Shamir, M., & Sanderson, M. R., & Cors, R., & Derby, M. (2021, July),  How Small, Interdisciplinary Programs Are Contributing to Diversity and Inclusiveness in STEM University Departments in the US  Paper presented at 2021 ASEE Virtual Annual Conference Content Access, Virtual Conference. 10.18260/1-2--36521

\bibitem{asee_peer_36521}
  Shamir, M., \& Sanderson, M. R., \& Cors, R., \& Derby, M. (2021, July), \emph{ How Small, Interdisciplinary Programs Are Contributing to Diversity and Inclusiveness in STEM University Departments in the US}
  Paper presented at 2021 ASEE Virtual Annual Conference Content Access, Virtual Conference.
  10.18260/1-2--36521

Mirit Shamir, Matthew R. Sanderson, Rebecca Cors, and Melanie Derby.  " How Small, Interdisciplinary Programs Are Contributing to Diversity and Inclusiveness in STEM University Departments in the US".  2021 ASEE Virtual Annual Conference Content Access, Virtual Conference, 2021, July.  ASEE Conferences, 2021.  https://peer.asee.org/36521 Internet.  07 May, 2024

\bibitem{asee_peer_36521}
  Mirit Shamir, Matthew R. Sanderson, Rebecca Cors, and Melanie Derby.
  " How Small, Interdisciplinary Programs Are Contributing to Diversity and Inclusiveness in STEM University Departments in the US".
  \emph{2021 ASEE Virtual Annual Conference Content Access, Virtual Conference, 2021, July}.
  ASEE Conferences, 2021.
  https://peer.asee.org/36521 Internet.  07 May, 2024

@INPROCEEDINGS{asee_peer_36521
author = "Mirit Shamir, Matthew R. Sanderson, Rebecca Cors, and Melanie Derby"
title = " How Small, Interdisciplinary Programs Are Contributing to Diversity and Inclusiveness in STEM University Departments in the US"
booktitle = "2021 ASEE Virtual Annual Conference Content Access"
year = "2021"
month = "July"
address = "Virtual Conference"
publisher = "ASEE Conferences"
note = {https://peer.asee.org/36521}
number = {10.18260/1-2--36521}
}

TY  - CPAPER
AB  - The science, technology, engineering and mathematics (STEM) fields are characterized by disproportionately lower participation by women and underrepresented minorities, particularly in graduate school. The United States population and workforce are becoming increasingly more diverse, yet underrepresentation in STEM fields persists. Broadening participation in STEM graduate education can both increase diversity in the STEM workforce and productivity of research labs, since research has shown that more diverse research teams are more productive than those who are homogeneous. 

This paper examines how an interdisciplinary graduate traineeship approach can stimulate discovery, educational benefits, and workforce development, and also recruit, retain, and support diverse cohorts of STEM graduate students. The National Science Foundation Research Traineeship Program (NRT) at the university attracts students from diverse gender and ethnic backgrounds and cultivates a culture of inclusiveness, serving as a model for other graduate programs. A core aim of the NRT is to contribute to diversity and inclusion in graduate school settings. 

This paper describes an investigation to better understand how the NRT contributes to diversity and inclusion of STEM graduate education. We studied the composition of NRT cohort groups, with respect to gender and ethnicity, and the views trainee-students have about program inclusiveness. Our methods involved reviewing the NRT program enrollment material and analyzing our annual NRT program trainee responses to a survey that was administered in fall 2019 (N=11) and fall 2020 (N=15). The survey asked trainees about their experiences with the NRT program. Enrollment data show that the first two NRT program cohorts are comprised of 50% women and 50% men, a ratio that aligns with the national population, yet differs from our College of Engineering enrollment (i.e., approximately 75% men and 25% women). The second NRT program cohort is comprised of 50% underrepresented minority. Survey results for cohort two show approximately twice as many trainees identify as white as those who identify as another ethnic group (Asian/Asian American other than SE Asian or Hispanic constitutes 33%). This ethnic composition is more diverse than our university graduate student population and its College of Engineering, which both include fewer than 10% of these minority groups. 

Survey findings show that trainees rate the program as very inclusive, which they attributed to how their NRT program experience enables trainees to interact with people (e.g., trainees, guest speakers, project stakeholders) with diverse backgrounds. Trainees’ responses from men focused more on how NRT program leaders designed the program so that it can offer these interaction opportunities, while women emphasized the small size of the NRT cohort group and opportunities to connect with others. The latter is similar to what other studies have found about how undergraduate women, more than men, attribute program inclusiveness to feeling a sense of belonging. Finally, survey findings provide evidence that cognitive diversity, opportunity to work with people who have different styles of problem-solving, is among trainees’ favorite aspects of the program. In addition, we discuss the structure of our NRT and recruitment strategies we have used to advance more diverse participation.

AU  - Mirit Shamir
AU  - Matthew R. Sanderson
AU  - Rebecca Cors
AU  - Melanie Derby
CY  - Virtual Conference
DA  - 2021/07/26
PB  - ASEE Conferences
TI  -  How Small, Interdisciplinary Programs Are Contributing to Diversity and Inclusiveness in STEM University Departments in the US
UR  - https://peer.asee.org/36521
DO  - 10.18260/1-2--36521
ER  -