Reconsidering Faculty Development to Broaden Participation in STEM

Even though colleges and universities in the United States produce nearly two million graduates each year (Ryan and Bauman 2016), American higher education is not without significant challenges related to the success of its most valuable stakeholders—undergraduate students. Arguably, most pressing among these is the hemorrhagic loss of talented undergraduate students from the STEM disciplines. Indeed, every fifteen minutes, a student majoring in STEM either changes his or her major to a non-STEM discipline or withdraws from college altogether (NSF 2017). This phenomenon disproportionately, although not exclusively, affects African American, Latino, Asian/Pacific Islander, and Native American (collectively, AALANA) students, who now comprise the fastest-growing undergraduate populations in US colleges and universities (NSF 2017).


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