The Minorities Striving and Pursuing Higher Degrees of Success (MS PHD'S) in Earth System Science Professional Development Initiative: Enhancing Intellectual Merit and Broader Impact of Diversity through Alignment of Vision, Goals and Objectives, and Measurement Ashanti J. Pyrtle Vivian A. Williamson-Whitney University of South Florida, St. Petersburg, FL 33701 United States, apyrtle@marine.usf.edu Institute for Broadening Participation, 1315 Lakehurst Dr., Ada, OK 74820, vivian.williamson@sbcglobal.net ABSTRACT The MS PHD'S Program facilitates the involvement of minority undergraduate and graduate Earth system science students in a series of activities designed to: (1) increase exposure to and engagement in the Earth system science community, via participation in scientific conferences, mentoring relationships, virtual activities, and field trips; (2) enhance professional skills, grantsmanship, oral and written communication; (3) provide funding, education and career opportunity resources; (4) facilitate networking opportunities with established researchers and educators; (5) and sustain on-going interaction, communication and support via membership within a virtual community comprised of peers, junior/senior-level researchers, and educators actively involved in facilitating full participation of minorities in the Earth system sciences. These activities, conducted in three phases, occur during professional society meetings, field trips, and a 'capstone' event at the National Academies. At the conclusion of the five-year MS PHD'S in Earth System Science Initiative's Professional Development Program, it is anticipated that a minimum of 100 Earth system science undergraduate, graduate and recent minority graduates will be better prepared to achieve their academic and professional goals. It is also expected that because of mentor-mentee partnerships, science exposure, and networking activities, MS PHD'S participants will remain actively engaged in their fields of specialization and respective professional societies. INTRODUCTION The Minorities Striving and Pursuing Higher Degrees of Success in Earth System Science (MS PHD'S in Earth System Science) Initiative was established to facilitate preparation and advancement of underrepresented minorities (African Americans, Hispanics and Native Americans, hereafter referred to as minorities) within the Earth system science community. Due to historically low numbers of minorities participating in Earth system science academic programs, societies, institutions, organizations, etc., minority students pursuing Earth system science-related degrees often feel a sense of isolation, alienation, lack of community support and limited dispersion of academic and professional information. The MS PHD'S initiative was designed to create a sense of community among minority students and professionals committed to pursuing Earth system science-related careers. The 2003 MS PHD'S in Ocean Sciences Program pilot project was implemented during the Final Joint Global Ocean Flux Study (JGOFS) Program Open Science Meeting, May 5-8, 2003. During the program's weeklong series of activities, Cohort I of twenty-five (25) minority undergraduate and graduate students participated in a supportive face-to-face community of peers and near peers. MS PHD'S programming included oral and written presentation skill development; mentee partnerships with minority and non-minority scientists as mentors; networking experiences with professionals within academia, industry, federal government and professional organizations; in-depth exposure to leading-edge research and interaction with scientists responsible for these advancements. Evaluation findings of this NASA-sponsored pilot project substantiated the scientific community's need and support for broadening future MS PHD'S initiatives from ocean sciences to encompass Earth system sciences. Outcomes and evaluation findings are posted on the MS PHD'S web site (www.msphds.usf.edu/documents/2003formativeeval uationsummary.pdf). MS PHD'S in Earth System Science Initiative's Professional Development Program (MS PHD'S PDP) represents an incorporation of community input, evaluation findings, and insight gained from the 2003 Ocean Sciences Program pilot project and research from other efforts designed to engage minority students in the Earth system sciences (Windham et al., 2004; Bingham et al., 2003; Cuker, 2001; Gilligan, 1996). This strategic approach is informed by quality feedback, assessment, thoughtful development, additional support (community and federal agency) and leveraged resources. Having successfully completed the ocean science-focused 'small scale' pilot project, the MS PHD'S began the next step toward the realization of the ultimate long-term goal of full participation by minorities in the Earth system science community by initiating Phase 1 of the larger multi-disciplinary Professional Development Program. PROGRAM STRUCTURE The MS PHD'S PDP consists of a three-phased structure. Phase I programming is conducted during the Fall American Geophysical Union (AGU) meeting in San Francisco. All members of the cohort and program mentors are housed in the same hotel. Phase I components are designed to facilitate student engagement through community building and professional development activities. MS PHD'S professional development sessions address formation 514 Journal of Geoscience Education, v. 55, n. 6, December, 2007, p. 514-521
and maintenance of effective mentee/mentor partnerships, oral and written presentation skills, CV development, networking and career planning/goal setting. Evaluative instruments are utilized to capture data throughout these processes. During Phase II programming, MS PHD'S students attend discipline-specific professional meetings and conferences aligned with their interests. Discipline-specific mentors are recruited to provide one-on-one or small group interaction with students during these meetings. In most cases, at least 2 students attend each conference to sustain peer-to-peer collegiality and support. Phase III programming, scheduled at the conclusion of Phase II activities, are conducted during the spring of the year in Washington, DC. Phase III serves as a reunion of the cohort. This capstone event, hosted by the National Academy of Science, includes visits to the National Science Foundation, National Aeronautics and Space Administration Goddard Space Flight Center, Environmental Protection Agency's headquarters, and the National Oceanic and Atmospheric Administration's headquarters. Each MS PHD'S student who successfully completes program requirements is invited to this week-long event. At the conclusion of Phase III programming, each student receives a fellowship of up to $1,000 and designation of "MS PHD'S Fellow." VIRTUAL COMMUNITY INTERACTION MS PHD'S PDP participants extend actual (face-to-face) Phase I, II and III experience through virtual interaction. The MS PHD'S PDP uses list-serves, community forums, and web-cam discourse to sustain mentorship and a sense of community even though participants and mentors are physically located throughout the United States and Puerto Rico. Cohorts maintain virtual connection through "The Community Forum", http://www.msphds.usf.edu/forum/index.php. Within the forum, users chat with each other, respond to "Ask a scientist?" questions; compile a cookbook and research REUs/ internships/ opportunities. Members of the scientific community are invited to post messages regarding internships, opportunities to attend and present at conferences, fellowships and related academic and professional information of interest to MS PHD'S participants. LONG TERM GOALS Over a five year period, the MS PHD'S PDP is projected to engage an additional seventy-five (75) minority undergraduate and graduate Earth system science student participants in a series of activities designed to: Increase exposure to the Earth system science community, via participation in scientific conferences, mentoring relationships, virtual activities, and fieldtrips; Enhance professional skills, grantsmanship, oral and written communication; Provide resources regarding future funding, education and career opportunities; Facilitate networking opportunities with established researchers and educators; Sustain on-going interaction, communication and support via membership within a virtual community comprised of peers, junior/senior-level researchers, and educators actively involved in facilitating full participation of minorities in the Earth system sciences. At the conclusion of the five-year MS PHD'S PDP, it is anticipated that a minimum of 100 (25 Ocean Sciences Program pilot project and 75 Professional Development Program participants) Earth system science undergraduate, graduate and recent minority graduates will be better prepared to achieve their academic and professional goals. It is also expected that because of mentor-mentee partnerships, science exposure, and networking activities, MS PHD'S participants will remain actively engaged in their fields of specialization and respective professional societies. ALIGNMENT OF VISION, GOALS AND OBJECTIVES The structure of MS PHD'S PDP is designed to enhance intellectual merit and broader impact of diversity through alignment of vision, goals, objectives and measurement. The vision statement for the MS PHD'S PDP concretizes purpose, population, and scientific parameter. The vision statement incorporates the ultimate, long-range intellectual merit and broader impact of the program. Program goals and objectives serve as extensions of the vision to further define implementation foci. Program goals address the "what" through the identification of products and outcomes. Program objectives identify the "how" by delineating procedures by which the goals and ultimately the vision are projected to be accomplished. Objectives define implementation strategies. MS PHD'S Vision, Goals and Objectives are listed below. Vision - To reduce gaps in preparation and representation by facilitating full participation of minorities in Earth system science. The vision is stratified into four goals that must be reached in order for the program to achieve its long-range outcome. Establishment of community, formation of mentor/mentee partnerships and facilitation of networking efforts form the core of the program's goals. These goals answer the "what" question that identifies anticipated programmatic outcomes. Goals - 1. Establishment and maintenance of a supportive environment wherein underrepresented students develop strategies and professional skills necessary to pursue meaningful careers in Earth system science and Engineering. 2. Establishment and maintenance of a community that facilitates and sustains mentor-mentee partnerships. 3. Establishment and maintenance of collaborative partnerships with professional organizations, federal agencies, industries, private foundations, colleges and universities that are actively involved in facilitating the full participation of underrepresented minorities in Earth system science. 4. Establishment and maintenance of a vehicle to initiate and facilitate student/scientist/educator /program officer networking activities. Pyrtle and Williamson-Whitney - Enhancing Intellectual Merit and Broader Impact of Diversity 515
Objectives - Program objectives answer the "how" question. Two objectives, identified for each of the three goals, define implementation strategies. These objectives became determinants and parameters for programming activities and resultant evaluation indices. Goal 1 - Establishment and maintenance of a supportive environment wherein underrepresented students develop strategies and professional skills necessary to pursue meaningful careers in Earth system science and Engineering. Objectives 1.1 To provide a supportive environment. 1.2 To establish and sustain collegial and supportive relationships between and among MS PHD'S student participants. 1.3 To enhance professional, grantsmanship, oral and written communication skills. 1.4 To provide resources regarding future funding, education and career opportunities. 1.5 To increase exposure to leading edge research via professional society (e.g. AGU, American Meteorological Society (AMS), American Society of Limnology and Oceanography (ASLO), Ecological Society of America (ESA), and The Oceanography Society (TOS)) meetings, and field trips. Goal 2 - Establishment and maintenance of a community that facilitates and sustains mentor-mentee partnerships. Objectives 2.1 To establish mentee-mentor partnerships between MS PHD'S students and minority and non-minority Earth system scientists and engineers. 2.2 To develop and implement processes to prepare minority and non-minority scientist to participate in successful mentor/mentee partnerships with MS PHD'S students. Goal 3 - Establishment and maintenance of collaborative partnerships with professional organizations, federal agencies, industries, private foundations, colleges and universities that are actively involved in facilitating the full participation of underrepresented minorities in Earth system science. Objectives 3.1 To establish and sustain collegial and supportive relationship between and among MS PHD'S student participants. 3.2 To establish mentee-mentor partnerships between MS PHD'S students and minority and non-minority Earth system scientists and engineers. 3.3 To facilitate interactions with program officers from federal funding agencies and private foundations. 3.4 To facilitate networking with and exposure to minority and non-minority established researchers. 3.5 To facilitate networking with and exposure to minority and non-minority educators. Goal 4 - Establishment and maintenance of a vehicle to initiate and facilitate student-networking activities with scientists, educators, foundation and program officers. Objectives 4.1 To establish and sustain collegial and supportive relationship between and among MS PHD'S student participants. 4.2 To establish mentee-mentor partnerships between MS PHD'S students and minority and non-minority Earth system scientists and Engineers. 4.3 To facilitate interactions with program officers from federal funding agencies and private foundations. 4.4 To facilitate networking with and exposure to minority and non-minority established researchers. 4.5 To facilitate networking with and exposure to minority and non-minority educators. Evaluation Instruments And Indices - The evaluation for the MS PHD'S PDP incorporates evidence extracted through triangulated data from the following instruments: MS PHD'S Phase I On-line Surveys, MS PHD'S Reflective Journal, MS PHD'S Career Development Plan for Mentoring Partnerships and MS PHD'S Phase I and Phase II On-line Surveys, MS PHD'S Phase I and Phase II On-line Surveys, 2004 and Web Cam Interviews (Williamson-Whitney, 2006). The following discussion establishes purpose and parameter for each of the evaluation instruments. Data from these platforms were utilized to evaluate programming impact toward the accomplishment of stated vision, goals and objectives. MS PHD'S Phase I and Phase II On-line Surveys, Phase I and Phase II post-assessments were completed by participants within the MS PHD'S Virtual Community page. These instruments captured data that document demographic, academic and science interest profile of student participants. Basic on-line survey data cells are listed below: a) Participant category b) Citizenship background information c) Gender d) Race/Ethnicity e) Academic Discipline(s) f) Disciplinary Specialty g) Environmental Specialty Twenty-two (22) statements are presented to gauge the degree to which anticipated individual expectations, interests and needs were met by program components and conference experiences. Data also document the degree to which students gain insight on how to utilize meeting material (anticipated and unanticipated) in settings beyond the program's duration. Each statement was followed by six optional responses. These responses, represented on the Likert Scale below, were: 1 - Strongly Disagree 2 - Disagree 3 - Unsure 4 - Agree 5 - Strongly Agree. 6 - Not Applicable The statements are followed by four open-ended questions to ascertain participant reflection on specific programming elements. Three questions are asked 516 Journal of Geoscience Education, v. 55, n. 6, December, 2007, p. 514-521
regarding program recommendation that required a "yes" or "no" response: MS PHD'S Reflective Journal - The Journal, completed daily by each student during on-site Phase I programming, provides documentation of interim cognitive and affective data. Journal entries include reflections from participants regarding individual and group progress in processing and internalizing conference information and networking activities. The MS PHD'S Reflective Journal construct consists of the following four open-ended prompts followed by ledger lines: a) Date/Name of event/activity b) What I learned: c) How I will utilize this new knowledge: d) Whom I met: e) What I will do in order to maintain communication with my new contacts: Analysis of data from journal entries and on-site de-briefing sessions are incorporated within the evaluation of Phase 1 programming activities. MS PHD'S Career Development Plan for Mentoring Partnerships - The Career Development Plan is administered during Phase I on-site programming. This instrument documents mentee/mentor collaboration in the establishment and implementation of short and long term academic and career goals. The plan is designed to facilitate student visioning aided by support, information and encouragement from their MS PHD'S Program mentor. Goals are confined by timelines of "short-term - 1 year or less," "medium range -1-5 years," and "long-range- 5-20 years:" The Career Development Plan is formulated as a template to capture information utilizing the following open ended prompts: a) Short-term goals (What mentee plans to accomplish in 1 year): 1) Steps to take to meet short-term goals: 2) Mentor's suggestions/guidance for short-term goals: 3) Steps mentee will take before next meeting with mentor: b) Medium range goals (What mentee plans to accomplish in 1-5 years) 1) Steps to take to get there: 2) Mentor's suggestions/guidance: c) Long range goals (What mentee plans to accomplish in 5-20 years) 1) What options does mentee have to consider in reaching these goals? 2) Mentor's suggestions/guidance for long range goals: MS PHD'S Phase II surveys and web cam interviews. Impact of Phase II programming is collected by the evaluator during a series of web cam and emails interviews with students and MS PHD'S Program mentors. Student participants are asked to respond to the following four questions: 1. In which Phase II activity (ies) did you participate? 2. What did you appreciate best about the experience(s)? 3. What did you experience(s)? appreciate least about the 4. What could have been done differently that would have improved the experience for you? The Mentor Survey consists of the following two parts. Part I consists of a matrix. The name of each of their mentees is included in the horizontal column and response items are listed in the right vertical column. Response items are segmented into three broad headings: (1) Frequency and method of contact (2) Frequency and category of contact; (3) Frequency and type of virtual community interaction Part 2 of the Mentor Survey contains three opened prompts designed to ascertain reflections on the quality of the MS PHD'S program and mentor/mentee partnerships. Triangulated data obtained from the abovementioned instruments (MS PHD'S On-Line Surveys, Reflective Journal, MS PHD'S Career Development Plan for Mentoring Partnerships and MS PHD'S Phase II web cam interviews and email surveys) are presented in both qualitative and quantitative measures. Discussion of these data is formatted to align with the MS PHD'S vision, goals and objectives. The following excerpts from the MS PHD'S evaluation provide illustrations of data documentation and usage in alignment with program vision, goals and objectives. Sample Data Analysis: Reflective Journal - The Reflective Journal yielded a total of 1,598 responses. These data are categorized, quantified and analyzed. Program vision, goals and objectives served as the template for discussion. Each of the 27 students in Cohort II documented Phase I experiences in a Reflective Journal each day. Journal entry prompts addressed the following domains: Physical (what I did); Cognitive (what I learned); Affective (how I felt about the experience). In addition, application, exposure and follow-up were documented within the contexts of: Utility (how I will utilize new knowledge); Major contacts (whom I met); Networking (how I will maintain communication with new contacts). Goal 1 - Establishment and maintenance of a supportive environment wherein underrepresented students develop strategies and professional skills necessary to pursue meaningful careers in Earth system science and Engineering (Table 1) - Of the 1,598 total responses, approximately one-third (538) aligned with Goal 1. Objectives 1.1 and 1.2 documented the establishment of "community." For the purpose of this evaluation, community encompasses both psychosocial climate and collegial relationship. Nearly one-third (29.2 %) of the reflections aligned with Goal 1 affirmed the creation and maintenance of a supportive and collegial environment within the MS PHD'S cohort group. In other words, 158 responses from the Cohort II of 28 Phase I students included compliments, affirmations, and /or discussion of positive experiences Pyrtle and Williamson-Whitney - Enhancing Intellectual Merit and Broader Impact of Diversity 517
Goal 1: Establishment and maintenance of a supportive environment wherein underrepresented students develop strategies and professional skills necessary to pursue meaningful careers in Earth system science and Engineering. Percentage of Goal 1 Objectives: 1.1 To provide a supportive environment. 79 14.6% 1.2 To establish and sustain collegial and supportive relationship between and among MS PHD S student participants. 79 14.6% 1.3 Enhance professional, grantsmanship, oral and written communication. Skills 118 21.9% 1.4 Provide resources regarding future funding, education and career opportunities. 140 26.0% 1.5 To increase exposure to leading edge research via professional society (e.g. AGU, AMS, ASLO, Ecological Society of America (ESA), and The Oceanography Society (TOS)) meetings, and field trips. 122 22.6% Goal 1: Total 538 99.9% Table 1. Goal 1. Goal 2: Establishment and maintenance of a vehicle to facilitate and sustain mentor-mentee partnerships. regarding membership in and participation with fellow MS PHD'S students and program staff. This averages out to 5.6 journal entries per student that documented positive reflections regarding psychosocial climate and collegial relationships. In addition, 380 entries addressed educational impact of the MS PHD'S experience. Over seventy percent (70.5 %) of the entries aligned to Goal 1 referenced educational activities. Three items gauging educational impact were ranked in the following order: (1) Obtained future funding, education career opportunities, (2) Increased exposure to research related to academic interest, and (3) Enhanced professional, grant writing, oral and written communication skills. Through the venue of establishment of a collegial, supportive community, the MS PHD'S PDP set as its' first goal to better position student participants to achieve their future academic and professional goals. Data from Journal Reflections support the achievement of Goal 1. The largest number of Journal Reflections was logged in Goal 1 Objective 1.4: Provide resources regarding future funding, education and career opportunities. This objective was bolstered by student exposure to both research and the scientific research community. Goal 2 - Establishment and maintenance of a vehicle to facilitate and sustain mentor-mentee partnerships (Table 2) - MS PHD'S students participated in partnerships with two levels of mentors: MS PHD'S program mentors and professional society science mentors. MS PHD'S program mentor selection criteria Percentage of Goal 2 Percentage of Total 1. To establish mentee-mentor partnerships between MS PHD S students and non-minority Earth system scientists and Engineers. 45 66.1% 6.5% 2. To facilitate mentee establishment of individual career development plan with advice and support of MS PHD S program mentor. 23 33.8% 3.3% Goal 2: Total 68 99.9% 9.8% Table 2. Goal 2. included willingness of minority scientists to make a 2-year commitment to their mentee, to serve as resident mentor in the same hotel with the students during Phase I programming, and to facilitate the establishment of the Career Development Plan. Professional society science minority and non-minority mentors agreed to provide academic/professional guidance, networking support, and allow student shadowing during Phase I and II professional meetings. Over two-thirds of Goal 2 entries were reflections on experiences with Program and Professional Society Science Mentors. Although each of the 27 MS PHD'S students established a career development plan with their Program Mentor, only one-third of the Goal 2 entries discussed this activity. A separate analysis of the career development plan is included in this synopsis. Based on the data student journal reflections above, mentor/mentee partnership discussions focused less on long-term career plans and more on immediate/present time topics. Those topics included personal introductions, discussion of AGU oral and poster presentations, and research interests. Goal 3 - Establishment and maintenance of collaborative partnerships with professional organizations, federal agencies, industries, private foundations, colleges and universities that are actively involved in facilitating the full participation of underrepresented minorities in Earth system science (Table 3) - The facilitation of quality networking activities is necessary to actualize the vision 518 Journal of Geoscience Education, v. 55, n. 6, December, 2007, p. 514-521
Goal 3: Establishment and maintenance of collaborative partnerships with professional organizations, federal agencies, industries, private foundations, colleges and universities that are actively involved in facilitating the full participation of underrepresented minorities in Earth system science. 1. To facilitate interactions with program officers from federal funding agencies and private foundations. 2. To facilitate networking with and exposure to minority and non-minority established researchers and educators. Perccentage of Goal 3 18 21.6% 65 78.3% Goal 3: Total 83 99.9% Table 3. Goal 3. Goal 4: Establishment and maintenance of a vehicle to initiate and facilitate student-networking activities with scientists, educators, foundation and program officers. 4.1 To establish and sustain collegial and supportive relationship between and among MS PHD S student participants. 4.2 To establish mentee-mentor partnerships between MS PHD S students and minority and non-minority Earth system scientists and Engineers. 4.3 To facilitate interactions with program officers from federal funding agencies and private foundations. 4.4 To facilitate networking with and exposure to minority and non-minority established researchers. 4.5 To facilitate networking with and exposure to minority and non-minority mentor-educators. 4.6 Other: Marketing Director (1) Media Relations (1) Director Public Affairs (2) Education Director (2) Director Data Services (1) Medical Doctor (1) Program Administrator (6) Recruiter (1) Percentage of Total 234 56.5% 43 10.3% 25 6.0% 38 9.1% 59 14.2% 15 3.6% Total 414 99.7% Table 4. Goal 4. for the MS PHD'S Program. The MS PHD'S staff has negotiated partnerships with professional organizations, federal agencies, industry, private foundations, colleges and universities. These partnerships include direct mentor/mentee relationships, brown bag presentations, and informal conversations among students and science community partners. Exposure to minority and non-minority researchers and educators were reported nearly four times more often than interaction with governmental and foundation personnel. The nearly 2:1 ratio of student interaction with researchers and scientists in comparison with program and foundation officers aligns with opportunity for engagement. The program is designed to recruit mentors from the researcher/educator community and involve agency and foundation personnel as presenters during formal and informal discussions. Goal 4: Establishment and maintenance of a vehicle to initiate and facilitate student-networking activities with scientists, educators, foundation and program officers (Table 4) - Inherent in the establishment of program-to-program partnerships is the facilitation of one-on-one interaction between and among MS PHD'S students and personnel from those organizations, agencies, institutions and foundations. Initial exposure though important, is insignificant in and of itself. The value of networking activities is determined by the amount of energy invested to sustain the communication after initial contact. Student journal entries included commitments to maintain contact with persons met during the Phase I MS PHD'S experience. Of 414 entries aligned with Goal 4, over half related to keeping in contact with fellow MS PHD'S students. These data support evidence of effect in building a collegial community as reflected in Goal 1, Objective 1.1. Each of the MS PHD'S Program mentors served in dual roles as "educator" and "scientist." The frequency in which Program mentors are mentioned in journal reflections resulted in the listing of "mentor-educator" as a distant second networking group with 59 out of 414 entries. These data are displayed on the following matrix. Student networking contact with scientists, engineers, and established researchers were reflected with similar frequency. As reflected in Goal 3 data, students logged fewer accounts of interaction with program foundation and federal program officers. As indicator of the success of community building within the MS PHD'S program, over half of student Pyrtle and Williamson-Whitney - Enhancing Intellectual Merit and Broader Impact of Diversity 519
Method of Maintaining Network of Contacts Percentage of Total 1.Email 353 71.3% 2.Telephone Cell/Land line 69 13.9% 3.US Mail 4 0.8% 4.Fax 2 0.4% 5.Visit/Meeting 18 3.6% 6.Web cam 16 3.2% 7.MS PHD S Virtual Community 13 2.6% 8.Unspecified follow-up 20 4.0% Total 495 99.8% Table 5. Goal 5. "commitment to maintain contact" was with fellow MS PHD'S cohort members. Educators were the second constituent group with which students committed to sustain communication. These data align with student interest in advancing educational goals. Researcher contact was directly related to student interest in pursuing internships and support for areas of personal scientific interest. Goal 5: Method of Maintaining Network of Contacts (Table 5) - Email, with 353 responses, was listed as the communication venue of choice. Telephone came as a distant second with only 69 responses. Items 6: "Web cam" and Item 7: "MS PHD'S Virtual Community" were lower on the list than anticipated. Prior to the AGU Fall Meeting, each MS PHD'S student received a Web cam. This technology presented difficulty for some in installation and use. After Phase I programming, effort was made to enhance the ease in navigating the MS PHD'S web site and participating in the Virtual Community. These enhancements were not fully operational during the Fall AGU Meeting when these data were collected. An analysis of data that documents participation in and usage of the MS PHD'S Virtual Community though not included in this synopsis, is included in Powell and Pyrtle, 2006 and Williamson-Whitney, 2006). MS PHD'S PDP 2004-2005 included the following training and development components: professional development experiences. Of the twelve experiences, "research exposure" was mentioned most often as the greatest benefit received from MS PHD'S Phase I participation. The second experience listed as greatest benefit was the mentor/mentee collaboration in completion of the "career development plan." Identification of graduate school and internships equaled networking skills in value. Acknowledgement of improvement in oral and written presentation skills, mentoring support, poster development, tours, fellowships/funding outstripped grantsmanship in program impact. Program design contributed to fewer journal entries on the impact of grantsmanship. Participation in the professional development session on grantsmanship was limited to doctoral students. Synopsis of Quantitative Analysis Extracted from Career Development Plan for Mentoring Partnerships Data - The Career Development Plan was administered during Phase I on-site programming. This instrument documented mentee/program mentor collaboration in the establishment of short and long term academic and career goals. The instrument was designed by the evaluator to facilitate student visioning aided by support, information and encouragement from their MS PHD'S Program mentor. Goals were confined by timelines of "short-term - 1 year or less," "medium range -1-5 years," and "long-range- 5-20 years:" The following data were captured utilizing open ended prompts: a) CV development b) Oral presentation skills c) Written presentation skills d) Grantsmanship e) Development and presentation of scientific posters f) Development of a career plan with short and long range goals g) Graduate school and internship opportunities h) Strategies to obtain fellowships and funding for academic and research interests i) One-on-one mentoring support with minority and non-minority scientists j) Networking skills k) Exposure to cutting-edge research l) Behind the scene tours and discussion with scientists and researchers at the California Academy of Science, NASA - Ames Research Center, Aquarium at the Bay. Reflective journal entries included student perception of the impact of the aforementioned a) Short-term goals (What mentee plans to accomplish in 1 year): 1) Steps to take to meet short-term goals: 2) Mentor's suggestions/guidance for short-term goals: 3) Steps mentee will take before next meeting with mentor: b) Medium range goals (What mentee plans to accomplish in 1-5 years) 1) Steps to take to get there: 2) Mentor's suggestions/guidance: c) Long range goals (What mentee plans to accomplish in 5-20 years) 1) What options does mentee have to consider in reaching these goals? 2) Mentor's suggestions/guidance for long range goals: 520 Journal of Geoscience Education, v. 55, n. 6, December, 2007, p. 514-521
Through partnership with the National Science Foundation, The National Aeronautics and Space Administration, American Geophysical Union, American Society of Limnology and Oceanography, Joint Oceanographic Institutions, National Academies Division of Earth & Life Studies, American Meteorological Society, Ecological Society of America, Digital Library for Earth System Education, Aquarium of the Bay, NASA Goddard, California Academy of Science, NASA Ames, the University of South Florida School of Marine Sciences and USF College of Education- St Petersburg, The Minorities Striving and Pursuing Higher Degrees of Success in Earth System Science (MS PHD'S) program is emerging as a national model for quality preparation and engagement of the next generation of underrepresented students within the science community. Next steps for the MS PHD'S Professional Development Program are listed below: Continue to attract, engage and retain talented minority undergraduate and graduate students through three phases of programming activities. Interested students are invited to apply on line at http://msphds.usf.edu Recruit minority and non-minority scientists, educators, program officers, foundation personnel and business and industry employees to serve as program and science mentors. Apply on line at http://msphds.usf.edu Launch major fundraising campaign for MS PHD'S endowment that will be utilized to provide minority students with opportunities to become more engaged in ESS via travel awards & small mini-grants to supplement costs associated with their participation in professional society meetings, graduate school recruitment activities, field trips, etc. - $4,000.00 has already been donated to the University of South Florida Foundation, to sustain the MS PHD'S PDP efforts beyond NSF and NASA funding. Enhance the utilization of the virtual community web forum to mitigate geographic distance and cultural isolation among students and mentors. Continue web camera-based group discussions, mentoring and near-peer mentoring partnerships Benchmark practices that successfully reduce gaps in preparation, representation, and full participation of minorities in Earth system science. Engagement and support by members of the Earth sciences community is welcome at multiple levels as together we achieve our vision to reduce gaps in preparation, representation, by facilitating full participation of minorities in Earth system science. ACKNOWLEDGEMENTS This material is based upon work supported by the National Science Foundation Grants 0429048 and 0503536 co-sponsored by the National Aeronautics and Space Administration (NASA) and NASA Grant NAG5-12647. Additional support was provided by the following MS PHD'S Organizational Partners: American Geophysical Union, American Meteorological Society, American Society of Limnology and Oceanography, Digital Library for Earth System Education, National Association of Black Geologist and Geophysicists, Joint Global Ocean Flux Study program, Joint Oceanographic Institutions, Ocean Carbon and Biogeochemistry program, On the Cutting Edge Professional Development for Geoscience Faculty program, The Oceanography Society, and the University of South Florida's College of Marine Science. REFERENCES Bingham, B.L., S.D. Sulkin, S.S. Strom and G. Muller-Parker, 2003, Increasing diversity in the marine sciences through the Minorities in Marine Science Undergraduate Program, Journal of Geoscience. Education, v. 51, p. 474-480 Cuker, B., 2001, Steps to increasing minority participation in the aquatic sciences: catching up with shifting demographics, American Society of Limnology and Oceanography Bulletin, v. 10, p. 17-21. Gilligan, M.R., 1996, Promoting diversity in the fisheries profession: the role of historically black colleges and universities, Fisheries, v. 21, p. 26-29. Powell, J.M. and Pyrtle A. J., 2006, Virtual community building for effective engagement of students of color in Earth system science: Minorities Striving and Pursuing Higher Degrees of Success in Earth System Science case study, Journal of Geoscience. Education. Submitted Williamson-Whitney, V. 2006, MS PHD'S Professional Development Program Evaluation. St Petersburg, FL. Windham, Thomas L., Stevermer, Amy J., Anthes, Richard A., 2004, SOARS : An Overview of the Program and Its First 8 Years, Bulletin of the American Meteorological Society, v. 85, p. 4247. Pyrtle and Williamson-Whitney - Enhancing Intellectual Merit and Broader Impact of Diversity 521