U.S. students exit undergraduate science, technology, engineering, and mathematics programs at alarming rates. Less than 50 percent of the undergraduate students who enter STEM degree programs as aspiring freshmen complete degrees in these areas. This is especially true for minorities, whose departure from STEM degree programs is often twice the rate of others.
Broadening Participation in STEM features chapters from developers of high impact educational practices and programs that have been effective at broadening the participation of underrepresented groups in the STEM disciplines. It explores strategies used with special populations of STEM aspirants including minority groups such as African Americans, Latino Americans, and Native Americans; persons from economically disadvantaged background; and persons with disabilities. This volume contributes to national knowledge of best practices in educating underrepresented students aspiring to STEM careers.
This book provides campus-based faculty, administrators, and diversity professionals with a guide that can be used to develop programs designed to address specific student success and inclusion goals in STEM programs.
This book reports on high impact educational practices andprograms that have been demonstrated to be effective at broadening theparticipation of underrepresented groups in the STEM disciplines.
Recenzijas
Education researchers and administrators share ideas and findings about how to increase the number of undergraduate students completing degrees in science, technology, engineering, and mathematics (STEM) disciplines. Arguing that diversity is a lever for innovation, they share principles and best practices of inclusive excellence. Among their topics are advancing STEM by transforming pedagogy and institutional teaching and learning: the creation of a STEM center of excellence for active learning, coordinating the resources of individual student research training initiatives in biomedical sciences at Xavier University of Louisiana, high-impact educational practices that promote student achievement in STEM, and process-oriented guided-inquiry learning at Jackson State University and Tuskegee University. -- Annotation ©2019 * (protoview.com) *
| About the Authors |
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| Preface |
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LSU Office of Strategic Initiatives: A Great Equalizer for Broadening Participation in STEM |
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3 | (32) |
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Empowering Undergraduate Students to Lead Research: The ASCEND Program at Morgan State University |
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35 | (20) |
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Advancing STEM by Transforming Pedagogy and Institutional Teaching and Learning: The Creation of a STEM Center of Excellence for Active Learning |
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55 | (18) |
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Transforming STEM Departments for Inclusion: Creative Innovation, Challenges, Adaptation, and Sustainability at the University of Arkansas-Fort Smith |
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73 | (34) |
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NanoHU: A Successful Collaborative STEM Model Preparing African Americans for Engagement in Nanoscience, Laying the Foundation for Transformative, Institutional Steam Engagement |
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107 | (22) |
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Michelle O. Fletcher Claville |
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All for One and One for All: Coordinating the Resources of Individual Student Research Training Initiatives in Biomedical Sciences at Xavier University of Louisiana |
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129 | (24) |
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Cultivating Agency through the Chemistry and Biochemistry Curriculum at Spelman College |
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153 | (30) |
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High-impact Educational Practices that Promote Student Achievement in STEM |
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183 | (14) |
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Supplemental Instruction Levels The Playing Field in STEM at Louisiana State University |
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197 | (12) |
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History and Evolution of STEM Supplemental Instruction at San Francisco State University: A Large, Urban, Minority-serving Institution |
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209 | (28) |
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Math Emporium Instructional Course Design: Algebra Course Evolution at an HBCU |
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237 | (28) |
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Dominic P. Clemence-Mkhope |
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Process-oriented Guided-inquiry Learning at Jackson State University and Tuskegee University |
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265 | (26) |
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A Cultural Shift: A Transformative Approach to Advising STEM Students at an HBCU |
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291 | (26) |
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Transitioning from a Traditional Lecture Style Organic Chemistry Classroom into a "Flipped" Classroom |
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317 | (24) |
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| Index |
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Zakiya Wilson-Kennedy, Ph.D., is an Associate Professor of Research in Chemistry Education and Assistant Dean for Diversity and Inclusion within the College of Science at Louisiana State University. She has received almost $30 million in STEM-related grants and contracts. Her research is published in peer-reviewed journals, such as the Journal of Science Education and Technology and the Journal of Chemical Education. Goldie S. Byrd, Ph.D., is Professor and Director of the Maya Angelou Center for Health Equity at Wake Forest University. She has published over 60 papers and book chapters and in STEM-related journals and has received over $70 million in STEM-related grants, contracts, and gifts.Eugene Kennedy, Ph.D., is an associate professor of Educational Research in the School of Education at Louisiana State University. He specializes in applied statistics, program evaluation and out-of-school learning in STEM disciplines. Henry T. Frierson, Ph.D., Professor of Educational Psychology, is Associate Vice President and Dean of the Graduate School at the University of Florida. He has been a faculty member for over 40 years and has advanced and promoted diversity and inclusion for racial and ethnic minority students throughout his career.
