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2016;119-151. doi: 10.4018/978-1-5225-0308-8.ch008.

Use of innovative pedagogies and creative partnership strategies to promote undergraduate STEM education at an HBCU.

S O Fakayode, A K Mohammed, Z S Wilson, M I Kanipes, V Snipes

UIID-AD: 4169 DOI: 10.4018/978-1-5225-0308-8.ch008


A continued decline in the student enrollment and retention and graduation rates of Underrepresented Minorities (URM) in STEM majors is a potential threat to future sustainability, viability, and competiveness of several STEM degree programs, particularly at Historically Black Colleges and Universities (HBCUs). The development of a broad-based and inclusive strategy to motivate, excite, retain, and graduate highly qualified URM students in STEM disciplines is therefore a national priority and is imperative for HBCUs. This book chapter highlights four major strategies including: 1) the design and implementation of new curriculum initiatives, active learning pedagogy, and other student engaging pedagogies, 2) early involvement of URM students in hands-on and guided inquiry research experiences in STEM majors, 3) establishing collaborations between HBCUs and Community Colleges, and 4) establishing strong collaborations between HBCUs and local K12 school districts to promote a grass root science education to promote a quality pipeline for HBCUs. © 2016 by IGI Global. All rights reserved.

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