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Where we’re going from here

This symposium aims to evaluate the impact of previous symposia on access, retention, and success of underrepresented minority students in the life sciences. The goal is to publish findings, including numerical data and qualitative impacts, to drive change and support diversity in STEM fields.

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Where we’re going from here

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  1. Where we’re going from here University of Washington Symposium on Diversity in the Sciences October 28, 2006 Wendy Raymond, Ph.D. Williams College

  2. 76 colleges and universities from 34 states have attended one of the 3 symposia

  3. Where we’re going from here: our collective movement Who: Those institutions who participated in one of our three symposia who will (1) collect and submit annual data; (2) report progress (or lack thereof) and assessment of impacts emanating from symposium participation; Where: A follow-up conference at HHMI When: Fall 2007 (data TBA)

  4. Goal 1 : Evaluate whether our hypothesis was correct: Did taking the “show” on the road lead to improved access, retention, and success of URM students in the life sciences? Goal 2: Publish our findings, both numerical data and qualitative impacts of these symposia

  5. http://www.williams.edu/biology/divsciences/ http://www.hhmi.org/resources/diversity/

  6. Data represent averages of institutional averages; thus the analysis weighs each institution equally. Data are from institutions that sent teams to the November 2005 diversity-in-sciences symposium at Harvard University (19 small colleges and 18 universities (13 private, 5 public) for the 2004-05 academic year. Matthew Cunningham, PhD, University of Washington David Brodigan, PhD, Consultant; retired Director of Institutional Research, Williams College & Carleton College

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  8. If institutional mean = 3.3, 80% = 2.6; 90% = 3.0

  9. What can research and teaching faculty do to effect change? Conclusions: We are losing students in our own house, soon after they take Bio 101. African American and Latina/o biology majors do not achieve the same level of excellence as their Asian and White peers.

  10. Early attention: many students decide whether to stay as early as the first midterm exam in Bio 101. Pre-freshman summer program Peer mentoring; peer leadership Attention to “social” aspects of thriving in college: using available resources talking with instructors Study group participation Early research experiences, beginning the summer following freshman year Faculty “mentoring”: a single sentence can change a life

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