MS PHD’S
: Minorities
Striving and Pursuing
Higher Degrees of Success
in Earth System Science
Professional Development Program
2013
-‐
2014 Annual Report
September, 2013 – August 2014
An initiative by the Institute for Broadening Participation (IBP)
Funded by the National Science Foundation
Award: 1139269
Contents
EXECUTIVE SUMMARY 3 PROJECT DESCRIPTION 5 ACCOMPLISHMENTS 7 Major Activities 7Specific Results and Outcomes 10
Significant Results 10
Key outcomes or other achievements 11
OPPORTUNITIES FOR TRAINING AND PROFESSIONAL DEVELOPMENT 12
DISSEMINATION OF RESULTS TO COMMUNITIES OF INTEREST 12
GOALS FOR NEXT REPORTING PERIOD? 13
PRODUCTS 14
PARTICIPANTS 18
Individuals who have worked on the project 18
Other organizations that have been involved as partners 19
Other collaborators 20
IMPACTS 23
What is the impact on the development of the principal discipline(s) of the project? 23
What is the impact on the development of human resources? 23
What is the impact on information resources that form infrastructure? 24
What is the impact on technology transfer? 24
What is the impact on society beyond science and technology? 24
CHANGES / PROBLEMS 24 APPENDIX 25 Evaluation 25
Executive Summary
Introduction to IBP
The mission of the Institute for Broadening Participation (IBP) is to increase diversity in the Science, Technology, Engineering and Mathematics (STEM) workforce. IBP designs and implements strategies to increase access to STEM education, funding, and careers, with special emphasis on reaching diverse underrepresented groups. IBP helps underserved and underrepresented students find the educational and training resources and financial support they need to succeed in STEM education and career pathways. In addition, IBP helps teachers, faculty, researchers and administrators do their best to inspire, educate and mentor diverse students. IBP believes that diversifying the STEM workforce is the best way to ensure our nation's economic vitality and solve global challenges.
Introduction to MS PHD’S
The MS PHD’S program is designed to engage undergraduate and graduate Earth system science student participants in a series of activities designed to:
• Increase exposure to and engagement in the Earth system science community, via participation in scientific conferences, mentoring relationships, virtual activities, and fieldtrips;
• Enhance professional skills, grantsmanship, oral and written communication; • Provide resources regarding future funding, education and career opportunities; • Facilitate networking opportunities with established researchers and educators;
• Sustain on-‐going interaction, communication and support via membership within a virtual community comprised of peers, junior/senior-‐level researchers, and educators actively involved in facilitating full participation of minorities in the Earth system sciences.
These activities, conducted in three phases, occur during professional society meetings, field trips, and a ‘capstone’ event at the National Academies. As a result, earth system science undergraduate, graduate and recent minority graduate participants will be better prepared to achieve their academic and
professional goals. It is also expected that because of mentor-‐mentee partnerships, science exposure, and networking activities, MS PHD’S student participants will remain actively engaged in their fields of specialization and respective professional societies.
At the conception of the five-‐year MS PHD’S in Earth System Science Initiative’s Professional
Development Program in 2005, it was anticipated that 100 students would participate as members of this face-‐to-‐face and virtual community. The actual number of recruited and engaged student
participants not only matched the projection; it has exceeded the projection by 113 additional students.
Key Outcomes: Cohort IX
The 2012 – 2014
MS PHD’S program welcomed its ninth cohort in FY 2012. The first of three program phases for Cohort IX concluded in December 2012, with the second phase concluding in spring 2014, and phase III activities concluding in June of 2014. Therefore, this report covers phase II activities for participants who had not completed it prior to the start of the project year, and phase III activities for all participants.
For Cohort IX, 82 total applicants rendered a pool of 75 qualified applicants. Of the 75 qualified applicants, 23 were selected to participate. Cohort IX comprises 23 student participants, five program
mentors, and six near peer “Dream Team” mentors. Each of five groups of four to five students was matched to a mentor for the duration of the program.
Cohort IX membership includes 11 undergraduates and 12 graduate students. Of the graduate students, four are masters students and eight are doctoral students. Twenty-‐three (23) students participated in phase I programming, including 11 male (48%) and 12 female (52%).
Cohort IX student participants are based in Arizona (2), California (4), Colorado (2), Florida (2), Georgia (1), Massachusetts (1), Missouri (1), New Jersey (2), New York (1), North Carolina (1), Pennsylvania (1), Texas (1), District of Columbia (1), and Puerto Rico (3).
Four students represent Historically Black Colleges and Universities (HBCU), three represent Hispanic Serving Institutions (HSI), and the remaining 16 represent non-‐minority institutions.
Phase I
Phase I key outcomes for Cohort IX were completed in the previous funding cycle and included in Annual Report for 2012 – 2013.
Phase II
During Phase II activities, mentees selected one activity from among nine conferences, workshops and symposia hosted by organizational partners. Students produced 15 virtual, oral and poster
presentations of their research (five of these were completed and reported in Annual Report for 2012 – 2013) and engaged in organization-‐specific diversity and broadening participation activities thereby expanding their network of mentors and mentoring resources.
Phase III
In Phase III, participants engaged in eight distinct community building activities, four distinct
professional development activities, and eight distinct science and networking activities. The activities of Phase III served as a reunion of the cohort to reestablish personal bonds and group norms essential to the coherence of the group and nurture continuity of peer and mentee-‐mentor relationships beyond program phases.
The use of social media platforms as means for cohort communication continues to grow with Cohort IX. Such tools will figure ever more prominently in ongoing MS PHD’S program design.
Phase III surveys completed by Cohort IX program participants show broad agreement on achievement of program goals within the six areas of program focus, as well as willingness to advocate for the program. These results track baseline trends for all cohorts, with minor variations. The most cited beneficial aspects of the program identified by all respondents fell into the categories of Peer and Community Engagement and Networking, which provides strong validation for the program design and implementation. Areas where improvements can be made include the selection of a conference venue that aligns better with participant disciplines as well as the setting and management of the program schedule. Analysis of the quantitative and qualitative data collected supports the finding that the MS PHD’S program has achieved its ongoing and annual goals for student engagement in STEM
relationships, and relevant science engagement, as well as providing participants with experiences they find valuable to their pursuit of STEM careers.
Project Description
The structure of MS PHD’S in Earth System Science Initiative’s Professional Development Program is designed to enhance intellectual merit and broader impact of diversity through alignment of vision, goals, objectives and measurement.
The vision statement for the MS PHD’S in Earth System Science Initiative’s Professional Development Program solidifies purpose, population, and scientific parameter. The vision statement incorporates the ultimate, long-‐range intellectual merit and broader impact of the program.
Vision
“To reduce gaps in preparation and representation while facilitating full participation of minorities in Earth system science.”
The vision is stratified into four goals that must be achieved in order for the program to achieve its long-‐range outcome. Establishment of community, formation of mentor/mentee partnerships and facilitation of networking efforts form the core of the program’s goals. These goals answer the “what” question that identifies anticipated programmatic outcomes.
Goals
1. Establishment and maintenance of a supportive environment wherein underrepresented students develop strategies and professional skills necessary to pursue meaningful careers in Earth system science and Engineering.
2. Establishment and maintenance of a community that facilitates and sustains mentor-‐mentee partnerships.
3. Establishment and maintenance of collaborative partnerships with professional organizations, federal agencies, industries, private foundations, colleges and universities that are actively involved in facilitating the full participation of underrepresented minorities in Earth system science.
4. Establishment and maintenance of a vehicle to initiate and facilitate student/scientist/ educator/program officer networking activities.
Objectives
Program objectives answer the “how” question. The objectives identified for each of the four goals, define implementation strategies. These objectives became determinants and parameters for programming activities and resultant evaluation indices.
Goal 1: Establishment and maintenance of a supportive environment wherein underrepresented students develop strategies and professional skills necessary to pursue meaningful careers in Earth system science and Engineering.
Objectives:
1.2 To establish and sustain collegial and supportive relationships between and among MS PHD’S student participants.
1.3 Enhance professional, grantsmanship, oral and written communication skills. 1.4 Provide resources regarding future funding, education and career opportunities. 1.5 To increase exposure to leading edge research via professional society (e.g. American
Geosciences Institute (AGI), American Geophysical Union (AGU), American Meteorological Society (AMS), Association for the Sciences of Limnology and Oceanography (ASLO),
Consortium for Ocean Leadership, Ecological Society of America (ESA), Geological Society of America (GSA), National Association of Black Geoscientists (NABG), Sigma Xi, On the Cutting Edge Professional Development Program for Geoscience Faculty, Society for Freshwater Science (SFS), The Compact for Faculty Diversity Institute on Teaching and Mentoring, and The Oceanography Society) meetings, and field trips.
Goal 2
: Establishment and maintenance of a community that facilitates and sustains mentor-‐
mentee partnerships.
Objectives:
2.1 To establish mentee-‐mentor partnerships between MS PHD’S students and minority and non-‐minority Earth system scientists and engineers.
2.2 To develop and implement processes to prepare minority and non-‐minority scientist to participate in successful mentor/mentee partnerships with MS PHD’S students.
Goal 3
: Establishment and maintenance of collaborative partnerships with professional
organizations, federal agencies, industries, private foundations, colleges and
universities that are actively involved in facilitating the full participation of
underrepresented minorities in Earth system science.
Objectives:
3.1 To establish and sustain collegial and supportive relationship between and among MS PHD’S student participants.
3.2 To establish mentee-‐mentor partnerships between MS PHD’S students and minority and non-‐minority Earth system scientists and engineers.
3.3 To facilitate interactions with program officers from federal funding agencies and private foundations.
3.4 To facilitate networking with and exposure to minority and non-‐minority established researchers.
3.5 To facilitate networking with and exposure to minority and non-‐minority educators.
Goal 4:
Establishment and maintenance of a vehicle to initiate and facilitate student-‐
networking activities with scientists, educators, foundation and program officers.
Objectives:
4.1 To establish and sustain collegial and supportive relationship between and among MS PHD’S student participants.
4.2 To establish mentee-‐mentor partnerships between MS PHD’S students and minority and non-‐minority Earth system scientists and Engineers.
4.3 To facilitate interactions with program officers from federal funding agencies and private foundations.
4.4 To facilitate networking with and exposure to minority and non-‐minority established researchers.
4.5 To facilitate networking with and exposure to minority and non-‐minority educators.
Program Structure
To facilitate the activities that accomplish the above goals, the MS PHD’S program is structured in three phases as follows:
Phase I programming is conducted during the December American Geophysical Union (AGU) meeting in San Francisco. All members of the cohort and program mentors are housed in the same hotel. Phase I components are designed to facilitate student engagement through community building and
professional development activities. MS PHD’S professional development sessions address formation and maintenance of effective mentee/mentor partnerships, oral and written presentation skills, CV development, networking and career planning/goal setting. Evaluative instruments are utilized to capture data throughout these processes.
During Phase II programming, MS PHD’S students attend discipline-‐specific professional meetings and conferences aligned with their interests. Discipline-‐specific mentors are recruited to provide one-‐on-‐ one or small group interaction with students during these meetings. In most cases, at least 2 students attend each conference to sustain peer-‐to-‐peer collegiality and support.
Phase III programming is scheduled during the spring of the year in Washington, DC. Phase III serves as a reunion of the cohort. This capstone event is hosted by the National Academy of Science. Each MS PHD’S student who successfully completes program requirements is invited to this weeklong event. At the conclusion of Phase III programming, each student receives a fellowship of up to $1,000 and designation of “MS PHD’S Fellow.”
Accomplishments
Major Activities
Cohort IX is the ninth group of MS PHD’S students to complete Phases II and III of the program.
Phase I
Phase I activities for Cohort IX were completed in the previous funding cycle and included in Annual Report for 2012 – 2013.
Phase II
Phase II activities occurred in conjunction with conferences, workshops and symposia hosted by nine organizational partners in 2013 and 2014. Phase II activities are designed to support individual
students as they pursue professional development in their own discipline. During Phase II, participants engage in additional Earth system science and engineering exposure, mentor-‐mentee interaction, networking and professional development activities at one of the MS PHD'S Organizational Partners' meetings (American Meteorological Society, Association for the Sciences of Limnology and
Oceanography, Compact for Faculty Diversity Institute on Teaching and Mentoring, Ecological Society of America, Geological Society of America, National Association of Black Geoscientists, On the Cutting Edge Professional Development for Geoscience Faculty program, Sigma Xi the Scientific Research Society, and the Society for Freshwater Science). Each participant attends the meeting that most closely aligns with his or her specific academic and professional interests. Phase II activities provided participants with the following mentoring, networking and professional development components:
• Participants gained additional exposure and engagement within the scientific community through participation in meetings most closely aligned to their individual academic and professional interests
• Premier scientific conference venues provided participants opportunities to disseminate their current research through virtual, oral and poster presentations
• Focused workshops, panels and symposiums led by established researchers and educators allowed participants to gain additional insight into planning for transition to advanced academic levels and post-‐doctoral careers
• Participants engaged in organization specific diversity and broadening participation activities thereby expanding their network of mentors and mentoring resources
• During the year, most participants engaged in conference activities with at least one other student from the program, continuing peer mentoring and community building activities established in phase 1.
Phase III
Phase III is the final phase and includes 'capstone' activities, that occur at the National Academies in Washington, D.C. During Phase III, participants engage in a series of brownbag discussions, government agency visits, and dialogs with professional society and foundation representatives. In addition to these activities, each student participant also receives a scholarship award of up to $1,000.00 and
participates in a tour of the NASA Goddard Space Flight Center facilities. Phase III continues and
expands upon cohort community formation, professional development, and integration of students into the greater Earth System Science community. Capstone activities include alternating activities
consisting of: 1) interactions with representatives from federal agencies and professional societies; 2) structured in-‐house professional development activities to refine short, mid and long-‐term goals, resume/CV development, and refinement of oral and written presentations skills; and 3) peer-‐to-‐peer community building activities. As with Phase I, this programming structure further allows students to continue to develop, refine and contextualize new skills and information through reflection and sharing in a small group setting. Phase III programming also provides students opportunity to reinforce
personal bonds within their cohort, acquire and practice new professional skills and expand their network with others in their fields.
Cohort IX is the ninth group of MS PHD’S students to complete Phase III of the program. Funded through the NSF Advancing Recruitment and Retention in Geosciences (ARRG), Award no. 1139269, Phase III activities were held June 14-‐20, 2014 in conjunction with the 2014 American Geophysical Union (AGU) Science and Policy conference. Of the original cohort of twenty-‐three students in Cohort IX, ten participated in Phase III activities. Remaining students were unable to attend due to a variety of factors including the timing of summer funding when they were otherwise committed to summer research and internship opportunities or engaged in dissertation research work. An additional two students from earlier cohorts who were not able to attend Phase III with their cohort were offered the opportunity to attend Phase III with Cohort IX. Of these two students, one completed Phase III as a “Dream Team” near-‐peer mentor. Along with these two students, two other students who had
completed all three phases were invited to join Cohort IX as “Dream Team” near-‐peer mentors bringing total student engagement to fourteen.
Cohort IX Phase III events included the following community-‐building, professional development, science exposure and networking components:
Community-‐building
• Mentor, Dream Team & Staff Meeting • Field Trips
o Marion Koshland Science Museum
o Smithsonian National Museum of the American Indian
o Smithsonian National Museum of African Art
o Smithsonian Museum of Natural History • Welcome and Phase III Orientation
• Group picture at Albert Einstein Memorial Statute
• 3 Cohort dinners with discussions facilitated by program mentors • Multicultural food festival including shared food and music preparation • MS PHD’S Women's and Men’s Discussions
• Engaged in online dialog with MS PHD’S participants in their own cohort (IX) as well as other cohorts, on topics ranging in nature from personal recognition, to mentoring and advice, to community news.
Professional Development
• Participant self-‐introduction presentations (facilitated by Dream Team)
• Update of public web profile detailing biographical, research and academic background • Update and refinement of career development plan with mentor
• Student poster presentation hosted at NSF for invited representatives from government agencies (NSF, NOAA, NASA, USGS), IBP board members, organizational partners and other outside contacts
Science Exposure and Networking
• Participation in 2014 American Geophysical Union (AGU) Science and Policy Conference
o Plenary: U.S. Federal Investment in Science
o Plenary: Private Public Science Partnerships
o Concurrent breakout sessions
o Two Science Policy Poster & Networking Sessions
o Capitol Hill Reception • Ford Foundation Fellowship Office • NASA Goddard Space Flight Center
• National Academy of Sciences Ocean Studies Board • National Science Foundation
• Panel Presentation: Careers and Student Opportunities with EPA, NOAA & USDA Forest Services • Cohort debrief of Phase III activities
• Engaged in online dialog with MS PHD’S and other science professionals on topics related to professional mentoring and advice, as well as career and funding opportunities.
Specific Results and Outcomes
For Cohort IX the following objectives were met during the last year: • Draw from diverse institutions and geography
• Build awareness of opportunities by exposing participants directly to professionals in STEM via meetings with agency officials and research directors, and through a virtual community of peers, mentors, and other STEM professionals
• Support participation in AGU and other scientific conference activities through travel support, providing meeting mentors, facilitating ongoing conference debrief activities, and providing opportunities to engage in special conference events
• Support engagement and networking with STEM professionals at federal agencies, research institutes, and special events
• Provide training in CV development, federal application submission, grantsmanship, the ins and outs of networking, and oral and written presentation.
• Facilitate the creation and refinement of personal short, long, and midterm professional goals, and plan for achieving them
• Build and renew professional community and continue to build lasting professional and personal bonds by facilitating and supporting group activities and virtual community interaction
Significant Results
Phase II
• Participants gained additional exposure and engagement within the scientific community through participation in meetings most closely aligned to their individual academic and professional interests
• Premier scientific conference venues provided participants opportunities to disseminate their current research through virtual, oral and poster presentations
• Cohort IX: Fifteen (15) oral and poster presentations -‐ five were completed in the previous funding cycle and included in Annual Report for 2012–2013 – an additional ten (10) occurred in the current funding cycle.
• Focused workshops, panels and symposiums led by established researchers and educators allowed participants to gain additional insight into planning for transition to advanced academic levels and post-‐doctoral careers
• Participants engaged in organization specific diversity and broadening participation activities thereby expanding their network of mentors and mentoring resources
• In most cases, at least two students attended each conference to sustain peer-‐to-‐peer collegiality and support
Phase III
• Programmed interactions for 17 students and early career postdoctoral participants, with diverse STEM professionals from 8 federal agencies, institutes, and professional scientific societies
• Participants received focused training from agency officials on the process for applying to a variety of federal opportunities
• Participants received focused training on crafting strong applications for career, fellowship, internship and other funding opportunities
• Each participant updated and refined previously developed career plan with explicit goals and received feedback from their mentor on their progress in accomplishing those goals
• Each participant participated in scheduled meetings with their congressional representatives on STEM topics.
• Participants participated in 6 programmed group activities designed to facilitate group interaction and dialog on a range of personal and professional topics, providing valuable personal and professional support to one another in person during 6 days of programmed group and solo activities
• Throughout the year, participants provided valuable personal and professional support to one another through virtual engagement on Facebook, the MS PHD’S listserv, and the MS PHD’S community forum.
• Continued to build a community of STEM students from 31 academic institutions, and 12 STEM disciplines.
Key outcomes or other achievements
• Surveys completed by Cohort IX participants as well as MS PHD’S fellows show broad
agreement on achievement of program goals as well as willingness to advocate for the program. The most cited beneficial aspects of the program identified by all respondents continue to fall into categories of Peer and Community Engagement and Networking, and Professional Development, which provides strong validation for the program design.
• This year, the MS PHD’S program has continued to sustain and expand existing synergistic working relationships with other diversity programs, such as PEP, Savannah River, TREES, SOARS, REESES. IBP feels that such relationships among diversity programs help to strengthen all efforts in broadening participation in STEM.
• This program has served as a model for a newly funded program. IBP was recently awarded a National Science Foundation Advancing Recruitment and Retention in Geosciences (ARRG), award to its Pathways to Ocean Sciences initiative to implement the Minorities Striving and Pursuing Higher Degrees of Success in GEO REU (MS PHD’S–GEO REU) Professional
Development Program. The MS PHD’S-‐GEO REU joins the MS PHD’S family as a unique program designed specifically for underrepresented minority (URM) undergraduates who have
participated in a recent National Science Foundation Research Experience for Undergraduates (NSF REU) program in one of the following disciplines: Earth Sciences, Ocean Sciences, Polar Sciences, or Atmospheric and Geospace Sciences.
• Students from Cohort IX cite the community support and networking opportunities as important to their accomplishments:
o Program participant cites the value of programmed networking: “We have gotten a chance to meet face to face with many individuals that we wouldn't normally have access to. These meetings weren't just passing, we got to talk about our research and career goals with people who can help make those goals more easily attainable.”
o Program participant shares news of recent fellowship awards -‐ “I am so happy and excited to share that I am a 2014 recipient of both the Ford Foundation Predoctoral Fellowship
AND the National Science Foundation (NSF) GRFP Fellowship!!!!! Thank…for all of these blessings and all the mentors who encouraged me to apply and wrote recommendations for me!!!”
o Program participant acknowledges program benefits – “This was an amazing program and networking experience. I truly feel as though I have a community of scientists I can call on for support and advice.”
o Program participant expresses gratitude related to community and networking and longer term impacts: “I am very thankful to MS PHD'S for helping me grow as an individual and as a scientist, for exposing me to opportunities that I never thought could be possible for me, and allowing me to make friendships and connections for a lifetime!”
o Program participant references virtual community as instrumental in academic and professional development – “The MS PHD’S virtual community has allowed me to maintain and establish professional networks, and to hone my personal brand. My profile allowed me to be seen, and later selected into the InStars program where I was a mentee. The listserv has truly been a boon in aiding the search for undergraduate internships and opportunities, and will continue to be helpful as I advance my education.”
o Program participant reflects upon synergy of program elements – “I loved the MS PHD program. I enjoyed attending the conferences and having time to network with other student scientists in person and via the listserv. I also benefited from being matched with multiple mentors who gave me advice on subjects ranging from publishing costs to dealing with an adviser who was denied tenure. I also benefited from the women's circle and was able to truly express some difficulties I was experiencing as a scientist of color. Finally, the listserv is an amazing resource, and helps me with identifying opportunities and planning for career development.”
Opportunities for training and professional development
Phase III of the MS PHD’S Professional Development Program included the following training and development components:
• Participant self-‐introduction presentations (facilitated by Dream Team)
• Update of public web profile detailing biographical, research and academic background • Update and refinement of career development plan with mentor
• Graduate school and internship opportunities
• Strategies to obtain fellowships and funding for academic and research interests
• Student poster presentation hosted at NSF for invited representatives from government agencies (NSF, NOAA, NASA, USGS), IBP board members, organizational partners and other outside contacts
• Daily reflections and debriefs of new knowledge and experience
Dissemination of results to communities of interest
Through oral and poster presentations as well as publication (included in products section) as well as workshops and IBP exhibit booths, information about the program, its goals and outcomes, have been disseminated to a variety of communities of interest including STEM research and education
conferences, STEM recruitment events targeted to all academic levels and institutions from two-‐year colleges to major research universities, and directly to agency administrators, industry representatives, and non-‐profit leaders.
Dissemination of program information and results • Publications: 1
• Presentations: 3 • Conference Booths: 1
Goals for next reporting period?
Through careful data collection and formative evaluation over the previous 10 years, IBP has modified and improved the program design, and will continue to utilize that learning as it implements all aspects of the program. In addition, IBP will:
• Continue to grow virtual community to include timely social media tools that offer readily sustainable options to support reciprocal mentoring, advance professional goals, and maintain continuity of shared networks beyond program phases.
• Consider recommendations based on survey results (see full report) including • Selection of conference venue to align better with students’ research areas
• Incorporation of more time for students to engage in self-‐directed community building, mentoring and networking activities, in support of program goals.
• Nurture existing partnerships and develop new ones through collaborative efforts to support organizational diversity activities. Upcoming activities include co-‐convening a session with AGU and AGI at the 2014 AGU Fall Meeting, participating in the NSF funded Geoscience Leadership, Engagement, And Development (GeoLEAD) workshop to be held at the AGU Fall Meeting, collaborating with the National Association of Black Geoscientists (NABG) to support mentoring and professional development activities for their students, and ongoing sharing of information and resources at partner events.
• Continue to build the MS PHD’S endowment fund through targeted email outreach, development of a program newsletter, and “outside the box” fundraising efforts such as fundraising contests, “text to give”, exploring virtual fundraising platforms (GoodSearch, Kickstarter, Planet Green), and alumni reunion activities.
• Continue to seek opportunities to expand the MS PHD’S PDP model in other disciplines through proposal submission to federal agencies and professional societies, such as the proposal
recently awarded by the National Science Foundation Advancing Recruitment and Retention in Geosciences (ARRG), to implement the Minorities Striving and Pursuing Higher Degrees of Success in GEO REU (MS PHD’S–GEO REU) Professional Development Program. Outcomes from this project will further help refine and develop ongoing MS PHD’S PDP activities and program designs.
Products
During the project year, the following products were produced by or in collaboration with program participants (note program participant or program staff in bold text).
Published
1. Johnson, A. and White, N.D. (2014) Ocean Acidification: The “Other” Climate Change Issue.
American Scientist Magazine (a publication of Sigma Xi-‐ The Scientific Research Society) Volume 102, January–February Issue, p. 60-‐63
2.
Nelson, S. A., Hain, E. F., Hartis, B. M. and Johnson, A. (2014) Changing the Game:
Multidimensional Mentoring and Partnerships in the Recruitment of Underrepresented
Students. In: Taylor, W.W., A. Lynch, and N. Leonard (Eds.)
Future of Fisheries: Perspectives for
Emerging Professionals
. American Fisheries Society Press, Bethesda MD. p. 193-200
3.
Schwing, P.T., and Johnson, A. (2014) A Record of Anthropogenic Effects on Sedimentationin the Manatee River, FL. Journal of Environmental Science and Engineering B 3 (2014) 1-13.
4.Nelson, S. A., and Johnson, A. (2014) Application of multidimensional recruitment and
mentoring of underrepresented students.
UNM Mentoring Institute’s 7
thAnnual Mentoring
Conference: Developmental Networks: Mentoring & Coaching at Work. Proceedings (R) in press
Submitted for Publication
5. Ithier-‐Guzmán, W. and Pyrtle, A.J. (2012) Vieques (Puerto Rico) Mosquito Bay and Kiani
Lagoon Cs-‐137: Insights into Local Sediment Radionuclide Absorption and Retention. Journal of Environmental Radioactivity. Submitted and currently under revision
6. Johnson A. and Whitney V.W. (2012) MS PHD’S Professional Development Program: An
Overview. Fisheries. Submitted and currently under review
Submission Anticipated Prior to February 2015
7. Johnson, A. and Melanie D. Harrison (2014) COASTAL EUTROPHICATION: Causes and
Consequences in Marine Ecosystems. American Scientist Magazine (a publication of Sigma Xi-‐ The Scientific Research Society) In Preparation (R)
8. Ithier-‐Guzmán, W. and Johnson, A. (2015) Geochemistry of the island Vieques, analyzing and
understand Cs-‐137 signal in soil and sediments. Caribbean Journal of Science. In Preparation (R)
9. Ithier-‐Guzmán, W. and Johnson, A. (2015) Understanding sorption processes of Pb, Cs, Rb,
Cu and Cd in soil from the Puerto Rico and reference clay material. Clay Minerals. In Preparation
10. Ithier-‐Guzmán, W. and Johnson, A. (2015) Fate and transport of Cs-‐137 in tropical soil 30
years after the experiments. Science of the Total Environment. In Preparation
11. Ithier-‐Guzmán, W. Quinn, K, Byrne, R. and A. Johnson. (2015) Adsorption and desorption of
Rubidium, copper, cadmium, cesium and lead on clay reference material and sediments from three locations in Puerto Rico. Science of the Total Environment. In Preparation
12. Williamson-‐Whitney, V.A., and Johnson, A. (2015) Customizing Process to Align with Purpose and Program: The MS PHD'S Case Study. Assessment & Evaluation in Higher Education. In Preparation
13. Simmons, C.C, Carvalho-‐Knighton, K.M., Johnson, A. (2015) Reduction of HMX using
Emulsified Zero-‐Valent Iron. Environ Sci and Technol. In Preparation
14. Simmons, C.C, Carvalho-‐Knighton, K.M., Johnson, A. (2015) UPTAQ -‐ Understanding the
Profile of Tampa Bay’s Aquatic Quality Program: Bridging Elementary Education and University Research. Science Education. In Preparation
Technical Reports and Other Misc Publications
15. Johnson, A., Fauver, A., Ricciardi, L. (2013) Geoscience resources for today's 2YC faculty and students. Newsletter of the Geo2YC division of the National Association of Geoscience Teachers, Volume II, Issue 3: September 2013.
http://nagt.org/files/nagt/divisions/2yc/geo2yc_newsletter_2.3.pdf
Abstracts, Oral, and Poster Presentations
2014 Ocean Sciences Meeting
16. Fauver, A., Siegfried, D. T., Detrick, L., Johnson, A. (2014) Designing for Success: Positive
Factors that Support Success and Retention in STEM. 2014 Ocean Sciences Meeting, Honolulu, HI, Abstract ID: 16702, PosterID: 1664
17. Fauver, A., Johnson, A., Ricciardi, L., Detrick, L., Siegfried, D. T. (2014) Workforce
Development: Broadening Participation in STEM. 2014 Ocean Sciences Meeting, Honolulu, HI, Abstract ID: 16851, PosterID: 1665
18. Lazarre, D.M., Paris-‐Limouzy, C. B., Die, D. J., (2014) Using Connectivity Modeling System to
Re-‐create the Lionfish Invasion to Test Initial Invasion Scenarios and Evaluate Metapopulation Connectedness. 2014 Ocean Sciences Meeting, Honolulu, HI, Abstract ID: 14418, PosterID: 2698
19. Rodriguez, D., (2014) Where are COD in the Stellwagen Bank National Marine Sanctuary?
2014 Ocean Sciences Meeting, Honolulu, HI, Abstract ID: 14096, PosterID: 1262
20. Sanchez, S. C., Charles, C. D., Carriquiry, J. D., Villaescusa, J. A. (2014) Natural Variability of the
North Pacific Gyre Oscillation Expressed in a Clarion Island Coral. 2014 Ocean Sciences Meeting, Honolulu, HI, Abstract ID: 14415, PosterID: 3074
21. Scott, O., Johnson, A., Williamson Whitney, V., Ricciardi, L., Siegfried, D., Ithier-‐Guzman,
W., Braxton, L., Johnson, A. (2014) MS PHD'S: Using Virtual Community Platforms to Integrate Diversity, Collaborative Strategies and Effective Partnerships in Ocean Sciences Research and Education. 2014 Ocean Sciences Meeting, Honolulu, HI, Abstract ID: 16834
22. Siegfried, D. T., Johnson, A., Fauver, A., Ricciardi, L., Detrick, L. (2014) Evaluation Systems
for Evidence-‐Based Reporting. 2014 Ocean Sciences Meeting, Honolulu, HI, Abstract ID: 15283, PosterID: 1662
2014 American Meteorological 94th Annual Meeting
23. Perez-‐Betancourt, D., Emanuel, K.A. Formation of Tropical Cyclone Spiral Rainbands in a 3-‐D
Cloud-‐Resolving Model. 26th Conference on Weather Analysis and Forecasting / 22nd Conference on Numerical Weather Prediction at the 94th American Meteorological Society
24. Quiñones-‐Rosado, M., Mayol-‐Bracero, O.L., Vallejo, P., Formenti, P., Andrews, B., Ogren, J. African dust impact on the size distribution of aerosols in the Caribbean: Observations from Atmospheric Observatory in Cabezas de San Juan, Puerto Rico. 13th Annual Student
Conference at the 94th American Meteorological Society Annual Meeting, February 2-‐6, 2014,
Atlanta, GA. 2014 Other Misc. Meetings
25. Guiza, B., Haslett-‐Marroquin, R., Building a Resilient Food System to Revitalize Rural
Communities. Presented at MS PHD’S Phase III Poster Symposium hosted by NSF, June 19, 2014, Arlington, VA
26. Johnson, A., Ricciardi, L. (2014) MS PHD’S Poster Symposium: 14 students from Cohort IX
presented posters of their current research for invited representatives from government agencies (NSF, NOAA, NASA, USGS), IBP board members, organizational partners and other outside contacts. March 14, 2013, National Science Foundation, Arlington, VA
27. Johnson, A., “Encouraging Parents of Minority Students in the STEM fields”, Expanding Your
Horizons (EYH) hosted by Cedar Valley College, Lancaster, TX. March 8, 2014 (Featured Speaker)
28. Johnson, A., “Positive Factors that Impact Success in STEM”, Workshop Co-‐sponsored by the
Institute for Broadening Participation and the Center for Ocean Sciences Education Excellence -‐ Ocean Systems, 2014 Ocean Sciences Meeting, Honolulu, HI. February 2014 (Featured
Speaker)
29. Lazarre, D., Paris, C., Die, D. J., Re-‐creating the Lionfish Invasion by Simulation to Test Initial
Invasion Scenarios and Evaluate Metapopulation Connectedness. Presented at MS PHD’S Phase III Poster Symposium hosted by NSF, June 19, 2014, Arlington, VA
30. Linares, R., Vittaldev, V., Godinez, H., Lawrence, E., Higdon, D., Improved Uncertainty
Quantification for Physics-‐Based Atmospheric Models via Generalized Polynomial Chaos. Presented at MS PHD’S Phase III Poster Symposium hosted by NSF, June 19, 2014, Arlington, VA
31. Lynch, K. L., Horgan, B. H., Munakata Marr, J., Hanley, J., Rey, K. A., Schneider, R. J., Jackson, W.A., Spear, J. R., Ritter, S. M., Reflectance Spectra of Lacustrine Sediments in the Great Salt Lake Desert: An Analog Study For Martian Paleolake Basins. Presented at MS PHD’S Phase III Poster Symposium hosted by NSF, June 19, 2014, Arlington, VA
32. Mathabane, N., Roering, J., Using Gamma-‐Ray Spectroscopy to Determine Dissolved Oxygen
Levels in the Coos Bay Estuary. Presented at MS PHD’S Phase III Poster Symposium hosted by NSF, June 19, 2014, Arlington, VA
33. Padilla-‐Crespo, E., Löffler, F., Cultures and Tools to Initiate and Monitor 1,2-‐dichloropropane
Detoxification at Contaminated Sites. Presented at MS PHD’S Phase III Poster Symposium hosted by NSF, June 19, 2014, Arlington, VA
34. Recart, W., Ackerman, J. D., Falcón, W., Hernández, P., Here and There and Everywhere: The
Invasion Experience Differs Among Islands for the Bamboo Orchid. Presented at MS PHD’S Phase III Poster Symposium hosted by NSF, June 19, 2014, Arlington, VA
35. Bushi, M., Lohr,K., Main, E., Moore, R., Roberts-‐Gregory, F., Harris, D., Hawthorne, T., Edwards, L., Reed, J., Whose Greenspace Is It Anyway? A Mixed Methods Approach to Evaluating Access to and Usage of Beecher Hills Lionel Hampton Nature Preserve in SW
Atlanta. Presented at MS PHD’S Phase III Poster Symposium hosted by NSF, June 19, 2014, Arlington, VA
36. Torres, J. A., Shivachar, A., DuMond, J. W., Acute Exposure To Simulated Microgravity Increase
Morphology Alteration, DNA Fragmentation, ROS Levels, Alters Key Genes Involved In Neurotoxicity And Suggest a CB1&CB2 Receptors Inverse Relation in Rat Cortical Astrocytes. Presented at MS PHD’S Phase III Poster Symposium hosted by NSF, June 19, 2014, Arlington, VA
2013 American Geophysical Union (AGU) Fall Meeting
37. Session ED51C: Toward a Sustained, Comprehensive, Intensive Approach to Broadening Participation in the Geosciences I Posters: Conveners: Teresa Mourad, Bethany Holm Adamec, Ashanti Johnson. Dec. 2013. San Francisco, CA.
38. Session ED54A: Toward a Sustained, Comprehensive, Intensive Approach to Broadening Participation in the Geosciences II: Conveners: Teresa Mourad, Bethany Holm Adamec, Ashanti Johnson. Dec. 2013. San Francisco, CA.
39. Ricciardi, L., Fauver, A., Johnson, A., Detrick, L., Siegfried, D., Thomas, S., Valaitis, S. (2013),
IBP's Four-‐Prong Approach for Broadening Participation in the STEM Community, Abstract ED54A-‐02 presented at 2013 Fall Meeting, AGU, San Francisco, Calif., 9-‐13 Dec.
2013 Geological Society of America 125th Anniversary Annual Meeting & Exposition
40. Lynch, K., Spear, J. R., Munakata Marr, J., (2013) Microbial Diversity in Hypersaline Sediments
of the Great Salt Lake Desert. Presented at 125th Annual Meeting & Exposition, Denver, CO, 27-‐
30, Oct., Paper No. 43-‐5
41. Nakai, J. S., Sheehan, A. F., Bilek, S. L., (2013) Earthquakes of the Rio Grande Rift Using
Transportable Array and CREST Data. Presented at 125th Annual Meeting & Exposition,
Denver, CO, 27-‐30, Oct., Paper No. 181-‐10
42. Ricciardi, L, Johnson, A, Williamson Whitney, V., Ithier-‐Guzman, W., Braxton, L. (2013)
MS PHD'S: Diversifying the Earth System Science Community Through a Synergy of Mentoring, Community Building, and Professional Development Activities. Presented at 125th Annual
Meeting & Exposition, Denver, CO, 27-‐30, Oct. (Invited Speaker), Paper No. 111-‐1
2013 National Association of Black Geoscientists 33rd Annual Technical Conference
43. Bourne, S., Environmental Awareness in the Residence Hall, National Association of Black
Geoscientists 32nd Annual Conference “Investing in Diversity”, September 4-‐7, 2013, Houston,
TX
44. Mathabane, N., Cerovski-‐Darriau, C., Roering, J., Understanding the Dynamics of Bedrock
Landslides through Chronological Data Collection, National Association of Black Geoscientists 32nd Annual Conference “Investing in Diversity”, September 4-‐7, 2013, Houston, TX
45. Roberts-‐Gregory, F., Bushi, M., Lohr, K., Main, E., Moore, R., Harris, D., Hawthorne, T.,
Edwards, L., Reed, J., Whose Greenspace is it Anyway? A Community Geography Case Study of Beecher Hills Lionel Hampton Nature Preserve in Southwest Atlanta, National Association of Black Geoscientists 32nd Annual Conference “Investing in Diversity”, September 4-‐7, 2013,
Houston, TX 2013 Other Misc. Meetings
46. Johnson, A., “Identifying and Securing Research and Funding Opportunities: A Hands-‐On
47. Johnson, A., “Funding Your Graduate Education” The National Association of Black Geologists Annual Meeting. Houston, TX. September 5, 2013.
48. Tull, R. G., Hernandez, S.X., Harrison, M., Johnson, A. (2013) A Program Guide to Social Media. Women in Engineering ProActive Network (WEPAN) National Conference & Joint ASEE WIED and WEPAN Symposium. Atlanta, GA. June 19-‐22, 2013
Participants
Individuals who have worked on the project
Program Staff
The administration of the MS PHD’S Professional Development Program is housed within the Institute for Broadening Participation (IBP). Initially funded by NSF through the University of Michigan, IBP is a free-‐standing non-‐for profit organization that models sustainability and program maturation beyond initial NSF funding. IBP hosts several website portals (http://www.ibparticipation.org/Projects.aspx) each focused on a unique aspect of support for pathways to the STEM fields: science, technology, engineering, and mathematics. Particular emphasis is placed on connecting traditionally
underrepresented groups with STEM programs, resources, funding and mentoring opportunities. Institute for Broadening Participation Executive Director Emeritus, Sandra Thomas, serves as PI for the MS PHD’S Program and Dr. Ashanti Johnson, MS PHD’S founder and IBP Executive Director, directs the program. MS PHD’S fiscal operations are implemented through IBP by Liv Detrick. The MS PHD’S webpage, http://www.msphds.org, is hosted and maintained by IBP Web and Database Specialists Liv Detrick, Dana Saywell and Cynthia Charles. Evaluation Specialist David Siegfried assisted in the reporting and collation of data for this report.
Additional MS PHD’S program staff members are as follows: Program Manager, Lois Ricciardi, and two Assistant Program Coordinators (LaTanya Braxton and Warner Ithier-‐Guzman, PhD). Program staff includes African American, Puerto Rican and European American personnel.
The program also engages a Professional Development Consultant (Vivian Williamson Whitney, Ed.D.), in the formation and execution of program activities and evaluation processes. The MS PHD’S program staff and consultant are geographically dispersed: Johnson, Associate Professor and Assistant Vice Provost for Faculty Recruitment at the University of Texas Arlington Department of Earth and
Environmental Sciences; Braxton assists from Memphis, Tennessee; Ithier-‐Guzman, Assistant Program Coordinator is based in Puerto Rico; Ricciardi coordinates from St. Petersburg, Florida; Williamson Whitney is based in Ada, Oklahoma; IBP’s central office is in Damariscotta, Maine.
The majority of the financial support received through this grant for this year went into travel
and student support, while most staff support was funded through other sources. Therefore,
person-‐months in the following table are zero for most participants.
Name Most Senior Project Role Nearest Person Month Worked Ashanti Johnson, Project Director 1
David Siegfried Director of Assessment Processes, IBP 1
Lois Ricciardi Project Manager 2
LaTanya Braxton Assistant Project Coordinator 1 Vivian Williamson Whitney Professional Development Consultant < 1 Warner Ithier-‐Guzman, PhD Assistant Project Coordinator < 1 Carolynn Molleur Finance Director < 1 Liv Detrick Director of Web Development, IBP < 1 Leslie Fuller Administrative and Program Associate, IBP < 1
Other organizations that have been involved as partners
The following organizations serve as MS PHD’S professional society partners and/or hosts for Cohort IX Phase II and III in 2013 -‐ 2014.
Partner Organization Contribution
1. American Geophysical Union (AGU)
Access to researchers, administrators, and other professionals in STEM for networking, training, funding and research opportunities.
2. American Meteorological Society Access to researchers, administrators, and other professionals in STEM for networking, training, funding and research opportunities. Provide free registration for 2 -‐ 5 students to attend annual Meeting.
3. Association for the Sciences of
Limnology and Oceanography Access to researchers, administrators, and other professionals in STEM for networking, training, funding and research opportunities. Provide 2-‐5 students with opportunities to engage in organization specific programs that offer travel support, research presentation opportunities, mentoring experiences, and broadening participation exposure at organizational meetings and conferences.
4. Compact for Faculty Diversity Institute on Teaching and Mentoring
Provide access to researchers, administrators, and other professionals in STEM for networking, training, funding and research opportunities.
5. Environmental Protection Agency Provide access to researchers, administrators, and other professionals in STEM for networking, training, funding and
research opportunities.
6. Ford Foundation Fellowship Office Provide access to researchers, administrators, and other professionals in STEM for networking, training, funding and research opportunities.
7. Geological Society of America Access to researchers, administrators, and other professionals in STEM for networking, training, funding and research opportunities. Provide 2-‐5 students with opportunities to engage in organization specific programs that offer travel support, research presentation opportunities, mentoring experiences, and broadening participation exposure at organizational meetings and conferences.
8. Marian Koshland Science Museum Access to researchers, administrators, and other professionals in STEM for networking, training, funding and research opportunities. Provide free admission to research fac
