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