Calvin Briggs, Ed.D.

Executive Director

The Southern Center for Broadening Participation in STEM (SCBPS)

Calvin Briggs, Ed.D.

Executive Director

The Southern Center for Broadening Participation in STEM (SCBPS)

Dr. Calvin Briggs, 1994 graduate and former trustee of Clark Atlanta University, is the Founder & Executive Director for the Southern Center for Broadening Participation in STEM. Dr. Briggs formerly served as the Director of the Center of Excellence in STEM and mathematics educator in Birmingham, AL. Dr. Briggs seeks to “Create New Possibilities in STEM career pathways for all Students, “specifically, the underserved and underprepared. In his role with the Southern Center, Dr. Briggs seeks to “build capacity” through programmatic, policy, and funding guidance; increasing sustainability and effectiveness of STEM programs. Securing more than $7.0 million in STEM grant funding from the National Science Foundation to increase underrepresented minorities in STEM career pathways

Dr. Briggs advocates for impactful STEM policy and broadly disseminates “Best Practices” in STEM student recruitment, retention, success, and leadership through ongoing committee and board assignments such as the Alabama Mathematics Science and Technology Coalition (AMSTEC), the Understanding Interventions Advisory Board, and the Conference Board of Mathematical Sciences National Forum. Most notably, serving as a member of the Alabama Governor's Advisory Council for Excellence in STEM (ACES) and a member of the Alabama State Mathematics Course of Study Committee, Dr. Briggs contributed to the development and adoption of the “Alabama Roadmap to STEM Success: A Strategic Plan for STEM Education” and the 2019 Alabama State Mathematics Course of Study,” respectively. As a newly appointed member to the Alabama STEM Council Dr. Briggs believes “It is essential that we equip, elevate, and enrich our students, faculty, and institutional leadership with the necessary tools to advance degree completion, specifically, STEM career pathways.

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15 to Finish

Boost the number of students who are on track for on-time graduation by encouraging enrollment in 15 credits each semester (30 credits per year, including summers). Financial aid dollars, as well as institutional process and practice, should support that standard.

Math Pathways

Ensure all students enroll in and complete gateway math in their first year by designing math courses that are aligned with the skills students need for their chosen program of study.

Corequisite Support

Increase gateway course completion within the first year by enrolling entering students into the college-level math and English courses, providing those who need additional help a concurrent course or lab that offers just-in-time academic support.

Momentum Year

Build momentum so students meet first-year benchmarks: informed choice of meta major or major, enrollment in 30 credits with nine in the program of study and completion of gateway courses. Provide early support and guidance for decision making, using interest assessments and labor-market data.

Academic Maps with Proactive Advising

Default students onto highly-structured academic maps that include 15 credits per semester (or 30 per year), indicate milestone and pre-requisite courses, and empower advisors to effectively monitor progress and provide intervention as needed.

A Better Deal for Returning Adults

Increase degree attainment by inviting adult learners back to complete their education, providing a redesigned system that offers accelerated courses, year-round enrollment and predictable schedules. Give credit for prior learning and experience and additional support to help students navigate the system.

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