Conference on Ocean Literacy June 7 & 8, 2006 Washington DC

1. Conference on Ocean LiteracyJune 7 & 8, 2006Washington DC Dr. Judith R. Vergun School of Ocean and Earth Sciences and Technology University of Hawai’i at Manoa Honolulu, Hawai’i

2. Best Practices …Hardly new information

3. I have been asked to answer the question: “What are the Best Practices and Tangible Results of successful programs?” • My colleagues and I have been presenting this information for 20+ years. • Why? Because we are asked the question, “How can we increase the number of underrepresented students in STEM?”

4. And, I respectfully submit that it is time to ask different questions THE New QUESTIONS: Why are institutions and organizations NOT following the Best Practices? Why are we not asking THAT question? I am honored to present information about our programs

5. Some of the Successful Programs: • MIMSUP (Brian Bingham) • MAST, ASLOMP, Hal Bonner, Minorities in Aquatic Sciences Newsletter (Ben Cuker) • SMILE (Eda Davis-Butts) • MS PhD’s (Ashanti Pyrtle) • NAMSS and Kumu Ola (Judith Vergun) • There are others

6. Minorities in Marine Science Undergraduate Program (MIMSUP) Dr. Brian BinghamSponsors: National Science Foundation & Shannon Point Marine Center Western Washington University Program Outcomes: 219 Post-program awards, internships, fellowships or scholarships 185 Presentations at scientific conferences 39 Refereed publications Statistics: 119 program alumni since 1991 BA/BS degrees • 91 completed • 25 in progress • 3 not in school • Prof. Degrees (11%) • 6 completed (1w/MS) • 4 in progress (1w/MS) • MS Degrees (54%) • 26 completed • 23 in progress • Ph.D degrees (11%) • 3 completed • 7 in progress w/MS

7. MIMSUP Best practices • Initial program elements raise the students’ personal comfort level and demonstrate our high expectations for their performance. • We work with each student to ensure (s)he has a good chance of meeting the program standards (includes remedial workshops in math and writing). • We engage in a wide diversity of activities that are flexible enough to accommodate individual needs. • A group dynamic is established early; the dynamic includes the faculty mentor/leader. • One-on-one mentoring associations between students and advisers are established early and maintained throughout the program.

8. Four Diversity Programs by headed by Dr. B. Cuker, Hampton University American Society of Limnology and Oceanography Minorities Program561 Students since 1990Mentoring, Role modeling, Community Building & Networking through a scientific societyMulticultural Students At Sea Together (MAST)82 Students since 2000Month long hands-on sailing adventure that includes science, policy, and the heritage of African Americans and Native Americans on the ChesapeakeHall-Bonner Program for Minority Doctoral Scholars in the Ocean Sciences13 students since 2004Critical mass and joint effort of MSI (Hampton Univ.) and traditional Ph.D. programs (ODU & VIMS)Multicultural students in Aquatic SciencesWeekly Newsletter with 409 recipientsVirtual community & networking

9. Envision…Believe…Succeed… Essential Attributes of SMILE Eda Davis-Butts • Strong sense of • safety • Inclusive community • High expectations • Positive attitudes • Cooperative contributions • Mentoring • Long-term enrichment support (up to 9 years) • Personal connections • Experiences in higher education settings • Program Elements • Weekly Afterschool Club Meetings • Local/Regional Field Trips • Family Math and Science Nights • Community Partnerships • College-Connection Events • Professional Development Workshops for Classroom Teachers/Club Advisors High School Graduation Rates1,2 60% - Latino and Native American students 79% - All Oregon students 84% - SMILE students with 2 years in program 95% - SMILE students with 4+ years in program 1State graduation rates are taken from OR Dept of Education database site. 2SMILE participant rates are taken from program database.

10. Oregon and Hawai’i: Native Americans in Marine and Space Sciences and the Kumu Ola Program Dr. Judith Vergun • Best Practices • Finding & honoring the Unique Self • Free-Choice Learning • Intensive mentoring - multigenerational • Free tutoring • Role models from own culture • Someone who cared • Networking with other programs • Brokering and sponsoring educational exchanges and participation in professional conferences • Sense of Place and Belonging • Respect for differing views Tangible Results Approx. 3000 people involved in 20 years Program Averages: 95% earn BS degrees in STEM 53% continue in Grad School Community support and participation in education Public awareness & appreciation of earth and ocean sciences

11. Minorities Striving and Pursuing Higher Degrees of Success in Earth System Science (MS PHD'S) Initiative's Professional Development Program Personnel Pyrtle, A. J. MS PHD’S PI College of Marine Science University of South Florida Williamson-Whitney, V. A. MS PHD’S Evaluator College of Marine Science University of South Florida Powell, J. M. MS PHD’S Program Coordinator College of Education University of South Florida

12. http://msphds.usf.edu MS PHD’S Professional Development Program Vision:To reduce gaps in preparation, representation, and full participation of minorities in Earth system science via professional development opportunities; mentoring; and community building experiences Phase 1 – Participant-mentor partnership orientation, networking, professional development, broad ESS exposure, scientific discussions & community building activities during fall AGU meeting. Phase 2 - AGU, AMS, ASLO, DLESE, ESA, JOI & TOS meetings. Participants attend meeting most closely aligned with ESS interests. Additional participant-mentor “actual” and virtual interaction (e.g. web cam sessions and virtual community forum), field-specific exposure, scientific discussions, networking & community building activities. Phase 3 - ‘Capstone’ activities at NSF, NASA, EPA, NOAA and NAS. Format: Students engage in 3 phases of “actual” & virtual activities MS PHD’S Participant Data (to date) Mentors Applicants - 65 Selected Mentors Program 8 Science 44 Total Mentors 52 (non-US Citizens, US citizens-African-American, White, Mexican-American, Multiethnic, Native American, Puerto-Rican, Asian American) Mentee Applicants - 150 Selected Mentees Cohort I 25 Cohort II 27 Cohort III 23 Total Mentees 75 (Undergraduate and graduate students; African-American, Dominican, Mexican-American, Multiethnic, Native American, Puerto-Rican, Asian American, Pacific Islander, Alaskan) • MS PHD’S Virtual Community Forum Postings (“members only” on line forum): > 840 postings • Web cam conferences: > 50 informal and formal sessions

13. Exchanges, Networking, Mentoring Brian Bingham Ben Cuker Matt Gilligan Ocean Sciences Meeting February 2006 Honolulu Integration: ASLOMP, MIMSUP, ESA SEEDS

14. Coursework Relevant to Students’ Lives Pualani Learning Star Navigation With Papa Mau Piailug Master Navigator Kahape’a Mau We built our own canoe We built the Hale Pili (grass house)

15. Summary of Best Practices(listed in “Programmatic Approaches to Building Diversity in the Ocean Sciences” by Ben Cuker) “My colleagues and I built our programs around what we have learned that works. This includes: Building a critical mass of peers, near peers and role models. Establishing strong linkages with minority serving institutions. Cultivating a cadre of minority role models and concerned majority scientists willing to serve as mentors and facilitators. Close interactions with directors of REU sites and similar programs that provide research opportunities for minority students to promote participant exchanges. Creating truly multi-cultural learning communities. Firmly believing that each student accepted in a program is a winner and has much to contribute to the learning community. Establishing strong group identity through devices such as program T-shirts and common meals. AND……….

16. Setting the bar high, expecting the students in the program to reach their full potential. Creating learning communities with students at different levels of academic matriculation interacting with each other so as to promote near-pear interactions with pathfinders. Keeping students involved for multiple years, helping them grow to succeeding levels. Promoting cross cultural contacts and friendships that last beyond the duration of the program. Working with the students in the application process so as to end-up with applications that truly reflect their abilities and accomplishments. De-emphasizing standardized exams (SAT and GRE’s) in favor of more useful predictors of success, such as transcripts, letters of support and experience. Looking for evidence of potential for success rather than looking for reasons to reject applicants. Establishing strong ties to scientific societies, majority institutions and the key individuals at funding agencies. Documenting success to sell the programs to potential students and funding sources. Executing affirmative steps to ensure representation of minority males. Celebrating the distinctiveness of the various cultures represented in the programs. Emphasizing the achievements of each participant. Providing opportunities for students to obtain affirmation by mentoring those following them. Understanding and working with the families of participants, being sensitive to different cultural expectations for life-paths. Facilitating students with children and understanding the needs of single parents.” All of this we have known and recommended for many years, so……..

17. All these we have known and recommended for many years and consist of four main themes: • Building Community • Role Modeling • Intensive Mentoring • Authentic Experiences

18. Best Practices: What’s missing? Some comments by Frank Hall Asking the right questions. Understanding that gender diversity is different than ethnic diversity. Ensuring that decision-making positions are filled with those who have the wisdom & experience to make informed decisions.