Broaden Participation in STEM
The perspectives of groups traditionally underrepresented in STEM disciplines are valuable in broadening the conversation and approaches to solve questions in STEM. In addition, many employers that need STEM expertise are expecting large shortfalls in qualified employees in the near future. A strong strategy for developing a robust workforce is to increase the participation of underrepresented minority students, first generation college students, and students from low socioeconomic backgrounds in courses and programs where they can learn the necessary skills and knowledge.
The suites of resources and exemplars showcased here demonstrate successful models in a variety of contexts. There are many components that can be involved (such as demonstrating the relevance to students' lives, using active pedagogies, or developing a sense of community among students in a program). The examples of how other educators and institutions have achieved success with some key practices are particularly valuable for those engaged in broadening participation in STEM.
What is This?
These pages are a synthesis of advice based on broadening participation work done by faculty members and administrators involved in many projects in collaboration with the Science Education Resource Center (SERC). The framework of attracting, supporting, and preparing students as well as the major guidance headings on each page come out of work sponsored by the InTeGrate STEP Center project. The other projects involved include: Supporting and Advancing Geoscience Education in Two-year Colleges (SAGE2YC); Building Strong Departments; Supporting STEM Success in a Liberal Arts Context; On the Cutting Edge; Iowa Illinois Nebraska STEM Partnership for Innovation in Research and Education (IINSPIRE); Integrating Research and Education; Keyah Math Project; Pedagogy in Action; Direct Measurement Videos; Sustainability Improves Student Learning (SISL); Climate Education in an Age of Media; Parallel Computing in the Computer Science Curriculum; Curriculum for the Bioregion; and the National Institute for Faculty Equity (NIFE).
- DiBartolo, P.M., Gregg-Jolly, L., Gross, D., Manduca, C.A., Iverson, E., Cooke III, D.B., Davis, G.K., Davidson, C., Hertz, P.E., Hibbard, L., Ireland, S.K., Mader, C., Pai, A., Raps, S., Siwicki, K., Swartz, J.E., (2016) Principles and Practices Fostering Inclusive Excellence: Lessons from the Howard Hughes Medical Institute's Capstone Institutions, Article for "Broadening Participation in the Life Sciences" Special Issue
- Gregg-Jolly, L.,Swartz,J., Iverson,E.,Stern,J.,Brown, N.,Lopatto, D. (2016) Situating Second-Year Success: Understanding Second-Year STEM Experiences at a Liberal Arts College,Article for "Broadening Participation in the Life Sciences" Special Issue
- Gross, D, Iverson, E., Willett, G., Manduca, C., (2015) Broadening Access to Science With Support for the Whole Student in a Residential Liberal Arts College Environment, Journal of College Science Teaching, v 44, no 8, p. 99-107
- Jolly, E.J., P.B. Campbell, L. Perlman (2004). Engagement, Capacity and Continuity: A Trilogy for Student Success. A Report Commissioned by the GE Foundation.
- National Academy of Sciences, National Academy of Engineering, and Institute of Medicine (2011). Expanding Underrepresented Minority Participation: America's Science and Technology Talent at the Crossroads. Washington, D.C.: National Academies Press. 269p.
- ADVANCE: for the Advancement of Women in Science and Engineering Careers
- Association of American Colleges & Universities: Teaching to Increase Diversity and Equity in STEM (TIDES) and Committing to Equity and Inclusive Excellence
- Association of Public and Land-Grant Universities: Access and Diversity
- Institute for Broadening Participation: Pathways to Science
- StratEGIC: Strategies for Effecting Gender Equity and Institutional Change
- STEM Central: Recruiting, Retaining Women and/or Minority Students Working Group
- Understanding Interventions