12% of enrolled college students

8.7% of all bachelor’s degrees

2.6% of Science & Engineering PhD degrees

American Council on Education, Minorities in Higher Education, 22nd Annual Status Report, Washington, D.C., 2007.

NSF Division of Science Resource Statistics, Survey of Earned Doctorates, 2008

African American Education in the U.S.

U.S. Population Projections

2010 2030 2050 Caucasian 65% 56% 47% African American 13 13 13 Hispanic American 16 23 31 Asian & Pacific Islander 5 7 8 American Indian & Alaska Native 1 1 1

Source: US Census Bureau, August 2008

Why Care about Diversity?

Health Disparities

LaMont Toliver

Health Disparities

Coronary Heart Disease Death Rates : 30% higher for Black Males 30% higher for Black FemalesDiabetes 1 in 4 African American women over 55 has diabetes

Lupus 3-fold higher rate in African American women

Life Expectance 5.4 years longer for White vs African American men

Why aren’t more URM students earning Science PhDs?

Two Common Answers:

“There aren’t many students interested in math and science.”

“The smart ones all go to medical school.”

Facts:

1. Similar percentages of African American and Caucasian Freshmen aspire initially to SEM degrees

(Source: College Board)

2. UMBC typically receives:

> 2,500 Meyerhoff nominations

> 200 completed URM applications (> 80% are Maryland-area students)

for ~45 available Freshman URM slots

Conclusions

Large numbers of talented minority students in high school and early college are interested in SEM fields

Few are retained

Why are so few retained?

Low Expectations

Kristi Pullen

Senior Colleagues

Other URM graduate students

A Pervasive Negative Drumbeat

Exacerbated by Recent News:

Too many PhDs…

Blacks can’t compete for NIH grants!

Climate Change at UMBC

1987 - Black students protested perceived racist attitudes of STEM faculty

2012 - Top origin of Black MD-PhDs - Top White school origin of Black PhDs

Google: Hrabowski and 60 Minutes

NSF 2013 URM DataTABLE 1a. Top 50 U.S. baccalaureate-origin institutions of 2002–11 black S&Ea doctorate recipients, by institutional control, 2010 Carnegie classification, and HBCU status

UMBC is Predominantly White

2012 UMBC OIR

2"or"More"

Am."Ind"

Asian"

Black"

Hawaii/Pac"

Hispanic"

Int'l"

Unkn"

White"

Meyerhoff Scholars Program

Strengths-based program

Open to all students in 1996

19 African American males in 1989

Open to African American females in 1990

Current Meyerhoff Demographics

MAJORS

BIO 42%ENG 43%PHY 15%

271 Funded Students (300 total)

ETHNICITYURM 67%Non-URM 23%

GENDERMale 54%Female 46%

Meyerhoff Alumni — Degrees Attained

Meyerhoff Alumni — Current Enrollments

Early immersion in research

Key Elements

Attract well prepared, high achievers

Early intrusive support, with high expectations

Emphasis on group approaches to learning

Regular evaluation

Outcome Metrics

• Retention

• Academic Performance

• Institutional Impact

• Graduate Placement

• Graduate Program Completion

Results To Date

~ 15 African American PhDs per year

187 African American STEM Masters35 African American MD-PhDs136 African American PhDs since 1996

162 African Americans enrolled in graduate schools

> 1,300 participants since 1989

92% with STEM Degrees65% matriculated to Graduate School

> 900 graduates

The Numbers are High2012 Enrollment Statistics

Nominations

In#State 1619Out#of#State 547Total 2166

Applications SelectionWeek Offers 20127Class

In#State 408 190 83 57Out#of#State 86 31 21 13Total 494 221 104 70

GenderMale 258 124 53 38Female 236 97 51 32

EthnicityAfrican#American 168 70 50 36Asian/Pacific#Islander 152 73 23 15Hispanic 23 13 8 4Caucasian 151 65 23 15

Grad#PlansPh.D. 255 163 76 50MD/Ph.D. 64 47 23 17Masters 18 1 0 0MD 157 10 5 3

Average#GPA 4.01 4.11 4.10 4.07Average#Math#SAT 661 703 703 698

Large pool of high-achievers

~500 Applicants >80% in-state

>50% male

>57% URM

Research interests

> 2,100 Nominations

Robert'Wardlow Elisia'Clark

Strength'of'HS'Curriculum Very%Strong Weak%

High'School'GPA 4.00 3.92

High'School'Courses

AP%Physics,%AP%Statics,%AP%Calculus%(A/B%and%B/C),%AP%Chemistry,%AP%Biology,%IB%Courses PreECalculus,%AP%Biology,%AP%Chemistry

SAT VE680%M@690%WE700%(2070) VE570%M@580%WE580%(1730)

AP'Credits41%(including%Biology%I%w/lab,%Chemistry%I,%Calculus%I/II,%Physics%I/II,%Statistics) 0

High'School'Research

Summer%internships%since%8th%grade%(Temple,%NIH/NIDA)%through%Temple%U%MSTP%Program% None

High'School'Honors

National%Merit%Scholarship%Semifinalist,%AP%Scholar,%1st%Place%New%Jersey%MERCK%State%Science%Day%Test,%7th%Place%in%New%Jersey%Science%League Science%and%Tech%Student

UMBC'Major Biochemistry%and%Molecular%Biology Biochemistry%and%Molecular%Biology

UMBC'Math'Placement Calculus%III PreECalculus

Collegiate'Research'Experiences UMB,%Stanford,%Weill%Cornell%Medical%College,% UMBC,%Harvard,%University%of%Pennsylvania

UMBC'Honors

HHMI%Scholar,%HHMI%EXROP%Participant,%ABRCMS%Oral%Presentation%Winner,%PreEMARC,%Goldwater%Scholar,%MARC,%Rhodes%Scholarship%Finalist,%%2012%Nobel%Lindau%Meeting%Participant,%Phi%Beta%Kappa,%UMBC%%Class%of%2012%Salutatorian

HHMI%Scholar,%Meyerhoff,%PreEMARC,%MARC,%Cum%Laude%Graduate%

UMBC'GPA 4.00 3.58

Graduate'School'Acceptances

MD/PhD%E%JHU,%Harvard,%Washington%University,%UCSF,%U%Michigan,%U%Chicago,%Weill%Cornell%Medical%College PhD%E%U'Penn,%UNC,%NIH%GPP

Student 1 Student 2Representative Students (recent Meyerhoff graduates)

A broader effect (2006)

Summers & Hrabowski, Science 311, 1870-1871 (2006)

450 African American S&E majors enrolled in 2005(only 140 are Meyerhoffs)

African American S&E GPAs at Graduation match Caucasians

75 African American S&E graduates in 2005 (35 Meyerhoffs)

Students who declined:

.....are 6 times less likely to pursue STEM graduate degrees

Graduate with similar GPAs, but...

.....are half as likely to graduate with STEM degrees

Maton et al., J. Women Minor. Sci. Eng. 15:15-37 (2009)

URM S&E PhD Productionat UMBC

Meyerhoff IMSD Program at UMBC

Meyerhoff IMSD Graduate Program Components

Outreach: Summer Research Program for Undergraduates (non-UMBC)

Summer Bridge

Ten-weeks for first-year students included research rotation, a Technical Writing or Problem Solving Course, and social activities.

Monthly meetings

Seminars by mentors and guest speakers, especially by established underrepresented scientists

Annual weekend retreat

Student travel to scientific meetings to present thesis research results

Counselor to provide consultation, assistance and support

Influence of IMSD on URM PhD Enrollment and Degrees

0"

2"

4"

6"

8"

10"

12"

1985

-86

1986

-87

1987

-88

1988

-89

1989

-90

1990

-91

1991

-92

1992

-93

1993

-94

1994

-95

1995

-96

1996

-97

1997

-98

1998

-99

1999

-00

2000

-01

2001

-02

2002

-03

2003

-04

2004

-05

2005

-06

2006

-07

2007

-08

2008

-09

2009

-10

2010

-11

2011

-12

2012

-13

2013

-14

2014

-15

URM PhDs Awarded

6 URM PhDs from 1987-1997

68 PhDs from 2005-2015(+ 28 advanced to candidacy)

102 URMs currently enrolled (Fall 2016)

84% retention since inception

0

20

40

60

80

100

1997-9

8

1998-9

9

1999-0

0

2000-0

1

2001-0

2

2002-0

3

2003-0

4

2004-0

5

2005-0

6

2006-0

7

2007-0

8

2008-0

9

2009-1

0

2010-1

1

2011

-12

2012-1

3

2013-1

4

2014-1

5

2015-1

6

2016-1

7

Total Other Support

Total IMSD Funded

Total Enrolled

29 Tenured/ Tenure Track

20 Adjunct Appointments

49 URM Faculty Appointments (Since 2002)

Table 1. URM STEM faculty who received training at UMBC or UMB Student, current degree Training Current Institution Department Rank

UMBC O. Adekunle, MS BS Blue Ridge Comm. Coll. Computer Science Instructor D. Y. Johnson, PhD BS Clemson University School of Education Asst. Prof. K. Dzirasa, MD-PhD BS Duke University Psych. & Behav. Sci. Asst. Prof. C. Hedgepeth, MD-PhD BS Harvard University Medicine Instructor K. Stancil, PhD BS Howard University Physics Asst. Prof. J. Adams, MD, MPH BS Indiana University Anesthesiology Asst. Prof. C. Watkins, MD-PhD BS Johns Hopkins Psychiatry Asst. Prof. O. Myers, PhD BS,PhD Mississippi State Mech. Engineering Asst. Prof. S. Moore, MD BS Morehouse College Clinical Pediatrics Assoc. Prof. S. Williams, PhD* BS Notre Dame of Maryland Pharm. Sciences Asst. Prof. L. Neeley, PhD BS Olin Coll. of Engineering Design & Entrepren. Asst. Prof. N. H. Durant, MD-MPH BS U Alabama Birmingham Pediatrics Asst. Prof. S. Boykin-Wallace, MD BS U Alabama Birmingham Pediatrics Asst. Prof. O. Adefeso, PhD BS University of Michigan Chemical Engineering Asst. Prof. L. Jenkins, PhD. BS University of Washington Marine Environ. Affairs Asst. Prof. C. Harris, PhD BS Winthrop University Chemistry Adj. Asst. Prof. K. McAnts-Price BS Stevenson University Psychology Adj. Asst. Prof. N. Harmon Durant BS U. Alabama Birmingham Pediatrics Asst. Prof. J. Caban, PhD PhD UMBC Comp. Sci/Elec. Eng. Adj. Asst. Prof. O. Okusagav PhD UMBC Comp. Sci./Elec. Eng. Adj. Asst. Prof. N. Werts, PhD PhD Towson University Health Sciences Asst. Prof. W. Russell, PhD PhD George Washington Univ. Information Systems Adj. Asst. Prof. R. Vallejosv PhD Univ. Tech. Fed. Chile Mathmatics Assoc. Prof. S. Hawkins-Spriggs, PhD PhD Howard Commun. Coll. Chemistry Adj. Asst. Prof. H. Wimms, PhD PhD Stevenson Univ. Psychology Adj. Asst. Prof. N. Briones-Vargas, PhD PhD Howard Commun. Coll. Biochemistry Adj. Asst. Prof. T. Rogatko-Doyle, PhD PhD LaSalle Univ. Psychology Adj. Asst. Prof. D. Ward, PhD PhD Stevenson Univ. Chemistry Asst. Prof. T. Felix, PhD PhD Commun. Coll. Baltimore Biology Adj. Asst. Prof. J. Weaver, PhD PhD U. New Mexico, Albuquerque Chemistry Asst. Prof. M. Litovich, PhD PhD Wesleyan U./Amer. Intl. Coll. Psychology Asst. Prof. G. Ettienne-Modeste, PhD PhD Univ. Connecticut Mech. Engineering Asst. Prof. M. Massiah, PhD PhD Oklahoma State/Georgetown Chem. & Biochem. Assoc. Prof. G. Perez-Alvarado, PhD PhD Univ. Southern Illinois Chem. & Biochem. Asst. Prof. R DeGuzman, PhD PhD Kansas Chem. & Biochem. Assoc. Prof. B. Tolbert, PhD Postdoc Case Western Reserve Chem. & Biochem. Asst. Prof.

UMB Q. Samus, PhD PhD Johns Hopkins University Psychiatry Asst. Prof. T. S. Vasaitis PhD PhD U. Maryland Eastern Shore Pharmaceutical Sci. Asst. Prof. J. Reader PhD PhD U. Maryland U. College Biology Adj. Asst. Prof. S. Williams ,PhD* PhD Notre Dame of Maryland Pharm. Sciences Asst. Prof. M. Capes PhD Dine College (Navajo tribal) Biology Adj. Asst. Prof.

*BS UMBC; PhD UMB 40 Total Faculty. 26 Tenured/Tenure Track; 14 Non-tenure track

LONG-TERM IMPACT

The Meyerhoff Program is 28 years old….

has lead to broad institutional culture change

There is no reason it can’t be broadly replicated

MAP Experiment

Can Meyerhoff-like outcomes be achieved atlarger research universities

with different histories,and different geographies,

and different institutional cultures, but with like-minded leadership?

A. Develop Meyerhoff-like STEM inclusion programs at Partner Institutions that lead to significant, quantifiable increases in URM academic performance, retention in STEM, and matriculation to STEM doctoral programs.

B. Enhance inclusive institutional cultures at UNC-CH and PSU.

C. Document and assess the implementation and outcomes of programmatic MYSP Elements and determine which elements could not be easily replicated and required institution-specific adaptation.

D. Develop a more granular understanding of the goals and benefits of individual elements of the Meyerhoff program.

E. Determine if Partnerships can serve as an effective paradigm for disseminating inclusive STEM practices.

Goal: Establish inter-institutional partnerships with the following aims:

PSU and UNC are different from UMBC, different from each other

Both Carnegie Research-Very High

PSU: very large student body; isolated, less diverse environment

UNC-CH: large student body; diverse environment; excellent graduate inclusion history

1. Quantitative Student Outcomes• Both campuses exceeding early MYSP outcomes,

achieving present-day MYSP outcomes.

0

10

20

30

40

50

60

70

80

90

100

Cohort-1 Cohort-2 Cohort-3 Cohort-4

%URM

MSP1-4 CSSP1-4 MYSP1-4 MYSP25-28

65

70

75

80

85

90

95

100

Cohort-1 Cohort-2 Cohort-3 Cohort-4

CumulativeRetention

MSP1-4 CSSP1-4 MYSP1-4 MYSP25-28

3.1

3.2

3.3

3.4

3.5

3.6

3.7

3.8

3.9

4

Cohort-1 Cohort-2 Cohort-3 Cohort-4

CumulativeGPA

MSP1-4 CSSP1-4 MYSP1-4 MYSP25-28

0

10

20

30

40

50

60

70

Cohort-1 Cohort-2 Cohort-3 Cohort-4

CohortSize

MSP1-4 CSSP1-4 MYSP1-4 MYSP25-28

1. Quantitative Student Outcomes

2. Institutional Climate Change

• Both campuses exceeding early MYSP outcomes, achieving present-day MYSP outcomes.

• Clear, palpable change has occurred on both campuses. Major long-term financial commitments, program expansion, new hires, institutionalization of the programs, all positive signs of significant climate change.

Conclusions: Undergraduate

Large numbers of URMs are interested in SEM.... but few are retained

Yes, we are cherry picking.... but too many cherries go unpicked

Yes, high achievers will succeed without support.... but they are less likely to pursue SEM PhD

URM PhD applicants are growing steadily.... Outreach is critical

Key decisions are made by the faculty(recruitment, guidance, candidacy, etc.)

.... Faculty (not admin) can lead the development of PhD inclusion efforts

Conclusions: Graduate Training

Meyerhoff-like outcomes can immediately be achieved at large, predominantly majority research universities

Conclusions: Replication

- Facilitated by inter-institutional partnerships

- Requires like-minded administrative and faculty leadership