Principles and Practices Fostering Inclusive Excellence: Lessons from the Howard Hughes Medical Institute's Capstone Institutions
DiBartolo, Patricia Marten, Smith College Gregg-Jolly, Leslie, Grinnell College Gross, Deborah, Carleton College Iverson, Ellen, Carleton College Manduca, Cathryn A., Carleton College Cooke, David B., Carleton College Davis, Gregory K., Bryn Mawr College Davidson, Cameron, Carleton College Hertz, Paul E., Barnard College Hibbard, Lisa, Spelman College Ireland, Shubha K., Xavier University of Louisiana Mader, Catherine, Hope College Pai, Aditi, Spelman College Raps, Shirley, Hunter College Siwicki, Kathleen, Swarthmore College
2016-09-01
2010-2019
Best-practices pedagogy in science, technology, engineering, and mathematics (STEM) aims for inclusive excellence that fosters student persistence. This paper describes principles of inclusivity across 11 primarily undergraduate institutions designated as Capstone Awardees in Howard Hughes Medical Institutes (HHMI) 2012 competition. The Capstones represent a range of institutional missions, student profiles, and geographical locations. Each successfully directed activities toward persistence of STEM students, especially those from traditionally underrepresented groups, through a set of common elements: mentoring programs to build community; research experiences to strengthen scientific skill/ identity; attention to quantitative skills; and outreach/bridge programs to broaden the student pool. This paper grounds these program elements in learning theory, emphasizing their essential principles with examples of how they were implemented within institutional contexts. We also describe common assessment approaches that in many cases informed programming and created traction for stakeholder buy-in. The lessons learned from our shared experiences in pursuit of inclusive excellence, including the resources housed on our companion website, can inform others efforts to increase access to and persistence in STEM in higher education. KEYWORDS: STEM education program, Howard Hughes Medical Institutes Capstone Institutions
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CBE Life Sciences Education 15, no. 3 ( September 2016) Article 44
Clark Science Center, Science Education Resource Center, Department of Biology,Department of Geology, ,Department of Chemistry and Biochemistry,Department of Physics,
http://www.lifescied.org/content/15/3/ar44.full.pdf+html
10.1187/cbe.16-01-0028
http://hdl.handle.net/20.500.12322/sc.fac.pubs:2016_dibartolo_patricia
http://rightsstatements.org/vocab/InC/1.0/