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Panel I—Importance of Institutional Commitment

Panel I—Importance of Institutional Commitment Demographics and Trends: Impact on Education and Training at the Research University Rick Morimoto (Northwestern). It’s about numbers: How many students, where are they, and how many graduate?

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Panel I—Importance of Institutional Commitment

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  1. Panel I—Importance of Institutional Commitment • Demographics and Trends: Impact on Education and Training at the Research University • Rick Morimoto (Northwestern)

  2. It’s about numbers: How many students, where are they, and how many graduate? How many minority students are in the pipeline? Where do minority students attend college? Which schools train the largest numbers of minority Biology and Chemistry majors? Which baccalaureate schools train minority students that continue for graduate studies?

  3. Full-time science graduate students (‘97) TotalScience/Eng.Biology Total 407,644 304,636 57,135 (100%) White (NH) 277,936 181,819 35,041 (61.3%) Black 19,363 16,489 2,171 ( 3.8%) Hispanic 14,988 12,177 1,983 (3.5%) A/Native Amer. 1,599 1,361 198 (0.4%) Asian Amer. 26,078 17,924 4,478 (7.8%) Other 18,871 14,379 2,098 (3.7%) Temp. Residents 98,809 62,387 11,141 (19.5%)

  4. Doctoral degrees awarded Year‘75 ‘80 ‘85 ‘90 ‘97 Total all fields 28,796 26,512 24,694 26,603 30,601 Biology 3,100 3,430 3,256 3,380 4,203 (100%) White (NH) 2,750 2,972 2,913 2,975 3,120 (74.2%) Black 49 51 53 51 108 (2.6%) Hispanic 33 31 59 89 145 (3.4%) A/Native Amer 1 5 13 4 9 (0.2%) Asian Amer. 141 170 151 200 717 (17.1%). Other 126 201 67 61 104 (2.5%)

  5. Pool of underrepresented minorities in Biology/Chemistry Bachelors in Biol/Chem (‘95-’99) 1. Univ. of Puerto Rico-Mayaguez850 2. Xavier Univ/LA 670 3. Inter-American P.R./San German 600 4. Univ. of Puerto Rico-Rio Pedras530 5. Pontifical Catholigc Univ. P.R. 520 6. Inter-American P/R/Metropolitan 450 7. Hampton Univ. 440 8. UCLA410 9. Univ. of Texas-San Antonio 400 10. Univ. of Texas-Austin400

  6. Pool of underrepresented minorities in Biology/Chemistry Originating Baccalaureate Institutions of Doctoral Recipients-Biol/Chem (‘95-’99) 1. Univ. of Puerto Rico-Rio Pedras 82 2. Univ. of Puerto Rico-Mayaguez34 3. Howard Univ. 30 4. Univ. of Texas-Austin27 5. UC-Berkeley 23 6. UCLA23 7. UC-Davis 19 8. Stanford 18 9. Spellman 17 10. Texas A&M 16 Bachelor degrees in Biol/Chem (‘95-’99) 1. Univ. of Puerto Rico-Mayaguez850 2. Xavier Univ/LA 670 3. Inter-American P.R./San German 600 4. Univ. of Puerto Rico-Rio Pedras530 5. Pontifical Catholigc Univ. P.R. 520 6. Inter-American P/R/Metropolitan 450 7. Hampton Univ. 440 8. UCLA410 9. Univ. of Texas-San Antonio 400 10. Univ. of Texas-Austin400

  7. University grads/yr% receive PhD Univ. of Puerto Rico-Mayaguez 185 3.7 Xavier Univ., LA 180 1.0 Univ. of Puerto Rico-Rio Pedras 145 11.4 Univ.of Texas-San Antonio 85 1.7 Hampton Univ. 85 2.3 Howard Univ. 80 7.7 Alcorn State 60 0.6 Spellman 60 5.8 Univ. of Texas-Austin 55 9.7 UCLA 45 10.2 UC-Davis 30 12.3 Fisk Univ. 30 7.1 Morehouse Univ. 30 6.4 Harvard Univ. 30 11.7 Stillman 15 12.3 Yale Univ. 15 10.3 MIT 15 13.2 Stanford 15 27.3 Northwestern 5 34.6 Univ. of Florida 4 60 Princeton 3 61

  8. Minority undergraduate and doctoral students (Chicago-area) University. # graduates% receive PhD# of minority. PhD. % (Biol./Chem) (all areas) Illinois-Urbana 33 5 18 2.6 Michigan-Ann Arbor 32 8 27 3.9 Illinois-Chicago 24 0.8 13 6.0 Chicago State 19 1.0 Michigan State 17 5.8 27 6.0 Wayne State 16 7.5 17 8.3 Loyola Univ. 15 2.6 Wisconsin-Madison 13 6.2 11 1.5 Southern Ill-Carbondale 11 5.5 Univ. of Notre Dame 9 0 Washington Univ. 8 10.0 Purdue Univ. 8 10.0 Northern Ill. Univ. 8 5.0 Univ. of Chicago 7 12.0 Northwestern 6 34.6 17 4.6 The Chicago-area produces approximately 250-275 minority students with undergraduate degrees in Bio/Chem

  9. The undergraduate pool: Where and how many? Balancing capacity of the undergraduate pipeline with graduate program needs. Developing and sustainingpartnerships undergraduate colleges, research universities, medical schools, and industry other non-traditional entry points academic year and summer research opportunities linking curriculum with research and postgraduate training

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