Quality Education for Minorities (QEM) Network
Orientation and Professional Development Workshop/Webinar for
Faculty and Staff at QEM/INCLUDES
Research Experiences for Undergraduate (REU) Sites
George Washington Carver Science Hall, Conference Room 1120
University of Maryland Eastern Shore
Thursday, June 8, 2017
E-RESOURCE LIST
Broadening Participation of Underrepresented Minorities in STEM
American Indian Higher Education Consortium (AIHEC). (2012). AIHEC AIMS fact book 2009-2010: Tribal colleges and universities report: Sharing our stories- strengthening our nations through tribal education. Alexandra, VA.
http://www.aihec.org/our-stories/docs/reports/AIHEC_AIMSreport_May2012.pdf
Committee on Underrepresented Groups and the Expansion of the Science and Engineering Workforce Pipeline; Committee on Science, Engineering, and Public Policy; Policy and Global Affairs; National Academy of Sciences; National Academy of Engineering; Institute of Medicine. Expanding Underrepresented Minority Participation (2011).
https://grants.nih.gov/training/minority_participation.pdf
Dyer-Barr, R. Research to Practice: Identifying Best Practices for STEM Intervention Programs for URMs. Quality Approaches in Higher Education, 5(1), 19-25.
http://asq.org/edu/2014/09/research-to-practice-identifying-best-practices-for-stem-intervention-programs-for-urms.pdf
Guillory, R. M. (2009). American Indian/Alaska Native College Student Retention Strategies. Journal of Developmental Education, 33(2) 1-19.
http://www.se.edu/dept/native-american-center/files/2012/04/American-Indian-Alaska-Native-College-Student-Retention-Strategies1.pdf
Guillory, R. M. & Wolverton, M. (2008). It's About Family: Native American Student Persistence in Higher Education. Journal of Higher Education, 79(1), 58-86.
http://www.se.edu/dept/native-american-center/files/2012/04/Native-American-Student-Persistence-in-Higher-Education1.pdf
Harper, S. R. 2012. Black male student success in higher education: A Report from the National Black Male Achievement Study. Philadelphia: University of Pennsylvania, Center for the Study of Race and Equity in Education.
https://www.gse.upenn.edu/equity/sites/gse.upenn.edu.equity/files/publications/bmss.pdf
Harper, S., R., & Kuykendall, J., A. (2012). Institutional Efforts to Improve Black Male Student Achievement: A Standards-Based Approach.
https://ai2-s2-pdfs.s3.amazonaws.com/135b/6c09a953494f472680259ae2df2f905427c9.pdf
Kim, M.M & Conrad, C.F. (2006). The impact of historically black colleges and universities on the academic success of African-American students. Research in Higher Ed (June, 2006) 399-427.
http://dm.education.wisc.edu/cfconrad/intellcont/The%20Impact%20of%20Historically%20Black%20Colleges%20and%20Universities%20on%20the%20Academic%20Success%20of%20African%20American%20Students-1.pdf
McRae, P, Boamah, E., Lucioni, P. J., Leisner, J., Senac, J., & Szarowicz, S. Recommended Strategies to Increase the Participation of Underrepresented Groups in STEM National Postdoctoral Association
https://c.ymcdn.com/sites/npamembers.site-ym.com/resource/resmgr/Docs/underrepresented-groups.pdf
Mosholder, R. & Goslin, C. (2013). Native American College Student Persistence. Journal of College Student Retention: Research, Theory & Practice, 15(3), pp. 307-322.
Rodriquez, C., Kirshtein, R., Amos, L.B., Jones, W., Espinosa, L., & Watnick, D. The Broadening Participation in STEM: A Call to Action. American Institutes of Research, 2012.
http://www.air.org/sites/default/files/downloads/report/Broadening_Participation_in_STEM_Feb_14_2013_0.pdf
The Institute for Broadening participation. Designing for Success: Pathways to Science (2016).
http://www.pathwaystoscience.org/pdf/Designing_for_Success.pdf
The Association of Public and Land-grant Universities (APLU): Minority Male in STEM Initiative (MMSI). http://www.aplu.org/projects-and-initiatives/access-and-diversity/minority-male-stem-initiative/
Palmer, R.T., Davis, R., Moore, J. L., & Hilton, A. (2010). A Nation at Risk: Increasing College Participation and Persistence Among African American Males to Stimulate U.S. Global Competitiveness. Journal of African American Males in Education (1)2, 105-124.
http://www.adrielhilton.com/wp-content/uploads/2013/04/A-Nation-at-Risk-Increasing-College-Participation-and-Persistence-Among-African-American-Males-to-Stimulate-US-Global-Competitiveness.pdf
The Quality Education for Minorities (QEM) Network. (2010). Spring 2010 Workshop on the Recruitment and Retention of African American Male Students in Science, Technology, Engineering and Mathematics (STEM). Retrieved from
http://www.qem.org/Minority%20Male%20Reports%202012/African%20American%20Males%20Report[5].pdf
The Quality Education for Minorities (QEM) Network. (2010). Spring 2010 Workshop on the Recruitment and Retention of Native American Male Students in Science, Technology, Engineering and Mathematics (STEM). Retrieved from
http://www.qem.org/Minority%20Male%20Reports%202012/Native%20American%20Males%20Report[4].pdf
Thompson, R., Monroe-White, T., Xavier, J., Howell, C., Moore M. R., Haynes, J.K. (2016). Preparation of Underrepresented Males for Scientific Careers: A Study of the Dr. John H. Hopps Jr. Defense Research Scholars Program at Morehouse College. CBE-Life Sciences Education. The American Society for Cell Biology, 15(3), 1-13.
https://www.ncbi.nlm.nih.gov/pubmed/27562959
Toldson, I., & Esters, L (2012).The Quest for Excellence: Supporting the Academic Success of Minority Males in Science, Technology, Engineering, and Mathematics (STEM) Disciplines,” a report by the Association of Public and Land-grant Universities.
http://www.aplu.org/library/the-quest-for-excellence/file
Collective Impact Model
Kania, J.,& Kramer, M. (2011). Collective Impact. Stanford Social Innovation Review
https://ssir.org/issue/winter_2011
Hanleybrown, F., Kania, J., & Kramer, M. (2012). Channeling Change: Making Collective Impact Work. Stanford Social Innovation Review.
https://ssir.org/articles/entry/channeling_change_making_collective_impact_work
Turner, S., Merchant, K., Kania, J., & Martin, E. (2012). Understanding the Value of Backbone Organizations in Collective Impact. Stanford Social Innovation Review.
http://www.nj.gov/state/programs/pdf/faith-based-collective-understanding-organizations.pdf
Kania, J. & Kramer M. (2013). Embracing Emergence: How Collective Impact Addresses Complexity. Stanford Social Innovation Review.
https://ssir.org/articles/entry/embracing_emergence_how_collective_impact_addresses_complexity
Undergraduate Research
Boyer, E. L. (1998). The Boyer Commission on educating undergraduates in the research university. Reinventing undergraduate education: A blueprint for American’s research universities. Stony Brook, NY.
https://www.adelaide.edu.au/rsd/evidence/related-articles/Boyer_Report.pdf
Gregerman, Sandra R. "Promising Practices in STEM Education National Academy of Science The Role of Undergraduate Research in Student Retention, Academic Engagement, and the Pursuit of Graduate Education."
http://sites.nationalacademies.org/cs/groups/dbassesite/documents/webpage/dbasse_072631.pdf
Ishiyama, John. (2002). Does early participation in undergraduate research benefit social science and humanities students? College Student Journal, 36, 380-387.
https://www.researchgate.net/profile/John_Ishiyama/publication/237386612_Does_Early_Participation_in_Undergraduate_Research_Benefit_Social_Science_and_Humanities_Students/links/004635338e78ae6e16000000/Does-Early-Participation-in-Undergraduate-Research-Benefit-Social-Science-and-Humanities-Students.pdf
Kuh, George. (2008). High-impact educational practices: What they are, who has access to them, and why they matter. Washington, DC: Association of American Colleges and Universities.
https://keycenter.unca.edu/sites/default/files/aacu_high_impact_2008_final.pdf
Lanza, Janet. (1988). Whys and Hows of Undergraduate Research. BioScience, 38(2), 110-112.
http://eric.ed.gov/?id=EJ364172
Lopatto, David. (2004a). Survey of Undergraduate Research Experiences (SURE): First Findings. Cell Biology Education, 3, 270–277.
http://www.ncbi.nlm.nih.gov/pmc/articles/PMC533131/
Lopatto, David. (2004b). Survey of Undergraduate Research Experiences (SURE): First Findings. Cell Biology Education, 3(4), 270-277.doi: 10.1187/cbe.04-07-0045 http://www.lifescied.org/content/3/4/270.full.pdf+html
Lopatto, Davis. (2009). Undergraduate Research as a High-Impact Student Experience. http://www.aacu.org/publications-research/periodicals/undergraduate-research-high-impact-student-experience
Lopatto, David. (2010). Undergraduate Research as a High-Impact Student Experience. Peer Review 12 (2).
https://www.aacu.org/publications-research/periodicals/undergraduate-research-high-impact-student-experience
Lopatto, David. (2006). Undergraduate research as a catalyst for liberal learning. Peer Review 8 (1): 22–25.
https://www.questia.com/library/journal/1P3-970208691/undergraduate-research-as-a-catalyst-for-liberal-learning
Mary K. Boyd, and Jodi L. Wesemann (eds). (2009). Broadening Participation in Undergraduate Research: Fostering Excellence and Enhancing the Impact (a. J. L. W. Mary K. Boyd Ed.). Washington, DC 20005: CUR Publications.
https://members.cur.org/members_online/members/viewitem.asp?item=35&catalog=PUBS&pn=1&afUR
Merkel. (2003). Valuing and Supporting Undergraduate Research-New Directions for Teaching and Learning, (Vol. 93): Jossey-Bass.
http://www.amazon.com/Valuing-Supporting-Undergraduate-Research-Directions/dp/0787969079
Merkel, CA. (2001). Undergraduate Research at Six Research Universities: a Pilot Study for the Association of American Universities. Washington, DC: Association of American Universities. http://www.aau.edu/WorkArea/DownloadAsset.aspx?id=1900
Nagda, Biren, Gregerman, Sandra, Jonides, John, von Hippel, William, and Lerner, Jennifer. (1998). Undergraduate student faculty research partnerships affect student retention. The Review of Higher Education, 22, 55–72.
https://www.researchgate.net/publication/236726513_Undergraduate_Student-Faculty_Research_Partnerships_Affect_Student_Retention
Salsman, N., Dulaney, C. L., Chinta, R., Zascavage, V., and Joshi, H. (2013). Student effort in and perceived benefits from undergraduate research. College Student Journal, 47(1), 202-211.
http://connection.ebscohost.com/c/articles/92757398/student-effort-perceived-benefits-from undergraduate-research
Shaw, K., Holbrook, A., and Bourke, S. (2013). “Student experience of final-year undergraduate research projects: an exploration of ‘research preparedness’”. Studies in Higher Education, Vol. 38, No. 5, 711-727.
https://eric.ed.gov/?id=EJ1012786
Summers M. F., & Hrabowski, F. (2006). Preparing minority scientists and engineers. Science Magazine, 311(5769),1870-1871.
http://meyerhoff.umbc.edu/files/2013/06/hrabowski_summers.pdf
Mentoring
Computing Research Association. Minority graduate students in computer science. http://cra.org/uploads/documents/resources/workforce_history_reports/rrminorities.pdf
Monte, A. Mentor expectations and student responsibilities in undergraduate research.
Council On Undergraduate Research (CUR) Quarterly, 66-71.
http://www.cur.org/download.aspx?id=843
National Academy of Sciences. Adviser, teacher, role model, friend: On being a mentor to students in science and engineering. National Academy of Engineering, Institute of Medicine. Washington, DC. National Academies Press. http://www.grad.jhu.edu/downloads/Adviser,%20Teacher,%20Role%20Model,%20Friend%20NAS.pdf
QEM Network. Pathways to the Ph.D: A handbook for undergraduate and graduate students and their mentors. Washington, DC. 2001.
http://www.qem.org/QEM%20MAJOR%20REPORTS/Pathways%20to%20the%20Ph.D.pdf