Public Discussion

  • Icon for: Jeanne Century

    Jeanne Century

    March 20, 2017 | 12:41 p.m.

    Hi Ivory - I enjoyed watching your video and would love to hear more about your work!  I have a few follow up questions. In the video, you explained that you are expanding evidence-based models. I'm hoping you can explain more specifically what those models look like and how you will know they are working in the context of this project?

    Also, you explain that your audiences are African Americans, Native Americans and people with disabilities. I'm curious to know more about the disabilities part of the audience. Could you share a little more about that?

    Thanks very much - Jeanne

  • Icon for: Mia Ong

    Mia Ong

    March 20, 2017 | 05:12 p.m.

    Hi Ivory. Terrific video! It's clear that INCLUDES is building on prior successes, partnerships, and knowledge from prior QEM efforts. I am wondering about the decision to focus on males who are African American, Native American, and persons with disabilities. Could you describe the rationale and some of the ways they might be distinctively served by the project? What findings about underrepresented males (as opposed to UR females) do you anticipate finding in your work?

  • Icon for: Kimberly Douglas-Mankin

    Kimberly Douglas-Mankin

    Project Director
    March 21, 2017 | 04:55 p.m.

    Hi Ivory -- thanks for your video.  I'd love to know more about the professional development you are planning to offer through your project.  Is your goal to help all faculty be more effective supporting your target demographic, or is the goal to help faculty in your target demographic succeed?  I am the Project Director for the INCLUDES--LEVERAGE project, focused on engineering faculty pathways, and wondering if there might be opportunities to collaborate.  

  • Icon for: Janice Jackson

    Janice Jackson

    March 23, 2017 | 02:37 a.m.

    QEM has a long history of success for people from under represented groups.  What have you learned from past work.  I wondered why you would place a special focus on only two groups and on males.  Given the demographics of the STEM fields it feels shortsighted.  Can you provide your rationale for limited your focus?

  • Small default profile

    Marie Hammond

    Higher Ed Faculty
    March 23, 2017 | 03:10 p.m.

    Hi, Ivory!  Like everyone else, I enjoyed watching your video. Like Jeanne, I too am curious about the models you are using and how they are integrated.  Do you have any information about that?  Thanks!

  • Icon for: Suzanne Barbour

    Suzanne Barbour

    March 23, 2017 | 05:27 p.m.

    Ivory: I very much enjoyed your video. One of the issues I've encountered at HBCUs (I don't have experience with TCUs) is lack of reliable physical plant necessary to support research in STEM. A potential solution is to focus on computation and mathematical modeling---two highly prized yet still relatively rare skills sets that might position MSIs to be even more valuable partners for schools that have the infrastructure for wet labs. I wonder if you have considered that option./ Suzanne

  • Small default profile

    Dr. Smith

    Higher Ed Administrator
    March 27, 2017 | 11:53 a.m.

     Dear Ivory, thank you for the information on QEM INCLUDES project.  I would like to learn more.  Harris-Stowe State University, St. Louis University, and Washington University along with community partners are vying for an INCLUDES grant.  All the best in your work! Dwyane Smith

  • Further posting is closed as the event has ended.

Icon for: Ivory Toldson


QEM INCLUDES Design and Development Launch Pilot in Partnership with HBCUs and TCUs
Quality Education for Minorities (QEM) Network


The QEM Launch Pilot brings QEM’s 26 years of building capacity at HBCUs and TCUs to the synergy and collective impact of an HBCU/TCU-centered project to increase minority representation, particularly of African American and Native American males and persons with disabilities, in STEM. QEM, HBCUs, and Tribal College partners are implementing evidence-based, capacity-building prototypes that focus on new models for early-year student research experiences and faculty development in research training and STEM student mentoring.

The DDLP will synthesize research and best practices for increasing the participation of African American and Native Americans, especially males and persons with disabilities, in STEM education. Based on this work and prototype outcomes, the DDLP will identify new research to address broadening participation of HBCU and TCU students in STEM to make an effective and sustained contribution to diversity in STEM.

HBCUs and TCUs are making a contribution to STEM diversity. Compared to other institutions, HBCUs have achieved disproportionate success in attracting and preparing African Americans in STEM at both undergraduate and graduate levels.TCUs provide access to STEM education for increasing numbers of Native Americans and promote STEM education to pursue solutions for Tribal needs. STEM knowledge and innovations can address disparities that iaffect HBCU/TCU communities and provide the opportunity for them to not only join but lead discourse and discovery of solutions to meet our Nation’s challenges not only in STEM participation but also in health, security, education, and income equality.