In college, science is often seen as an exclusive field — one reserved only for exceptionally bright students. And for decades, academic leaders in higher education have used introductory science courses to “weed out” the so-called “unqualified” students. 

But the rules are changing, and the playing field is leveling out. ASU will receive $1 million from the Howard Hughes Medical Institute to create a more inclusive science program. Download Full Image

Arizona State University, along with 56 other schools, will receive $1 million in grant support over five years from the Howard Hughes Medical Institute (HHMI) to engage in a process of culture change and work toward including all students in science learning, regardless of background.

“We know that student success is tied closely to feeling included in the scholarly life of ASU,” said James P. Collins, a professor with the School of Life Sciences and the lead investigator for the grant. “Our aim is to transition students from high school thinking to university thinking by creating a culture of inclusion. This will help students develop critical-thinking skills focused on ‘big picture’ questions rather than simple, test-driven content mastery.”

Each participating university will launch its own program to support the institute’s “Inclusive Excellence” initiative, which aims to catalyze schools’ efforts to include all students in science, especially underrepresented ethnic minorities, first-generation college students and working adults with families. 

ASU will begin by working with a diverse group of science faculty members to create a series of digital learning modules. These online tools, called “Exploration Experiences,” will be built around each faculty member’s research area and will serve curricular and developmental goals for first-year students. All first-year students in the College of Liberal Arts and Sciences will be required to use these modules during ASU 101, a required course for new students.

“This means that the impact of this program will be at scale — creating a place for all of our new students to reflect on what college entails and a metacognitive understanding of the types of discovery that will happen in each of their specific majors,” said Paul LePore, associate dean of student and academic programs at the college.

“For the thousands of high school students exploring what majors might be right for them, this program will let them take a deep dive into the wide range of majors our college has to offer. In no small way, these efforts will offer prospective students and their families an unparalleled recruiting tool — accelerating the transition that successful students must make from just attending ASU to becoming members of the dynamic learning communities that exist within each of our undergraduate programs,” he added.

With this grant, ASU will develop new, online learning modules that will allow students to explore majors and develop critical thinking skills. Photo by Sandra Leander/ASU

Although ASU is well-known as a leader in enrolling diverse and underserved student populations, one area where Collins and his team believe improvements can be made is in ensuring that these students succeed in their college experience. The team aims to help faculty members embrace a more inclusive style of teaching, where instructors understand their responsibility to help diverse students succeed. 

By teaching faculty members how to use new technologies that foster interactivity and adaptivity to student needs, they will be empowered to build experiences that meet students at their own learning levels and tutor them to succeed at their own pace. 

Ariel Anbar, a professor with ASU’s School of Earth and Space Exploration, said: “The education technology revolution is creating powerful new ways to draw new students into the diversity of people, thought, experience and opportunity available at a research university like ASU. Finding a way to do that early is important for everyone, and especially for students who are the first in their families to go to college.” Anbar, director of the Center for Education Through eXploration at ASU, will lead the development of the Exploration Experiences.

Sara Brownell, a biology education researcher and associate professor with the School of Life Sciences, will be the lead for assessing the impact of the program.

“We hope to collect data to help us make evidence-based decisions about how to make our undergraduate science programs more inclusive,” Brownell said.

Each participating school will work with HHMI and the Association of American Colleges and Universities to evaluate progress and refine approaches as necessary. In addition, the grantees will learn from each other by working in clusters of four to five schools. Ultimately, HHMI hopes the schools will discover strategies for making meaningful and lasting change that can be adopted by other institutions.

Arizona State University political science PhD graduates are employed both in a range of professions and more traditionally as professors at universities all over the globe.

Lisa-Mari Centeno, who graduated with her PhD from the School of Politics and Global Studies in 2003, has made her impact at Adams State University in Colorado. She is currently the only Latina full professor for her university, which is designated as a Hispanic Serving Institution. Centeno also advises an internationally award winning model U.N. team and is the university's women’s and gender studies director. Lisa-Mari Centeno, ASU PhD alumna, teaches political science at Adams State University in Colorado. Download Full Image

Here, Centeno shares some takeaways from her career in academia thus far.

Question: Adams State University was Colorado’s first higher education institution to be designated as a Hispanic Serving Institution. What has your experience as a professor of political science there been like?

Answer: It was very important for me to serve at a Hispanic Serving Institution (HSI) because I was the only Latina in both my undergraduate and graduate poli-sci courses; so I consider myself very fortunate to have been granted a position at Adams State University, the other ASU.

There is, of course, no single Latino culture, but many that overlap one another. The Latino culture of the San Luis Valley is a new layer that I, as a Venezuelan-American, find familiar, but with its own nuances. This is to say that just being categorized as “Hispanic” does not mean one will automatically understand what it means to be at an HSI. At least for me, there was a learning curve.

Although Adams State is an HSI, in a larger sense, I would say that we are a USI: Underserved/Underrepresented Serving Institution. Many of our students, of whatever ethnicity, are first-generation, from low-income backgrounds. Adams State provides an opportunity for those who might not otherwise be able to obtain a college education. This is a source of pride for us.

I chair the LatinX Faculty and Staff Caucus, and one of our ongoing campaigns is greater recruitment of talented Latino/a faculty and administrative staff. It is important for our Latina/o students — but really for all students — to see examples of Latina/o success. On the first day of each semester, I always share with my students that I was a first-generation student from a poor, immigrant family.  My hope is that they will think, “Well if she can do it, I certainly can.”

Q: What does being an advisor for the university’s model U.N. team entail? How have you noticed an impact to students who have participated?

A: Model United Nations is the very best part of my job. With the support of the university and the enthusiasm of many hard-working students, MUN has developed from a casual club to an upper division course to an award-winning team. I am very demanding and have extremely high expectations of my team members, who spend many hours every week in order to prepare for international conferences and, of course, to fundraise. Many of our students had never been on an airplane, or traveled outside of Colorado before their first model U.N. conference, yet they have competed and won against teams from elite universities from all over the world. I think it is a testament to Adams State that our students have the same opportunities afforded to students elsewhere.

Centeno's model U.N. team in Scotland.

Q: How do you think your time at Arizona State University helped you prepare for your current position?

A: Arizona State gave me the opportunity to teach, so it is where I recognized that I wanted to be a teaching professor first and foremost. If my students are confident in their preparation when they graduate from Adams State, it is in large part because of the preparation I received at ASU. Maybe I should not admit this, but I did not fully realize how much I had learned until I started teaching, especially classes outside of my direct area of specialization. The feminist nature of my dissertation research meant that I was able to work with women’s studies faculty, which helped prepare me to take on the role of women’s and gender studies director at Adams State. As I’m sure is true of all faculty, I try to emulate my own professors. I owe Drs. Roxanne Doty, Michael Mitchell, Amy Lind and Richard Olson a great debt of gratitude. I try to pay it forward to my own students.

Q: What advice would you give to Latina students who wish to pursue a career in academia?

A: I am frequently asked this question, and I wish I had the magic words. Though the landscape is changing in academia, as Latinas, you are likely to be members of the “only” club:  the only Latina, and perhaps even the only woman. Learn from my mistakes. I rarely spoke in graduate courses and felt intimidated when I began my career as the only woman in my department at Adams State. 

Think about how you want to handle this. If you assimilate to advance your career, you might be accused of “selling out.” If you are vocal, you might think you are fulfilling the stereotype of “sassy” Latina. Don’t worry about that; you may well have to advocate for yourself, so speak up! Ironically (or maybe not), underrepresented groups in academia are often burdened with additional service to the university, such as extra committees, all in the name of greater representation. The trick is learning to say no to inordinate service demands without jeopardizing your career, especially if you are not tenured yet. I won’t pretend to have mastered this trick, but again, I encourage you to advocate for yourself and recognize the value of your time. 

I also suggest finding a Latina ally and/or mentor. I did not do this, but wish I had, especially earlier in my career. If there is no LatinX faculty organization where you are, do you have enough colleagues to create one? If not, contact those at other schools. Feel free to reach out to me! HACU (Hispanic Association of Colleges and Universities) conferences are also really great places to find support. I encourage you to also mentor students, not just Latino/a students. Doing so has helped ground me in my role as faculty. Working with students can also counter some of the prevailing negative images of Latina/os. Perhaps it should not be our responsibility to dispel myths, but for the time being it is our obligation so that future Latinas will not have to repeat history. 

Answers have been edited for length.

Erika Camacho, associate professor in Arizona State University's School of Mathematical and Natural Sciences, in the New College of Interdisciplinary Arts and Sciences, represented ASU at the SACNAS – HHMI Advanced Leadership Institute to participate in advanced leadership training to increase STEM leaders of color. 

The SACNAS – HHMI Advanced Leadership Institute is led by Society for Advancement of Chicanos/Hispanics and Native Americans in Science (SACNAS) and the Howard Hughes Medical Institute (HHMI). ASU Associate Professor Erika Camacho conducts research at the interface of mathematical applications to biology and sociology. Download Full Image

The institute, held June 4–7 at HHMI in Chevy Chase, Maryland, was an intensive advanced course for graduates of the Linton-Poodry SACNAS Leadership Institute (LPSLI). Participants tackled topics including: career success factors; increasing spheres of influence; challenges in organizational leadership; leading and managing policy initiatives; and decision making and team dynamics in executive teams.

HHMI is the ideal partner to help established leaders deepen their skills, said Rolando Madrid, SACNAS director of programs.

“HHMI has a strong legacy of supporting diversity, inclusion, mentoring and scientific excellence in the highest caliber of America’s STEM professionals,” he said.

Sonia Zárate, president-elect of SACNAS, said, “For 45 years, SACNAS has been a leader in diversifying the STEM enterprise. Like all challenges, changing the face of science to reflect current demographics requires a multipronged approach that includes training individuals and working to change the environment that the individuals are in. The SACNAS suite of leadership programs, which includes the LPSLI and the ALI, serve to empower participants as agents of change — the overall goal of these two programs being to prepare a cadre of diverse scientific leaders that will help drive diversity, equity and inclusion at all levels in their home institutions.”

Clifton Poodry, a founding member of SACNAS and co-founder with Marigold Linton of the LPSLI, said, “The scientific enterprise of the country, whether in academia, industry or government, benefits from the values and expertise embodied in the diverse membership of SACNAS. The LPSLI and ALI are designed to hone the skills of a group that will change the face of science.”

Camacho conducts research at the interface of mathematical applications to biology and sociology. Some of her projects include mathematically modeling the transcription network in yeast, the interactions of photoreceptors, social networks, and fungal resistance under selective pressure. She serves as co-director of the Applied Mathematical Sciences Summer Institute (AMSSI) and was co-principal investigator for two grants from the National Security Agency providing funding for the summer institute. Camacho has received various awards including a citation from the U.S. National Security Agency for her excellent work in mentoring and guiding undergraduate research. 

Editor’s note: This is part of a series of profiles for spring 2018 commencement. 

Graduating senior Kaitlyn Felix dreams of becoming a surgeon someday. To help her achieve that goal, however, she didn’t just study health sciences. She studied Spanish at the School of International Letters and Cultures. Graduating senior Kaitlyn Felix wants to be a surgeon someday, but uses Spanish to help her connect with patients. Download Full Image

“I’ve been a CNA (Certified Nursing Assistant) since high school,” Felix said. “A lot non-English speakers are your patients. It’s great to have a medical background and a Spanish background. I’ve taken two or three classes that had a Spanish medical language frame.”

Felix has substantial experience in both medicine and Spanish. Spanish is her first language and the language her family speaks at home. Besides working as CNA, she interned with a pediatric surgeon last summer and was her grandfather’s caregiver while he battled cancer and dementia.

Blending the two disciplines made Felix better at both, and prepared her to work, research, study and succeed at ASU.  

“It’s almost like learning another language. Learning the body parts, the tools, the correct way to form a question to a patient. It’s been really interesting and helpful to me as I worked through the medical field all through college,” Felix said.

She has found that speaking Spanish has been especially helpful while practicing medicine in the Southwest, enabling her to connect directly with patients, as opposed to always need a translator. That connection leads to trust, especially dealing with pediatrics.

“It was nice to have to have that language barrier be broken. Obviously they’re there for kind of a scary situation. It was with family, obviously with children most of the time,” Felix recalled. “Their face would light up, like ‘Oh my God, someone speaks Spanish here. That’s great; I’ll know what’s going on.’”

At SILC, as she balanced her health science studies and Spanish minor, she found the faculty responsive, enthusiastic and supportive. She said that all SILC staff “really take the time to get to know their students … they actually seem to care about their work.”

Now applying to medical school, Felix wants a program that gives back to underserved communities. She has found her cultural competence to be a professional benefit and wants a program that expands on it.

“Cultural competency is a big thing where we’re seeing problems in the medical field,” Felix said. “Understanding culture, understanding language barriers … it might increase lifestyle and medical advice. I think it’s important to be interdisciplinary … every case is different.”

SILC advisers would help Felix plan out her semesters. This meant focusing on medical classes at one point, then getting ahead in language classes when she had class openings. Felix accomplished all this while also holding down a job.

Felix said that while balancing the two programs was challenging, she succeeded by reminding herself that she was not just working, but working toward something.

“There’d be late nights, super early mornings, lack of sleep, lack of food, but it’s one more day closer to medical school, one more day closer to becoming a doctor, one more day closer to graduation. And graduation is a week from now,” Felix said. “So I made it.”

Vasthy Lamadrid, a student majoring in political science at Arizona State University, was recently awarded the Roberto L. Pastor Student Award. This honor is meant to recognize a student who engages in “outreach to Chicano/Latino youth.”

Lamadrid kindly took some time to answer questions regarding her work and the award: Vasthy Lamadrid, a student majoring in political science, will be a sixth-grade teacher at Sheely Farms Elementary School after graduation. Download Full Image

Question: What has been your involvement with ASU and the surrounding community?

Answer: I am an undocumented student here at ASU. As such, I have felt tremendously lucky to have an opportunity to attend a four-year institution knowing that many undocumented students across the state are unable to do so due to financial restraints and limited resources.

For the past three years, I have been a student worker at DREAMzone, which is a resource at Arizona State University for our undocumented, DACA and students with families of mixed immigration status. One of those resources includes a training for ASU students, faculty and staff with a goal to increase institutional awareness and support.

However, I felt that I needed to do more. Thankfully, I was able to meet other students on campus who shared my passion for helping students and together we co-founded Undocumented Students for Education Equity (USEE) at ASU. This organization has really been at the forefront of the tuition fight for DACA recipients here in the state. We have been able to not only bring undocumented students and allies together, but we have also served as a resource providing important legal updates and provide resources for students.

Last semester, I was also awarded the Wells Fargo Transborder Latina Studies Research Scholarship. I have spent this semester going into my community and documenting stories of undocumented families in hopes to humanize, bring to light the injustices that they face and misconceptions, and the many ways that the immigration system in the U.S is broken. This project will culminate in a documentary that will be presented in the community at the end of the semester.

While I have a personal investment in this project as both my parents are undocumented, I think that it is already critical to preserve history.

Q: What has been your involvement in terms of outreach to Hispanic youth?

A: As a Latina, undocumented and first-generation college student, I have aimed to involve myself in opportunities that will give back to my community. While my focus has definitely been in the immigrant community, I care about justice for all. For this reason, I became passionate about education. Throughout my time here at ASU, I have had the pleasure of interning twice at local public high schools, and worked as a researcher for CompuGirls, which was a program designed for Hispanic young girls in underserved districts to learn latest technology while empowering them as change agents. USEE also works doing outreach to Hispanic youth to ensure that they are aware of the resources, (and to) invite them to join our advocacy efforts with the aim to ensure that they too could pursue their dreams.

Q: What was your reaction to winning this award?

A: I was thankful and happy.

Q: What are your plans postgraduation?

A: I am passionate about social justice for my community and any other marginalized group of people that do not have equitable access to opportunities and resources. There are many ways to contribute to this fight. I, however, have felt a deep calling for education. I just accepted a job as a sixth-grade teacher at Sheely Farms Elementary School in the Valley.

While I am committed to be the best teacher I can be in the classroom every day, I know the importance of being civically engaged and the importance of advocacy to create profound changes in society through legislation.

On a more personal and less professional level, I hope to continue learning Italian and advocate for an immigration reform so that I can go back to Italy and also Mexico to visit my family.