Click for next page ( 27

The National Academies | 500 Fifth St. N.W. | Washington, D.C. 20001
Copyright © National Academy of Sciences. All rights reserved.
Terms of Use and Privacy Statement

Below are the first 10 and last 10 pages of uncorrected machine-read text (when available) of this chapter, followed by the top 30 algorithmically extracted key phrases from the chapter as a whole.
Intended to provide our own search engines and external engines with highly rich, chapter-representative searchable text on the opening pages of each chapter. Because it is UNCORRECTED material, please consider the following text as a useful but insufficient proxy for the authoritative book pages.

Do not use for reproduction, copying, pasting, or reading; exclusively for search engines.

OCR for page 26
10 EVALUATION OF THE COLLOQUY The Colloquy helped me to think theoretically about the challenges faced by different populations with respect to STEM. It also helped me to understand the ways in which the intersection of race, ethnicity, gender and other dimensions of identity impacts the experiences of men in science and engineering. – Colloquy participant An evaluation1 of the impact of the Colloquy, completed in 2012, noted that “respondents created a picture of a lively and collaborative environment growing from the conference,” with 78 percent reporting that they “established or participated in new studies or exploratory collaborations” since attending the Colloquy and 74 percent reporting that they had developed new research or research collaborations as a result of the Colloquy. In addition, 55 percent of the respondents reported that they “changed their teaching practices as a result of exposure to STEM educational research.” The evaluation notes a large number of publications and presentations that resulted from the respondents’ participation in the Colloquy, with submissions (39 percent) to funding agencies other than NSF and 21 percent to NSF. About a third (30 percent) of the respondents reported participating in NSF panels between the Colloquy and the evaluation (approximately 18 months). The evaluator, Barbara Bogue noted in her report that “the responses of more than two- thirds of Colloquy participants two years after the event provide solid evidence that the Colloquy made a positive long-term impact on participant research, teaching, practice and career development.” The evaluation specifically reinforced the importance of networks in fostering collaboration among the researchers and in creating greater visibility for their research. And, based on the participants’ comments about the impacts of the Colloquy on their research, the evaluation will be informative for future NAE projects that work toward both widening the talent pool of the engineering workforce and convening stakeholders to initiate actions to address diversity needs. 1 For more information please see Barbara Bogue, Post-Event Assessment Report: Colloquy on Minority Males in STEM, August 2010, The AWE Project, Pennsylvania State University, July 2012. 26