STRATEGIC ARTICULATION MAP nsbe.org
OUR PURPOSE // What we will do to get there TO INCREASE THE NUMBER OF 2021-2024 STRATEGIC PLAN
CULTURALLY RESPONSIBLE BLACK ENGINEERS
WHO
POSITIVELY IMPACT THE COMMUNITY
EXCEL ACADEMICALLY
SUCCEED PROFESSIONALLY
VISION // What we want to see
WE ENVISION A WORLD IN WHICH ENGINEERING IS A MAINSTREAM WORD IN HOMES AND COMMUNITIES OF COLOR, AND ALL BLACK STUDENTS CAN ENVISION THEMSELVES AS ENGINEERS.
IN THIS WORLD, BLACKS EXCEED PARITY IN
ENTERING ENGINEERING FIELDS
EARNING DEGREES
SUCCEEDING PROFESSIONALLY
STRATEGIC IDENTITY Summary from SPTF and NEB meetings to clarify NSBE’s identity and its impact
IDENTITY / NSBE’S WHO!!
IMPACT / NSBE’S DO!
• Normalize black excellence; • Provide Early academic and career exposure • Keep and Grow our Sisterhood and brotherhood • Encourage members and stakeholders to appreciate and support Black identity
SAFE HAVEN
• Present Black engineers as world-class problem solvers; • Provide local Chapters, which are the Arena of Action where the DO happens • Gives majority orgs access to black talent • Common themes: Visibility, validation, and reinforcement
BEACON OF HOPE as a PREMIER ORGANIZATION for/of Black engineers
• Helps People of Color Engineers and STEM talent get through College - a critical juncture on the Community to Career Lifecycle • Community service
BRIDGE from community to college to workplace/career for BLACK ENGINEERS
• Conventions are critical • Metrics are critical, like new convention attendees • In terms of member outreach “Go to convention” is important messaging
CAREER ADVANCEMENT PLATFORM that provides academic and professional support
IDENTITY / NSBE’S WHO!!
IMPACT / NSBE’S DO!
• A special, unique place where Black engineers - and by extension other People of Color talent - do not have to feel like unicorns - unusual or non-normative.
COMMUNITY
• NSBE taking a more activist stance regarding members’ well-being at work • Community/family to combat feelings of isolation and tokenization • NSBE has the power to “raise the question” about climate and cultural conditions within the Engineering Space that have the potential to do harm to Black or Diverse Engineers
REPRESENTATIVE of and potentially ACTIVIST for the larger African American Engineering community and its special concerns.
IN SUMMARY • IMPACT/DO! - Raise awareness of STEM in K12. Incubate, connect, engage, equip, mentor, support in a safe environment that produces leaders and creates opportunity. • NICHE/HOOD - Build and nurture a ‘regionized’ Collegiate base around which all other stakeholders revolve.
At its core: NSBE is a like-minded yet diverse group of engineers committed to supporting and increasing Blacks/Diverse talent in engineering.
STRATEGIC DIRECTION: THE NSBE JOURNEY
CEO Media networks STEM 10,000 by 2025 Nobel Peace Prize
Pulitzer Prize
global tech firms
Internationally Recognized Corporate A liate as Partners
Corporate Career Entrepreneurship Academia
Black faculty
Global presence
Our Vision Snapshots
Graduate with a 3.20 GPA or better
NSBE featured
Venture capital and technology companies
University Partners
Communities of color Prestigious awards such as Kennedy Honors or Black Girls Rock
Being focused in STEM and STEAM
Sitting on boards Visible black professors
Get into a college or University STEM/Engineering Program
Interest in STEM Engineering Computer Science
ON YOUR MARK! Giving to Community
READY! PRE-COLLEGIATE ENGAGEMENT: Helping NSBE Pre-Collegiate Be READY & RISE!
Pre-Collegiate students from K to successful high school graduates represents NSBE future’s promise and supply of potential collegiate students. However, systematically exposing, engaging and preparing these students across the early developmental and academic life span takes a variety of distinct engagement, academic/learning and enrichment strategies and tactics, best delivered by prepared, well-trained and energetic NSBE student and professional member- volunteers. The Pre-Collegiate Strategic Direction workgroup especially acknowledged the importance of segmenting this broad age-early interest continuum
into 4 core age/grade oriented groups - K-Grade 2, Grade 3rd-5th (SEEK Students) and Grades 6th-8th Grade (NSBE Jr.) and finally a high school grouping Grades 9th – 12th (NSBE Jr. Chapters and early Collegiate Chapter partner). Each group would receive di¢erent exposures, engagements, level of mentorship/tutoring or other supports. The end-game is to use this period to create deep academic readiness and career interest in Engineering academic programs and/or STEM careers.
Program Activity & Description
Age/Grade Segment
Member / Stakeholder Engagement
Vehicle for Implementation
• Chapter Leadership • Chapter members, especially those in gateway courses in their major • Graduate students (as facilitators) • Upperclassmen (as facilitators) • Multicultural Program Administrator (MEP) (help structure group sessions, and perhaps compensate facilitators, recruiting facilitators, provide, orientation, training, etc.) • Chapter Leadership • Chapter members • Mentor other schools to grow camps • Churches • Areas with high UR students • Area growth focus vs national growth focus • Grow stakeholders via Universities, industry, etc. • Growth with other URM from 50K Partners – Collective impact.
Informal Program; Not capturing member, not members of NSBE
Kindergarten – 2nd Grade
• Need to use more data… tracking student’s lifecycle. • Prepare student-centric toolkits to implement and the following program elements: - Implementation Steps - Best practices - Sample Budgets - Case Studies - Evaluation Forms • Create tracking systems (e.g., align Activity Reports with these data
• SEEK –
Flagship Program - Host Schools - Education and Industry Partners - Mentors/ Advisors - Other Schools • Build out key targeted areas
3rd Grade – 5th Grade Seek started in 2007 2018 Seek had 15 camps in 13 Cities
Age/Grade Segment
Program Activity & Description
Member / Stakeholder Engagement
Vehicle for Implementation
• More Chapter focus. • Basic STEM educations • More Engineering concepts earlier • More growth, attention span and excitement • Exposure to role models and others (family, friends, etc.) • College visits - HBCUs, etc. (NSBE chapters and Univ. partners with existing K-12 programs) • Word of mouth - need broader awareness/marketing plan and approach • New Model: Sponsor, Student, Advisors, etc. with a strategic communications plan to achieve College ready for Engineering.
• Parents, family & friends • Advisors • WHQ • NEB • Collegiate Chapters • Host Schools/Companies
• 5139 NSBE Jr. Members - Grades 3 - 12 • NSBE Jr. started in 1990 • PCI started 1988
6th Grade- 8th Grade – NSBE Jr.
• More competition (engaged with alumni and collegiate) • More scholarships (prep for college) • More engineering
• Universities. Academic • Industry partners/BCA • Collegiate chapters • Role Models
9th Grade – 12th Grade – NSBE JR. TO Collegiate
foundations curriculum/ concepts
SET! SCHOLASTIC ACHIEVEMENT: Helping NSBE Collegiate Graduate with 3.2 GPA or Better
Scholastic Achievement is both the Floor and the Ceiling – the foundation and springboard for a vibrant Engineering or STEM career. A recent NSBE study found that collegiate chapters that: • host Study Groups for math, science, engineering, computer science and other subjects; and • promote Skills Development Workshops that teach study and career skills On average, seize scholastic achievement’s crown- ring - a higher Grade Point Average (GPA) than those chapters that don’t. Higher GPAs correlate with higher graduation rates. Additionally, studies show that improving faculty engagement increases retention and
academic success. These targeted, evidence-based, chapter-focused strategies are the center-piece of NSBE’s new strategic direction to foster academic success, faculty engagement and appreciably advance NSBE toward its 2025 goal.
Program Activity
Member / Stakeholder Engagement
Suggested Changes Necessary
Descriptions
• Chapter Leadership • Chapter members, especially those in gateway courses in their major • Graduate students (as facilitators) • Upperclassmen (as facilitators) • Multicultural Program Administrator (MEP) (help structure group sessions, and perhaps compensate
• Study groups are regularly scheduled study sessions for engineering students to increase course material understanding especially challenging concepts. • Typically facilitated by matter proficiency, these groups complement the lecture and recitation with supplemental instruction and problem-solving. • Chapter members should self-organize study groups around specific courses, whether or not upperclassmen, graduate students and post- doctorates are available. • The key is utilizing the study groups to reinforce the learning you do on your own, rather than just seeing it as a homework aid. (See below for details) graduate students or upperclassmen with demonstrated subject
• Prepare student-centric toolkits to implement and assess the following program elements: - Implementation Steps - Best practices - Sample budgets - Case studies - Evaluation forms • Create incentives • Create tracking systems (e.g., align Activity Reports with these data) • Prepare student-centric toolkits to implement and the following program elements: - Implementation Steps - Best practices - Sample Budgets - Case Studies - Evaluation Forms • Create incentives • Create tracking systems (e.g., align Activity Reports with these data)
Facilitated Study Groups
facilitators, recruiting facilitators, provide, orientation, training, etc.)
• Chapter Leadership • Chapter members
Self-Organized Study Groups
Program Activity
Member / Stakeholder Engagement
Suggested Changes Necessary
Descriptions
• Prepare student-centric toolkits to implement and the following program elements: - Implementation Steps - Best practices - Sample Budgets - Case Studies - Evaluation Forms • Create incentives. • Create tracking systems (e.g., align Activity Reports with these data) • Prepare student-centric toolkits to implement and the following program elements: - Implementation Steps - Best practices - Sample Budgets - Case Studies - Evaluation Forms • Create incentives • Create tracking systems (e.g., align Activity Reports with these data)
• Chapter Leadership • Chapter members, especially freshmen, and sophomores in gateway courses in their major • Graduate students (as facilitators) • Upperclassmen (as facilitators) • Chapter Advisor • Chapter Leadership. • Chapter members, especially freshmen, and sophomores in gateway courses in their major • Chapter Advisor. • Multicultural Program Administrator (MEP) (help structure group sessions, and perhaps compensate them, multicultural orientation, training, etc.) • Faculty who are aware of NSBE and supporting programming
• Learning how to learn is critical for college success. • These workshops focus on teaching students how to work smarter, not just harder. (See below for details)
Study Skills Workshops
• NSBE chapters should increase engagement with faculty and administration on campus to foster success and confidence. (See below for details.)
Foster MEP and Faculty Engagement
• Students with mentors adjust better to college, feel more supported, and have greater academic program satisfaction. • Having mentors that students can identify builds self-ecacy. • Therefore, chapters should establish mentoring relationships between upper- and lower- classmen, and between students and faculty (group mentoring).
• Prepare student-centric toolkits to implement and assess this program. - Implementation Steps - Best practices - Sample Budgets - Case Studies - Evaluation Forms • Create incentives • Create tracking systems
• Chapter Leadership • Chapter Members • Upperclassmen and Graduate Students (to serve as mentors) • Faculty mentors
Mentoring
GO! PROFESSIONAL ADVANCEMENT: Helping NSBE Professionals Succeed & Soar!!
NSBE has a unique opportunity to help its Professional members soar in their careers and the experience of work. By supporting Professional members having a positive view of their abilities, and helping them access NSBE’s network of accomplished Black Engineering/STEM mentors, these members can experience their career journey as a unique opportunity to continue to achieve high performance, develop and tackle meaningful career goals, and positively impact society especially by “giving back” to the NSBE community.
Career development researchers study the paths professionals take toward improved career trajectory, professional growth and overall job satisfaction. Most acknowledge the importance of two goals - cultivating a positive emotional relationship with one’s work, and developing personally meaningful professional ambitions. In particular, Albert Bandura’s Social Cognitive Theory is helpful for re-imagining ways to improve NSBE’s professional members’ experiences. Bandura asserts that most individuals’ motives and behaviors are based on three categories of socially influencing experiences. Individuals are influenced by: • Their Self-ecacy , or what they believe they can achieve; • What they see other people achieve and the actions they take (i.e. mentors and peers). • Factors around them that they cannot control (i.e. for African Americans this conjures realities like implicit bias, structural racism and other systemic disadvantages). By NSBE re-imagining its professional and career development experiences, and re-deploying its previously event- centered activities, it can more deftly meet professional members’ needs. Moreover, the Professionals strategic direction (proposed by SPTF Professionals workgroup) asserts that by better understanding these members’ unique needs and better targeting supports at key defining stages (i.e. early, mid and late career) and critical turns (i.e. key moments of decision), NSBE can add new, compelling value to its Professional members. Focusing on the FIRST FIVE: Supporting Young Technical Professionals Typically, NSBE key member activities can be very event-focused. This emphasis can leave more systematic, evidence-informed programming in the background. However, select Pre-Collegiate (READY!) and Collegiate (SET!) activities benefit from evidence-informed, meaningful programming. Given these precedents, the Professional SPTF workgroup felt it important for NSBE Professionals to engage NSBE (i.e. including leadership, management, and sta) to establish robust out-of-conference, repeatable event activities and programming. Currently, NSBE Professionals operate with a subtle Breadth & Depth tension. Practically, its ambitions for quality and fidelity do not correspond with its volunteer and operational capacity. However, if right-sized and re-aligned, NSBE sta could focus its energies and developing meaningful programming. For example, it could re-establish the TORCH Centers. A SMALL WIN: Programs & Activities Evaluation. To start making progress, the Workgroup suggests taking NSBE’s website-listed programs list of 12-13 programs ground an evaluation of the eectiveness of NSBE current programming to professional members. With counsel and support from NSBE’s World Headquarters, the National Programs Chair’s team would determine which programs are eective and support NSBE’s 10k Goal by 2025. On the other hand, if reviewed program activities do not support NSBE’s 10k Goal by 2025, these activities would be archived. Overtime, a broader, chapter-wide inventory of worthwhile programs would be conducted at the chapter level.
MAKING MID-CAREER VITAL CONNECTIONS: SIGs, MOUs & Powerful Partnerships Because Professional members’ needs are generally non-technical (centering on establishing connections within industry), the Special Interest Groups (SIGs) can provide powerful programmatic support to the 5 – 15-year experience level. SIGs are well-positioned to help mid-career professional members make meaningful, value-adding connections to the breadth of the Engineering and STEM industry infrastructures (e.g., Government Agencies, Professional Organizations, etc.). The Workgroup saw the optimal method for forging these connections was through very specific and structured Memorandum of Understandings (MOU). Examples of partnerships might include: • an MOU/Partnership between the Entrepreneurship SIG and the Minority Business Development Agency of the Department of Commerce; • an MOU/Partnership with the Congressional Black Caucus and the Public Policy SIG. Ideally, MOU Partners would be the bride-points facilitating connections between NSBE members and leading industry organizations and interesting field initiatives. To begin this reset of the SIGs, the Professional Executive Board should evaluate the structural components around who leads SIGs, how long should they lead, and who creates their strategic direction. An annual evaluation of goals and objectives to determine impact and eectiveness, should also be included in SIG operations.
Member / Stakeholder Engagement
Suggested Changes Necessary
Program Activity
Descriptions
• YTPs are the programmatic focus, with a potential need to hyper- focus on the Young Professionals only 0-2 years into their early career and away from their collegiate experience. This is a critical period in career development is most important • This group’s career development & transition needs will be supported by key activities with the general membership population. • YTP need intentionally providing supports (i.e. safe space for “being”), lifestyle development (continued introduction to cultural experiences), technical development (skills and strategies to get ahead), and mentorship. While this group is our focus, support can be provided to membership demographics that are beyond the 5-year career experience level.
• Conduct Assessment of currently Professional events and program activities in light of segmented Member needs/interests. • Prepare professional- centric toolkits to implement and assess the following program elements: - Implementation Steps - Best practices - Sample budgets - Case studies - Evaluation forms • Create incentives • Create tracking systems (e.g., align Activity Reports with these data)
Young Technical Professionals (YTP)
0-5 Years of Work Experience Post Collegiate
• General Membership • Chapter Leadership • Chapter members
0-2 Years Hyper Focus of Work Experience Post Collegiate
Member / Stakeholder Engagement
Suggested Changes Necessary
Program Activity
Descriptions
• Conduct Assessment of currently Professional events and program activities in light of segmented Member needs/interests.
Mid Career Technical Professionals (MCTP)
• General Membership • SIG Leadership • MOU Partners
5-15 yr. Career - Work Experience Post Collegiate
• This means that a technical infrastructure that allows for constant and user-friendly communications to Professional Members is needed. This infrastructure should be accessible only to members and encompass member-only content and features. • Professionals can improve upon explaining the importance of the professionals and have meaningful conversations across demographics to identify clear areas where the organization can work together to fulfill the mission.
• Communication between members, NSBE leadership and SIGs is pivotal in delivering programmatic needs
• General Membership • SIG Leadership • MOU Partners
Strategic Communications Intervention & Technical-Technology Infrastructure
both inward and outward facing.
VISION SNAPSHOTS // When we want to see it
THINK BIG 2024
NSBE member who has gone into their career being named CEO
Nobel Peace Prize/Pulitzer Prize folks
NSBE members out there on networks like CNN giving talks on STEM being those go to persons
Every company, private, public would want to be a sponsor or a board member of NSBE
NSBE representative being that go to person but in a positive light
More engagement by more companies at the university level
Our stakeholders venture capital and technology companies
Getting 10,000 by 2025 and beyond
More NSBE members who are heads of global tech firms that are internationally noticed
Close the gap in the voice of that stakeholder
Every sector would be able to identify a NSBE person. Sitting on boards, sitting in CEO spots, professorial, and administration
Handshaking with world leaders and big decisions that are being made
THINK BIG 2024
NSBE featured or mentioned in prestigious events such as Kennedy Honors or Black Girls Rock (ie Dr. Frazier)
Engineering is an accessible and encouraged career
Being focused in STEM also being broadening, expanding the STEM space and STEAM
Engineering is a well-defined idea in communities of color
It's not just important for black kids to see black professors, it's just as important for white kids see black professors and their classroom.
Black students in engineering courses see themselves represented in faculty, sta and other students
START SMALL 2020
A formal outreach or communication to maybe a governing body of engineering tech schools or engineering presidents
I'd like to see more black faces in white places, speaking and engaging.
I’d love to see the NEB and some of the WHQ folks just putting on their calendars or beginning to chart out a schedule where they're doing listen and learns, going to some of these universities and setting up meetings directly with the deans
Showing up at people's schools and speaking, teaching chapters and both collegiate and professional about how to go about soliciting groups
Create some type of program or strategy towards helping those faculty and that academic sta that is currently in place now, to give them some type of support
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