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Meeting Archive - AAAS Annual Meeting 2007 Synopsis: This symposium focuses on an ambitious agenda to ensure diversity in the next generation of social, behavioral, and economic (SBE) scientists. It is comprised of NSF-supported strategic, regional alliances among top institutional producers of underrepresented minorities at the B.S. and Ph.D. levels, such as the Alliances for Graduate Education and the Professoriate (AGEP). Issues to be addressed include: SBE faculty of the future, undergraduate and graduate student research opportunities, inter-institutional and inter-alliance feeder linkages, international collaborations, the role of professional associations, development of a national network, research on broadening participation, broad-based dissemination, and evaluation. Recognizing that sustainable well-being to improve the human condition depends heavily on social, behavioral and economic conditions, processes, and their interconnections, it is critical to produce a vibrant cadre of diverse, well-trained social, behavioral, and economic scientists to help ensure a robust SBE scientific enterprise that informs sustainable well-being. Organized by: Wanda Ward, National Science Foundation, Arlington, VA; Roosevelt Johnson, National Science Foundation, Arlington, VA; Patricia White, National Science Foundation, Arlington, VA Presentations: Moderator—Wanda E. Ward Strategies for Implementation through the City University of New York and Michigan AGEP Alliance—Gail Smith The Glass Needs Filling: The Great Lakes Alliance for the Social Sciences—Lawrence J. Henschen The Atlantic Coast Social, Behavioral, and Economic Sciences Alliance Vision—Henry T. Frierson The Enhancing Diversity in Graduate Education in the SBE Sciences Fellows Program—Karen S. Cook Discussant —John Mohr (PPT,129KB) Discussant —Patricia White Title: Graduate School Alliances To Diversify the Science and Engineering Work Force Synopsis: For more than five years, nearly 80 graduate schools have been involved in 22 NSF Alliances for Graduate Education and the Professoriate (AGEP). They are expected to engage in comprehensive institutional cultural changes that will lead to sustained increases in science and engineering doctorates awarded to African Americans, Hispanic Americans, Native Americans, and Pacific Islanders. The framework for change focuses on institutional and departmental policies and practices related to graduate students admissions and selection, curriculum, academic support and advising, faculty mentoring, work-force skills development, and use of student and faculty data to inform change. Indicators to measure change in AGEP institutions include longitudinal data disaggregated by race, ethnicity, and citizenship on graduate students, including new enrollees; overall enrollment, Ph.D.s awarded, and post-Ph.D. employment. Institutional transformation indicators focus on changes in practices and faculty involvement. In addition, the Council on Graduate Schools Ph.D. Completion Project and the James Irvine Foundation Campus Diversity Initiative both have tools that are useful in the evaluation of AGEP institutions. Organized by: Presentations: Moderator—Roosevelt Y. Johnson Strategies for Cultural Changes in Graduate Schools—John Mohr Evaluation to Inform Graduate Student Recruitment and Progression to the Ph.D. Degree—Yolanda George Council of Graduate Schools, Ph.D. Completion Project—Daniel Denecke Discussant—Wanda E. Ward(PPT, 1.6MB)
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