| |
Paving the way for underserved students to enter the field of ocean science
is an important goal of MA COSEE.
Middle and High School Lesson
Planning | Higher Education Resources
According to a recent report, targeted programs that succeed in getting
underserved students to continue in quantitative disciplines and science
have a variety of common components, including:
- Working with teachers and parents as well as students
- Raising teachers’ expectations for students
- Providing students with more rigorous courses and academic support
- Offering resources to help students get into college, such as SAT
preparation, college trips, information on financial aid resources,
and financial support for taking the fee-based exams (Campbell and Hoey,
1999)
A great resource on this subject is the GE Foundation report "Upping
the Numbers: Using Research-Based Decision Making to Increase Diversity
in the Quantitative Disciplines," available at www.ge.com/foundation/GEFund_UppingNumbers.pdf
Read the report from the Minority Advisory Committee,
November 2006.
(Excerpted
from "Taking the Pulse of Our Changing Planet")
It is important to illustrate for your students the contributions of
diverse people to the marine sciences past, present, and future. MA COSEE
encourages you to reflect and plan how you will address this important
issue in your classroom unit planning. MA COSEE has found some interesting
information to include in your lesson planning to enrich knowledge of
the contributions of underserved audiences to the ocean sciences.
Here are three topics to consider to reach out to underserved audiences:
-
Heritage: Research traditions or customs related to the sea
passed down by minorities. Did you know that in 1803, nearly
20 percent of seamen's jobs were filled by black men, most of them freemen.
- Historical: Research the contributions of minorities to the
marine sciences. Native American constructed stone fish traps
or weirs to ensnare fish in shallow rivers and estuaries. There are
eleven such prehistoric weirs in the Passaic River, NJ. See http://www.lutins.org/basnj.html
for more information and interesting photos.
Check out the contributions of historical figure Ernest Everett Just
@ www.princeton.edu/~mcbrown/display/just.html
- Role Models of Today: Research current role models in the
marine sciences. Example: www.aslo.org/mas/profiles.html
Teachers, students, or scientists who are interested in learning more
about colleges and universities that serve underrepresented students may
find these links useful:
|
Historically
Black Colleges and Universities (HBCUs) are defined
under Title III of the Higher Education Act of 1965, as amended
(see 34 CFR 608.2). "Historically Black Colleges or Universities"
are accredited institutions of higher learning established prior
to 1964 whose educational mission has been to provide education
to Black Americans.
* A Mid-Atlantic COSEE Partner
|
|
Hispanic-Serving
Institutions (HSIs) are defined under Title III of
the Higher Education Act of 1965, as amended [See 20 USC 1059 ©;
Public Law 102-325, Section 306, July 22, 1992]. "Hispanic-Serving
Institutions" are institutions of higher education that:
A. are eligible institutions;
B. at the time of application, have enrollment
of undergraduate full-time equivalent students that is least 25
percent Hispanic students; and
C. provide assurance that not less than 50 percent
of the institution's Hispanic students are low-income individuals.
|
|
Tribal Colleges and Universities (TCUs) are defined
as those colleges and universities cited in Section 532 of the Equity
in Educational Land Grant Status October of 1994; Tribally Controlled
Community College Assistance Act of 1978; or the Navajo Community
College Assistance Act of 1978 (Public Law 95-471). A "tribally
controlled college or university" means an institution of higher
education which is formally controlled, or has been sanctioned,
or chartered, by the governing body of an Indian tribe or tribes,
except that no more than one such institution shall be recognized
with respect to any such tribe.
|
|
|
|
|
 |
 |
Learn
more from a good resource book by Jeffery Bolster called BlackJacks.
