mark leddy - postsecondary students with disabilities in stem: degree choices, retention &...

Mark Leddy, PhD, Program Director

Research in Disabilities Education

Directorate for Education and Human Resources

National Science Foundation

Postsecondary Students with Disabilities in STEM: Degree Choices, Retention & Career Options

National Science Foundation

NSF Strategic Performance Goal

“Prepare and engage a diverse STEM workforce motivated to participate at the frontiers.”(NSF 11-047)

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Percent with disabilities

Number with disabilities

Population 21-64 17% 28,145,000

US workforce 21-64 10% 12,836,000

STEM workforce 6% 306,000

SOURCES: Population and U.S. workforce—U.S. Census Bureau, Survey of Income and Program Participation, 2005; Workforce and doctoral faculty—National Science Foundation, SESTAT data system, and Survey of Doctorate Recipients, 2006.

NSF Division of Science Resources Statistics

“The economic growth of our country requires a highly skilled and diverse technical and scientific workforce to advance

innovation and competitiveness on a global scale.”

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Percent with disabilities

Number with disabilities

Students 6-17 11% 5,538,900

STEM undergraduates ▼10% 461,710

STEM graduate students ▼ 7% 49,300

STEM doctorate recipients ▼ 1% 386

Population 21-64 17% 28,145,000

US workforce 21-64 10% 12,836,000

STEM workforce 6% 306,000

STEM doctoral faculty 7% 11,700

SOURCES: Students 6-17—U.S. Department of Education, Office of Special Education Programs, 2008; Undergraduate and graduate students—U.S. Department of Education, National Center for Education Statistics, National Postsecondary Student Aid Study, 2008; STEM doctorate recipients, NSF/SRS, Survey of Earned Doctorates 2009, Workforce and doctoral faculty—National Science Foundation, SESTAT data system, 2006, 2008.

NSF Division of Science Resources Statistics

National Science Foundation

Americans with Disabilities Act (ADA) Amendments Act (ADAAA)

(Public Law 110-325)

• Disability is a current or past physical or mental impairment, or “being regarded as having such an impairment,” that substantially limits a major life activity or a major bodily function of an individual.

• Major life activities may include caring for oneself, learning, reading, concentrating, thinking, communicating and working

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Types of Disabling Conditions• Attention Deficit Disorder • Attention Deficit Hyperactivity Disorder• Deaf or Hard-of-Hearing• Physical Disability/Mobility Impairment• Systemic Health Condition• Mental Health Condition• Learning Disability/Dyslexia• Blindness or Visual Impairment• Acquired Brain Injury• Autism or Aspergers Syndrome

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Barriers to Student Success

• Poor academic preparation

• Negative faculty, family & peer attitudes

• Labs, classes & materials inaccessible

• Limited campus services

• Lack of financial support

• Poor self-advocacy skills

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Lost STEM Talent in High School

• 100% of non-learning disabled high school students reach their potential in Algebra II.

• 62% of students labeled with a learning disability with the potential to complete Algebra II by the end of high school do so.

HRD-0834177; HRD-0965444 (Muller, Shifrer & Callahan , 2011)

National Science Foundation

HRD-0834177; HRD-0965444 (Muller, Shifrer & Callahan , 2011)

Lower Expectations for High School Students to Attend College• By Teachers of Students with Learning Disabilities• By Parents of Students with Learning Disabilities• By Students with Learning Disabilities

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Alliances for Students with Disabilities in STEM2001-2011

U of Washington

U of Wisconsin

New Mexico St. U

Ohio St. UCity U of NY – Hunter Col.

U of So. Maine

Wright St. U

U of Hawaii

U of MO Kansas City

Auburn U Tuskegee U Alabama St. U

RIT

U of GAGA Tech

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Nagle, Marder & Schiller, 2009

Alliance Practices Contributing to College Retention

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University of Southern Maine’s EAST Alliance for Students with Disabilities in STEM• 50+ undergraduate research experiences on

campus.

• 33% of participants successfully transitioned to

graduate school.

• Research in labs and environmental science.

HRD-0833567 (Langley-Turnbaugh, Whitney, 2010)

National Science Foundation

Building an Alliance for New Careers in STEM: A Collaborative Model for the Inclusion of Youth and Veterans with

Disabilities (University of Missouri-Kansas City)

http://www.kcstemalliance.org/

HRD-0929212 (Jenson, Truman)

National Science Foundation

AccessSTEM AllianceUniversity of Washington, 2005-2008

HRD-0227995 (Burgstahler, 2008)

National Science Foundation

National Science Foundation

Free Download:www.lulu.com/sevo

HRD-0622885 (Todd, Sevo, 2011

Basics About Disabilities and Science and Engineering Education

www.nsfepscor.ku.edu/publications.html

Kansas NSF EPSCoR Office

Foley Hall2021 Constant Ave.Lawrence, KS 66047(785) 854-3096nsfepscor@ku.edu

(This report was prepared as account of work sponsored by NSF Award 0854967 and NIH’s NIGMS)

www.washington.edu/doit/RDE/

(Funded by National Science Foundation Award 0929006)

RDE Collaborative Dissemination

National Science Foundation

National Science Foundation

Mechanism 1: NSF’s Merit Review Criteria Applied Across the Foundation

• What are the broader impacts of the proposed activity

• How well does the proposed activity broaden the participation of underrepresented groups (e.g., gender, ethnicity, disability, geographic, etc.)?

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Mechanism 2: Facilitation Awards for Scientists and Engineers with Disabilities (FASED)

Consult the NSF Grant Proposal Guide

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Mechanism 3: Specific NSF Programs

• General and Age Related Disabilities Engineering Program (GARDE)www.nsf.gov/funding/pgm_summ.jsp?pims_id=501021

• Research in Disabilities Education Program (RDE)www.nsf.gov/funding/pgm_summ.jsp?pims_id=5482

National Science Foundation

National Science Foundation

Mark Leddy, PhD, Program DirectorResearch in Disabilities EducationDirectorate for Education and Human ResourcesNational Science FoundationPhone: 703-292-4655Fax: 703-292-9018mleddy@nsf.govwww.nsf.gov