Creating solutions to support the success of our undergraduate STEM students, particularly those who are academically talented and from low-income households, requires intentional exchange – through dialogue and discourse – between teaching and research communities.
Initiated in 2016 as a joint enterprise—with generous funding from the National Science Foundation’s Historically Black Colleges and Universities Undergraduate Program—the Center for the Advancement of STEM Leadership (CASL) was founded by the University of the Virgin Islands, Fielding Graduate University, North Carolina A&T State University, and the Association of American Colleges and Universities.
Representing the first stage of a new partnership between both organizations, AAC&U and the Howard Hughes Medical Institute (HHMI) are pleased to announce the establishment of a new Inclusive Excellence Commission.
Establishing family-friendly workplace environments that are conducive to career-life balance is increasingly recognized as a necessary institutional strategy to recruit, retain, and advance diverse faculty in STEM, particularly women. However, the inherent heterogeneity of women in the academic STEM disciplines demands institutional measures that extend beyond mere institutionalized policies, but also holistically capture and honor the intersectional lived experiences of women of all racial/ethnic backgrounds, age groups, and sexual orientations.
Through a generous $4.9M grant from the Leona M. and Harry B. Helmsley Charitable Trust, AAC&U launched TIDES: Teaching to Increase Diversity and Equity 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.
AAC&U's Scientific Thinking and Integrative Reasoning Skills (STIRS) initiative was launched to develop tools to improve the capacity of undergraduate students to use evidence to solve problems and make decisions.
This initiative aimed to develop a comprehensive, institutional model to help campus leaders plan and implement evidence-based reforms geared toward improving student learning and success in STEM into scalable and sustainable actions. The project was funded by the W.M. Keck Foundation and engaged eleven colleges and universities in California to test evidence-based strategies that will lead to program, departmental, and eventually, institutional transformation. The project leveraged PKAL’s twenty years of STEM education research and reform experience in creating more effective curricular, teaching, and program strategies. Participating campuses embarked on their own campus projects and through their work contributed to the development of the framework.
An understanding of public health is a critical component of good citizenship and a prerequisite for taking responsibility for building healthy societies. At its best, the study of public health combines the social sciences, sciences, mathematics, humanities, and the arts. At the same time, it serves as a vehicle for the development of written and oral communication skills, critical and creative thinking, quantitative and information literacy, and teamwork and problem solving. It incorporates civic knowledge and engagement—both local and global—intercultural competence, and ethical reaso
Our nation’s Historically Black Colleges and Universities (HBCUs) continue to graduate African American science and engineering baccalaureates at disproportionately higher rates than all other institutions of higher education (NSF, 2015). Despite a national imperative to diversify the STEM disciplines, however, these institutions continue to be excluded from national STEM education reform efforts.
The goals of the PCFF project were to provide professional and leadership development for women of color faculty in science, technology, engineering, mathematics (STEM), or in NSF natural and behavioral science disciplines, and improve undergraduate STEM education at HBCUs and beyond.
Successful transfer of more students from 2-year colleges to 4-year institutions is critical to the future of our workforce and our civic democratic life. In this project, AAC&U and PKAL planned and executed two national convenings dedicated to STEM transfer student success. The meetings were organized as Action Labs for selected community college/four-year institution partnerships from six states. Partners focused on developing effective models for STEM student transfer success.