Broadening P articipation and Institutional C apacity Report of the Subcommittee

1. Broadening Participation and Institutional CapacityReport of the Subcommittee

2. Guiding Theme 1: Broadening Participation as a Solution The subcommittee recognizes the profound changes in US demographics and skill levels that currently exist, and the changes that are predicted for the future. Thus, EHR should: • Re-conceptualize the development of STEM capacity not as a “pipeline,” rather as a “social network of communities” that occurs in a networked digital ecosystem. • Build and leverage partnerships in a networked community model to increase participation. • Broaden the diversity of stakeholders. • Generate data-driven and evidence-based metrics for evaluation made possible by learning analytics and “big data” efforts across society, and globally • Consider the implications for human subjects’ protections • Diversify dissemination channels.

3. Guiding Theme II: Broadening Participation Fosters a Culture of Science • Broadening participation is an intellectual context in which scientific activity occurs, and a framework that enriches the practice of science. • We advocate for scientific curiosity, inspiration and engagement, which can draw directly from concepts in BP. • By including the voice, skills and dispositions of women and underrepresented groups in STEM we can significantly enrich: (a) the research questions that are posed, (b) the methodological complexity with which they are addressed, (c) conversations on how research results may be interpreted, and (d) how implications of science are communicated to the largest possible audience. • We view BP as part of the intellectual merit considerations for proposals to EHR, in addition to being an aspect of broader impacts. • BP is a value added for STEM education and STEM careers. • BP relates directly to research in STEM Learning and Learning Environments, and Workforce Development. • Evaluation in the context of BP: • Influences what questions are asked, how the questions are posed, what evidence is considered in assigning value to educational outcomes, and the generalizability of the claims of application to diverse populations. • Identifies stakeholders. • Helps create evaluation teams and partnerships. • Guides dissemination of the results of evaluations to diverse and underrepresented audiences.

4. BP Subcommittee Recommendations • Enhance leadership by EHR on broadening participation • Develop and disseminate a definition of broadening participation that focuses on the many positive contributions of all Americans in the STEM enterprise – the development of human capital built on the themes of: • Broadening participation as a solution • Cultivating a culture of science • Develop more robust, flexible data systems to increase knowledge about funded research • Build enhanced, functional, win-win partnerships within EHR, across Directorates, across agencies, and with the public and private sectors

5. Division Recommendations • Recommend each EHR division takes responsibility for a focus for the intellectual definition, direction, and coherence of one core R&D area (STEM Learning; STEM Learning Environments; Broadening Participation and Institutional Capacity in STEM; and STEM Professional Workforce Preparation). • Endorse HRD taking the lead the Core R&D area of Broadening Participation and Institutional Capacity in STEM. • Endorse HRD continued investments in Historically Black Colleges and Universities (HBCUs), Tribal Colleges and Universities (TCUs), and other minority-serving institutions, as well as institutions with strong missions to support broadening participation (ADVANCE, AGEP, HBCU-UP, LSAMP and TCUP).

6. Broadening Participation and Institutional Capacity Building (BPIC) EHR Advisory Committee Sub-Group Eric Jolly Paul Kim Karen Klomparens Lillian Lowery Bill McCallum Francisco Rodriguez, Chair Bill Schmidt Anthony Kelly, Technical Writer