1. National Science Foundation and Broadening Participation “Engineering Workforce Development for the Road Ahead” James H. Wyche, Ph.D., Director Division of Human Resource (HRD) Directorate of Education & Human Resources (EHR) National Science Foundation March 2009

2. Inspector General National Science Board Staff Offices Social, Behavioral & Economic Sciences Social, Behavioral & Economic Sciences Budget, Finance & Award Management Budget, Finance & Award Management Information Resource Management Information Resource Management Director Deputy Director Engineering Geosciences Mathematical & Physical Sciences Education & Human Resources Biological Sciences Computer, Information Science & Engineering A Look at NSF

3. Education and Human Resources (EHR)

4. Minorities and Minority-Serving Institutions Women and GirlsPeople with Disabilities Education Research and Demonstration HBCU-UP LSAMP GSERDE Enhancement of Institutional Education Capacity HBCU-UP, LSAMP BD, TCUP GSERDE Enhancement of Institutional Research Capacity CREST, HBCU RISE ADVANCE Large-Scale ImplementationABP I-cubed ADVANCERDE DisseminationGSERDE HRD Programs According to Theme and Population Themes Populations

5. Changing Environments EPSCoR Research DirectoratesDGEDUEDRL Increasing Participants (students, faculty) Capacity Building CREST HBCU-UP TCUP GSE LSAM P RDE ADVAN CE AGEP Evaluation and Assessment

6. Transition Points and HRD Program Gaps AreaHRD ProgramLevel STEM Teacher Prep TCUP/STEEP Community College/Tribal Colleges Undergraduate to Ph.D. LSAMP, AGEP, HBCU-UP Undergrad/Doctorate Ph.D. to PostdocNone Postdoc Postdoc to Professor None Beginning Faculty Faculty Advancement ADVANCE Faculty

7. Key HRD Workforce Development Programs  Louis Stokes Alliances for Minority Participation (LSAMP)  Historically Black Colleges and Universities Undergraduate Program (HBCU-UP)  Alliances for Graduate Education and the Professoriate (AGEP)

8. PROGRAM DIRECTOR/STAFF: Dr. A. James Hicks (ahicks@nsf.gov) (703) 292-4668 * (703) 292-9018 (fax) Martha James (mjames@nsf.gov) (703) 292-7772 Dr. Harry Bass ( hbass@nsf.gov ) (703) 292-8447 LSAMP Program Specialist Margie Johnson (mcjohnso@nsf.gov) CONTACT: Division of Human Resource Development Louis Stokes Alliances for Minority Participation (LSAMP) (703) 292-8632 MAP DESIGN: Sanya N. Clark (sspencer@nsf.gov) LSAMPLSAMP Louis Stokes Alliance for Minority Participation LSAMP Active LSAMP Alumni LSAMP New Tribal Colleges Arkansas MAP REVISIONS: April Boyd-Melvin (abmelvin@nsf.gov)

9. 9 Historically Black Colleges and Universities-Undergraduate Program (HBCU-UP) New Program Guidelines Broadens participation in the Nation’s STEM workforce by enhancing the quality of undergraduate STEM education at HBCUs.

10. Impact of HBCU-UP HBCU-UP has supported the development of STEM education and research at 80 HBCUs (78%) since 2001, including funding for programs at 82% of the Nation’s 4 year HBCUs and 46% of the Nation’s 2 year HBCUs. More than 16,000 STEM students have graduated from HBCU-UP supported institutions since 1998.

11. U.S. Students Studying Abroad Increasingly, experiences abroad are coming to be seen as a critical component of education for U.S. students in the globalizing economy. During the 2005-06 academic year, 223,534 U.S. students studied abroad in foreign institutions of higher education, representing an increase of 32,213 students (16.8%) over the number who had gone abroad in the 2003-04 academic year. U.S. students were most likely to study in European nations: the United Kingdom (32,109), Italy (26,078), Spain (21,881) and France (15,602). China ranked 7th as the destination for 8,830 students, almost twice as many as the 4,737 who studied in China in 2003-04. Female students showed a greater propensity to study abroad, accounting for 65.5% of U.S. students studying abroad in 2005-06. In 2005-06, white students accounted for 83.0% of U.S. students studying abroad with African American students constituting 3.5%, Hispanics 5.4%, Asian Americans 6.3% and American Indians 0.6%. Source: Nicole M. Di Fabio, Carolyn Brandi, Lisa M. Frehill. November 2008. Forthcoming in the 23rd Edition of Professional Women and Minorities: A Total Human Resources Data Compendium

12. Female students showed a greater propensity to study abroad, accounting for 65.5% of U.S. students studying abroad in 2005-06. In 2005- 06, white students accounted for 83.0% of U.S. students studying abroad with African American students constituting 3.5%, Hispanics 5.4%, Asian Americans 6.3% and American Indians 0.6%.

13. AGEP and SBE Alliances for Graduate Education and the Professoriate Participating Institutions

14. Leveraging Broader Impacts

16. Underrepresented Minority PhDs Produced Across All STEM Disciplines (2002–2006) Source: NSF Survey of Earned Doctorates/Doctorate Records File and AGEP.us 2 49% AGEP from 45 institutions 51 % Non-AGEP from 45 institutions 53% AGEP from 91 institutions 47% Non-AGEP from 156 institutions 55% AGEP from 91 institutions 45% Non-AGEP from 153 institutions 51% AGEP from 48 institutions 49% Non-AGEP from 54 institutions 54% AGEP from 102 institutions 46% Non-AGEP from 181 institutions

17. Underrepresented Minority PhDs Produced in Engineering (2002–2006) Source: NSF Survey of Earned Doctorates/Doctorate Records File and AGEP.us 7 56% AGEP from 19 institutions 44% Non-AGEP from 15 institutions 62% AGEP from 66 institutions 38% Non-AGEP from 79 institutions 56% AGEP from 71 institutions 44% Non-AGEP from 80 institutions 60% AGEP from 18 institutions 40% Non-AGEP from 11 institutions 58% AGEP from 80 institutions 42% Non-AGEP from 97 institutions

20. U.S. population 18–24 years old, by race/ethnicity: July 1990–99 and projections to 2050

21. Bachelor’s degrees awarded to racial/ethnic groups in S&E fields: 2004

22. Bachelor’s degrees awarded in S&E and non-S&E fields, by sex: 1966–2004

23. Field distribution of S&E graduate students, by race/ethnicity: 2005

24. Female share of S&E graduate students, by field: 1995 and 2005

25. Female share of S&E postdoctoral fellows, by field: 1995 and 2005

26. Doctoral science and engineering faculty, by race/ethnicity and country of birth: 2003

27. International Research Activities  Africa  Caribbean/Latin America  South America

36. Successful Products of Future Workforce Development

37. Arlie O. Petters Professor of Mathematics, Physics, and Business Administration Duke University:Duke University: Arts & Sciences and Fuqua School of BusinessArts & SciencesFuqua School of Business Education: Ph.D. MIT, 1991 (Mathematics) Ph.D. thesis advisors: Bertram Kostant (MIT) and David Spergel (Princeton University) Ph.D. thesis title: Singularities in Gravitational Microlensing PRINCETON UNIVERSITY,1988-1991 (Exchange Scholar; in absentia from MIT) MIT, 1986-1988 (Department of Mathematics);David Spergel B.A./M.A. HUNTER COLLEGE - C.U.N.Y.,1986 (Mathematics and Physics) M.A. thesis title: The Mathematical Theory of General Relativity

38. Erich D. Jarvis, Ph. D. Principal Investigator Dr. Jarvis has a Ph.D. from Rockefeller University of New York in Molecular Neurobiology & Animal Behavior. EDUCATION 1979-1983 Scholarships to Geoffrey Ballet and Alvin Ailey Dance Schools, NY 1979-1983 Dance Major, High School of the Performing Arts, NY 1983-1988 B.A., Double: Biology & Mathematics. Minor: Chemistry. Hunter College, NY 1988-1995 Ph.D., Molecular Neurobiology & Animal Behavior, The Rockefeller University, NY 1995-1998 Postdoc. Molecular Neurobiology & Animal Behavior, The Rockefeller University, NY

40. Terrance D. Carroll represents clients in regulatory, civil and employment litigation matters. He also represents clients before various federal administrative and regulatory agencies. Aside from practicing law, Terrance is the Colorado State Representative for House District 7. He is the Assistant Majority Leader for the Colorado House of Representatives and serves as chairman of the House Judiciary Committee.

41. STRATEGIC PLANNING &FUTURE DIRECTIONS  Full scale longitudinal evaluation of all HRD programs  Broadening participation & workforce issues are goals and endpoints for all HRD program objectives  Examine the role of community colleges in STEM student production for HRD programs  Create initiatives that close the gap on transition points in the development of STEM students through the professional pathway  Create and sustain collaborations within the NSF, with other federal agencies, and private organizations that enhance STEM workforce development  Create an globally competitive workforce