carolinas and Ohio Science Education Network (COSEN)
    In 1989, eight institutions--Davidson College, Denison University, Duke University, Furman University, Kenyon College, Oberlin College, Ohio Wesleyan University, and the College of Wooster-- joined together as a network to support students traditionally underrepresented in science and mathematics, particularly women and African Americans.

  • Multicultural Students At Sea Together
    Hampton University
    This is a multidisciplinary program designed for minority students to explore the Chesapeake Bay. Students live aboard a sailing vessel while conducting scientific studies of the marine environment.

  • Science and The Construction of Women
    Ed. Mary Maynard, University College London Press
    An interdisciplinary exploration of the major challenges of women in science. The authors ask: "How does science 'construct' women? How can we create a feminist discourse of science? Are the current developments to women's advantage or disadvantage?"

  • Teaching Science to Language Minority Students
    Judith W. Rosenthal, Multilingual Matters
    Teaches science faculty how to modify teaching techniques for language minority students. Case studies illustrate stories of success.

  • Warming the Climate for Women in Academic Science
    Angela B. Ginorio, Association of American Colleges and Universities
    Provides a comprehensive review of women in STEM, including undergraduate students, graduate students and faculty.