Initiative
Teaching to Increase Diversity and Equity in STEM (TIDES)
Teaching to Increase Diversity and Equity in STEM builds the capacity and efficacy of individuals and teams in exploring the root sources, unwritten codes, and systemic origins of the underrepresentation of minoritized groups in STEM.
The overall goal of this initiative is to increase the learning outcomes and retention of students historically underrepresented in the computer/information sciences and related STEM disciplines. The project pursues two specific aims:
- develop and implement curricula that will enhance underrepresented STEM student interest, competencies and retention rates; and
- empower STEM faculty to adopt culturally sensitive pedagogies and sustain the necessary changes in practice required for relevant and inclusive STEM teaching.
AAC&U is dedicated to promoting high-quality learning, accelerating broad-scale systemic innovation to advance diversity, and advancing inquiry across all liberal arts and sciences disciplines. In its recently expanded mission, AAC&U also seeks to make liberal education and inclusive excellence the foundation for institutional purpose and educational practice in higher education. This STEM initiative is integrally connected to all of these tenets of higher education reform, and is expected to build capacity in higher education toward achieving this goal, as well as create a national community of faculty leaders committed to and effective in developing supportive and empowering environments for students traditionally underrepresented in STEM.
TIDES Institute
The changing demographic landscape of higher education demands that colleges and universities adapt more daring approaches to institutional change that are equally evidence-based and culturally responsive. This transformative event sensitizes STEM reformers to the ways in which institutional systems and structures disproportionately disadvantage STEM faculty and students of color, and other marginalized groups. It emphasizes accountability through critical questioning, critique, deep reflection, and introspection of self, department, and institution.
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