Affiliation:
1. North Carolina A&T State University, USA
2. Winston-Salem State University, USA
3. North Carolina Central University, USA
Abstract
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.
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