Hispanic Career Forum: Mathematics

The second Hispanic STEM Career Forum was held on Wednesday September 21, 2011 at the Campus Vista Conference Room with approximately a dozen STEM students in attendance.  Three mathematics professionals addressed the students with messages of encouragement and a call to self-determination.

Crispin Zamudio is the director of e-Institute Charter Schools where he supervises six charter schools.  He traced his personal drive to succeed back to his days as a “campesino” (farm worker) at the age of four until his teenage years, along with his family.  He explained that the harsh conditions and the difficulties associated with this life motivate young Hispanics to aim higher and to be successful professionals.  He described his years in high school when he participated in the Joaquin Bustoz Math and Science Honors Program (MSHP) and how this was pivotal in his going on to study math at Arizona State University.  Mr. Zamudio said that it was through individuals who believed in him like Dr. Bustoz (who became his mentor) and his elementary teachers, who encouraged him to pursue a math career, that he completed his math degree.

The second presenter, Cinday Barragan, MSHP Senior Coordinator and math faculty at South Mountain Community College, shared her experience of navigating to and through college and her beginnings with MSHP also.  She noted that Mr. Zamudio was her counselor and that she, in turn, was the counselor for Laura Torres (who is the organizer of the Forum and also the Title V Interim Math and Science Specialist who oversees the STEM Scholars program) when Laura participated in MSHP.  Ms. Barragan echoed Mr. Zamudio’s sentiments and stressed the importance of support networks.  “Collaborate to graduate” and get connected with programs that will support your professional goals.  Ms. Barragan also recounted earlier experiences in which “well-meaning” instructors tried to dissuade her from pursuing her goals to study astronomy.  Ultimately, through a NASA internship, she determined for herself to shift from astronomy to mathematics.  Ms. Barragan conveyed to attendees that they, themselves, ought to decide their own future and not to allow anyone to dictate to them what they can or cannot do.

The third guest presenter was Cleopatria Martinez, math faculty at Phoenix College.  Ms. Martinez shared a few sections of her life story, which is depicted in the book she wrote along with nine other Ph.D.-level Chicana professionals.   She described how, throughout her schooling, she noticed much of the cultural differences but did not let them become a barrier in her success.  She said that she is very proud of her culture and she encouraged attendees to not let anybody put them down and to strive to do their best work.

Mr. Zamudio advised the attendees (as he does his students) to network “because it is not what you know, but who you know.”  He added, “if by the end of the forum you have not obtained a business card from me, you are at a disadvantage [because you are one person short from reaching your goal].”  Naturally, he distributed his business card to the students attending.  The aim of the Hispanic STEM Career Forum series is to provide students the opportunity to meet and network with inspiring Hispanic professionals.  Two more forums will continue in October 2011.

Hispanic Career Forum: Architecture, Engineering

On Thursday September 15, 2011 the STEM Scholars Program hosted its first in a series of Hispanic STEM Career Forums; this time with a focus on architecture and engineering careers.  The presenters were Monique de los Rios from, an architect originally from Peru, and Hilen Cruz, a civil engineer originally from Mexico.  The event was attended by a dozen STEM students.

De los Rios currently works as an architect for the Maricopa Association of Governments (MAG) and began by talking about her upbringing in a family of architects, the birth of her passion for the profession.  She explained that “architecture demands a lot from you and your work is always criticized. Therefore you have to have the commitment towards architecture and have a thick skin towards the harsh criticism you might get.”  That said, De los Rios say that she derives her reward from creating something new, that did not exist, and having her work recognized.  She detailed the various academic paths a student might take to achieve a degree and license in architecture and where such a career might lead.  She fielded questions about economic factors, globalization, technology and other aspects of the profession.  She commented on how technology has radically changed the face of the profession but she stressed that the most critical component of success is to be an effective communicator and be able to “sell” your ideas; and also to be open and flexible, to “have a plastic mind.”  She concluded by discussing her interests in solar energy and ecology and explained that her original inspiration for coming to Arizona and her motivation for staying was the work of Paolo Soleri.

Paolo Soleri's Arcosanti was the site of De los Rios's internship as a young architect.  It exemplifies the blend of architecture and ecology which inspires her professionally.  De los Rios encouraged students to pursue their passion.

Hilen Cruz, a Civil Engineer for Salt River Project (SRP) recounted how her initial studies were completed in Mexico and then she came to the United States to complete her MBA.  Inspired by her father, also a Civil Engineer and an instructor; she detailed how she navigated the world of work to advance her career and eventually come to work for SRP.  She discussed the value of being bilingual and stressed the importance of determination and good habits, organizational skills, and good communications skills to advance in this or any profession.  “Education offers you the opportunity to grow,” she summed up, and noted that she has since come to Phoenix College to study real estate for her own benefit.  Cruz is involved in SRP’s Women In Network (WIN), an organization which conduct various community service events to help women.  Cruz is the author of “Ponte las Pilas, Mexico” (Put On the Batteries, Mexico) , which “is an inspirational book that aims to motivate the Mexican community to pursue professional success through higher education.”  For more information, please visit: http://www.pontelaspilasmexico.com

Goals, Objectives, and Tasks! Oh my!

Grant evaluation is nothing like a scary walk in the woods but there is an awful lot of repetition of and return to the overarching goals of the project, it's underlying activity objectives, and the specific tasks that demonstrate incremental progress. It amounts to a cumbersome mantra. Oversight and coordination of the evaluation process rests with the Title V Steering Committee. As designated in the grant, they are: the vice president of academic affairs (Casandra Kakar), the vice president of student services (Yira Brimage), the project director (Seth Goodman), the institutional researcher (Jan Binder), the coordinator of the success center (Diana Mitchell), a faculty member (Mark Rosati), the college grants liaison (Sharon Halford), and the external evaluator. The external evaluator for the grant is William Baker and over the past two years, he and I have become increasingly relaxed during site visits as evidenced by our attire. In the first year, for both of us, suit and tie all the way, the entire day. At this point, Dockers and a dress shirt for me. For William, no tie and the suit jacket gets draped across a chair on arrival.

Yesterday was Mr. Baker's fifth visit to Phoenix College, to check on our progress, to meet with the Steering Committee, and to talk about goals, objectives and tasks. There were no flying monkeys. The day was roughly divided up into three areas of review: the STEM Scholars program, the status and overall progress of implementation activities, and the assessment strategies for demonstrating the impact of grant activities on student outcomes.

During the morning, Mr. Baker met with Laura Torres, the interim Math and Science Specialist, to gain a deeper understanding of the week-to-week activities she is involved in with supporting our cohort of STEM students. She pulled out a 4-inch binder and walked him through the activities of the cohort, her strategies for engaging them in campus life activities, and supporting them in developing their assets for college success and career exploration. We were fortunate enough to have five STEM Scholars visit with us and share their personal experiences at Phoenix College and in the program. They all had profoundly positive remarks to share about Laura's proactive involvement and support and the benefits of the program and the resources it provides to them. The session transformed into a brainstorming session for prospective improvements going forward into the 2011-12 school year. The students take the cohort program very seriously and demonstrated this with their eagerness and willingness to improve it for the next wave of students to join their ranks. "Wow… that's fantastic… I'm really impressed…" Mr. Baker started to sound like a broken record. Kudos certainly go to Laura for this accomplishment. She came in at the start of the semester with no time to prepare. She hit the ground running and won the trust and confidence of our student cohort one member at a time.

Ongoing progress is being made in most, if not all, objectives. Underspending of funds and implementation data for mini-grant projects are areas where improvement and accelerated progress are needed. We explored the status of reporting for mini-grantees, payment procedures for contracts, and other institutional factors and policies with an aim to improve implementation by the end of Year Three, in September. The site visit concluded with a formal meeting of the 8-member Steering Committee, a subset of the more commonly known Title V Steering Council, which also includes a panel of 11 faculty advisors and a select group of 9 resources members. Considerable discussion centered on the reporting and framing of retention and persistence data and correlating differing levels of cohort data. Some additional strategies may be explored to demonstrate progress and validate improvement in the coming year. Additionally, there will be a push to acquire more complete information on the deliverables from faculty mini-grant projects and the associated student learning outcomes.

The "dashboard" that was very helpful in facilitating conversations about implementation status, progress, and assessment yet received mixed reviews and will likely be revised.  Mark Rosati has a particular appreciation for bar graphs over pie charts.  Color key (generally): green = completed, yellow = on track, and red = lagging.

Near the conclusion of the Steering Committee meeting, Mr. Baker excused himself to meet his taxi and make his way to the airport. Apparently the cab driver couldn't "make it" so I packed Mr. Baker into my CR-V to rush him to his plane. He had many compliments for the day's visit and the staff and faculty involved in the grant. We shifted into some light conversation. He commented on how his golf game is declining… and then we somehow ended up talking about the grant's goals, and objectives, and tasks again.

Mr. Baker will return for another site visit in early fall 2011.