2024 ASEE Annual Conference & Exposition

A National Science Foundation Research Traineeship (NRT) that is currently in its fifth year aims to enhance graduate education by integrating research and professional skill development within a diverse, inclusive, and supportive academy. To recruit a diverse cohort of trainees and help broaden participation in STEM, this NRT took a dual approach to recruitment. On the one hand, incoming graduate students already accepted into departments affiliated with the NRT in general – and those from diverse backgrounds in particular – were targeted. This strategy was most effective since students were already committed to the NRT’s institution, so recruitment simply required NRT faculty and trainees to reach out, describe the traineeship, and tout its benefits. On the other hand, NRT faculty and trainees from diverse backgrounds attended conferences organized by professional societies and organizations dedicated to gathering, representing, and supporting underrepresented minority scientists. At these venues, NRT faculty gave oral presentations on the traineeship and/or facilitated professional development workshops, while NRT trainees presented the results of their work and/or served in graduate student panels, all this allowing for trainee representatives to interact with and attract prospective applicants. NRT faculty and trainees attending these conferences also staffed a table in the resource/graduate school fair or expo of these conferences, further interacting with prospects, handing them flyers, and encouraging them to apply to the traineeship. This dual approach resulted in the following aggregate demographic data for all trainees recruited to date: 11% Asian, 39% Black/African American, 11% Hispanic/Latinx, 39% White/Caucasian; 43% men, 55% women, and 2% other (non-binary); 67% Domestic, 33% International; 30% first generation college; 9% have a disability; 11% LBGTQ+. These outstanding trainee demographics both attest to the effectiveness of the recruitment strategy employed and evince that this traineeship is effectively broadening participation in STEM.

A commitment to diversity, equity, and inclusion (DEI) on the part of NRT leadership and faculty contributed to the attainment of these noteworthy demographics. As part of the external evaluation, students participated in focus groups to discuss how they were recruited into the NRT program and to share their perspectives on why the program succeeded in recruiting diverse cohorts of students. Trainees reported learning about the program from various sources including: a graduate advisor suggesting the NRT program; a graduate student sharing a brochure about the NRT; learning about the NRT at a conference; and learning about the program from current trainees with diverse backgrounds. Trainees reported that they were drawn to the program because they saw students who looked like them, and several trainees said that their NRT classes were the most diverse classes in their schedules. Students also reported joining the NRT due to the PI’s commitment to DEI as well as the diversity of the faculty. Additionally, students were drawn to the wide range of expertise collectively provided by the NRT faculty, who represented several disciplines, were affiliated with multiple departments, and could thus provide a broader understanding of – and a more multi-, inter-, and trans-disciplinary approach to – STEM research and training.