ED44A-01 INVITED 16:00h
Painting by the Numbers: The Representation of Minorities in the Geosciences
This paper provides detailed data on the representation of African-Americans and Hispanic-Americans in geology and other geosciences. It looks at current statistics as well as historical trends in degree production at the undergraduate and graduate levels for these under-represented groups. PhD data from the National Science Foundation and bachelor's data from the National Center for Education Statistics show the number of minorities earning degrees in the geosciences. Comparative data from other scientific disciplines put the level of under-representation into perspective. Data demonstrate that individuals from certain groups are underrepresented in science and engineering fields in general. However, no field has a poorer representation than do the geosciences. For example, 15 percent of all bachelor's degrees are earned by underrepresented minorities, but their share of geoscience bachelor's is only 5 percent. The role of minority women and Historically Black Colleges and Universities (HBCUs) in minority degree production is also presented. An examination of the historical and current trends in the data provide the foundation for evaluation of the success of programs aimed at increasing the numbers of underrepresented groups in the geosciences.
ED44A-02 INVITED 16:15h
NASA Space Science Partnerships with Minority Universities
Over the past five years NASA has carried out a deliberate and highly successful effort to engage Minority Institutions (MI) in space science activities. Implemented through a uniquely designed grants program now known as the "NASA Minority University and College Education and Research Partnership Initiative (MUCERPI) in Space Science," an impressive array of space science research and educational activities has been developed at 15 MI's over the three-year period from January 1, 2001 to December 31, 2003. This effort began with the recognition that very few MI's had programs in space science. To address this deficiency, the NASA Office of Space Science (OSS), in cooperation with the NASA Office of Equal Opportunity Programs (OEOP), carried out a series of consultations with MI faculty and administrators aimed at ascertaining the level of interest that MI's had in space science and at identifying the most effective strategies for developing space science capabilities on their campuses. The clear conclusion was that MI's were extremely interested in participating in space science, but that they had not been given a real opportunity to do so. The overwhelming consensus was that a successful program to engage MI's in space science would require: 1) a serious invitation from OSS to become involved in space science, 2) the flexibility to devise projects that fit the local environment on each participating campus, and 3) the opportunity to form partnerships with leading researchers in the space science community. As a result, a NASA Research Announcement (NRA) emphasizing these and other factors was developed and issued in January 2000. Some of its more unique features were that: 1) it was issued by OSS with funding provided by OEOP; 2) it invited MI's to develop any combination of research capabilities, academic programs (at any level), and/or public outreach in space science; and 3) it required working partnerships with NASA-sponsored space science researchers for any research capability development projects. At the same time, OSS began a campaign to make its entire community of researchers aware of this new NRA and to encourage them to participate as partners. This campaign deliberately targeted space scientists funded by OSS at universities and research facilities, as well as at NASA Centers. Some 60 proposals received, from which 15 minority institutions, including six Historically Black Colleges or Universities, three Hispanic Serving Institutions, three Tribal Colleges, and three minority-predominant institutions were selected for 3-year awards of up to $250,000 per year. The outcomes reported by the grantees at the end of their three-year period of performance are impressive. Collectively, the grantees engaged in research collaborations with 10 NASA space science missions or suborbital projects and in more than 50 working partnerships with major space science research groups. In academic programs, they established 25 new or redirected space science faculty positions, 12 new or revised space science degree programs, and 68 new or revised space science courses with a total enrollment of nearly 1,800 students. They also engaged in a wide variety of teacher training, precollege outreach, and public outreach programs. From these results, it is clear that vibrant academic and research programs in space science can be built at MI's provided that sponsoring Agencies offer serious opportunities to do so. The sponsoring Agencies need to play an active role in providing guidance and in engaging their usual cadre of researchers to serve as active partners in collaborations with interested MI's. Merely acting as a passive provider of funds is not enough to make a significant difference.
http://ossim.hq.nasa.gov/ossepo/
ED44A-03 16:30h
South Dakota NASA Space Grant Consortium Creating Bridges in Indian Country
The South Dakota Space Grant Consortium (SDSGC) was established March 1, 1991 by a NASA Capability Enhancement Grant. Since that time SDSGC has worked to provide earth and space science educational outreach to all students across South Dakota. South Dakota has nine tribes and five tribal colleges. This has presented a tremendous opportunity to develop sustainable equitable partnerships and collaborations. SDSGC believes strongly in developing programs and activities that highlight the balance of indigenous science and ways of knowing with current findings in contemporary science. This blending of science and culture creates a learning community where individuals, especially students, can gain confidence and pride in their unique skills and abilities. Universities are also witnessing the accomplishments and achievements of students who are able to experience a tribal college environment and then carry that experience to a college/university/workplace and significantly increase the learning achievement of all. The presentation will highlight current Tribal College partnerships with Sinte Gleska University and Oglala Lakota College amongst others. Programs and activities to be explained during the presentation include: Native Connections, Scientific Knowledge for Indian Learning and Leadership (SKILL), Bridges to Success Summer Research Program, Fire Ecology Summer Experience, and dual enrolled/college bridge programs. The presentation will also cover the current initiatives underway through NASA Workforce Development. These include: partnering program with the Annual He Sapa Wacipi, American Indian Space Days 2005, NASA research/internship programs and NASA Fellow Summit. An overview of recent American Indian student success will conclude the presentation. The South Dakota School of Mines and Technology has struggled over many years to develop and implement sustainable successful initiatives with Tribal Colleges and Communities. The motivating philosophy is the betterment of all people in South Dakota. If people are provided equity and access, there is no limit to what they can accomplish. SDSM&T in the last three years has graduated nineteen American Indians with degrees in engineering, many of those students' tribal college transfers. This is a significant increase, as only forty American Indian had graduated in thirty years. NASA' presence on the SDSM&T campus has provided the necessary focus and encouragement for success to take place. We are building bridges in South Dakota and the builders are from Indian Country.
http://www.sdsmt.edu/space/
ED44A-04 16:45h
Internship Programs for Native American Students
The NASA Goddard Space Flight Center is practicing a unique program for the implementation of internship programs for Native American students. The approach we developed was created with input from tribal communities, and has been well received from both the Native American and Agency perspectives. Culturally meaningful research assignments, advance communication with the Colleges, and a well planned agenda of activities and opportunities to network are aspects which will be covered. In this session we will share our approach with others who are interested in effective internship and mentoring plans for Native American students.
ED44A-05 17:00h
Identifying an Important Source of Talented Students from Underrepresented Communities Through Effective Partnerships with Minority Serving Institutions
The paper creates a dialog related to efforts within the Space Science and Earth Science Enterprises to work with HBCU/MIs in enhancing their ability to effectively navigate the solicitation and funding process within major agencies including NASA and The National Science Foundation. Relevant issues will be discussed including HBCU/MI science infrastructure, faculty long range research strategy, and diversity of mentoring models for underrepresented minority students. The establishment of successful partnerships between HBCU/MIs and government laboratories, majority universities and other institutions will also be discussed. Examples will be presented from current and past experiences HBCU/MIs including results from the NASA MUCERPI 2003 Space Science solicitation and NASA Research Announcements in Earth Science.
ED44A-06 17:15h
LSU Geoscience Alliance to Enhance Minority Participation: Building Partnerships with Minority-Serving Institutions
The LSU GAEMP (Geoscience Alliance to Enhance Minority Participation) program seeks to increase the number of under-represented minorities in the geosciences by targeting students at minority-serving institutions (MSIs) who have an undergraduate STEM (science, technology, engineering, or math) major that is not geology. The program, sponsored by a 5-year NSF award through the OEDG program, is administered by Geology and Geophysics faculty at LSU in collaboration with key science faculty at nine regional minority serving institutions (MSIs; seven Historically Black Colleges and Universities (HBCU) and two Hispanic Serving Institutions). These MSIs, especially several physics programs, provide well-trained, highly motivated graduates who compile excellent records in highly ranked graduate programs. These students also have strong potential because they have knowledge and skills relevant to graduate work in interdisciplinary areas. Forging collaborations with MSIs is crucial to exposing these talented students to geoscience education and career opportunities because most of these institutions do not have geoscience degree programs. The point of entry into GAEMP is a summer course that focuses on research to introduce basic geoscience concepts. Targeted recruits into GAEMP are MSI juniors that show high academic achievement and have non-geoscience STEM majors. Summer course participants are encouraged to, and supported in, cooperative research projects that are completed during the following academic year at the home institution. On receiving their baccalaureate degree, GAEMP participants are encouraged to apply to graduate school, especially at LSU where GAEMP graduate fellowships are available at both the M.S. and Ph.D. level. We use a variety of recruiting efforts to attract students into GAEMP including print media, a webpage, visits by LSU faculty and students to MSIs, and workshops at LSU for MSI faculty and students. With all these efforts, the enthusiastic support of MSI faculty is critical in successful student recruiting and retention. The most proactive MSI faculty have (1) provided additional stipends for students participating in the summer program, (2) required a post-course research experience, and (3) taken an active research-mentoring role for returning GAEMP students. Important recruiting and retention roles for LSU faculty include (1) summer course participation that introduces students to current research questions, (2) research-mentoring of GAEMP students in their senior year, and (3) maintaining formal and informal contacts with MSI faculty and students.
ED44A-07 17:30h
Customizing Process to Align with Purpose and Program: The 2003 MS PHD'S in Ocean Sciences Program Evaluative Case Study
How did the 2003 Minorities Striving and Pursuing Higher Degrees of Success (MS PHD'S) in Ocean Sciences Program customize evaluative methodology and instruments to align with program goals and processes? How is data captured to document cognitive and affective impact? How are words and numbers utilized to accurately illustrate programmatic outcomes? How is compliance with implicit and explicit funding regulations demonstrated? The 2003 MS PHD'S in Ocean Sciences Program case study provides insightful responses to each of these questions. MS PHD'S was developed by and for underrepresented minorities to facilitate increased and sustained participation in Earth system science. Key components of this initiative include development of a community of scholars sustained by face-to-face and virtual mentoring partnerships; establishment of networking activities between and among undergraduate, graduate, postgraduate students, scientists, faculty, professional organization representatives, and federal program officers; and provision of forums to address real world issues as identified by each constituent group. The evaluative case study of the 2003 MS PHD'S in Ocean Sciences Program consists of an analysis of four data sets. Each data set was aligned to document progress in the achievement of the following program goals: Goal 1: The MS PHD'S Ocean Sciences Program will successfully market, recruit, select, and engage underrepresented student and non-student participants with interest/ involvement in Ocean Sciences; Goal 2: The MS PHD'S Ocean Sciences Program will provide meaningful engagement for participants as determined by quantitative analysis of user-feedback; Goal 3: The MS PHD'S Ocean Sciences Program will provide meaningful engagement for participants as determined by qualitative analysis of user-feedback, and; Goal 4: The MS PHD'S Ocean Sciences Program will develop a constituent base adequate to demonstrate evidence of interest, value, need and sustainability in its vision, mission, goals and activities. In addition to the documentation of evaluative process, the case study also provides insight on the establishment of mutually supportive principal investigator and evaluator partnerships as necessary foundations for building effective teams. The study addresses frequently asked questions (FAQ's) on the formation and sustenance of partnerships among visionaries and evaluators and the impact of this partnership on the achievement of program outcomes.
http://www.msphds.usf.edu/
ED44A-08 17:45h
Goddard Space Flight Center's Partnership with Florida International University
NASA's Goddard Space Flight Center (GSFC) has been collaborating with Florida International University's High Performance Database Research Center (FIU HPDRC) for nearly ten years. Much of this collaboration was funded through a NASA Institutional Research Award (IRA). That award involved research in the Internet dissemination of geospatial data, and in recruiting and training student researchers. FIU's TerraFly web service presently serves more than 10,000 unique users per day by providing an easy-to-use mechanism for exploring geospatial data and imagery. IRA-supported students have received 47 Bachelor's degrees, 20 Master's degrees, and 2 Doctoral degrees at FIU. FIU leveraged IRA funding into over \$19 million in other funding and donations for their research and training activities and has published nearly 150 scientific papers acknowledging the NASA IRA award. GSFC has worked closely with FIU HPDRC in the development of their geospatial data storage and dissemination research. TerraFly presents many NASA datasets such as the nationwide mosaic of LandSat 5, the PRISM precipitation model, the TRMM accumulated rainfall worldwide; as well as USGS aerial photography nationwide at 30cm to 1m resolutions, demographic data, Ikonos satellite imagery, and many more. Our presentation will discuss the lessons learned during the collaboration between GSFC and FIU as well as our current research projects.
http://terrafly.fiu.edu