An Alliance to Develop an Inclusive and Diverse National Faculty for Broadening Success of Underrepresented 2-Year and 4-Year STEM Students Motivation: Fewer than 40% of U.S. students who enter college intending to major in a STEM field complete a STEM degree. The loss is highest for students from underrepresented groups (URG ). Attrition is higher still at 2-year colleges, where many URG students first enroll in STEM. Accordingly, the National Academies’ Committee on Underrepresented Groups and the Expansion of the Science and Engineering Workforce Pipeline made increased undergraduate retention and completion its Priority 1 recommendation for increasing URG participation in the STEM workforce, including an explicit call for improved academic support. Vision: We propose a national cross-sector alliance to develop an inclusive and diverse faculty that increases the learning, persistence, and completion of URG STEM undergraduates across higher education, and thereby increase their contributions to the U.S. STEM enterprise. Specifically, we propose the National Alliance for Inclusive and Diverse STEM Faculty (NAIDSF). Research Foundation: Inclusive and diverse faculties are critical to URG undergraduate success. Many research studies attribute URG undergraduate attrition from STEM to uneven quality of teaching, mentoring and advising. Research also points to the close connection between the quality of learning experiences and equitable student achievement and persistence in STEM. Non-inclusive classrooms, ineffective teaching, poor mentoring in undergraduate research experiences, and unprepared advising negatively affect diverse learners from succeeding in STEM courses and persisting in STEM majors. Crucially, the challenge is not lack of research understanding about which teaching, mentoring and advising practices will yield greater and more equitable undergraduate learning and persistence. The challenge is that most faculty, at all career stages, are not using these practices Furthermore, research on increasing the success of underrepresented students has suggested that when taught by underrepresented faculty, underrepresented students achieve at significantly higher rates and as much as 20-50% of the course achievement gap between these groups and majority students disappears. Researchers have also found that Black male and female students persisted at higher rates in STEM majors when taught by faculty with corresponding race and gender. Despite the centrality of diversity in learning and student success, efforts to increase underrepresented faculty have been largely unsuccessful. In 2013, NSF reported that underrepresented minority faculty occupied a mere 8% of associate and full professorships in STEM (4-yr institutions). Strategy: Our overarching strategy is to build an inclusive and diverse national STEM faculty. In order to do so, the Alliance will pursue three mutually reinforcing strategic goals: Strategy 1 — Deepen the preparation of future, early-career and current STEM faculty to be inclusive and effective in their undergraduate teaching, research mentoring and advising; Strategy 2 — Diversify the national faculty through effective recruitment, hiring, and retention of URG STEM faculty via institutional transformation in practice, policies, resources, and infrastructure; Strategic Goal 3 — Foster postsecondary institutional cultures that recognize and value inclusivity broadly, and in the context of STEM faculty work, more specifically. Change Domains: To build an inclusive and diverse national STEM facult
|Effective start/end date||9/1/18 → 8/31/23|
- Association of Public and Land-grant Universities (Agmt 5/16/19//HRD-1834518)
- National Science Foundation (Agmt 5/16/19//HRD-1834518)
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