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Improving Critical Thinking in Underserved Minority Students

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Improving Critical Thinking in Underserved Minority Students THE DECADE AHEAD Lord Baltimore Hotel 20 West Baltimore Street Baltimore, Maryland 21201 10TH CONFERENCE ON UNDERSTANDING INTERVENTIONS That Broaden Participation in Science Careers THE DECADE AHEAD March 2-4, 2018 The Lord Baltimore Hotel Baltimore, Maryland Daryl E. Chubin & Anthony L. DePass, Co-chairs www.understanding-interventions.org FU N D I N G A N D S U PP O R T Understanding Interventions that Broaden Participation in Science Careers has benefited from generous support from the National Institutes of Health, the National Science Foundation, the Alfred P. Sloan Foundation, Howard Hughes Medical Institute, and Educational Testing Service, along with productive collaborations with the National Academies of Sciences, Engineering and Medicine, the American Society for Cell Biology, the American Society of Plant Biologists, American Association for the Advancement of Science, and Long Island University. In September 2013, an NIGMS T36 MARC grant from the National Institutes of Health (Grant No.1 T36 GM 102000) was awarded to Long Island University and it currently provides long- term support for the following: Organization of conferences that will provide: a) venues for dissemination of interventions research and related training; b) opportunities for researchers/practitioners to interact and collaborate; and c) a mechanism for discourse on research-based interventions’ implementation across modalities, stages, and venues. An enhanced and interactive Understanding Interventions website that will: a) facilitate linkages among members of the Understanding Interventions (UI) community; and b) feature an accessible and searchable internet-based annotated database of Interventions articles and other resources. This will expand the dissemination of broadening participation research. An online/email-based publication that distills and disseminates research findings, development opportunities, and general announcements to provide an additional platform for growth of the Understanding Interventions community. We would like to extend our sincere appreciation to the National Institutes of Health for considerable investment that has been made in providing a stable base for our operations. To all our collaborators, and participants, thank you for your generous contributions to this very important work. UI’s 10th Anniversary is a Charm Welcome to UI 2018! This is the 10th anniversary Conference on Understanding Interventions that Broaden Participation in Science Careers. For returnees, thank you for the sustained support; for newcomers, you are in for a treat. Prepare to be overwhelmed with ideas, energy, and an assembly pledged to inclusion and excellence in STEM education and careers. We return to the Charm City of Baltimore, which has hosted two previous UI conferences. Our principal sponsor, the National Institute of General Medical Sciences, and local colleagues at the University of Maryland, Baltimore, have helped make these next 2.5 days possible. We number around 300 this special year. Once again, we come from across the United States and a diversity of STEM and institutions across the educational spectrum. We received 160 abstracts this year, the most ever. There are 18 workshops on the first day; and for days 2 and 3, concurrent symposia and deeper dive sessions—numbering 4-5 choices per time block—should start conversations that will continue throughout the two networking receptions. The posters reflect a growing sophistication of data on outcomes, and of movement beyond single institutions and short time frames. All of these complement the plenary sessions that feature both individuals and teams interacting on cross-cutting topics with the assembly as a whole. We are privileged to make our two awards, the Intervenor (Lifetime Achievement) and the Tol (a team award named for NIH mentor Augustus Toliver), on Saturday at lunch. We will also at that time engage members of the UI Advisory Committee in reflecting on the decade past and the one ahead. How does Understanding Interventions continue to grow as a force in STEM, higher education, and American society? These are fraught times. We are reminded daily that the values of diversity, equity, and inclusion are not shared by all. Our intervention work thus requires extraordinary dedication to the next generation. Thank you for your efforts both to illuminate and facilitate pathways toward fulfilling science careers. We are honored to persist with you on those pathways. This year, please take a moment to introduce yourself to us in person. We want to express our gratitude for what UI has become and how, in part because of you, it will flourish in the decade ahead. Yours truly, Daryl E. Chubin and Anthony L. DePass, Co-Chairs A C K N O W L E D G E M E N T S C O - C HA I R S Da r y l E . C h u bin Understanding Interventions An t h o n y L . D e P a ss Long Island University-Brooklyn ADVISORY COMMITTEE Mona Trempe Ri c h a r d M c G e e Northwestern Understanding Interventions University Feinberg School of Medicine Da v i d A s a i Portia Flowers Howard Hughes Medical Institute University of North Carolina-Chapel Hill Phi l l i p B ow m a n Cl i f t o n P o o d r y University of Michigan Howard Hughes Medical Institute Go l d i e B y r d Irene Hulede North Carolina A&T University American Society for Microbiology Lau r a R o b l e s Calvin Briggs California State University, Dominguez Hills Lawson State University Al b e r t o I . R o c a Ba r r y Ko m i s a r u k DiverseScholar Rutgers University Yoel Rodriguez Ke l l y M a c k Hostos Community College Project Kaleidoscope Lydia Villa-Komaroff American Association of Colleges and Cytonome/ST, LLC Universities Lyla Crawford Jo h n M a t s u i CONFERENCE PLANNINGUniversity of Washington University of California, Berkeley Sha nt a O ut l a w Long Island University-Brooklyn Angela Ebreo ” University of Michigan th 10 Conference on Understanding Interventions That Broaden Participation in Science Careers March 2-4, 2018 FRIDAY, March 2, 2018 8: 00 a m - 7: 00 p m Registration Open Calvert Ballroom Foyer 8: 00 a m - 7: 00 p m Networking Lounge Royale Boardroom and Foyer 9: 00 am – 5:00 pm Concurrent Workshops 9:00 am – 11:00 am W 20: Proposal Writing as a Tool for Deep Learning in the STEM Undergraduate Curriculum Location: Salon A Presenter: Jill Keith Institution: Winston-Salem State University Co-Authors: Dr. Tyrone Mitchel Innovative Writing in the Major (WIM) or Writing Across the Curriculum (WAC) Program initiatives assist in promoting cultures of writing within the university (Romberger, 2008). At Winston-Salem State University (WSSU) our WIM program has been selected to receive a Writing Program Certificate of Excellence from the Conference on College Composition and Communication (CCCC). Our WIM program has also allowed for the connection of faculty and students in various STEM disciplines by using innovative writing pedagogies to improve written communication. One strategy involved infusing proposal writing into the Senior Seminar course, specifically in biology and chemistry. Students wrote proposals with faculty in the departments of Biological Sciences, Chemistry, Exercise Science, and Wake Forest University School of Medicine. It should be noted that some proposals were interdisciplinary and allowed students to work with more than one professor or postdoctoral associate and experience how team science occurs. In this workshop, presenters will focus on the development, sustainability, and importance of having senior STEM majors write proposals to foster their development and that of their assigned faculty member and/or postdoctoral associate (Campbell, 1997). Informative handouts will help attendees implement this student and faculty development model at their home institution. Academic writing is a complex process (Petruzzi, 2008); hence, we will demonstrate how scaffolding assists students in clearly communicating their ideas as they continue to engage primary literature. We will also demonstrate how activities associated with synthesis and evaluation (educational objectives of Bloom's taxonomy), are leveraged to develop students' critical thinking skills (Bloom, 1956). Improving students' critical thinking skills and increasing their self- efficacy in science-related tasks serve to ensure STEM persistence. Finally, institutions are using proposal writing as a mechanism to assist students with their application to the Graduate Research Fellowship Program (GRFP), a fellowship awarded by the National Science Foundation (NSF). This session will show attendees how they can adopt this model at their institution and increase the number of students who apply for this prestigious award. Objectives of the Session: A. Present examples of how STEM faculty were engaged in the Writing in the Major Program. B. Illustrate how student efficacy beliefs have been impacted. C. Show how meaningful data has been collected to drive improvement. D. Present strategies on how to solicit faculty buy-in for STEM Courses. Participants will be able to: A. (Re) Design writing assignments so students have a proposal that can be implemented. B. Implement this model of infusing proposal writing at their home institution. Active learning strategies or ways in which participants will be engaged: A. Evaluate writing apprehension using the Daly Miller B. Evaluate a GRFP application. W2: Accelerating our Understanding of Interventions using RAPID, a Rubric to Assess Programs that Increase Diversity in STEM Location: Salon B Presenter: Julie A. Reynolds Institution: Duke University Co-Authors: Dawayne Whittington, Sherri Fulp, and Devyn Gillette Millions of dollars have been invested to create interventions designed to broaden participation in STEM, and yet most of us still have not created that magic combination of programs that level the playing field for students from traditionally underrepresented groups. We argue that it is not simply because specific interventions are ineffective at achieving their stated goals;; rather, a significant problem is the lack of systematic student support across three essential areas: academic, financial, and community support.
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