Public Discussion

  • Icon for: Suzanne Barbour

    Suzanne Barbour

    Presenter
    March 20, 2017 | 08:22 a.m.

    Good morning. We welcome feedback on our INCLUDES project. Our goal is to both provide URM undergraduates with additional insights into the "culture" of masters vs doctoral; majority vs MSI; and public vs private institutions and to learn from their experiences to adjust our institutional cultures to better serve them.

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  • Icon for: Mia Ong

    Mia Ong

    Facilitator
    March 20, 2017 | 09:28 a.m.

    Hello, Suzanne! I really enjoyed watching your video. The alliance structure you have in place seems to allow an innovative opportunity for the exchange program as well as potential for improvement of STEM environments and educators' instruction through the collaborative inquiry. I was wondering about a couple of things: 1) What types of insights do you anticipate students and educators will gain? 2) How will you measure the impacts of the exchange program and collaborative inquiry, i.e., what would success look like to you? Thanks.

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  • Icon for: Suzanne Barbour

    Suzanne Barbour

    Presenter
    March 20, 2017 | 09:52 a.m.

    Hi Mia,

    Thanks for your comments. We hope that students will gain a measure of "cultural competence" that would allow them to thrive at the various institutions in our alliance. For example, a MSI student might be better prepared to deal with the "culture shock" of a majority institution. At the same time, we hope that faculty will gain insights into aspects of institutional culture that either support or hinder underrepresented students in STEM. Our goal is to use those insights to enhance the CIRTL "Diversity in the Classroom" course. 

    If we are successful, the students feel more empowered, both at their home institutions and the host schools. Hopefully, this will translate into increased retention in STEM majors and interest in careers in STEM. We also hope to effect institutional change, though the information that is disseminated through the CIRTL course.

  • Icon for: Mia Ong

    Mia Ong

    Facilitator
    March 23, 2017 | 05:48 p.m.

    Thanks for your answer, Suzanne. I wanted to alert you to the research of Joretta Joseph, who studied students who went to HBCUs for undergraduate STEM programs and then attended graduate STEM programs at PWIs. Her work may have some insights for the student course. Also, do you anticipate that students in your program may go from the PWI to an MSI? If so, how might you prepare students for that experience? Good luck with your program as it goes forth! And thanks.

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  • Icon for: Jeanne Century

    Jeanne Century

    Facilitator
    March 20, 2017 | 12:17 p.m.

    Good morning, Suzanne - Wow, what an interesting and ambitious project you are proposing. I'm struck by the challenge of having students engage in introspective and reflective conversations in the collaborative inquiry process. How will they be facilitated (who will do it, what kind of training or support will the facilitators get)?

    Also, in consideration of your comment above, what are the ways you have considered learning more about whether faculty actually do gain the insights into institutional culture that you are hoping they will gain? 

    Thanks - Jeanne

  • Icon for: Suzanne Barbour

    Suzanne Barbour

    Presenter
    March 21, 2017 | 08:10 a.m.

    Jeanne:

    Thanks for your comments. The facilitators are STEM faculty members who are committed to student development. Co-PI Jo Walther held a training session (Zoom conference) to introduce them to the concept of collaborative inquiry. Essentially, we will provide the students with auto ethnographic assignments, give them the opportunity to share and reflect, introduce a bit a theory related to their reflections, and then encourage them to develop research questions. The whole experience is meant to be student-driven. They are investigating themselves and their experiences. As an example, Jo has suggested "homecoming on my campus" as one of the early exercises. 

    On the faculty side, our plan is to glean information from the student's reflections and to use this information to modify Diversity in the Classroom. We are hoping (assuming) some patterns will emerge. We will use CIRTL assessment tools to assess faculty learning. On the student side, Co-PI Pedro Portes will adapt Cultural Adaptation, Self Esteem, and Depression (CADI) survey to assess impact on INCLUDES students.

  • Icon for: Jeanne Century

    Jeanne Century

    Facilitator
    March 22, 2017 | 09:29 a.m.

    Thanks for your response, Suzanne - the process sounds like it will be really rich and rewarding for the students. The use of the CADI survey sounds very interesting as well!  I look forward to hearing more. 

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    Erica Harvey

    Higher Ed Faculty
    March 20, 2017 | 12:31 p.m.

    What an interesting project!  I'm curious about some of the nuts and bolts that are somewhat related to our First Two INCLUDES pilot.  How many students will be involved in the program?  Are they from all different disciplines?  Will they be physically getting together with each other (and a facilitator? - see Jeanne Century's question above) during their exchange year?  Was there a pre-existing transfer situation set up to make this easier, or are you having to work out all the details like differences in tuition, course transferability, etc.?

  • Icon for: Suzanne Barbour

    Suzanne Barbour

    Presenter
    March 21, 2017 | 08:18 a.m.

    Eric: Thanks for your comments. Twelve students are involved in the exchange. It is important to keep the collaborative inquiry groups small, to mange the discussion and data analysis. We did not attempt to match the disciplines (all are from STEM). All are rising sophomores. Before the exchange, students will meet in cohorts on their home campuses and the entire group will get together through a Zoom conference in mid-April. Then, the groups will be "scrambled" when the students spend the fall semester at their host institutions. In the spring of 2018, we envision that students will work on synthesizing information from their fall experiences and also that the home institution groups will come back together for additional reflection. Each campus will have a facilitator who will meet face to face with the group. 

    The UGA-FIU exchange is mediated through the National Student Exchange. Fortunately, this arrangement allows UGA students to take their HOPE and Zell Miller scholarships to Florida. The CAU-SSU-FVSU-UGA exchanges will be mediated through transient student status. Three of the four institutions are in the University System of Georgia, which makes the process a bit easier. 

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  • Icon for: Sarah Lee

    Sarah Lee

    Assistant Clinical Professor and Director of Undergraduate Studies
    March 21, 2017 | 10:21 a.m.

    I love the idea of the exchange program. I am very interested in learning about the outcomes of that implementation.

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  • Icon for: Suzanne Barbour

    Suzanne Barbour

    Presenter
    March 21, 2017 | 11:19 a.m.

    Sarah: Thank you! We will look forward to sharing our outcomes!

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    Mark Leddy

    Guest
    March 21, 2017 | 12:09 p.m.

    Congratulations on the submission of the video!

  • Icon for: Suzanne Barbour

    Suzanne Barbour

    Presenter
    March 21, 2017 | 12:25 p.m.

    Thanks, Mark. We've admitted our students and are working out logistics of the exchange. I am very excited about the prospect of collaborative inquiry.....

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  • Icon for: Janice Jackson

    Janice Jackson

    Facilitator
    March 21, 2017 | 11:57 p.m.

    Suzanne, the use of collaborative inquiry groups is a great framework to engage students in reflection.  It seems that you have aspirations for the students from underrepresented groups.  Which groups are you targeting? When you use the term "cultural competence" what do you mean?  You hope the faculty will gain insights to help them improve the diversity class.  What do you look to accomplish in terms of changing the university's culture?  This is a bravo endeavor that require attention to students' sense of self and identity. I look forward to seeing how it goes.

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  • Icon for: Suzanne Barbour

    Suzanne Barbour

    Presenter
    March 22, 2017 | 07:41 a.m.

    Janice: Thanks for the suggestions. We are targeting underrepresented minority students at UGA and the four MSIs (Savannah State, Fort Valley State, Florida International, and Clark Atlanta) in the Alliance. The goal is to provide these students with insights into differences in the "environments" of our institutions-----with hopes that this will empower them and better prepare them to function in those environments. We also hope to learn from the students' experiences and to use that information to effect institutional change in a way that makes our institutions more inclusive, supportive, and productive. We have coordinators at each institution who will work with the students in small groups and are hoping this will provide the support the students need during the exchange. We also tried to select students who have an inherent sense of "adventure"---assuming such individuals would be more likely to thrive at an institution that is very different than their home institution. The last thing we want is for this experience to set the students back.

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  • Icon for: Jeanne Century

    Jeanne Century

    Facilitator
    March 22, 2017 | 09:31 a.m.

    Hi Suzanne - could you tell us a little more about the substance (content and organization) of the Zoom conference? Are there particular resources or exercises the students will do. Or, is there a link you can point us to? Thanks!

  • Icon for: Suzanne Barbour

    Suzanne Barbour

    Presenter
    March 23, 2017 | 04:51 p.m.

    Jeanne: I've just sent the two-page description that we provided to facilitators to your email address. Please let us know if you have other questions.

  • Icon for: Jeanne Century

    Jeanne Century

    Facilitator
    March 24, 2017 | 08:37 a.m.

    Thanks so much for sending, Suzanne - I look forward to taking a closer look. 

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    Nicki Sochacka

    Higher Ed Faculty
    March 23, 2017 | 02:32 p.m.

    Hi Suzanne, it was great to meet you the other day during Bev's visit. I just wanted to say that I loved your video and I am really excited to see the outcomes of the project, particular the collaborative inquiry part.

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  • Icon for: Suzanne Barbour

    Suzanne Barbour

    Presenter
    March 23, 2017 | 04:52 p.m.

    Nicki,

    Great to meet you, too. The collaborative inquiry is the brainchild of Jo Walther in UGA College of Engineering. We'll keep you posted on our outcomes. Thanks so much for your interest in our project.

    Suzanne

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Icon for: Suzanne Barbour

SUZANNE BARBOUR

University of Georgia, Florida International University, Clark Atlanta University

An Integrated Approach to Retain Underrepresented Minority Students in STEM Disciplines
1649226

The ultimate goal of this project is to develop and pilot novel interventions to enhance success of underrepresented students in STEM disciplines and ultimately to increase their retention in and pursuit of careers in STEM disciplines. The project partners a Primarly White, Doctoral Institution, Highest Research Activity (University of Georgia) with three Historically Black Colleges and Universities (Clark-Atlanta University, Fort Valley State University, and Savannah State University) and a Hispanic-Serving Institution (Florida International University). Through its initial investigations and conversations, the project team has identified three key questions that will be addressed by this project: (1) Can an academic year “exchange program” be designed to enhance underrepresented students’ cultural competence and thereby academic success in STEM disciplines? (2) Can underrepresented students’ experiences at PWI/R1 and MSI institutions be mined to identify aspects of institutional culture that enhance or limit their success in STEM disciplines? (3) Can underrepresented students’ experiences at PWI/R1 and MSI institutions be harnessed to train STEM educators to value learning-through-diversity and offer more inclusive instruction?