A D V A N C I N G H I S PA N I C S / C H I C A N O S & N AT I V E A M E R I C A N S I N S C I E N C E

A n ac t i o n p l an for the n e x t d e cad e

Adopted by the SACNAS Board of Directors l April 2011

BOARDS OF DIRECTORS

This plan was developed by the SACNAS Vision 2020 Advisory Task Force. Ernest D. Márquez, PhD (Chair; President and Board Member) Christopher Andronicus, PhD (Board Member) Robert Barnhill, PhD (Vice President for Science Policy) David Burgess, PhD (Former President; Board Member) Judit Camacho, SACNAS Executive Director Jose D. Garcia, PhD (Past President; Board Member) Marigold Linton, PhD (Former President) Aaron Velasco, PhD (Former President) Lydia Villa-Komaroff, PhD (Founder)

2011 SACNAS Board of Directors PRESIDENT Ernest Marquez, PhD (09-12) PAST-PRESIDENT Jose D. Garcia, PhD TREASURER Kristine (Tina) M. Garza, PhD (10-13) SECRETARY Nancy Hurtado-Ziola, PhD BOARD MEMBERS Christopher Andronicos, PhD Lee Bitsoi, PhD J.Victor Garcia-Martinez, PhD Lino Gonzalez, PhD Gustavo Miranda-Carboni, PhD Donna Nelson, PhD Maria Pontes Ferreira, PhD Maria Teresa Vélez, PhD Maggie C. Werner-Washburne, PhD STUDENT BOARD MEMBERS Rodolfo Jimenez Nazune M. Menka AD HOC ADVISORS Marigold Linton, PhD Edward Ramos, PhD

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Executive Summary......................................................................................................................................... 5 Introduction...................................................................................................................................................... 6

TABLE OF CONTENTS

Letter from the President.............................................................................................................................. 4

SACNAS Growth............................................................................................................................................. 8. SACNAS Policy Clarifications..................................................................................................................... 10 A Movement for Change.............................................................................................................................. 11 Growth to a Vision........................................................................................................................................ 14 What SACNAS in 2020 Will Look Like.................................................................................................... 15

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LETTER FROM THE PRESIDENT

LETTER FROM THE PRESIDENT Dear Colleagues, The SACNAS Vision 2020 plan presents a clear-sighted path for the next nine years of promoting our mission: to foster the success of Hispanic/Chicano and Native American scientists—from college students to professionals—to attain advanced degrees, careers, and positions of leadership in science. The SACNAS Vision 2020 Advisory Task Force convened in fall 2010 to develop a long-range plan that draws SACNAS forward into America’s transforming population demographics, changing economy, and the pressing need for a globally competitive science, technology, engineering, and mathematics (STEM) workforce. Ultimately, developing SACNAS Vision 2020 has taught us to think in the long term—and to anticipate and welcome change. In April 2011, the SACNAS Board of Directors adopted SACNAS Vision 2020 recommendations. Much hard work, research, and collective thought has gone into the creation of SACNAS Vision 2020. We hope to look back on the past decade of work and say with confidence, “Our foresight was 20/20.” Thus, we are proud to present SACNAS Vision 2020: a plan that will help SACNAS continue to develop an organization with a deep impact on the creation of a robust, diverse, and competitive domestic STEM workforce while honoring our organization’s core mission values. Welcome to the future. Now let’s get to work!

Ernest D. Márquez, PhD President, SACNAS Board of Directors

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S AC N A S VISIO N 2020

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ACNAS is a society of scientists dedicated to fostering the success of Hispanic/Chicano and Native American scientists—from college students to professionals—to attain advanced degrees, careers, and positions of leadership in science. Guided by core values and principles such as science and educational excellence, and ethnic and discipline diversity—as well as the organization’s five-year strategic plan—SACNAS looks to the future with a clear vision: to significantly increase its mission impact by 2020. Changing the Face of Science • Achieving equity through full representation of Hispanics/Chicanos and Native Americans in the scientific workforce • Improving the quality of science by diversifying the U.S. scientific workforce, which can result in an overall increase in the nation’s scientific competitive edge A Movement for Change • SACNAS is on a significant growth trend—major indicators show a 45% increase in conference participation between 2005 and 2010; with student research presenters growing from 543 to 883, and SACNAS chapters from 32 to 50 between 2007 and 2010; and with a 65% increase in revenue from $2.3 million in 2005 to $3.8 million in 2010.

• The National Science Foundation estimates that 30% of students obtaining undergraduate

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degrees in science are likely to pursue graduate school, which results in a targeted population of about 7,200 junior and senior Hispanic and Native American students. As of 2011, SACNAS has been providing programs and services to 14% of this population.

EXECUTIVE SUMMARY

EXECUTIVE SUMMARY

SACNAS in 2020 • A large society of members committed to and working on behalf of the SACNAS mission • Leader that promotes social change, share best practices, and provide models for mentoring, development, and advancement • Programming that guides a significant portion of its target populations in attaining advanced degrees necessary to pursue careers in science research, teaching, and leadership in academia, government, industry, and nonprofit sectors • Go-to organization for information and connections, and for influencing policy that impacts educational achievement of target populations • Effectively tracks, measures, and reports programmatic impact, policy influence, and constituent engagement • Highly qualified staff in positions of leadership who implement and monitor strategies to support growth and continued quality of services • Voluntary leadership focused on governance, high-level policies, nurturing collaborative relationships, and garnering resources

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INTRODUCTION

INTRODUCTION

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ACNAS Vision 2020 is grounded by the organization’s Strategic Plan, stimulated by its continuing growth, and drawn to the future by the need for its mission. The initial sections of the document provide context in these three areas—summarizing the Strategic Plan, describing the growth, and analyzing the need. The Vision laid out in the last section challenges SACNAS to continue to grow in order to make a significant difference in changing the face of science by having full representation of Hispanics/Chicanos and Native Americans. The Vision also requires vigilant adherence to the essential values which underlie SACNAS success to date and are basic to realizing the intended impacts.

SACNAS STRATEGIC PLAN In 2008-2009, SACNAS undertook a strategic planning process. SACNAS wanted a clear plan for adapting to changing circumstances, both internal and external, with a focus on assuring the organization’s effectiveness and high impact going forward. At the highest level, the Strategic Plan sets the framework of purpose, mission, and goals to guide all the activities of SACNAS. Purpose SACNAS is a society of scientists dedicated to advancing Hispanics/Chicanos and Native Americans in science.

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Mission SACNAS fosters the success of Hispanic/Chicano and Native American scientists, from college students to professionals, by • Encouraging and supporting SACNAS undergraduate and graduate students in pursuing and attaining advanced degrees, and in attaining successful careers. • Encouraging and supporting SACNAS Society postdoctoral members and professionals in attaining successful careers and positions of leadership in science. • Informing and advocating for public policies and governmental funding that support the advancement of Hispanics/Chicanos and Native Americans, and lead to the building of a large and diverse U.S. science, technology, engineering, and mathematics (STEM) workforce. Goals 1. To increase the number of Hispanics/ Chicanos and Native Americans with advanced degrees in science and create the motivation to be leaders. 2. To increase the number of Hispanics/Chicanos and Native Americans in science research, leadership, and teaching careers at all levels. 3. To increase governmental and industry commitment to advancing Hispanics/Chicanos

S AC N A S VISIO N 2020

In the Strategic Plan, SACNAS committed to expanding its strategies and programs, and building the infrastructure, IT, and fund development capacities needed to support growth, impact, and accountability. These directions are expressed diagrammatically below.

In its Strategic Plan, SACNAS set the following as priority strategic directions: • Broaden the membership base—grow the society. • Broaden and deepen support provided to both students and professionals. • Engage in policy/advocacy. • Foster partnerships/collaborations.

sacnas strategic plan

and Native Americans in science, resulting in increased resources, elimination of barriers, and greater equity.

• Build organizational capacity. • Build information technology.

SACNAS IN 2008

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TO: SACNAS, a society of scientists, IN 2013

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SACNAS growth

SACNAS Growth

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ACNAS is being pulled to grow—by students, postdocs, and professionals seeking support; by public and academic institutions offering financial and in-kind support; by public agencies, other scientific societies; and by other entities seeking to partner and collaborate in common efforts to diversify the scientific workforce. A few indicators of this demand for growth are shown below. A major indicator of growth is attendance at the annual conference. Participation grew 46% between 2005 and 2010, an average annual rate of almost 10%. Further, the annual rates of growth between 2008-2009, and 2009-2010 were 20% and 16% respectively. It is important to note that the sites of the 2009, 2010, and 2011 conferences have been

strategically selected—in the centers of gravity of SACNAS membership: Texas and California. The number of SACNAS chapters has grown from 32 in 2007 to over 50 in 2010, distributed across the U.S. regions as follows: western: 40; central: 6; eastern: 9. SACNAS has also grown in terms of its revenues and incomes. Total revenues increased from $2.3 million in 2005 to $3.8 million in 2010, a 65% increase overall.The average annual rate of increase in government funding has been 19% and in earned income 6%. Currently 40% of revenue is from “earned income,” 52% from government sources, and most of the remaining 8% accounted for by “conference sponsorships.”

Conference Growth by Participant Type

3,500 Total

3,000 2,500

Faculty, Researcher & Exhibitors

2,000 1,500

Undergraduate Students

1,000 500

Graduate Students

0

8

Denver

Tampa

Kansas

Utah

Texas

So Ca

05

06

07

08

09

10

Postdoctoral Researchers

S AC N A S VISIO N 2020 SACNAS GROWTH

Revenue Growth by Source

$4,000,000 $3,500,000 $3,000,000

Advertising-mission-related Dues, Reg, Exhibits, Ads

$2,500,000

Conference Sponsorships $2,000,000

Other: NSA, DOE NSF: IPY, GeoTrak, Math, Other

$1,500,000

NIH $1,000,000 $500,000 $-

2005

2008 2010 budget

The primary source of data for SACNAS strategic thinking was interviews with key stakeholders.These are people who had some knowledge of the organization, knowledge of the environment in which it operates, and insights into trends and future directions. In order to gather input from various backgrounds, SACNAS identified a cross section of internal and external stakeholders, taking into consideration history with the organization, scientific discipline, ethnic and cultural identification, and position in the scientific community (research, faculty, policy, industry), age, etc. All board members were interviewed, S A C N A S

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and the board itself has a growing range of backgrounds in terms of these factors. External stakeholders included past SACNAS presidents who also come from different positions in the scientific community, current leaders in universities with commitments to diversity in science, leaders in industry and corporations who have some connections to SACNAS, and leaders in policy arenas. The data gathering generally involved the following questions: • What are SACNAS’ current strengths and limitations?

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SACNAS growth

•

What are possible future changes or trends in the environment that SACNAS should take into consideration as it plans for the future? • What opportunities and challenges does the future environment offer to SACNAS? What do all of the above suggest are possible • future directions for SACNAS?

• What

could or should be SACNAS’ intended impacts going forward? • What strategies offer the greatest potential to accomplish those impacts? The planning consultant conducted telephone interviews with all board members, including student and advisor members. On most phone interviews with external stakeholders, the president-elect was an observer.

KEY FINDINGS Identification of Themes The interviews identified the following interlocking themes and issues in terms of the environment in which SACNAS operates. 1. Affirmative Action/Diversity: People identified significant shifts in attitudes and public and institutional policies concerning affirmative action and diversity in U.S. education and employment generally and in science specifically.

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Other less-quantifiable policy/advocacy indicators include: • Establishment of a SACNAS office in Washington, DC, with local science policy staff; also provides home base for other staff and Board members who are now much more active in the federal capital; located at headquarters of partner American Chemical Society • This DC presence has also been critical to the following areas of growth: • Strong expressions and/or actions toward partnerships/collaborations from AAAS, American Chemical Society, American Mathematical Association, American Society for Cell Biology • Receptivity/encouragement from NSF and NIH for SACNAS to request increased or new funding • Invitations for SACNAS representation at major events: by key national agencies, the White House, other societies, major academic institutions • Widespread recognition of and support for the SACNAS statement in response to the passage of the Arizona immigration bill SB1070 in April 2010

S AC N A S VISIO N 2020

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n 2009 and 2010, as it expanded, SACNAS also further refined its directions, setting clearer policies in terms of expected outcomes for SACNAS students and professional scientists.

meeting, e.g., 50% Hispanics/Chicanos, 12% Native Americans, 12% African Americans et al. This inclusiveness point is important to the funding agencies and to many others.

• SACNAS values the advancement of Hispanic/ Chicano and Native Americans in science at all levels, and encourages and supports students to attain the highest degrees they can.

That said, the policy that extends from the SACNAS mission is when resources and capacity to support individuals are limited, and the funding sources allow, priority will be given to Hispanic/Chicano and Native American students and professionals.

• SACNAS places highest priority on attaining degrees necessary to pursue careers in research, teaching, and leadership in academia, government, industry, and the nonprofit sector. Therefore, the most desired student outcomes are doctoral degrees in STEM. • In terms of ethnicity, SACNAS clearly targets Hispanic/ Chicano and Native American scientists. It is also welcoming to other groups who need and seek the general support that SACNAS provides. This point could be effectively underlined by stating the ethnic demographics from any recent annual

• SACNAS recognizes the range of student needs and access to supports and services, and seeks to target its programming accordingly. The intent of segmenting students into target groups is to improve services to each group and not to restrict any student’s access to SACNAS support.

SACNAS POLICY CLARIFICATIONS

SACNAS Policy Clarifications in Light of Growing Demand

• SACNAS programming encourages and supports undergraduate and graduate students in attaining advanced degrees by providing motivation and mentoring, access to resources, and community networks.

Degrees in STEM-M* Careers in Science: Research, Teaching, Leadership

Academia Government Industry Nonprofit

AS/AA BS/BA MS Doctorate *Science, Technology, Engineering, Mathematics, Medicine

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extensive access moderate access

access to supportive services and resources

A MOVEMENT FOR CHANGE

CAREERS IN SCIENCE: RESEARCH, TEACHING, LEADERSHIP

limited access

moderat e need

extensive need

limited need

need for targeted support

A Movement for Change: Examining the Need and Looking to Make an Impact

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ACNAS has become increasingly clear that its mission and goals are directed toward social change—at Changing the Face of Science through Full Representation of Hispanics/Chicanos and Native Americans. It is critical to “change the face of science” not just for ethnic equity, but equally so because of the potential for new vitality that will result from diversifying the scientific workforce. The SACNAS Board of Directors and staff are increasingly seeing the importance of addressing the following two critical questions for any organization seeking to have a significant impact in bringing about change: • “What is the condition SACNAS is seeking to address?” • “How can SACNAS know going forward that it is making an impact?”

The SACNAS Strategic Plan and specifically the goals it sets provide clarity about the condition the organization seeks to address (pages 1-2). In response to the second question above, SACNAS is examining data from the National Science Foundation1. In line with the SACNAS goal of encouraging and supporting undergraduate and graduate students in pursuing and attaining advanced degrees, these data provide potential baseline information. As shown below more than 30,000 undergraduate Hispanics graduate annually across all the science and engineering disciplines. This figure could reasonably be doubled to 60,000 to estimate the number of juniors and seniors together. Similarly the number of junior and senior level Native American undergraduates in science can be estimated at over 5,000.

1. Division of Science Resources Statistics, 2011, Women, Minorities, and Persons with Disabilities in Science and Engineering: 2011, Special Report NSF 11-309, Arlington,VA (available at www.nsf.gov/statistics/wmpd)

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S AC N A S VISIO N 2020

Undergraduate degrees Hispanics Native Americans % of all undergraduate degrees awarded in 2008 awarded U.S. citizens & permanent residents Hispanics Native Americans Biological Sciences 5,995 508 7% 0.6% Computer Sciences 2,923 221 8% 0.6% Earth/Atmospheric/Ocean 192 28 5% 0.7% Math and Statistics 924 73 6% 0.5% Physical Sciences 1,122 107 7% 0.6% Social Sciences 14,605 1,302 10% 0.9% Engineering 5,234 344 8% 0.5% TOTAL 30,995 2,583 8% 0.7% TOTAL excluding Social Sciences 11,156 937 7% 0.6% and engineering

A MOVEMENT FOR CHANGE

HispanicS/Chicano and Native American Students Awarded Undergraduate Degrees in 2008

Division of Science Resources Statistics, 2011, Women, Minorities, and Persons with Disabilities in Science and Engineering: 2011, Special Report NSF 11-309, Arlington,VA (available at www.nsf.gov/statistics/wmpd)

The last row of the table above shows the number of undergraduates earning science degrees in Biological Sciences; Computer Sciences; Earth, Atmospheric, and Ocean Sciences; Math and Statistics; and Physical Sciences (and excluding the Social Sciences and Engineering).This is more reflective of the undergraduates who attend the SACNAS conference—almost 90% are in the “included disciplines.” NSF estimates that about 30% of graduating science students are likely to pursue graduate school (although this estimate is likely too high for this URM population), resulting in about 7,200 junior and senior Hispanic and Native American students potentially headed to graduate school in these disciplines. It is this population that is SACNAS’ target audience for enhancing their opportunities and ability to pursue graduate education by attending the annual conference. At the 2010 SACNAS conference, there were approxi-

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mately 1,000 Hispanic and American Indian undergraduate students in attendance of whom about 700 presented posters. Thus, at present SACNAS is providing unique mentoring opportunities to about 14% of the Hispanic and American Indian undergraduate students likely to be headed to graduate school in these disciplines. Data on students enrolled in a graduate degree program (includes master’s and PhD programs) in that same year show over 20,000 Hispanics, and over 2,000 Native Americans—far more than the number of graduate students being reached by SACNAS. It is also interesting to note that while there is some drop-off from undergraduate to graduate enrollment in the percentage of total students represented by Hispanics/Chicanos and Native Americans, the dropoff is less than might have been assumed.

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A MOVEMENT FOR CHANGE

HispanicS/Chicanos and Native Americans Enrolled in Graduate Programs in 2008 Total Graducate Students Hispanics Native Americans % of all graduate students (U.S. citizens, enrolled in 2008 permanent residents) enrolled in 2008 Hispanics Native Americans Biological Sciences 3,498 335 6% 0.6% Computer Sciences 1,227 130 5% 0.5% Earth/Atmospheric/Ocean 525 74 5% 0.6% Math and Statistics 710 58 5% 0.4% Social Sciences 6,968 898 8% 1.1% Non-Clinical Psychology 2,457 175 9% 0.7% Engineering 4,716 346 6% 0.5% TOTAL 21,369 2,127 7% 0.7% TOTAL excluding Social Sciences 7,228 708 6% 0.6% and engineering

Lastly data are presented on the numbers of Hispanics and Native Americans awarded master’s and PhDs in the science and engineering disciplines, again including and excluding Social Sciences and Engineering. The degree data clearly show that

SACNAS must redouble its efforts to increase the numbers of Hispanic/Chicano and Native American undergraduates pursuing advanced degrees in STEM.

HispanicS/Chicanos and Native Americans Awarded MS Degrees in 2008 Total MS Degrees Awarded Hispanics Native Americans % of all MS Degrees awarded (U.S. citizens, in 2008 permanent residents) enrolled in 2008 Hispanics Native Americans Biological Sciences 466 55 5% 0.6% Computer Sciences 473 44 3% 0.3% Earth/Atmospheric/Ocean 57 7 4% 0.5% Math and Statistics 181 11 4% 0.2% Physical Sciences 156 14 4% 0.3% Social Sciences 1,940 201 6% 0.6% Non-Clinical Psychology 1,543 104 8% 0.6% Engineering 1,243 86 4% 0.3% TOTAL 6,059 522 5% 0.4% TOTAL excluding Social Sciences 1,333 131 4% 0.3% and engineering

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S AC N A S VISIO N 2020

Total PhD Degrees Awarded Hispanics Native Americans % of all PhD Degrees awarded (U.S. citizens, in 2008 permanent residents) enrolled in 2008 Hispanics Native Americans Biological Sciences 274 20 5% 0.4% Computer Sciences 16 0 2% 0.0% Earth/Atmospheric/Ocean 17 2 4% 0.5% Math and Statistics 29 2 4% 0.3% Physical Sciences 112 5 5% 0.2% Social Sciences 146 19 5% 0.7% Non-Clinical Psychology 420 31 10% 0.7% Engineering 130 15 4% 0.5% TOTAL 1,144 94 6% 0.5% TOTAL excluding Social Sciences 448 29 5% 0.3% and engineering

All these data demonstrate the need to advance Hispanics/Chicanos and Native Americans in science so as to change the face of science with their full representation. A major step to grappling with the question “How can SACNAS know going forward that it is making an impact?” was to address the issue—does SACNAS intend to grow? What is its vision for itself? With greater clarity at that high level, SACNAS can then move to being more specific about its expectations for where and how it can have a significant impact over time, and what is a reasonable, phased growth plan for getting there.

SACNAS VISION 2020

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n fall 2010, SACNAS formed a task force of current and former Board members2 to develop a recommended a long-range vision that draws SACNAS forward and guides it in responding to important opportunities and issues over the next decade. The recommended SACNAS Vision 2020

GROWTH TO A VISION

HispanicS/Chicanos and Native Americans Awarded PhD Degrees in 2008

was thoroughly discussed and unanimously adopted by the full Board of Directors at a special meeting in spring 2011.

Growth to a Vision The major elements of the 2020 Vision are: • SACNAS exists to make a significant difference in changing the face of science by having full representation of Hispanics/Chicanos and Native Americans. It is critical to change the face of science for ethnic equity, but equally to improve the quality of science through diversifying the scientific workforce. • To accomplish that purpose SACNAS must grow in size and in being a leader. SACNAS must work toward a 2020 vision of: n Engaging

and fostering the success of a significant portion of Hispanic/Chicano and Native American scientists, from students to professionals.

2. Ernest D. Marquez, PhD (Chair; President and Board Member), JD Garcia, PhD (past president; Board Member), Judit Camacho, SACNAS Executive Director, Robert Barnhill, PhD (Vice President for Science Policy), David Burgess, PhD (former president; Board Member), Marigold Linton, PhD (former president), Christopher Andronicus, PhD (Board Member), Lydia Villa-Komaroff, PhD (Founder), Aaron Velasco, PhD (former president)

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WHAT SACNAS 2020 WILL LOOK LIKE

n Presenting

quality science by and/or for the benefit of these communities.

n

Being a leader in influencing policy to reduce barriers to/support the advancement of Hispanics/Chicanos, Native Americans, and other underrepresented minorities in science.

n

Being a disseminator of research and information on best practices that are scalable and will change the face of science through full representation of all cultures and ethnicities.

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Gathering, assessing, and reporting outcome data that measure programmatic impacts and inform ongoing improvements to increase those impacts.

Growth and SACNAS Values SACNAS growth must include vigilant adherence to the essential values or principles which underlie SACNAS success to date and basic to realizing the intended impacts. These values as stated in the strategic plan include: SACNAS is • Inclusive of ethnicities, cultures, and scientific disciplines. • Focused on having a significant impact through its purpose and mission. • Committed to standards of excellence in science and education. • Fully mindful of the importance of students’ K-12 experience. • Devoted to full engagement of society members in its work.

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What SACNAS 2020 Will Look Like While it is neither possible nor desirable to precisely predict the future, it is helpful to have a commonlyheld broad-brush picture of what SACNAS might look like in 2020. The following such picture grew out of this process. Membership • By 2020, SACNAS will be a society of a large number of scientists and other professionals committed to and working on behalf of the mission. Programming to foster the success of Hispanic/ Chicano and Native American scientists, students to professionals • By 2020, SACNAS will be reaching and engaging a significant portion of its target populations, by being strategic in its outreach (guided by data on where students, graduates, postdocs, and professionals are concentrated). • By 2020, SACNAS will have built out a breadth of programming tailored to supporting the continuum from student through professional career and leadership—having identified/developed models for providing high quality mentoring, professional development, and other supports to large numbers of Hispanic/Chicano and Native American scientists. • SACNAS will anticipate growth in demand and plan to assure the capacity and quality of its offerings. This will include anticipating the growing demand for conferences/meetings that support meaningful in-person connections3.

S AC N A S VISIO N 2020

Influencing science policy • By 2020, SACNAS will be a leader and the go-to place for information, connections, and influence related to advancing Hispanics/ Chicanos, Native Americans, and other underrepresented minorities in science. The large membership base, over 30,000 in 2011, of SACNAS will be a critical component of its effectiveness in influencing change. • SACNAS will have a major science policy presence in Washington, DC., informing and influencing policy that impacts the educational achievement of Hispanic/Chicano and Native American K-12 students in STEM, the advancement of undergraduates, graduate students and post-docs in science, and the leadership development of science professionals. • By 2020, SACNAS will be further positioned as a leader in promoting social change through conducting and/or compiling research on scalable best practices and promoting policy

recommendations based on that research. Also emerging from this process is a commonly held vision of what SACNAS will look like organizationally in 2020 in order to effectively develop, manage, and sustain these directions of impact with growth and quality. • In order to be a large, influential, impactful organization in 2020, SACNAS will have the consistency and professionalism of highly qualified staff in positions of leadership and the full complement of staffing needed for implementation.

WHAT SACNAS 2020 WILL LOOK LIKE

• SACNAS will include, as integral to its work, being a high-profile forum for quality science by and/or for the benefit of Hispanics/Chicanos and Native Americans.

• SACNAS will have clear policies and be continually monitoring implementation to ensure that the emphasis on growth does not diminish the quality of services and mentoring that SACNAS delivers to its members. • The voluntary leadership of SACNAS will be focused on governance—on setting the directions and high-level policies, on garnering resources, on building and leveraging relationships with other influential people and institutions on behalf of the mission, on overseeing performance and directing adjustments as needed to achieve quality and impact.

3. For example, if SACNAS were to continue to experience annual conference growth at 12% and were to be strategic about participation in order to maintain the ratio of scientists to students, annual conference participation in 2020 would total 10,000; with over 4,000 being undergraduates.This number of undergraduates would represent reaching 50% of undergraduate students likely headed to graduate school in the disciplines cited on pages 7-8 (based on 2008 data). HIGHLIGHTED NOTE: MAKE SURE THE PAGE NUMBERS ARE ACCURATE

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WHAT SACNAS 2020 WILL LOOK LIKE

n This leadership will be made up of people

committed to the mission who collectively bring a breadth of perspectives and connections — across academia, government, industry, philanthropy, and a depth and diversity of experience in leading and governing entities committed to realizing social change. n

SACNAS may have new/additional models of boards, committees, and/or panels to effectively engage the breadth of leadership it needs.

• In 2020, the constituents of SACNAS will be engaged in large numbers, through SACNAS

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and in their own arenas, in efforts that support Hispanic/Chicano and Native American scientists (from students to professionals) and that influence science policy. • By 2020, SACNAS will be tracking, measuring, and effectively reporting the impact of its programming, its policy influence, and its constituent engagement. • In order to accomplish all this, by 2020 SACNAS will have a much larger budget, funded through diverse sources across earned income, government funding, and private/philanthropic support.

SACNAS vision 2020

SACNAS extends deep thanks to Libby Dietrich of Pacific Associates. Libby’s clear communication, insight, and experience were instrumental during this visioning process. SACNAS Vision 2020 planning consultation provided by: Libby Dietrich Strategic Planning Consultation to Nonprofits Pacific Associates [email protected] S A C N A S

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sacnas.org SACNAS P.O. Box 8526 Santa Cruz, CA 95061-8526 1-877-SACNAS-1 [email protected]