Undergraduate STEM Education
Through its Office of Undergraduate STEM Education, AAC&U works to empower institutions of higher education to catalyze higher education reform in science, technology, engineering, and mathematics (STEM); lead national efforts that foster discovery and innovation in STEM faculty professional development; and advance equity in service to building a diverse, competitively trained STEM workforce.
The AAC&U Inclusive Excellence Commission was established in 2016 to complement Inclusive Excellence: Engaging All Students in Science, an initiative of the Howard Hughes Medical Institute (HHMI) that challenges US colleges and universities to substantially and sustainably increase their capacity for inclusion of all students, especially those from groups underrepresented in science. The commission evaluates campus interventions implemented through the initiative by HHMI grantees.
The Center for the Advancement of STEM Leadership (CASL) seeks to reposition historically black colleges and universities (HBCUs) from the margins to the center of research, practice, and discourse in STEM higher education and to broaden substantially the participation of marginalized students. Founded in 2016 as a joint enterprise of AAC&U, the University of the Virgin Islands, Fielding Graduate University, and North Carolina A&T State University, CASL now includes thirty affiliated HBCUs.
The Knowledge Exchange is a multifaceted initiative that leverages the national convening power of AAC&U and its STEM Central web platform to provide professional development opportunities for disciplinary STEM faculty, higher education theorists, and STEM education researchers. Through a highly integrated hybrid of virtual and face-to-face interactions, the Knowledge Exchange seeks to build momentum for reform of the systems and structures of privilege within STEM higher education.
Project Kaleidoscope (PKAL) is AAC&U’s center of STEM higher education reform dedicated to empowering STEM faculty, including those from underrepresented groups, to graduate more students in STEM fields who are competitively trained and liberally educated. Since its founding in 1989, PKAL has been one of the leading advocates in the United States for transforming undergraduate STEM teaching and learning. It has to date empowered an extensive network of over 7,000 STEM faculty and administrators committed to the principles, practices, and partnerships that advance cutting-edge, integrative STEM higher education for all students.
Project Kaleidoscope (PKAL) Regional Networks provide STEM faculty with professional networking opportunities that support faculty development, enhance undergraduate STEM student learning and content mastery, and facilitate institutional change. Each network conducts up to two regional meetings per academic year, focusing on topics of interest to the STEM higher education community. The networks also serve to disseminate best practices within and across various institutional settings.
STEM Central is an online networking platform that serves as a resource for STEM faculty who are working to improve and transform undergraduate STEM education in the United States through the study and practice of broadening participation. Since its launch in 2011, the STEM Central community of practice has grown to include more than three thousand STEM faculty and administrators from colleges and universities across the country, including minority serving institutions and community colleges.
Teaching to Increase Diversity and Equity in STEM (TIDES) is an initiative to improve learning outcomes and retention for students historically underrepresented in the computer/information sciences and related STEM disciplines. The goals are to develop and implement new curricula and to empower STEM faculty to adopt culturally sensitive pedagogies and sustain the changes in practice required to make STEM teaching both relevant and inclusive.
At the Soul of Leadership: Authentic Perspectives on STEM Reform from HBCUs
This issue features research articles written by Center for the Advancement of STEM Leadership (CASL) fellows on proven HBCU leadership approaches that have broadened the participation of historically underrepresented groups in STEM.
The work presented in this issue of Peer Review was generously funded by the National Science Foundation Historically Black Colleges and Universities–Undergraduate Program. The opinions, findings, conclusions, or recommendations expressed herein are those of the authors and do not necessarily reflect the views of the National Science Foundation.
Increasing Student Success in STEM: A Guide to Systemic Institutional Change
Intended for faculty, administrators, and other academic leaders poised to mount comprehensive STEM reforms to improve student learning and success, particularly for students from underrepresented minority groups, this guide offers advice on getting started, team and leader development, project management, and sustaining change. It provides...