Board 359: Reaching DEI targets in STEM: Lessons from a National Science Foundation Research Traineeship (NRT) with Outstanding Demographics

Eduardo Santillan-Jimenez; Carissa B. Schutzman; Virginia W Lacefield; Keren Mabisi

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Conference: 2024 ASEE Annual Conference & Exposition
Location: Portland, Oregon
Publication Date: June 23, 2024
Start Date: June 23, 2024
End Date: June 26, 2024
Conference Session: NSF Grantees Poster Session
Tagged Topics: Diversity and NSF Grantees Poster Session
Page Count: 11
DOI: 10.18260/1-2--46942
Permanent URL: https://peer.asee.org/46942
Download Count: 110

Paper Authors

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Eduardo Santillan-Jimenez University of Kentucky

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Dr. Eduardo Santillan-Jimenez is PI and project coordinator of a National Science Foundation Research Traineeship (NRT) program designed to enhance graduate education by fully integrating research and professional skill development within a diverse, inclusive and supportive academy. Originally from Mexico, Dr. Santillan-Jimenez joined the University of Kentucky (UK) first as an undergraduate research intern and then as a graduate student performing his doctoral research at the UK Center for Applied Energy Research (CAER) and at the University of Alicante (Spain). After obtaining his Ph.D. in 2008, he worked as a postdoctoral fellow at Utrecht University (The Netherlands) prior to returning to UK, where he now holds the positions of Associate Director at CAER and Adjunct Assistant Professor at the Department of Chemistry. His current research focuses on the application of heterogeneous catalysis to the production of renewable fuels and chemicals, with emphasis on the upgrading of algae and waste oils to drop-in hydrocarbon fuels. His synergistic activities include participating in a number of K-20 educational initiatives designed to increase and broaden participation in STEM fields.

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Carissa B. Schutzman Ph.D. University of Cincinnati orcid.org/0000-0001-5453-5973

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Dr. Carissa Schutzman is the Director of the University of Cincinnati Evaluation Services Center.

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Virginia W Lacefield University of Kentucky

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Keren Mabisi

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Keren Mabisi is a Junior Research Associate at the University of Cincinnati, Evaluation Services Center. As an external evaluator, she utilizes quantitative and qualitative methods on various NIH, ESF, NIEHS and SEPA funded projects. She obtained a Master

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Abstract

A National Science Foundation Research Traineeship (NRT) that is currently in its fifth year aims to enhance graduate education by integrating research and professional skill development within a diverse, inclusive, and supportive academy. To recruit a diverse cohort of trainees and help broaden participation in STEM, this NRT took a dual approach to recruitment. On the one hand, incoming graduate students already accepted into departments affiliated with the NRT in general – and those from diverse backgrounds in particular – were targeted. This strategy was most effective since students were already committed to the NRT’s institution, so recruitment simply required NRT faculty and trainees to reach out, describe the traineeship, and tout its benefits. On the other hand, NRT faculty and trainees from diverse backgrounds attended conferences organized by professional societies and organizations dedicated to gathering, representing, and supporting underrepresented minority scientists. At these venues, NRT faculty gave oral presentations on the traineeship and/or facilitated professional development workshops, while NRT trainees presented the results of their work and/or served in graduate student panels, all this allowing for trainee representatives to interact with and attract prospective applicants. NRT faculty and trainees attending these conferences also staffed a table in the resource/graduate school fair or expo of these conferences, further interacting with prospects, handing them flyers, and encouraging them to apply to the traineeship. This dual approach resulted in the following aggregate demographic data for all trainees recruited to date: 11% Asian, 39% Black/African American, 11% Hispanic/Latinx, 39% White/Caucasian; 43% men, 55% women, and 2% other (non-binary); 67% Domestic, 33% International; 30% first generation college; 9% have a disability; 11% LBGTQ+. These outstanding trainee demographics both attest to the effectiveness of the recruitment strategy employed and evince that this traineeship is effectively broadening participation in STEM.

A commitment to diversity, equity, and inclusion (DEI) on the part of NRT leadership and faculty contributed to the attainment of these noteworthy demographics. As part of the external evaluation, students participated in focus groups to discuss how they were recruited into the NRT program and to share their perspectives on why the program succeeded in recruiting diverse cohorts of students. Trainees reported learning about the program from various sources including: a graduate advisor suggesting the NRT program; a graduate student sharing a brochure about the NRT; learning about the NRT at a conference; and learning about the program from current trainees with diverse backgrounds. Trainees reported that they were drawn to the program because they saw students who looked like them, and several trainees said that their NRT classes were the most diverse classes in their schedules. Students also reported joining the NRT due to the PI’s commitment to DEI as well as the diversity of the faculty. Additionally, students were drawn to the wide range of expertise collectively provided by the NRT faculty, who represented several disciplines, were affiliated with multiple departments, and could thus provide a broader understanding of – and a more multi-, inter-, and trans-disciplinary approach to – STEM research and training.

Citation
Format

Santillan-Jimenez, E., & Schutzman, C. B., & Lacefield, V. W., & Mabisi, K. (2024, June), Board 359: Reaching DEI targets in STEM: Lessons from a National Science Foundation Research Traineeship (NRT) with Outstanding Demographics Paper presented at 2024 ASEE Annual Conference & Exposition, Portland, Oregon. 10.18260/1-2--46942

TY  - CPAPER
AB  - A National Science Foundation Research Traineeship (NRT) that is currently in its fifth year aims to enhance graduate education by integrating research and professional skill development within a diverse, inclusive, and supportive academy. To recruit a diverse cohort of trainees and help broaden participation in STEM, this NRT took a dual approach to recruitment. On the one hand, incoming graduate students already accepted into departments affiliated with the NRT in general – and those from diverse backgrounds in particular – were targeted. This strategy was most effective since students were already committed to the NRT’s institution, so recruitment simply required NRT faculty and trainees to reach out, describe the traineeship, and tout its benefits. On the other hand, NRT faculty and trainees from diverse backgrounds attended conferences organized by professional societies and organizations dedicated to gathering, representing, and supporting underrepresented minority scientists. At these venues, NRT faculty gave oral presentations on the traineeship and/or facilitated professional development workshops, while NRT trainees presented the results of their work and/or served in graduate student panels, all this allowing for trainee representatives to interact with and attract prospective applicants. NRT faculty and trainees attending these conferences also staffed a table in the resource/graduate school fair or expo of these conferences, further interacting with prospects, handing them flyers, and encouraging them to apply to the traineeship. This dual approach resulted in the following aggregate demographic data for all trainees recruited to date: 11% Asian, 39% Black/African American, 11% Hispanic/Latinx, 39% White/Caucasian; 43% men, 55% women, and 2% other (non-binary); 67% Domestic, 33% International; 30% first generation college; 9% have a disability; 11% LBGTQ+. These outstanding trainee demographics both attest to the effectiveness of the recruitment strategy employed and evince that this traineeship is effectively broadening participation in STEM.

A commitment to diversity, equity, and inclusion (DEI) on the part of NRT leadership and faculty contributed to the attainment of these noteworthy demographics. As part of the external evaluation, students participated in focus groups to discuss how they were recruited into the NRT program and to share their perspectives on why the program succeeded in recruiting diverse cohorts of students. Trainees reported learning about the program from various sources including: a graduate advisor suggesting the NRT program; a graduate student sharing a brochure about the NRT; learning about the NRT at a conference; and learning about the program from current trainees with diverse backgrounds. Trainees reported that they were drawn to the program because they saw students who looked like them, and several trainees said that their NRT classes were the most diverse classes in their schedules. Students also reported joining the NRT due to the PI’s commitment to DEI as well as the diversity of the faculty. Additionally, students were drawn to the wide range of expertise collectively provided by the NRT faculty, who represented several disciplines, were affiliated with multiple departments, and could thus provide a broader understanding of – and a more multi-, inter-, and trans-disciplinary approach to – STEM research and training.

AU  - Eduardo Santillan-Jimenez
AU  - Carissa B. Schutzman Ph.D.
AU  - Virginia W Lacefield
AU  - Keren Mabisi
CY  - Portland, Oregon
DA  - 2024/06/23
PB  - ASEE Conferences
TI  - Board 359: Reaching DEI targets in STEM: Lessons from a National Science Foundation Research Traineeship (NRT) with Outstanding Demographics
UR  - https://peer.asee.org/46942
DO  - 10.18260/1-2--46942
ER  -