Posts Tagged ‘MSIs’

The National Academy of Science, Engineering and Medicine Releases Report Focused on Strengthening the STEM Talent Pipeline at MSIs

Monday, February 11th, 2019

There are roughly 700 Minority-Serving Institutions (MSIs) that produce one fifth of the nation’s Science, Technology, Engineering and Mathematics (STEM) bachelor’s degrees. To discuss the importance of these institutions to the nation’s future, on February 6, the National Academies of Science, Engineering and Medicine hosted a national convocation. The convocation focused on how to leverage MSIs to strengthen the STEM talent pipeline for nontraditional students and students of color.

The convocation was rooted in the National Academies’ report, Minority Serving Institutions: America’s Underutilized Resource for Strengthening the STEM Workforce, which identifies promising programs and strategies to increase the quantity and quality of MSI STEM graduates and conveys the importance of MSIs to stakeholders. The report was developed with input from a committee with representation from industry, education and workforce institutions and identified seven promising practices to strengthen the quality of STEM education, research and workforce preparation for MSIs learners:

Key to the report is the emphasis it places on intentionality. To help illustrate what it would mean to be intentional about strengthening and supporting MSIs, the National Academies hosted panels and facilitated breakout groups at the convocation.The panels featured higher education, civil rights, industry and workforce experts with experience working with or advocating on behalf of learners at MSIs. Panelists discussed the importance of being intentional about establishing partnerships that outlast leadership and fostering an inclusive campus culture, among other topics.

Audience members then participated in solution-oriented breakout groups that focused on reimagining MSI partnerships, building financial capacity for MSIs, and being cognizant of culture and intentionality at MSIs. Participants in these breakout groups suggested establishing partnerships that would prepare MSI learners for the future of work, establishing a coalition of business partners to fund MSIs, and engaging non-minority faculty to mentor MSI students, among other solutions.

As state leaders work on promoting equity in Career Technical Education (CTE), they should consider how they can leverage the seven promising practices identified in the National Academies’ report to intentionally strengthen the STEM and other workforce talent pipelines for students of color. To learn more about how to advance equity in CTE, see Advance CTE’s Making Good on the Promise Series, which provides promising solutions to help state leaders close equity gaps in CTE.

Brianna McCain, Policy Associate

By Brianna McCain in Uncategorized
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