text:
Debating the Tiger's Rise
India would have had 175 million fewer poor people by 2008 had it embarked upon free-market reforms in 1971 instead of 1991.
For the first time since the advent of economic reforms in 1991, a question mark looms over India's development prospects. Growth this year is less than half the tigerish high of 9.8% six years ago, and Prime Minister Manmohan Singh's reputation as a reformer lies in tatters. The government he heads has become synonymous with corruption scandals, reckless populism and policy torpor.
Columbia University economists Jagdish Bhagwati and Arvind Panagariya believe that bad ideas and economic mismanagement are mostly responsible...


text:
Dorms of Distinction
RESIDENCE HALLS HAVE COME A LONG WAY. THE traditional double-loaded corridors, cramped quarters, and cinderblock walls are being replaced by places nearly anyone would proudly call home. University Business sought nominations for halls that meet the needs of today's student-those that feel like home yet foster a sense of community through interior and exterior spaces. Of course, students also want to feel safe and that their belongings are secure. And while green buildings are an expectation, sustainable elements must not be too distracting to those residing in the building.
The 76 Dorms of Distinction nominations revealed several trends, including the following:
Institutions are conducting focus groups and broader surveys during design phase, putting furniture choices on display for students to vote on, and creating full mock-ups of rooms for student walk-throughs. Some institutions are getting input from parents, incoming freshmen, and even housekeeping and maintenance crews.
Private bedrooms and private, or at least semi-private, bathrooms are popular student requests that often get fulfilled. Non-institutional choices for fixtures and other interiors include comfortable furnishings, natural tone walls and furnishings, and tile floors in kitchens and bathrooms. Dishwashers in apartment kitchens are popular, as are separate shower/toilet and vanity areas in bathrooms. Laundry rooms are placed adjacent to lounges, and students of some halls can determine washer/dryer availability by hopping online.
Most halls include separate study and social lounges throughout the buildings. Main lounges typically have large flat-screen televisions, and fireplaces are common. Other popular gathering spaces include balconies and patios (often equipped with grills), stairway seating, and landscaped courtyards with benches. Lest we forget that community-building isn't just about space, many of the entries highlighted efforts to create both intimate and larger planned gatherings.
Small Private Institution Winner: WOFFORD COLLEGE (S.C.)
Village Housing Complex
The tranquil front porches with rockers or swings, bicycle- and pedestrian-friendly streets, quaint lampposts, and mature trees of this development exude Southern charm. Yet the 28-building, 276-bed complex is located close to the center of campus, and the team at McMillan Smith & Partners Architects, also in Spartanburg, S.C., designed it as a "new urban" kind of place. With one to four units per building, the furnished apartments include four private bedrooms, two large bathrooms, a kitchen, a dinette area, a living room, and a porch, and are equipped with cable and internet service. The 452-square-foot kitchen-dining-living areas encourage gatherings of other students, teachers, and family members. Outdoor grills and a borrow-a-bike program (which contributes to easy transportation from other parts of campus), spark social calls as well. Village residents also work together, in the upkeep of the bordering public road.
The $12.9 million project was constructed in three phases, the first completed in fall 2006. Phase three of the project, with 13 buildings, will be ready for occupancy this fall-making the complex large enough for the entire senior class. And the future will bring other neighborhood amenities, such as a convenience store, half-court basketball, student meeting areas, and additional spaces requested by students. Already, however, the community is considered a treasured rite of passage for many upperclassmen and has become a word-of-mouth recruiting tool for new students.
Medium Private Institution Winner: COLLEGE OF ST. CATHERINE (Minn.)
Henrietta Schmoll Rauenhorst and Susan Schmid Morrison Halls
In planning these four-story halls, which share a commons area, administrators truly took student feedback to heart. Besides participating in The Association of College and University Housing Officers-International's 21st Century Project on designing future-focused residential facilities, residence life staff invited students to fill out surveys, participate in focus groups, and later vote on furniture options. Two students also sat on the design committee. Student suggestions led to WiFi access and separate study and social lounges, as well as a mix of apartments and suites featuring bathrooms with separate shower room, lavatory, and two sinks (so all four residents of each unit could use facilities at the same time). The use of 26 shades of paint helps avoid an institutional feel.
The 284-bed complex houses 38 students per floor and is open to sophomores, juniors, and seniors. The central commons has a learning community advisor office, a seminar room with attached kitchen and lounge, a gas fireplace suitable for chilly days and nights, and an adjoining outdoor patio. Spiral staircases between floors encourage students to get to know more distant neighbors. As for safety and security, perimeter doors, each unit, and each bedroom can be locked, and the lower level has locked bike storage.
Open since fall 2007, the halls were designed by Opus, located in Minneapolis. The approximate $6 million cost was funded by the alumnae after whom the halls were named.
Large Private Institution Winner: EMORY UNIVERSITY (Ga.)
Turman Hall
Guided by the belief that there's value in freshmen living together in roommate arrangements, Emory officials sought a modern iteration of the traditional double-loaded corridor arrangement with more services and varied spaces. Architects from Ayers Saint Gross in Baltimore, aiming to create a community rather than a cocoon for individuals, designed two clusters of doubles (and a few single units) on each floor of the 130-bed building. Each cluster has its own study lounge at the end of the corridor, and a shared social lounge is located in the center. Students assisted in the choice of lounge and study room furniture and other features. Finishes such as bamboo and terrazzo, as well as the use of natural light, help provide a homey environment. In student rooms, furniture is moveable and interchangeable.
One green feature students have reacted favorably to is the use of occupancy sensors that light each student room, lounge, and study room upon arrival. In addition, a computer touchscreen in the entry area allows students to view the hall's energy and water consumption by the hour. The display will even take the cost of energy used and convert it to, for example, the number of iTunes one could buy at 99 cents each. More than three-quarters of students recently surveyed said they had checked the energy display monitor.
The $14.84 million, LEED Silver building opened in fall 2007 and is the first of eight in a new freshmen village at the Atlanta university. The village will contain learning communities and be completed within the next seven years.
Public Institution Winner: CALIFORNIA STATE UNIVERSITY, CHANNEL ISLANDS
Santa Cruz Village
The variety of strategically placed community areas stands out most in this five-building, 460-bed freshmen residence. The aim was to draw students out of their rooms and into shared spaces, and one way the project team made it happen was to place these areas adjacent to central walkways to the village. And rather than just traditional study and social lounges with comfy seating, students can also find areas dedicated to hobbies such as fine arts, music, dance, and billiards.
The suites-composed of two double-occupancy bedrooms, a shared bathroom, and a small food storage and preparation area-are designed for homelike comfort. Rooms contain all wood furniture and a personal closet for each resident.
Thanks to red tile roofing and white stucco, which mitigate heat, natural ventilation is enough for students to keep residential spaces cool (in other words, there's no air conditioning).
The $38 million project opened in fall 2007, and designers from Botich Corcoran and Associates of Newport Beach, Calif., heeded student focus group feedback as well as student development theory and generational research. After sophomores were allowed to request the village again for this coming school year, 45 percent of eligible students passed up an opportunity to live in single-occupancy apartments to stay put-in a place where it's clear they feel at home.
Small Private Institutions:
PITZER COLLEGE (Calif.)
Pitzer, Sanborn, and Atherton Halls
Highlights: Dutch doors on student rooms and benches in hallways to foster conversation; gardens with sitting areas, including an organic garden where Fridays are community workdays; gathering area by the swimming pool; 300-seat amphitheater; green garden roof and bike program; drought-tolerant landscaping. Designed by Carrier Johnson, San Diego
SOUTHWESTERN UNIVERSITY (Texas)
Dorothy Manning Lord Residential Center
Highlights: Garden-style apartments with large windows and balconies overlooking outdoor spaces with benches, picnic tables, grills, and large trees (preserved thanks to a project redesign); kitchen and fi replace in community room; student-planted herb garden; living/learning center. Designed by Group Two Architecture, Austin, Texas
Medium Private Institutions:
Residence Hall 17
Highlights: Separate social and study lounges; bathrooms with separate shower and sink/toilet areas; VoIP phone in each bedroom that can receive emergency announcements targeted to that room, the suite, or the entire building; fireplace, eatery, and flatscreen TV in main lounge (serving neighboring halls too); basketball and beach volleyball courts outside. Building designed by ADD Inc., Cambridge, Mass.; landscaping designed by Sasaki Associates, Boston
ROLLINS COLLEGE (Fla.)
Ward Hall
Highlights: 2007 renovation of a 1970 building featuring a new design to maximize a picturesque environment, including a panoramic lake view from a common area and second-floor patio deck; living/learning communities with a faculty apartment (where a family currently resides); Oriental-style rugs, floral arrangements, modern art, and leather couches in common areas; solid oak bedroom furniture; free washers and dryers. Designed by Hanbury Evans Wright Vlattas & Co., Tampa, Fla.
Large Private Institutions:
CARNEGIE MELLON UNIVERSITY (Pa.)
Stever House
Highlights: Community kitchen with stainless steel appliances; outdoor patios and grills; main stairwell with floor-to-ceiling windows for natural light and visibility to enhance safety, plus a window seat at each landing for conversation; art from students, a professor, and an alumna on display for viewing; LEED Silver certified, with a real-time energy use kiosk for residents and visitors, individual temperature controls for each room and public space, and a forced-air system that helps decrease student illness and allergies. Designed by Bohlin Cywinski Jackson, Pittsburgh
SUFFOLK UNIVERSITY (Mass.)
10 West Street
Highlights: Renovation and rehab project that brought new life to a Boston neighborhood; mix of apartments and suites; weekly student focus groups during design phase; fitness center; secure bike storage; local furniture materials and assembly; high ceilings; kitchens with full-size appliances, European-style cabinetry, and granite countertops; private bathrooms in suites, with tubs and Italian tile floors; 24/7 police and security presence, with a main lobby security station. Designed by CBT Architects, Boston
Public Institutions:
River Crossing Campus Apartments
Highlights: Strong demand for private bedrooms met; gives underclassmen a chance to reside in apartments; 9-foot ceilings; eight apartments clustered into mini-communities on each of two main building corridors; door-prop alarms, building access via card key, bedroom access via mechanical key, and lockable storage unit in bedrooms; community building in complex, with a large gathering space featuring soft seating, a large-screen TV, and a fireplace, as well as an exercise room, a laundry room, study rooms, and mailboxes; half-mile pedestrian trail along river. Designed by Troyer Group, Mishawaka, Ind.
Blazer Hall
Highlights: Freshmen suites including a private bath (with bathtub and shower) in each shared bedroom and a snack prep area (with sink, granite countertops, mahogany-stained cabinets, and a full-sized refrigerator); single entrance for all 753 students, for security and community-building; movie room featuring reclining seats, open 24 hours a day, with special events also planned; TV in laundry room. Designed by The Garrison Barrett Group, Birmingham, Ala. (architect), and Cooper Carry Architects, Atlanta (associated architect)
More Dorms of Distinction: Additional Entry Highlights
Allegheny College (Pa.)
The North Village
Highlights: Townhouse style with private bedrooms, two full baths with separate toilet/shower rooms and double-sinks/vanities, and shared living space, full-size kitchen appliances; wireless internet, cable TV, landline telephones; separate housing for students studying foreign languages; students researched and prioritized LEED elements to achieve Silver certification (pending); green features, including ground-source heating and cooling, individual temperature controls, recycled rubber roofing, rainwater drainage in the parking lot, recycled material floor coverings, wheatboard cabinetry, low-VOC-emitting paints, and large windows for natural light. Designed by Cannon Design, Buffalo, N.Y.
Caldwell College (N.J.)
Dominican Hall
Highlights: Student committee and student body vote determined furniture style in suites; different paint color scheme and carpeting for each floor; late-night Jazzman Café with comfortable seating, plasma television, and snacks; kitchenettes in some suites; full community kitchen so international students can prepare familiar cuisines; accommodations for disabled students, including roll-in showers, larger doorways, and ADA-approved washers and dryers. Designed by Nadaskay/Kopelson Architects, Morristown, N.J.
Central Michigan University
The Ben and Marion Celani Residence Hall and The Fabiano Family Residence Hall
Highlights: Suites with four private bedrooms, two bathrooms, kitchenette and living room; air conditioning; focus groups, room mock-ups and furniture samples used to gather student input; cable TV, wireless internet, laundry on each floor; fireplaces in the "Club Room"; convenience store, fitness center, and computer lab amenities; outdoor fountains with benches; security cameras placed to cover open spaces and elevators; locking bedroom doors; fire sprinklers; peepholes on the main room door for security; individual thermostats. Designed by Design Plus Inc., Grand Rapids, Mich.
DePaul University, Roosevelt University, and Columbia College (Ill.)
University Center
Highlights: Mixture of semi-suites and apartments to accommodate students varying from undergrad to international, to graduate, to young married couples with or without children; housing options for disabled students; classroom/academic space; conference center with separately controlled-access; health club; retail facilities; parking for 300 cars; 24-hour security at front desk; bicycle storage room on lobby level with access electronically via ID card; green roof doubles as private roof garden; use of low-VOC furnishings and finishes to reduce off-gassing. Designed by VOA Associates Incorporated, Chicago
Eckerd College (Fla.)
Iota Residential Complex
Highlights: Four two-story houses with 145 beds in single and double rooms; kitchenettes in two buildings, laundry facilities in other two to promote interaction; three houses with Tokonomas (small, alcove-like meditative and contemplative spaces); individual room lighting and temperature controls; residential-style wooden entry door to each room; large-screen TVs, comfortable furniture, air hockey, pool tables, and video games in lounges; house lounges open onto expansive porches, with the building site itself terraced to ground level; door prop alarms; resident-only swipe card access after 10 p.m.; covered bicycle racks and access to Yellow Community Bikes Program; energy consumption monitors in building lobbies; fresh air ventilation rates above code-required minimums. Designed by Canerday, Belfsky & Arroyo, St. Petersburg (lead architects, architect of record), Ayers Saint Gross, Baltimore (architectural design team), Melanie Taylor Architecture and Gardens, New Haven, Conn. (design consultant)
Friends University (Kan.)
Green Residence Hall
Highlights: Apartments with three bedrooms, two bathrooms (with two sinks outside the bath area), kitchen and dining area; nine-foot ceilings, double-hung windows, drywall, and carpets; laundry on each floor, mailroom in building; lobbies on each floor and a main lobby by the entrance for community gatherings; apartment doors look like wood but are metal, advanced sprinkler system, and large basement for use during tornado warnings; man-made pond with koi fish, ducks, and a fountain captures storm runoff and provides a calming study area; focus groups included current students, incoming freshmen, and parents. Designed by Gossen Livingston Architects, Wichita (construction by Conco Construction, Wichita)
Gwynedd-Mercy College (Pa.)
Alexandria Hall
Highlights: Rooms range from doubles with community baths, to four-person suites; suites and apartments in close proximity to encourage mingling; students can be grouped by major in the traditional wing; student focus groups conducted; rich color pallet is non-institutional, combined with wood furniture for a homey feel; swipe cards, security cameras, a manned guard station, and large windows on the stair towers for security; green features, including low-e insulated glass, carpets of recycled material, and occupancy sensor lighting. Designed by H2L2, Philadelphia
Georgia State University
University Commons
Highlights: Two- and four-bedroom apartment units for freshmen with fully equipped kitchens, furnished bedrooms (including adaptable furniture and wired with high-speed Ethernet, phone, and cable connections), and comfortable living areas; housing staff and student representatives reviewed several furniture options; mock-up units provided early in construction process for feedback; each of four buildings has its own interior finish and color scheme (for walls and furniture); "living clusters" on each floor promote sense of community; GSU police substation at the main entrance to gated facility; 24-hour service desk in main lobby; intrusion detection system to report any perimeter door that is forced or propped open; 100+ digital camera surveillance of all entry points and common areas; public address system for emergency announcements; 75 percent of occupied spaces have daylight and access to city views. Designed by Niles Bolton Associates, Atlanta, for developer Ambling University Development Group
Jackson Community College (Mich.)
Campus View
Highlights: Four bedrooms with two bathrooms and four sinks, full kitchen with dishwasher and breakfast bar, free long-distance phone service, and wired/wireless internet; use of daylight, operable windows, synthetic wood flooring; current college students and high school seniors surveyed on design; suite mock-up provided for students to view; central community room; common and study areas on each floor; roof deck on the third floor; laundry room near a lounge and study room to encourage mingling; convenience store and vending machines; keycard access for building, apartment wing, apartments, and bedrooms; surveillance cameras on entrance/exit points; ample pedestrian lighting; new student housing tied to revitalizing intercollegiate athletics programs. Designed by SHW Group, Detroit, Mich.
Kent State University
Stopher Hall and Johnson Hall
Highlights: Double-occupancy suites with bathrooms and 400-square-feet of living space; microfridge units; classrooms and academic support offices on-site for living/learning for honor's college and freshmen Quest learning community members; bridge lounge between two buildings with working fireplace, peaked ceilings, and banks of windows with grassy courtyard views in front and "Blanket Hill" views in back; additional lounges with fireplaces and comfortable chairs and couches; olive, plum, and eggplant walls (in stairwells, too); community kitchen facilities. Designed by The Collaborative, Inc., Toledo, Ohio
Rhodes College (Va.)
East Village
Highlights: Lodge-style units with apartments and suites; living rooms with fireplaces, exposed beams, warm furnishings, and custom light fixtures; the two buildings are clustered around large stairway foyers, with large windows and window seats, that double as community spaces; seminar rooms and study spaces; roof/attic area used as additional space; and designed with regional stone and regional primary building materials. Designed by Hanbury Evans Wright Vlattas + Company, Norfolk, Va.
St. Edward's University (Texas)
Edmund Hunt Hall, Lady Bird Johnson Hall, and Le Mans Hall (anticipated completion January 2009)
Highlights: Johnson Hall, for upperclassmen, will have private suites with two-person shared bathrooms with a community kitchen and dining room; other halls, for freshmen, will be double-room suites with four-person shared bathrooms with a community kitchen, dining tables, and a recreation room; computer labs with docking stations; coffee shop, convenience store, dining hall, health center, and counseling and consultation center on premises; president participated in The 21st Century Project of the Association of College and University House Officers-International to help inform design ideas; multicolored glass wall provides light and visibility; security cameras monitor entrances and the card readers also have cameras.Designed by Alejandro Aravena, Santiago, Chile (architect of design), Cotera+Reed Architects of Austin, Texas (architect of record)
Saint Joseph College (Conn.)
The Saint Joseph College Residence Hall Project
Highlights: Suite-style housing with individual units consisting of four or five bedrooms, designed in mind for juniors and seniors; breakfast bars in kitchens with Energy Star-rated appliances; bathrooms with ample shelf space; a lounge area, on second floor of each of the two buildings, with common area for social gatherings and a study room; lounge and common-area furniture covered in antibacterial material; security measures include swipe card access for building, suite, and bedroom entry, and security cameras at front and rear doors of each building; suites with automatic closing doors. Designed by JCJ Architecture, Hartford, Conn.
Saint Vincent College (Pa.)
Saint Benedict Hall
Highlights: Hall includes 21 student staff (resident assistant) rooms, two graduate assistant suites, one clergy suite, and one professional staff apartment; student rooms arranged in small "neighborhoods" to foster community and interpersonal relationships, with a central lounge area, game room, kitchenette, and computer room in each one; loft-style beds; desks with ergonomic keyboard trays; large wardrobes and dressers; recycling bins; insulated windows. Designed by Massaro Corporation, Pittsburgh, Pa.
University of North Carolina, Wilmington
Seahawk Village (2006), Seahawk Landing (2007), Seahawk Crossing (2009)
Highlights: Focus groups with students, faculty, and housing office staff determined amenities such as single bedrooms with closets, cooking facilities, furnished living room spaces, stacked washer/dryer appliances, bathrooms shared by two students, high-speed Ethernet, cable TV connections, voice ports, and ample parking (a 1,000-car parking deck is being built); different design for each of the three neighborhoods, with small buildings so students know their neighbors; swimming pool and bath house; covered bicycle parking for 15 percent of residents and 3 percent of parking spaces set aside for low-emitting and fuel-efficient vehicles; Seahawk Village complex slots sold out in four hours (with students standing in line overnight). Designed by Clark Nexsen Architecture & Engineering, Charlotte, N.C.
University of Richmond (Va.)
Lakeview Hall
Highlights: Houses living/learning programs such as the Sophomore Scholars in Residence Program, which will be complimented by a classroom with adjoining kitchen, a group study room, and lounges on each floor; laundry rooms on each floor equipped with E-suds software so students can log on to monitor machine availability and status; five handicapped-accessible double rooms with private baths; green housekeeping methods and integrated pest management; shunt trip switches on electric ranges in kitchens to prevent overheating; lobby area offering scenic lake view. Designed by Hanbury Evans Wright Vlattas Company, Norfolk, Va.
Widener University (Pa.)
Metropolitan Hall
Highlights: Student Health Services part of building; 11 different suite options to meet varying student needs with each suite having full kitchens and living rooms with large windows; special interest student groups involved in programming; access only by valid student ID; continuously monitored by security cameras; located within view of the main office of Campus safety; Campus Safety booth located across the street from hall's entrance; heated by geothermal exchange technology. Designed by CuetoKEARNEY Design LLC, Swarthmore, Pa.
EVALUATION PROCESS: Each of our 76 entries was evaluated, using a points system for each question response, by at least three University Business staff members, a college student/recent graduate, and a college parent. Twelve top entries were determined, three in each of the following categories: small private institution, medium private institution, large private institution, and public institution. Finally, those entries were evaluated again to determine the main winner in each category.
Jean Marie Angelo, former senior editor and online news editor, University Business, Frank Auer, 1997 college graduate and current grad student, Deb Bennetts, parent of a high school junior currently touring colleges, Alexandra Corbett, college junior, Michele Dearborn, college parent, Melissa Ezarik, managing editor, University Business, Michele Herrmann, associate editor, University Business, Sam Jackson, college sophomore and blogger of The Sam Jackson College Experience, www.samjackson.org/college, Elizabeth Matias, 2007 college graduate, Ann McClure, associate editor, University Business, Susan Rohal-Corbett, art director, University Business, and college parent, Kevin Sermersheim, college sophomore

subset: commoncrawl


text: It may be located in Texas, but this spa takes its inspiration and techniques from some of the most advanced spas in Europe. Don't be intimidated, the team of spa professionals at Puresól Spa welcome the opportunity to explain the benefits each treatment, including one of the spa's most unique features - a healing Salt Cave. From massages for golfers to halotherapy salt cave inhalation sessions, the spa offers a wide range of services meant to ease you into complete relaxation and rejuvenation. Be sure to schedule spa appointments as far in advance as possible, space is limited.


text:
As I'm reading the post from Unload and Rewind "Way to freak out bad drivers" it reminded me of an accident I was in about 18 yrs ago.
My ex-husband, my 2 year old son and I were coming up to an intersection where the turning light stays green for a few minutes then blinks to let you know it will be red soon and the oncoming traffic has a full green light.
I was watching all the lights, as I notice the first car across from us getting ready to turn left onto a one way street and the car behind her was speeding to get through the light. Our light was full green and the second car slammed right into the side of our car, making us slam into a electric box and the light pole.
The guy gets out of his car ranting and raving that we ran a red light and his insurance was going to have a hay day with us, as I come around the corner being around 7 mo. pregnant his jaw hit the ground and his whole demeanor changed, it helped that there were witnesses that saw… we were in the right.
The police came and took statements, gave us the other guys insurance information and proceeded to arrest the guy for wreckless driving, and tat if any physical complications came to me or the baby he would also be charged with vehicular assault.
I called my dad to come and pick us up seeings how our car was filed as totaled and was being towed, we did not have any other means of transportation at the time.
UPDATE: No permanent damage came to me or now my soon to be 21 year old son Donovan, nor his brother Camryn who is now 18.


text:
get the scoop
Get all the latest information on promotions, product launches, unbiased skin care and makeup advice and more. Sign up to our weekly newsletter, you won't regret it!
Search anything by typing
Product was successfully added to your shopping cart.
Product was successfully added to your comparison list.
Get perfectly sculpted brows! This retractable micro-pencil gives you a precise application and a natural look. Its formula is matte, rich and easy to blend. Includes a brow-shaping comb and is easy to use. Waterproof and super long-lasting. Hypoallergenic. Size: 0.003 OZ / 0.09 g
Confirm Message


text:
Sony's E3 PS3 unveiling revealed some tremendous Japanese support for the system, with Konami, Capcom, and Square Enix all on board with their main properties. There's one Japanese company that didn't make the cut to show upcoming product at Sony's press conference, though... Idea Factory.
The maker of Generation of Chaos and countless other Japanese titles that you've never played is indeed at work on at least one PS3 title. Sadly, nothing is known about the game, whose release is listed in the TBA section of the latest Famitsu release dates chart.
For the curious, Famitsu's release chart has the following PS3 products:
PlayStation 3: Sony Computer Entertainment, spring 2006
Devil May Cry 4: Capcom, TBA
Fifth Phantom Saga: Sega, TBA
Final Fantasy series: Square Enix, TBA
Kidou Senshi Gundam: Bandai, TBA
Metal Gear Solid 4: Konami, TBA
Ni-Oh: KOEI, summer 2006
Title TBA: Idea Factory, TBA
Not a whole lot of information, but we expect new titles to slowly appear over the year, leading up to the system's spring 2006 launch.


text:
Why So Few? Women in Science, Technology, Engineering, and Mathematics
- Lillian Wheeler
- 3 years ago
- Views:
1 Why So Few? Women in Science, Technology, Engineering, and Mathematics
2 Why So Few? Women in Science, Technology, Engineering, and Mathematics Catherine Hill, Ph.D. Christianne Corbett Andresse St. Rose, Ed.D.
3 Published by AAUW 1111 Sixteenth St. NW Washington, DC Phone: 202/ Fax: 202/ Web: Copyright 2010 AAUW All rights reserved Printed in the United States First printing: February 2010 Library of Congress Control Number: ISBN: M 02/10 Cover: Esther Ngumbi, AAUW International Fellow; photo by the University of Idaho Photography Department
4 This report was made possible by the generous contributions of The National Science Foundation, The Letitia Corum Memorial Fund, The Mooneen Lecce Giving Circle, and The Eleanor Roosevelt Fund The Letitia Corum Memorial Fund honors the legacy of Letitia Corum whose commitment to AAUW continues to inspire advocacy and research on the issues that matter in the lives of women and girls. The Mooneen Lecce Giving Circle provides support for programs that advance equity for women and girls. AAUW acknowledges the financial support of the National Science Foundation, Gender in Science and Engineering Division, grant , for the production and dissemination of this report. Any opinions, findings, and conclusions or recommendations expressed in this material are those of the authors and do not necessarily reflect the views of the National Science Foundation.
6 Table of Contents Foreword Acknowledgments About the Authors Executive Summary Chapter 1. Women and Girls in Science, Technology, Engineering, and Mathematics ix x xii xiii 1 Chapter 2. Beliefs about Intelligence 29 Chapter 3. Stereotypes Chapter 4. Self-Assessment Chapter 5. Spatial Skills Chapter 6. The College Student Experience Chapter 7. Chapter 8. University and College Faculty Implicit Bias Chapter 9. Workplace Bias Chapter 10. Recommendations Bibliography
7 Table of Figures Figure 1. Figure 2. Figure 3. Figure 4. Figure 5. Figure 6. Figure 7. Figure 8. Figure 9. High School Credits Earned in Mathematics and Science, by Gender, Grade Point Average in High School Mathematics and Science (Combined), by Gender, Students Taking Advanced Placement Tests in Mathematics and Science, by Gender, 2009 Average Scores on Advanced Placement Tests in Mathematics and Science Subjects, by Gender, 2009 Intent of First-Year College Students to Major in STEM Fields, by Race-Ethnicity and Gender, 2006 Bachelor s Degrees Earned by Women in Selected Fields, Bachelor s Degrees Earned in Selected Science and Engineering Fields, by Gender, 2007 Bachelor s Degrees Earned by Underrepresented Racial-Ethnic Groups in Selected STEM Fields, by Gender, 2007 Doctorates Earned by Women in Selected STEM Fields, Figure 10. Women in Selected STEM Occupations, 2008 Figure 11. Women in Selected STEM Occupations, Figure 12a. Workers with Doctorates in the Computer and Information Sciences Workforce, by Gender and Employment Status, 2006 Figure 12b. Workers with Doctorates in the Biological, Agricultural, and Environmental Life Science Workforce, by Gender and Employment Status, vi AAUW
8 Figure 13. Female STEM Faculty in Four-Year Educational Institutions, by Discipline and Tenure Status, 2006 Figure 14. A Fixed versus a Growth Mindset Figure 15. Performance on a Challenging Math Test, by Stereotype Threat Condition and Gender Figure 16. Self-Assessment of Ability, by Gender Figure 17. Students Standards for Their Own Performance, by Gender Figure 18. Sample Question from the Purdue Spatial Visualization Test: Rotations (PSVT:R) Figure 19. Process for Improving Recruitment and Retention of Women in Computer Science Figure 20. Instructions for an Implicit Association Test on Gender and Science Figure 21. Competence and Likability for Women and Men in Male Professions Why So Few? vii
10 Foreword AAUW is proud to have been selected by the National Science Foundation to conduct this study of women s underrepresentation in science, technology, engineering, and mathematics. Since 1881, AAUW has encouraged women to study and work in these areas through fellowships and grants, research, programming, and advocacy. From local science camps and conferences to our groundbreaking research reports, AAUW has a long history of breaking through barriers for women and girls. Women have made tremendous progress in education and the workplace during the past 50 years. Even in historically male fields such as business, law, and medicine, women have made impressive gains. In scientific areas, however, women s educational gains have been less dramatic, and their progress in the workplace still slower. In an era when women are increasingly prominent in medicine, law, and business, why are so few women becoming scientists and engineers? This study tackles this puzzling question and presents a picture of what we know and what is still to be understood about girls and women in scientific fields. The report focuses on practical ways that families, schools, and communities can create an environment of encouragement that can disrupt negative stereotypes about women s capacity in these demanding fields. By supporting the development of girls confidence in their ability to learn math and science, we help motivate interest in these fields. Women s educational progress should be celebrated, yet more work is needed to ensure that women and girls have full access to educational and employment opportunities in science, technology, engineering, and mathematics. Carolyn H. Garfein AAUW President Linda D. Hallman AAUW Executive Director Why So Few? ix
11 Acknowledgments AAUW is deeply grateful to the scholars whose work is profiled in the report: Joshua Aronson, Mahzarin Banaji, Shelley Correll, Carol Dweck, Allan Fisher, Madeline Heilman, Jane Margolis, Sheryl Sorby, Cathy Trower, and Barbara Whitten. AAUW thanks its staff and member leaders for their contributions. In particular AAUW is grateful for the exceptional work of Jill Birdwhistell, chief of strategic advancement; Rebecca Lanning, director of publications; Allison VanKanegan, designer; and Susan K. Dyer, consultant and editor. Finally, AAUW thanks the members of its distinguished research advisory committee for their guidance. Special thanks go to Ruta Sevo for her work on the conceptual stage of the project and her substantive comments on early drafts of the report. Advisory Committee Barbara Bogue, co-founder and director of the Assessing Women and Men in Engineering (AWE) Project, associate professor of engineering science and mechanics, and director of the Women in Engineering Program, College of Engineering, Penn State University Meg A. Bond, professor of psychology and director of the Center for Women and Work, University of Massachusetts, Lowell, and resident scholar at the Brandeis University Women s Studies Research Center Carol J. Burger, associate professor, Department of Interdisciplinary Studies, Virginia Tech, and founder and editor of the Journal of Women and Minorities in Science and Engineering Joanne McGrath Cohoon, assistant professor, Department of Science, Technology, and Society, University of Virginia, and senior research scientist at the National Center for Women & IT (NCWIT) Margaret Eisenhart, University Distinguished Professor and Charles Professor of Education, School of Education, University of Colorado, Boulder x AAUW
12 T. Lynn Fountain, principal research scientist, Signature Technology Laboratory, Georgia Tech Research Institute; past president and vice president-program, AAUW of Georgia; and past president of the AAUW Atlanta (GA) Branch Barbara Gault, executive director and vice president, Institute for Women s Policy Research Yolanda S. George, deputy director of education and human resources programs, American Association for the Advancement of Science Gail Hackett, provost and executive vice chancellor for academic affairs and professor of counseling and educational psychology, University of Missouri, Kansas City Diane F. Halpern, professor of psychology, Claremont McKenna College, and past president, American Psychological Association Alice Hogan, retired program director, ADVANCE program, National Science Foundation, and independent consultant for programs and policies to advance the participation of women in academic science and engineering Ruta Sevo, independent consultant and former senior program director for research on gender in science and engineering, National Science Foundation Margery Sullivan, biologist, Laboratory of Malaria Vector Research, National Institutes of Health; longtime member of AAUW; and AAUW Program Committee member Karen L. Tonso, associate professor of educational foundations, Wayne State University, and former reservoir engineer in the petroleum industry Virginia Valian, co-director of the Hunter College Gender Equity Project and Distinguished Professor of Psychology and Linguistics at Hunter College and the CUNY Graduate Center Why So Few? xi
13 About the Authors Catherine Hill, Ph.D., is the director of research at AAUW, where she focuses on higher education and women s economic security. Prior to her work at AAUW, she was a researcher at the Institute for Women s Policy Research and an assistant professor at the University of Virginia. She has bachelor s and master s degrees from Cornell University and a doctorate in public policy from Rutgers University. Christianne Corbett is a research associate at AAUW and co-author of Where the Girls Are: The Facts About Gender Equity in Education (2008). Before coming to AAUW, she worked as a legislative fellow in the office of Rep. Carolyn Maloney and as a mechanical design engineer in the aerospace industry. She holds a master s degree in cultural anthropology from the University of Colorado, Boulder, and bachelor s degrees in aerospace engineering and government from the University of Notre Dame. As a Peace Corps volunteer in Ghana from 1992 to 1994, she taught math and science to secondary school students. Andresse St. Rose, Ed.D., is a research associate at AAUW, where she focuses on gender equity in education and the workplace. Before joining the AAUW staff, she worked as an academic counselor at Northeastern University in Boston and taught high school math and biology at the International School of Port-of-Spain, Trinidad. She is a co-author of Where the Girls Are: The Facts About Gender Equity in Education (2008). She has a doctoral degree in education policy from George Washington University, a master s degree in higher education administration from Boston College, and a bachelor s degree in biology from Hamilton College. xii AAUW
14 Executive Summary
15 The number of women in science and engineering is growing, yet men continue to outnumber women, especially at the upper levels of these professions. In elementary, middle, and high school, girls and boys take math and science courses in roughly equal numbers, and about as many girls as boys leave high school prepared to pursue science and engineering majors in college. Yet fewer women than men pursue these majors. Among first-year college students, women are much less likely than men to say that they intend to major in science, technology, engineering, or math (STEM). By graduation, men outnumber women in nearly every science and engineering field, and in some, such as physics, engineering, and computer science, the difference is dramatic, with women earning only 20 percent of bachelor s degrees. Women s representation in science and engineering declines further at the graduate level and yet again in the transition to the workplace. Drawing on a large and diverse body of research, this report presents eight recent research findings that provide evidence that social and environmental factors contribute to the underrepresentation of women in science and engineering. The rapid increase in the number of girls achieving very high scores on mathematics tests once thought to measure innate ability suggests that cultural factors are at work. Thirty years ago there were 13 boys for every girl who scored above 700 on the SAT math exam at age 13; today that ratio has shrunk to about 3:1. This increase in the number of girls identified as mathematically gifted suggests that education can and does make a difference at the highest levels of mathematical achievement. While biological gender differences, yet to be well understood, may play a role, they clearly are not the whole story. Girls Achievements and Interest in Math and Science Are Shaped by the Environment around Them This report demonstrates the effects of societal beliefs and the learning environment on girls achievements and interest in science and math. One finding shows that when teachers and parents tell girls that their intelligence can expand with experience and learning, girls do better on math tests and are more likely to say they want to continue to study math in the future. That is, believing in the potential for intellectual growth, in and of itself, improves outcomes. This is true for all students, but it is particularly helpful for girls in mathematics, where negative stereotypes persist about their abilities. By creating a growth mindset environment, teachers and parents can encourage girls achievement and interest in math and science. Does the stereotype that boys are better than girls in math and science still affect girls today? Research profiled in this report shows that negative stereotypes about girls abilities in math can indeed measurably lower girls test performance. Researchers also believe that stereotypes xiv AAUW
16 can lower girls aspirations for science and engineering careers over time. When test administrators tell students that girls and boys are equally capable in math, however, the difference in performance essentially disappears, illustrating that changes in the learning environment can improve girls achievement in math. The issue of self-assessment, or how we view our own abilities, is another area where cultural factors have been found to limit girls interest in mathematics and mathematically challenging careers. Research profiled in the report finds that girls assess their mathematical abilities lower than do boys with similar mathematical achievements. At the same time, girls hold themselves to a higher standard than boys do in subjects like math, believing that they have to be exceptional to succeed in male fields. One result of girls lower self-assessment of their math ability even in the face of good grades and test scores and their higher standards for performance is that fewer girls than boys aspire to STEM careers. By emphasizing that girls and boys achieve equally well in math and science, parents and teachers can encourage girls to assess their skills more accurately. One of the largest gender differences in cognitive abilities is found in the area of spatial skills, with boys and men consistently outperforming girls and women. Spatial skills are considered by many people to be important for success in engineering and other scientific fields. Research highlighted in this report, however, documents that individuals spatial skills consistently improve dramatically in a short time with a simple training course. If girls grow up in an environment that enhances their success in science and math with spatial skills training, they are more likely to develop their skills as well as their confidence and consider a future in a STEM field. At Colleges and Universities, Little Changes Can Make a Big Difference in Attracting and Retaining Women in STEM The foundation for a STEM career is laid early in life, but scientists and engineers are made in colleges and universities. Research profiled in this report demonstrates that small improvements by physics and computer science departments, such as providing a broader overview of the field in introductory courses, can add up to big gains in female student recruitment and retention. Likewise, colleges and universities can attract more female science and engineering faculty if they improve departmental culture to promote the integration of female faculty. Research described in this report provides evidence that women are less satisfied with the academic workplace and more likely to leave it earlier in their careers than their male counterparts are. College and university administrators can recruit and retain more women by implementing mentoring programs and effective work-life policies for all faculty members. Why So Few? xv
17 Bias, Often Unconscious, Limits Women s Progress in Scientific and Engineering Fields Most people associate science and math fields with male and humanities and arts fields with female, according to research examined in this report. Implicit bias is common, even among individuals who actively reject these stereotypes. This bias not only affects individuals attitudes toward others but may also influence girls and women s likelihood of cultivating their own interest in math and science. Taking the implicit bias test at can help people identify and understand their biases so that they can work to compensate for them. Not only are people more likely to associate math and science with men than with women, people often hold negative opinions of women in masculine positions, like scientists or engineers. Research profiled in this report shows that people judge women to be less competent than men in male jobs unless they are clearly successful in their work. When a woman is clearly competent in a masculine job, she is considered to be less likable. Because both likability and competence are needed for success in the workplace, women in STEM fields can find themselves in a double bind. If women and men in science and engineering know that this bias exists, they can work to interrupt the unconscious thought processes that lead to it. It may also help women specifically to know that if they encounter social disapproval in their role as a computer scientist or physicist, it is likely not personal and there are ways to counteract it. The striking disparity between the numbers of men and women in science, technology, engineering, and mathematics has often been considered as evidence of biologically driven gender differences in abilities and interests. The classical formulation of this idea is that men naturally excel in mathematically demanding disciplines, whereas women naturally excel in fields using language skills. Recent gains in girls mathematical achievement, however, demonstrate the importance of culture and learning environments in the cultivation of abilities and interests. To diversify the STEM fields we must take a hard look at the stereotypes and biases that still pervade our culture. Encouraging more girls and women to enter these vital fields will require careful attention to the environment in our classrooms and workplaces and throughout our culture. xvi AAUW
18 Chapter 1. Women and Girls in Science, Technology, Engineering, and Mathematics
19 Science, technology, engineering, and mathematics (STEM) are widely regarded as critical to the national economy. Concern about America s ability to be competitive in the global economy has led to a number of calls to action to strengthen the pipeline into these fields (National Academy of Sciences, Committee on Science, Engineering & Public Policy, 2007; U.S. Government Accountability Office, 2006; U.S. Department of Education, 2006). Expanding and developing the STEM workforce is a critical issue for government, industry leaders, and educators. Despite the tremendous gains that girls and women have made in education and the workforce during the past 50 years, progress has been uneven, and certain scientific and engineering disciplines remain overwhelmingly male. This report addresses why there are still so few women in certain scientific and engineering fields and provides recommendations to increase the number of women in these fields. The National Science Foundation estimates that about five million people work directly in science, engineering, and technology just over 4 percent of the workforce. 1 This relatively small group of workers is considered to be critical to economic innovation and productivity. Workers in science and engineering fields tend to be well paid and enjoy better job security than do other workers. Workforce projections for 2018 by the U.S. Department of Labor show that nine of the 10 fastest-growing occupations that require at least a bachelor s Definition of Science, Technology, Engineering, and Mathematics (STEM) STEM is defined in many ways (for example, see U.S. government definitions at In this report the term STEM refers to the physical, biological, and agricultural sciences; computer and information sciences; engineering and engineering technologies; and mathematics. The social and behavioral sciences, such as psychology and economics, are not included, nor are health workers, such as doctors and nurses. College and university STEM faculty are included when possible, but high school teachers in STEM subjects are not. While all of these workers are part of the larger scientific and engineering workforce, their exclusion is based on the availability of data. In this report the terms STEM, science, technology, engineering, and mathematics, and scientific and engineering fields are used interchangeably. degree will require significant scientific or mathematical training. Many science and engineering occupations are predicted to grow faster than the average rate for all occupations, and 1 Defined by occupation, the United States science and engineering workforce totaled between 4.3 and 5.8 million people in Those in science and engineering occupations who had bachelor s degrees were estimated at between 4.3 and 5.0 million. The National Science Foundation includes social scientists but not medical professionals in these estimates (National Science Board, 2010). Estimates of the size of the scientific, engineering, and technological workforce are produced using different criteria by several U.S. government agencies including the Census Bureau, the National Science Foundation, and the Bureau of Labor Statistics. Defined more broadly, the size of the STEM workforce has been estimated to exceed 21 million people. 2 AAUW
20 some of the largest increases will be in engineering- and computer-related fields fields in which women currently hold one-quarter or fewer positions (Lacey & Wright, 2009; National Science Board, 2010). Attracting and retaining more women in the STEM workforce will maximize innovation, creativity, and competitiveness. Scientists and engineers are working to solve some of the most vexing challenges of our time finding cures for diseases like cancer and malaria, tackling global warming, providing people with clean drinking water, developing renewable energy sources, and understanding the origins of the universe. Engineers design many of the things we use daily buildings, bridges, computers, cars, wheelchairs, and X-ray machines. When women are not involved in the design of these products, needs and desires unique to women may be overlooked. For example, some early voice-recognition systems were calibrated to typical male voices. As a result, women s voices were literally unheard.... Similar cases are found in many other industries. For instance, a predominantly male group of engineers tailored the first generation of automotive airbags to adult male bodies, resulting in avoidable deaths for women and children (Margolis & Fisher, 2002, pp. 2 3). With a more diverse workforce, scientific and technological products, services, and solutions are likely to be better designed and more likely to represent all users. The opportunity to pursue a career in science, technology, engineering, and mathematics is also a matter of pay equity. Occupational segregation accounts for the majority of the wage gap (AAUW Educational Foundation, 2007), and although women still earn less than men earn in science and engineering fields, as they do on average in the overall workforce, women in science and engineering tend to earn more than women earn in other sectors of the workforce. According to a July 2009 survey, the average starting salary for someone with a bachelor s degree in mechanical engineering, for example, was just over $59,000. By comparison, the average starting salary for an individual with a bachelor s degree in economics was just under $50,000 (National Association of Colleges and Employers, 2009). Preparation of Girls for STEM Fields Math skills are considered essential to success in STEM fields. Historically, boys have outperformed girls in math, but in the past few decades the gender gap has narrowed, and today girls are doing as well as boys in math on average (Hyde et al., 2008). Girls are earning high school math and science credits at the same rate as boys and are earning slightly higher grades in these classes (U.S. Department of Education, National Center for Education Statistics, 2007) (see figures 1 and 2). Why So Few? 3
21 Figure 1. High School Credits Earned in Mathematics and Science, by Gender, Girls Boys Course Credits High School Graduation Year Source: U.S. Department of Education, National Center for Education Statistics, 2007, The Nation's Report Card: America's high school graduates: Results from the 2005 NAEP High School Transcript Study, by C. Shettle et al. (NCES ) (Washington, DC: Government Printing Office). Figure 2. Grade Point Average in High School Mathematics and Science (Combined), by Gender, Girls Boys Grade Point Average High School Graduation Year Source: U.S. Department of Education, National Center for Education Statistics, 2007, The Nation's Report Card: America's high school graduates: Results from the 2005 NAEP High School Transcript Study, by C. Shettle et al. (NCES ) (Washington, DC: Government Printing Office). 4 AAUW
22 On high-stakes math tests, however, boys continue to outscore girls, albeit by a small margin. A small gender gap persists on the mathematics section of the SAT and the ACT examinations (Halpern, Benbow, et al., 2007; AAUW, 2008). Fewer girls than boys take advanced placement (AP) exams in STEM-related subjects such as calculus, physics, computer science, and chemistry (see figure 3), and girls who take STEM AP exams earn lower scores than boys earn on average (see figure 4). Research on stereotype threat, profiled in chapter 3, sheds light on the power of stereotypes to undermine girls math test performance and may help explain the puzzle of girls strong classroom performance and relatively weaker performance on high-stakes tests such as these. One notable gain is girls increased representation in the ranks of the highest achievers in mathematics. Among students with very high scores on math tests, boys continue to outnumber girls (Lubinski & Benbow, 1992, 2006; Hedges & Nowell, 1995); however, the proportion of girls among the highest math achievers has greatly increased during the past few decades. The Study of Mathematically Precocious Youth identifies seventh and eighth graders who score greater than 700 on the SAT math section (the top 0.01 percent or 1 in 10,000 students). Since the early 1980s the ratio of boys to girls in this extremely select group has dramatically declined from 13:1 (Benbow & Stanley, 1983) to around 3:1 in recent years (Brody & Mills, 2005; Halpern, Benbow, et al., 2007). Students from historically disadvantaged groups such as African American and Hispanic students, both female and male, are less likely to have access to advanced courses in math and science in high school, which negatively affects their ability to enter and successfully complete STEM majors in college (May & Chubin, 2003; Frizell & Nave, 2008; Tyson et al., 2007; Perna et al., 2009). In 2005, 31 percent of Asian American and 16 percent of white high school graduates completed calculus, compared with 6 percent and 7 percent of African American and Hispanic high school graduates, respectively. Additionally, one-quarter of Asian American and one-tenth of white high school graduates took either the AP or International Baccalaureate exam in calculus, compared with just 3.2 percent of African American and 5.6 percent of Hispanic graduates (National Science Board, 2008). Yet even among underrepresented racial-ethnic groups, a growing number of girls are leaving high school well prepared in math and science and capable of pursuing STEM majors in college. Women in STEM in Colleges and Universities The transition between high school and college is a critical moment when many young women turn away from a STEM career path. Although women are the majority of college students, they are far less likely than their male peers to plan to major in a STEM field (see figure 5). Why So Few? 5
23 Figure 3. Students Taking Advanced Placement Tests in Mathematics and Science, by Gender, , ,777 9,157 12,965 4, , , ,465 7,569 2,750 20,482 Number of Students 300, , , ,000 20,878 38,919 28,974 41,114 40,809 32,032 46,641 53,869 90,867 64,686 Computer science AB Physics C - Electricity and magnetism Computer science A Physics C - Mechanics Physics B Calculus BC Environmental science Chemistry Biology Calculus AB 100,000 50, , ,285 0 Girls Boys Source: Retrieved November 11, 2009, from the College Board website at 6 AAUW
24 Figure 4. Average Scores on Advanced Placement Tests in Mathematics and Science Subjects, by Gender, Girls Boys AP Test Scores (Scale 1 5) Chemistry Environmental science Physics B Physics C- Mechanics Biology Calculus AB Computer science A Calculus BC Physics C- Electricity and magnetism Computer science AB Source: Retrieved November 11, 2009, from the College Board website at Almost one-third of all male freshmen (29 percent), compared with only 15 percent of all female freshmen, planned to major in a STEM field in 2006 (National Science Foundation, 2009b). The gender disparity in plans to major is even more significant when the biological sciences are not included. Just over one-fifth of male freshmen planned to major in engineering, computer science, or the physical sciences, compared with only about 5 percent of female freshmen (ibid.). Women who enter STEM majors in college tend to be well qualified. Female and male firstyear STEM majors are equally likely to have taken and earned high grades in the prerequisite math and science classes in high school and to have confidence in their math and science abilities (Brainard & Carlin, 1998; U.S. Department of Education, National Center for Education Statistics, 2000; Vogt et al., 2007). Nevertheless, many of these academically capable women Why So Few? 7
Executive Summary and Recommendations
Executive Summary and Recommendations To download a free copy of the complete report, go to www.aauw.org/learn/research/whysofew.cfm. Executive Summary Women have made tremendous progress in educationMore information
Facts and Breaking Down the Barriers to Improve Gender Equity
Facts and Breaking Down the Barriers to Improve Gender Equity California Perkins Joint Special Populations Conference Carolyn Zachry, Ed.D. California Department of Education CALIFORNIA DEPARTMENT OF EDUCATIONMore information
Recruiting and Retaining Females in STEM Fields: The Ohio STEM Equity Pipeline Project
Recruiting and Retaining Females in STEM Fields: The Ohio STEM Equity Pipeline Project Dr. Ben Williams, Project Lead and Perkins Coordinator Columbus State Community College Ms. Jennifer Spegal, PilotMore information
NATIONAL CENTER FOR EDUCATION STATISTICS Findings from THE CONDITION OF EDUCATION 1994 NO. 2 THE EDUCATIONAL PROGRESS OF BLACK STUDENTS U.S. Department of Education Office of Educational Research and ImprovementMore information
Building Science and Engineering Talent. SEA Qualification Statement
"A Unique Resource for the Nation" Building Science and Engineering Talent SEA Qualification Statement Background and Need Science, mathematics, and engineering education in many countries is essentialMore information
Women, Minorities, and Persons with Disabilities in Science and Engineering: 2013
Women, Minorities, and Persons with Disabilities in Science and Engineering: 213 National Center for Science and Engineering Statistics Directorate for Social, Behavioral and Economic Sciences NationalMore information
Undergraduate Origins of Recent (1991-95) Science and Engineering Doctorate Recipients
Undergraduate Origins of Recent (1991-95) Science and Engineering Doctorate Recipients Special Report Division of Science Resources Studies Directorate for Social, Behavioral and Economic Sciences NationalMore information
Women in STEM: A Gender Gap to Innovation
U.S. Department of Commerce Economics and Statistics Administration in STEM: A Gender Gap to Innovation Executive Summary By David Beede, Tiffany Julian, David Langdon, George McKittrick, Beethika Khan,More information
Text table 4-1 Enrollment, degree attainment, and employment status of academic year 1996/97 and 1997/98 S&E bachelor s degree recipients: April 1999
Chapter 4 Graduate Enrollment Overview Graduate enrollment in science and engineering 1 rose in after 5 consecutive years of decline. (See appendix table 4-1.) The growth was entirely attributable to increasesMore information
STEM Occupations and Salary Information
STEM s and Salary Information al Outl ook Quarterl y Spri ng 04 www.bls.gov/ooq Table : STEM occupations, by occupational group Management Architectural and engineering managers systems managers NaturalMore information
Figure 1: Where teens use the Internet, 2007. 1 91% 86% Home School Library. Figure 2: Online activities of girls and boys ages 12-17, 2006.
Girls Incorporated Girls and Information Technology Facts Many girls use computers for numerous purposes. Many girls ages 6 and under use computers on a daily basis. However, a higher percentage of boysMore information
NATIONAL CENTER FOR EDUCATION STATISTICS Findings from THE CONDITION OF EDUCATION 1995 NO. 5 THE EDUCATIONAL PROGRESS OF WOMEN U.S. Department of Education Office of Educational Research and ImprovementMore information
Graduating to a Pay Gap
Graduating to a Pay Gap The Earnings of Women and Men One Year after College Graduation Executive Summary and Recommendations Executive Summary Fifty years after the passage of the Equal Pay Act of 1963,More information
Numbers of Doctorates Awarded in the United States Declined in 2010
Numbers of Doctorates Awarded in the United States Declined in 2010 by Mark K. Fiegener 1 November 2011 NSF 12-303 U.S. academic institutions awarded 48,069 research doctorates in 2010, down from 49,554More information
Rayburn House Office Building Wednesday, October 17, 2007
Testimony by Freeman A. Hrabowski, III President, University of Maryland, Baltimore County (UMBC) before the Subcommittee on Research and Science Education House Committee on Science & Technology RayburnMore information
Ford Foundation Fellowship Program For Achieving Excellence in College and University Teaching
Ford Foundation Fellowship Program For Achieving Excellence in College and University Teaching 2015 PROGRAM ANNOUNCEMENT Administered by the National Academies PREDOCTOR AL FELLOWSHIPS On-line ApplicationMore information
Strategic Plan 2012 2020
Department of Economics College of Arts and Sciences Texas Tech University Strategic Plan 2012 2020 Mission The Department of Economics is dedicated to excellence in teaching, research, and service. TheMore information
Fact Sheet 2013 THE PROFESSIONAL AND TECHNICAL WORKFORCE Introduction The professional and technical workforce is defined to include all workers in the U.S. Bureau of Labor Statistics (BLS) category management,More information
BEYOND THE HEADLINES 15. American Science in Decline The Washington Times, July 18, 2005
Science, Technology, Engineering and Mathematics (STEM) Harvard Chief s Comments on Women Assailed The Washington Post, January 19, 2005 The Math Myth: The Real Truth about Women s Brains and the ScienceMore information
The Gender Gap in STEM: The Unique Case of Computer Science. Professor Linda J. Sax Kathleen J. Lehman UCLA
The Gender Gap in STEM: The Unique Case of Computer Science Professor Linda J. Sax Kathleen J. Lehman UCLA The Gender Gap in College Enrollments 14 12 10 8 Millions 6 4 2 Women Men 0 1966 1971 1976 1981More information
Update. Part-Time Faculty: A Look at Data and Issues RESEARCH CENTER NEA HIGHER EDUCATION
Update volume 11 number 3 september 20 07 Part-Time Faculty: A Look at Data and Issues The explosion in the use of part-time faculty has become one of the most controversial issues in higher education,More information
Effective Strategies to Increase Girls Success in STEM Education
Effective Strategies to Increase Girls Success in STEM Education Nicole Sowers partnered with the San Francisco Department on the Status of Women to complete this project in partial fulfillment of theMore information
NINE DECLINING FACULTY WAGE PREMIUMS: ANALYSIS OVER TIME BY GENDER IN THE PUBLIC AND PRIVATE SECTORS. Frederick G. Floss i
187 Wagadu Volume 9 Fall 2011 NINE DECLINING FACULTY WAGE PREMIUMS: ANALYSIS OVER TIME BY GENDER IN THE PUBLIC AND PRIVATE SECTORS Frederick G. Floss i Abstract: The wage premium is the relative wage ofMore information
MCPS Graduates Earning College Degrees in STEM-Related Fields
Graduates Earning College Degrees in -Related Fields September 2012 Natalie Wolanin & Julie Wade OFFICE OF SHARED ACCOUNTABILITY Adrian B. Talley, Associate Superintendent 850 Hungerford Drive Rockville,More information
Understanding Freshman Engineering Student Retention through a Survey
Understanding Freshman Engineering Student Retention through a Survey Dr. Mary R. Anderson-Rowland Arizona State University Session 3553 Abstract It is easier to retain a student than to recruit one. Yet,More information
Characteristics and Attitudes of Instructional Faculty and Staff in the Humanities
NATIONAL CENTER FOR EDUCATION STATISTICS E.D. TABS July 1997 1993 National Study of Postsecondary Faculty (NSOPF-93) Characteristics and Attitudes of Instructional Faculty and Staff in the Humanities U.More information
GAO GENDER ISSUES. Women s Participation in the Sciences Has Increased, but Agencies Need to Do More to Ensure Compliance with Title IX
GAO United States Government Accountability Office Report to Congressional Requesters July 2004 GENDER ISSUES Women s Participation in the Sciences Has Increased, but Agencies Need to Do More to EnsureMore information
Psychology Faculty Salaries for the 2014-2015 Academic Year
Psychology Faculty Salaries for the 2014-2015 Academic Year Results from the 2015 CUPA-HR Survey for Four- Year Colleges and Universities American Psychological Association Center for Workforce StudiesMore information
2010 NLN NURSE EDUCATOR SHORTAGE FACT SHEET The National League for Nursing and the Carnegie Foundation Preparation for the Professions Program conducted a study of the nation's estimated 32,000 nurseMore information
African Americans Among Degree Recipients in Physics and Geoscience Roman Czujko and Starr Nicholson
www.aip.org/statistics One Physics Ellipse College Park, MD 20740 301.209.3070 firstname.lastname@example.com October 2010 African Americans Among Degree Recipients in Physics and Geoscience Roman Czujko and Starr NicholsonMore information
STEM: Good Jobs Now and for the Future
U.S. Department of Commerce Economics and Statistics Administration By David Langdon, George McKittrick, David Beede, Beethika Khan, and Mark Doms, Office of the Chief Economist STEM: Good Jobs Now andMore information
Increasing Competitiveness of First Generation Community College Students Pursuing a STEM Degree
Increasing Competitiveness of First Generation Community College Students Pursuing a STEM Degree Virginia Estrella, B.S. MESA Program Director Santa Barbara City College Consuelo Gonzalez, B.S MESA ProgramMore information
A Study of Career Patterns of the Presidents of Independent Colleges and Universities
A Study of Career Patterns of the Presidents of Independent Colleges and Universities Harold V. Hartley III Eric E. Godin A Study of Career Patterns of the Presidents of Independent Colleges and UniversitiesMore information
In Pursuit of Excellence and Equity Gevirtz Graduate School of Education Strategic Plan 2007 2012
1 In Pursuit of Excellence and Equity Gevirtz Graduate School of Education Strategic Plan 2007 2012 The Gevirtz Graduate School of Education is one of five colleges at the University of California, SantaMore information
An Equity Profile of the Kansas City Region. Summary. Overview. The Equity Indicators Framework. central to the region s economic success now and
An Equity Profile of the Kansas City Region PolicyLink and PERE An Equity Profile of the Kansas City Region Summary Overview Across the country, regional planning organizations, community organizationsMore information
Small Business Research Summary
Office of Advocacy www.sba.gov/advocacy Small Business Research Summary October 2014 No. 424 Understanding the Gender Gap in STEM Fields Entrepreneurship By Margaret E. Blume-Kohout, MBK Analytics, LLC,More information
University of South Florida APS Bridge Program
APS Bridge Program University of South Florida 25 April 2013 Tampa, FL Theodore Hodapp American Physical Society Director of Education and Diversity Joint Diversity Statement 08.2 JOINT DIVERSITY STATEMENTMore information
Virginia s College and Career Readiness Initiative
Virginia s College and Career Readiness Initiative In 1995, Virginia began a broad educational reform program that resulted in revised, rigorous content standards, the Virginia Standards of Learning (SOL),More information
Assessing Girls Interest, Confidence, and Participation in Computing Activities: Results for Globaloria in West Virginia
Assessing Girls Interest, Confidence, and Participation in Computing Activities: Results for Globaloria in West Virginia Zhen Wu, Catherine Ashcraft & Wendy DuBow, National Center for Women & IT RebeccaMore information
To Post-Doc or Not To Post-Doc, That is the Question
To Post-Doc or Not To Post-Doc, That is the Question What is a post-doc? -with apologies to W. Shakespeare What can I expect to gain as a post-doc? -Training (research, teaching, personnel management,More information
Earn 57% of all the undergraduate degrees awarded. Much less likely than men to major in computer science, physical sciences, and engineering
Mary Madden, Ph.D. College of Education and Human Development University of Maine Maine Girls Collaborative Project Earn 57% of all the undergraduate degrees awarded Much less likely than men to majorMore information
Practices Worthy of Attention High Tech High San Diego Unified School District San Diego, California
San Diego Unified School District San Diego, California Summary of the Practice. is a charter school set up with the mission of giving students an interdisciplinary and hands-on education so they can beMore information
Behind the Pay Gap. By Judy Goldberg Dey and Catherine Hill
Behind the Pay Gap By Judy Goldberg Dey and Catherine Hill Published by the American Association of University Women Educational Foundation 1111 Sixteenth St. N.W. Washington, DC 20036 Phone: 202/785-7700More information
Graduates of UTeach STEM Teacher Preparation Programs Nationwide
Graduates of UTeach STEM Teacher Preparation Programs Nationwide OCTOBER MAY 2015 2014 Executive Summary Since 2008, 44 universities have followed The University of Texas at Austin and adopted the UTeachMore information
Status of the Geoscience Workforce
2011 Status of the Geoscience Workforce Leila Gonzales Christopher Keane SERVING THE GEOSCIENCES WORLDWIDE GI ATHE AMERICAN GEOLOGICAL INSTITUTE Status of the Geoscience Workforce 2011 Leila Gonzales ChristopherMore information
David Fairris Vice Provost for Undergraduate Education. Junelyn Peeples Director of Institutional Research for Undergraduate Education
Evaluation of the Impact of Participation in First Year Learning Communities on Persistence to Sophomore Year University of California, Riverside, Fall 2006 David Fairris Vice Provost for UndergraduateMore information
AAUW. Women in Community Colleges. Access to Success
AAUW Executive Summary Women in Community Colleges Access to Success a AAUW Executive Summary Higher education is essential to the productivity and innovation of the U.S. workforce, and ongoing economicMore information
Chapter Three OVERVIEW OF CURRENT SCHOOL ADMINISTRATORS The first step in understanding the careers of school administrators is to describe the numbers and characteristics of those currently filling theseMore information
The Condition of College & Career Readiness l 2011
The Condition of College & Career Readiness l 2011 ACT is an independent, not-for-profit organization that provides assessment, research, information, and program management services in the broad areasMore information
College Transition Programs: Promoting Success Beyond High School
College Transition Programs: Promoting Success Beyond High School I s s u e P a p e r s T h e H i g h S c h o o l L e a d e r s h i p S u m m i t Parents have higher educational aspirations for their childrenMore information
Female Students in High School Physics Results from the 2008-09 Nationwide Survey of High School Physics Teachers
www.aip.org/statistics One Physics Ellipse College Park, MD 20740 301.209.3070 firstname.lastname@example.com July 2011 Female Students in High School Physics Results from the 2008-09 Nationwide Survey of High School PhysicsMore information
Developing the STEM Education Pipeline
Developing the STEM Education Pipeline Developing the STEM Education Pipeline For almost 50 years, ACT has played a pivotal role in promoting student access into and success in science, technology, engineering,More information
ENGINEERING. The engineering labor force differs markedly from the scientific labor force.
.. ENGINEERING Overview The engineering labor force differs markedly from the scientific labor force. section discusses engineering as a degree and work category, then examines This two engineering specialties,More information
Penn Engineering Diversity Plan
Penn Engineering Diversity Plan May 31, 2012 1 Introduction Penn Engineering remains strongly committed to initiatives that support the University s efforts to achieve an educational and employment environmentMore information
Figure 5-1 Master's degrees awarded in S&E and non-s&e fields, by sex: 1990 98
Chapter 5 Graduate Degrees Trends for women and minorities in attainment of master s and doctoral degrees are similar to those for their bachelor s degree attainment and their graduate enrollment: bothMore information
Women s Participation in Education and the Workforce. Council of Economic Advisers
Women s Participation in Education and the Workforce Council of Economic Advisers Updated October 14, 214 Executive Summary Over the past forty years, women have made substantial gains in the workforceMore information
Strategic Plan 2013-2016
Strategic Plan 2013-2016 Strategic Plan 2013 2016 Mission Statement Kutztown University s mission is to provide a high quality education at the undergraduate and graduate level in order to prepare studentsMore information
Interstate Migration Patterns of Recent Recipients of Bachelor s and Master s Degrees in Science and Engineering
Interstate Migration Patterns of Recent Recipients of Bachelor s and Master s Degrees in Science and Engineering Special Report Basmat Parsad and Lucinda Gray, Authors John Tsapogas, Project Officer DivisionMore information
The Price of a Science PhD: Variations in Student Debt Levels Across Disciplines and Race/Ethnicity
Center for Education & Innovation at American Institutes for Research Broadening Participation in Graduate Education Issue Brief May 2013 Kristina L. Zeiser Rita J. Kirshstein Courtney Tanenbaum The PriceMore information
Examining STEM Pathways among Students Who Begin College at Four- Year Institutions
Examining STEM Pathways among Students Who Begin College at Four- Year Institutions Kevin Eagan, Sylvia Hurtado, Tanya Figueroa, Bryce Hughes University of California, Los Angeles 1 Introduction In theMore information
Diversity in California s Health Professions: Physical Therapy September 2008
Diversity in California s Health Professions: Physical Therapy September 2008 A report of the California Health Workforce Tracking Collaborative Timothy Bates and Susan Chapman UCSF Center for the HealthMore information
Numbers of U.S. Doctorates Awarded Rise for
InfoBrief SRS Science Resources Statistics National Science Foundation NSF 10-308 Directorate for Social, Behavioral, and Economic Sciences November 2009 Numbers of U.S. Doctorates Awarded Rise for SixthMore information
Examples of Diversity Programs at the University of Washington
Examples of Diversity Programs at the University of Washington Diversity Area Strategy Examples Diversity Blueprint Goal 1: Leadership & Commitment to Diversity Demonstrate commitment Diversity in missionMore information
Growing a STEM Team: Review of an Innovative Program for Middle. School Students
Growing a STEM Team: Review of an Innovative Program for Middle School Students Suzanne Sontgerath, Stephanie Blaisdell, Peter Wong, Anna Swan, Katherine Ziemer Worcester Polytechnic Institute/WorcesterMore information
Diversity Plan. College of Engineering
Diversity Plan College of Engineering Date Original Plan Completed Here (Format: March 18, 2005) Date of Most Recent Revision Here (Format: November 1, 2011) Page 1 Table of Contents Diversity CommitteeMore information
College Students Are Attracted to Federal Service, but Agencies Need to Capitalize on Their Interest
ISSUE BRIEF College Students Are Attracted to Federal Service, but Agencies Need to Capitalize on Their Interest Employees younger than 30 represent just 8.5 percent of the federal workforce, comparedMore information
First in My Family: Executive Summary
First in My Family: A Profile of First-Generation College Students at Four-Year Institutions Since 1971 Executive Summary April 2007 Victor B. Saenz Sylvia Hurtado Doug Barrera De Sha Wolf Fanny YeungMore information
College Board Announces Scores for New SAT with Writing Section
Contact: Caren Scoropanos, Chiara Coletti 212 713-8052 email@example.com firstname.lastname@example.com Embargoed until 10:30 a.m. (Eastern Time) Tuesday, August 29, 2006 Immediately after the embargo,More information
Projections of Education Statistics to 2022
Projections of Education Statistics to 2022 Forty-first Edition 18 018 2019 2019 2020 2020 2021 2021 2022 2022 NCES 2014-051 U.S. DEPARTMENT OF EDUCATION Projections of Education Statistics to 2022 Forty-firstMore information
Faculty compensation is a vital issue,
THE NEA 2002 ALMANAC OF HIGHER EDUCATION 11 Faculty Salaries: Recent Trends by Suzanne B. Clery and John B. Lee Suzanne B. Clery is a senior research associate at JBL Associates, Inc., a Bethesda, Maryland,More information
Ch Girls and the Math Gap CHAPTER FOUR. GIRLS AND THE MATH GAP STEM THE ACRONYM FOR SCIENCE, TECHNOLOGY, ENGINEERING, AND MATHEMATICS PROFESSIONS HAVE BEEN AND WILL CONTINUE TO BE ENGINES OF U.S. ECONOMICMore information
Among college graduates aged 25 to 64,
of College Graduates Earnings of College Graduates Earnings of college graduates: women compared with men Among college graduates, women earned 73 percent as much as men in 1993; however, when earningsMore information
EXECUTIVE SUMMARY. Findings from the Annual Survey of Schools of Nursing Academic Year 2009-2010
EXECUTIVE SUMMARY Findings from the Annual Survey of Schools of Nursing Academic Year 2009-2010 NLN Data Show Both Progress and Challenges in Meeting IOM Objectives This executive summary describes findingsMore information
PHD FELLOWSHIPS at the University of Rochester
PHD FELLOWSHIPS at the University of Rochester The University of Rochester offers PhD programs in all of its schools: ARTS, SCIENCES & ENGINEERING THE EASTMAN SCHOOL OF MUSIC THE SCHOOL OF MEDICINE ANDMore information
2012 ASQ Advancing the STEM Agenda in Education, the Workplace and Society Session 2-2
Creating a Pipeline: An Analysis of Pre-College Factors of Students in STEM Erica Harwell and Derek A. Houston University of Illinois at Urbana-Champaign ABSTRACT This study seeks to understand the pre-collegeMore information
Percentage of women in U.S. labor force. Percentage of women in U.S. labor force. Population of adult women in the United States
Factsheet: Women and Gender Inequality in the U.S. Labor Force Since the 1970s the role of women in the U.S. work has changed tremendously - more women have entered the work, they are increasingly holdingMore information
Lisa M. Frehill Executive Director
Commission on Professionals in Science and Technology Lisa M. Frehill Executive Director STEM Sciencecience Technology Engineering Mathematics Life sciences Physical sciences Engineering Social sciencesMore information
SalarieS of chemists fall
ACS news SalarieS of chemists fall Unemployment reaches new heights in 2009 as recession hits profession hard The economic recession has taken its toll on chemists. Despite holding up fairly well in previousMore information
The Nonacademic Careers of STEM PhD Holders
STEM at American Institutes for Research Broadening Participation in STEM Graduate Education ISSUE BRIEF APRIL 2014 Lori Turk-Bicakci Andrea Berger Clarisse Haxton The United States is at a critical junctureMore information
National Transportation Safety Board Strategic Human Capital Plan FY 2011-2016
National Transportation Safety Board Strategic Human Capital Plan FY 2011-2016 September 30, 2011 Strategic Human Capital Plan National Transportation Safety Board Fiscal Years 2011 through 2016 PreparedMore information
Persistence of Women and Minorities in STEM Field Majors: Is it the School That Matters?
Cornell University ILR School DigitalCommons@ILR Working Papers ILR Collection 3-2010 Persistence of Women and Minorities in STEM Field Majors: Is it the School That Matters? Amanda L. Griffith Wake ForestMore information
2015 Teacher Education Report 2015
2015 Teacher Education Report 2015 This report provides a data-driven snapshot of the five teacher education programs in the public university system (i.e., BHSU, DSU, NSU, SDSU, and USD). Data are shownMore information
Steve and Clint Marchant Data Based Insights, Inc. on behalf of the ACS Department of Research & Market Insights. March 5, 2015
Starting Salaries of Chemists And Chemical Engineers: 2014 Analysis of the American Chemical Society's Survey Of New Graduates in Chemistry and Chemical Engineering Steve and Clint Marchant Data BasedMore information
Improving Diversity in the Atmospheric Sciences
Improving Diversity in the Atmospheric Sciences Quinton L. Williams Chair, Department of Physics, Atmospheric Sciences and Geoscience Jackson State University President, National Society of Black PhysicistsMore information
Comparison and Analysis of Degrees for the Aerospace Field
Comparison and Analysis of Degrees for the Aerospace Field Career and Workforce Development Workshop Cynthia Williams January 5, 2010 Laying the Foundation for the Future of Aerospace Presented by theMore information
Looking Back and Looking Forward
What Does the Future of the Scientific Labor Market Look Like? Looking Back and Looking Forward by Eleanor L. Babco and Jolene K. Jesse American Association for the Advancement of Science February 23 12More information
Racial/Ethnic and Gender Diversity in Nursing Education
Racial/Ethnic and Gender Diversity in Nursing Education Southern Regional Education Board 592 10th St. N.W. Atlanta, GA 30318 (404) 875-9211 www.sreb.org COUNCIL ON COLLEGIATE EDUCATION FOR NURSING AcknowledgmentsMore information
ASTRA s 2015 STEM Innovation Vital Signs Series California s 2015 STEM Report Card. China. Million 2005 USD PPP
California Virginia *STEM = Science Biology, Chemistry, Marine Biology, Physics, Science Technology Computer / Information Systems, Game Design, Developer, Web / Software Developer Engineering Chemical,More information
ASTRA s 2015 STEM Innovation Vital Signs Series Virginia s 2015 STEM Report Card. China. Million 2005 USD PPP
Virginia Virginia *STEM = Science Biology, Chemistry, Marine Biology, Physics, Science Technology Computer / Information Systems, Game Design, Developer, Web / Software Developer Engineering Chemical,More information
Graduating to a Pay Gap
Graduating to a Pay Gap The Earnings of Women and Men One Year after College Graduation Empowering women since 1881 Graduating to a Pay Gap The Earnings of Women and Men One Year after College GraduationMore information
Montana State Government's Pay Audit
Montana State Government Leading by Example Montana State Government's Pay Audit Executive Summary, Report and 2014 Contents Introduction... 3 Pay Audit Overview... 3 Agency Distribution... 3 Figure 1...More information
Science and Math Teacher Initiative
Science and Math Teacher Initiative (CalTeach) Program Highlights Report OVERVIEW The University of California Science and Math Teacher Initiative known as CalTeach is making a strong contribution to theMore information
Assessing Girls Interest and Confidence in Computing: Results for Globaloria West Virginia
Assessing Girls Interest and Confidence in Computing: Results for Globaloria West Virginia Zhen Wu, Catherine Ashcraft, Wendy DuBow, National Center for Women & IT Rebecca Reynolds, Rutgers UniversityMore information
The Expanding Role of Teacher Education in Florida Community Colleges
FLORIDA DEPARTMENT OF EDUCATION The Expanding Role of Teacher Education in Florida Community Colleges John Winn, Commissioner J. David Armstrong, Jr., Chancellor Abstract. The Florida Community CollegeMore information
Engineering Our Future New Jersey: Guidance Counselors Mission Critical
Engineering Our Future New Jersey: Guidance Counselors Mission Critical Dawna Schultz, Stevens Institute of Technology Susan Metz, Stevens Institute of Technology Susan Lowes, Columbia University BethMore information
Best Practices Dialogue: Faculty Recruitment and Retention
Best Practices Dialogue: Faculty Recruitment and Retention University of New Mexico Office of Institutional Diversity Dr. Rita Martinez-Purson Interim Vice President for Institutional Diversity March 4,More information
CENTER FOR EQUAL OPPORTUNITY. Preferences at the Service Academies
CENTER FOR EQUAL OPPORTUNITY Preferences at the Service Academies Racial, Ethnic and Gender Preferences in Admissions to the U.S. Military Academy and the U.S. Naval Academy By Robert Lerner, Ph.D andMore information
From Higher Education to Work in West Virginia, 2012
From Higher Education to Work in West Virginia, 2012 Eric Bowen, Research Associate John Deskins, PhD, Director January 2014 Copyright 2014 WVU Research Corporation Funding for this research was providedMore information
EXPLORE YOUR FUTURE WITH THE FOUNDATION HIGH SCHOOL PROGRAM what you want to do Figuring out when you grow up is a challenge, but boy is it worth it! With the Foundation High School Program s endorsementMore information
Gender Equity in CTE and STEM Education in Illinois Public Schools
Gender Equity in CTE and STEM Education in Illinois Public Schools Joel R. Malin, Asia N. Fuller Hamilton, and Donald G. Hackmann PATHWAYS RESOURCE CENTER The struggle for gender equity in the U.S. workplaceMore information