Graduate Fellowships for STEM Diversity

The consensus among research scientists on anthropogenic global warming has grown to 100%, based on a review of 11,602 peer-reviewed articles on “climate change” and “global warming” published in the first 7 months of 2019.

An international association advancing the multidisciplinary study of informing systems. Founded in 1998, the Informing Science Institute (ISI) is a global community of academics shaping the future of informing science.

The extent of the consensus among scientists on anthropogenic global warming (AGW) has the potential to influence public opinion and the attitude of political leaders and thus matters greatly to society. The history of science demonstrates that if we wish to judge the level of a scientific consensus and whether the consensus position is likely to be correct, the only reliable source is the peer-reviewed literature. During 2013 and 2014, only 4 of 69,406 authors of peer-reviewed articles on global warming, 0.0058% or 1 in 17,352, rejected AGW. Thus, the consensus on AGW among publishing scientists is above 99.99%, verging on unanimity. The U.S. House of Representatives holds 40 times as many global warming rejecters as are found among the authors of scientific articles. The peer-reviewed literature contains no convincing evidence against AGW.

Skuce et al., responding to Powell, title their article, “Does It Matter if the Consensus on Anthropogenic Global Warming Is 97% or 99.99%?” I argue that the extent of the consensus does matter, most of all because scholars have shown that the stronger the public believe the consensus to be, the more they support the action on global warming that human society so desperately needs. Moreover, anyone who knows that scientists once thought that the continents are fixed in place, or that the craters of the Moon are volcanic, or that the Earth cannot be more than 100 million years old, understands that a small minority has sometimes turned out to be right. But it is hard to think of a case in the modern era in which scientists have been virtually unanimous and wrong. Moreover, as I show, the consensus among publishing scientists is demonstrably not 97%. Instead, five surveys of the peer-reviewed literature from 1991 to 2015 combine to 54,195 articles with an average consensus of 99.94%.

Abstract Historically Black colleges and universities have long served as an important source for minority undergraduates who later go on to receive a doctoral degree.

The frequency dependence of the complex permeability of the ferrite (at room temperature and 125 /spl deg/C) used in the inductors at PSR has been determined by comparing the S/sub 11/ parameters from a jig containing ferrite and a MAFIA (a program package for the computation of electromagnetic fields) simulation of the jig. Both the frequency response and the longitudinal impedance of the inductive inserts were obtained by simulating the inductor cavity in MAFIA using the ferrite properties from the aforementioned fit. Experimental observations of the longitudinal instability caused by the ferrite inductors at room temperature in a bunched coasting beam have been made. Comparisons of observed and simulated growth times, resonant frequencies, and width of the instability will be discussed.

This article takes a brief look at the manner in which African American females in the fields of science, technology, engineering, and math (STEM) have been studied over the years. Noting that this group faces challenges due to gender and race, research has not always presented their struggles and successes from both a sociological and psychological view. Socialization theory has yielded a great deal of information despite the socialization process being driven by those in charge of the structure by which a person progresses through the STEM fields. Acculturation theory provides a glimpse of how African American females in these aforementioned fields progress from their perspective. Acculturation framework is of value because it parallels the emotional, cognitive, and behavior patterns students take as they progress through graduate school in order to become colleagues of the very professors that taught them. The framework considers the effects of the person's previous background and experiences, their coping skills and tactics, which are important to the success of African American females. Another common dynamic across the theory of acculturation and the experiences of these women is choice and the freedom to choose their own acculturation patterns.

Abstract This paper evaluates a summer engineering program designed to offer underrepresented students in grades 3-6 and 8th, access to a STEM curriculum, and to introduce and encourage students to purse engineering careers. This research investigates the efficacy of 2015 implementation of the program on participants, by leveraging data from the National Student Clearinghouse (NSC). The NSC acts as a central repository for student enrollment and degree information from participating institutions across the country, including colleges, universities, and other post-secondary educational organizations. Its primary purpose is to provide accurate and timely information about student enrollment, degree completion, and other academic achievements (studentclearinghouse.org). This study tracks over 2500 participants' educational pathways almost 8 years post program participation. The National Student Clearinghouse's comprehensive dataset enables the assessment of college enrollment, retention, graduation rates, and career choices in STEM fields among camp alumni. By examining the Clearinghouse data in conjunction with program participant information, this study quantitatively evaluates the program's efficacy. The findings aim to provide empirical evidence of the program's influence on students' educational choices and career pathways. The research outcomes are expected to inform program development, facilitating evidence-based improvements to the camp's initiative, and assist in advocating for resources and funding to support the program's expansion and sustained impact.

The significance of a diverse doctoral student enrollment cannot be underestimated.By supporting diversity across the academic disciplines, universities ensure that the nation's intellectual capacities and opportunities are fully realized (Council of Graduate Schools, 2007; National Science Foundation, 2011).Since doctoral-degree recipients go on to assume roles as faculty and other educators, the implications for the academic workforce are also significant.Yet universities are increasingly hampered in their efforts to recruit, retain, and graduate a diverse doctoral student population.The reduction in institutional, state, and federal financial support; the troubled academic pipeline from undergraduate to graduate studies for certain student populations; and the emergence of new legal obstacles related to student recruitment have hindered efforts to increase doctoral student diversity (Garces, 2012).In this volume, we consider diversity broadly across doctoral education.Diversity is defined as those numerous elements of difference between groups of people that play significant roles in social institutions, including race and ethnicity, gender, socioeconomic class, sexual orientation, and culture, among others (Smith, 2009).Chapter authors address how issues of diversity intersect with and have an impact on doctoral students across multiple disciplines.The chapters seek to offer new insights as to the significance of diversity for doctoral education.In doing so, our intent is to demonstrate how diversity operates through multiple venues and definitions.The goal of the volume is twofold: one, to provide a conceptual framework for understanding the influence of diversity on the doctoral student experience as well as the challenges of fostering diversity within the institutional milieu; and two, to offer recommendations for practice based on scholarship and firsthand experience from researchers in the field.The scholars who serve as authors for this volume represent leading researchers from multiple disciplines.A number of them presented sessions at the Mini-Symposium on Women of Color in STEM (Science, Technology, Engineering, and Math), sponsored by the National Science Foundation in 2009.Their conversations provided the impetus for this volume. Scope and Purpose

and the founder of m3i Journey, a start-up focused on research-based, personalized, holistic, innovative, relevant, and engaging (PHIRE) financial literacy education.She serves as the Director of the READi Lab (readilab.com)where her research portfolio consists of equity, access, and inclusion within education for historically excluded individuals, with a particular focus on