This work is supported by a National Science Foundation (NSF) collaboration between the Directorates for Education and Human Resources (EHR) and Geosciences (GEO) under grant DUE - 1125331

Supporting Diverse STEM Students Using the

Whole Student FrameworkJohn R. McDaris – SERC, Carleton CollegeR. Heather Macdonald – College of William and MaryCathryn A. Manduca – SERC, Carleton College

This work is supported by the National Science Foundation (NSF) by grants from the Division of Undergraduate Education to the InTeGrate Project (DUE 1125331) and to the SAGE 2YC Project (DUE 1122592, 1122640, 1122660, and 1122737)

SAGE 2YC

Supporting and AdvancingGeoscience Education in

Two-year Colleges

Why a focus on diversity?SAGE

2YC

Benefits for Society• Better informed citizens• More trust with communities of all kinds

Benefits for Geosciences• New ideas and ways of seeing the world• New pool of graduates to fill projected jobs gap

What do I mean by “Diversity”?SAGE

2YC

Diverse students = • ethnic and racial minorities, • women, • people with disabilities, • veterans and active duty military

personnel, • people of low socioeconomic status, • LGBTQ individuals, and • other groups that are not represented in

the geosciences in proportion to their abundance in society.

Current DemographicsSAGE

2YC

2002 2012 Change

All BS Degrees 1,308,970 1,810,647 +38.3%

STEM 415,983 589,330 +41.7%

Geoscience 3,984 5,865 +47.2%

Geoscience (Minority) 534 1,152 +115.7%

Growth in BS Degrees: 2002-2012

Minority share of Geoscience BS Degrees:2002 – 13.4% 2012 – 19.6%

Minority share of college enrollment:2000 – 29.2% 2011 – 38.8%

Percentage of women (Geoscience BS)2002 – 42.7% 2012 – 39.1%

Based on data from:National Science Foundation - Women, Minorities, and Persons with Disabilities in Science and Engineering andNational Center for Education Statistics – Fast Facts

Support the Whole StudentSAGE

2YC

Why this collaboration?SAGE

2YC

Professional Development and Web Resources for 2YC and 4YC/U faculty to:

• improve teaching• support students in geoscience

technical training• help prepare geoscience majors and

pre-service teachers for college transfer

InTeGrate Project Goals:• develop curricula that will dramatically

increase Earth literacy of all undergraduate students

• increase the number of majors in the geosciences and related fields who are able to work with others to develop viable solutions to current and future environmental and resource challenges

Supporting the Whole StudentSAGE

2YC

Jolly, E.J., P.B. Campbell, L. Perlman (2004). Engagement, Capacity and Continuity: A Trilogy for Student Success. A Report Commissioned by the GE Foundation.http://www.smm.org/static/about/ecc_paper.pdf

Engagement: Having an orientation to the sciences and/or quantitative disciplines that includes such qualities as awareness, interest, and motivation

Capacity: Possessing the acquired knowledge and skills needed to advance to increasingly rigorous content in the sciences and quantitative disciplines

Continuity: Institutional and programmatic opportunities, material resources, and guidance that support advancement to increasingly rigorous content in the sciences and quantitative disciplines

The ECC Model

Supporting Engagement

SAGE 2YC

Research ExperiencesSense of Community

Societal IssuesGeoscience Careers

Supporting CapacitySAGE

2YC

Supporting ContinuitySAGE

2YC

Questions?SAGE

2YC

SAGE 2YCSupporting the Whole Studentserc.carleton.edu/sage2yc/studentsuccess/whole_student.html

InTeGrateSupporting the Whole Studentserc.carleton.edu/integrate/programs/diversity/whole_student.html

This work is supported by the National Science Foundation (NSF) by grants from the Division of Undergraduate Education to the InTeGrate Project (DUE 1125331) and to the SAGE 2YC Project (DUE 1122592, 1122640, 1122660, and 1122737)