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


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.

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).

Dyer-Barr, R. Research to Practice: Identifying Best Practices for STEM Intervention Programs for URMs. Quality Approaches in Higher Education, 5(1), 19-25.

Guillory, R. M. (2009). American Indian/Alaska Native College Student Retention Strategies. Journal of Developmental Education, 33(2) 1-19.

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.

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.

Harper, S., R., & Kuykendall, J., A. (2012). Institutional Efforts to Improve Black Male Student Achievement: A Standards-Based Approach.

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.

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

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.

The Institute for Broadening participation. Designing for Success: Pathways to Science (2016).

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.

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

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

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.

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.

Collective Impact Model

Kania, J.,& Kramer, M. (2011). Collective Impact. Stanford Social Innovation Review

Hanleybrown, F., Kania, J., &  Kramer, M. (2012). Channeling Change: Making Collective Impact Work. Stanford Social Innovation Review.

Turner, S., Merchant, K., Kania, J., & Martin, E. (2012). Understanding the Value of Backbone Organizations in Collective Impact. Stanford Social Innovation Review.

Kania, J. & Kramer M. (2013). Embracing Emergence: How Collective Impact Addresses Complexity. Stanford Social Innovation Review.

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.

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."

Ishiyama, John. (2002). Does early participation in undergraduate research benefit social science and humanities students? College Student Journal, 36, 380-387.

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.

Lanza, Janet. (1988). Whys and Hows of Undergraduate Research. BioScience, 38(2), 110-112.

Lopatto, David. (2004a). Survey of Undergraduate Research Experiences (SURE): First Findings. Cell Biology Education, 3, 270–277.

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).

Lopatto, David. (2006). Undergraduate research as a catalyst for liberal learning. Peer Review 8 (1): 22–25.

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.

Merkel. (2003). Valuing and Supporting Undergraduate Research-New Directions for Teaching and Learning, (Vol. 93): Jossey-Bass.

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.

Salsman, N., Dulaney, C. L., Chinta, R., Zascavage, V., and Joshi, H. (2013). Student effort in and perceived benefits from undergraduate research. College Student Journal47(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.

Summers M. F., & Hrabowski,  F. (2006). Preparing minority scientists and engineers. Science Magazine, 311(5769),1870-1871.


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.

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.