Blogs

We were focused on trying to mitigate the potentially negative long-term impacts of the pandemic on the diversity, equity, and inclusion of current and future STEM faculty. We changed practices and policies related to faculty evaluation, including the development of a new pathway for promotion and tenure . W e created mechanisms to capture the impact of the pandemic on faculty careers, and we deployed programming aimed at promoting equity-oriented leadership among faculty and staff. These actions were taken to ensure that the impact of the pandemic on career progression for minoritized STEM faculty w as minimized , supporting our institutional ...
Students arriving at colleges without STEM AP (Advanced Placement) credit have been systematically disadvantaged in their pursuit of engineering degrees. We m ade curricular changes to offer more flexibility, remove choke point courses (i.e., failure of those courses would delay graduation), and establish multiple pathways to complete degree requirements. We also ask faculty members to pay special attention to students' varying level of academic preparation, enacted policy changes to allow for more students pursuing minors, reducing required credits for degrees, and establish an undergraduate curricular committee to provide oversight of all degree programs ...
Like other institutions of higher education, PLU undergraduate enrollments overall and in STEM disciplines specifically, have been impacted by the pandemic. PLU has been trying to address undergraduate enrollment and retention during the pandemic and beyond. PLU adopted 2 enrollment initiatives to minimize financial barriers to our students, including Natural Sciences students: 1) our PLUS Year Program and 2) our PLU Fixed Tuition Guarantee Program . The PLUS Year Program was designed to allow students enrolled full-time in 2020-2021 to lessen their academic loads, delaying at least some of their courses, laboratories, and experiential learning opportunities ...
Due to the pandemic, Laredo College identified and addressed factors impacting student success including mental health, accessibility to technology, and familial and work obligations. As an institution, we implemented various programs and strategies that would address issues of mental health, accessibility to technology, and familial and work obligations to help students succeed. The programs included: wi-fi accessibility, online orientation, STARS referral form, LEAPS: POWER, textbook assistance, childcare services, and tuition discounts. Laredo College is focused on cultivating a learning, teaching, and working environment that facilitates student ...
The COVID pandemic has had differential impacts on faculty members, reflecting race, gender, and caregiving responsibilities, which might lead to lower retention rates for faculty who were more deeply impacted by the pandemic. Our goal was to address and mitigate the pandemic’s impact, so that the university’s commitment to diversity, equity, and inclusion remains centered. We instituted the UMass "5-R” Institutional COVID-19 Action Plan, a model that centers equity in the institution’s pandemic response by (1) Reworking timelines; (2) Realizing care responsibilities; (3) Recognizing faculty work holistically; (4) Recalibrating evaluations based on faculty ...
We convened a multidisciplinary team to identify and understand the barriers to remote learning faced by college students at a HBCU , and to develop effective interventions to mitigate the disruptions caused by COVID-19. Our team worked to identify best practices to decrease psychosocial disparities during COVID-19, develop a mobile application for engaging at risk students and connecting them to resources essential for remote learning during COVID-19, and evaluate the effect of the mobile application in decreasing psychosocial disparities and promoting a conducive remote learning environment. Our interdisciplinary team is contributing to the retention ...
By Neil Schiavo , STEM Opportunities in Prison Settings STEM Opportunities in Prison Settings (STEM-OPS) , an NSF INCLUDES Alliance, has a vision that “All persons impacted by the carceral system are able, and encouraged, to pursue a culturally responsive and equitable high-quality STEM education and career.” Our work encompasses a broad range of activities to address obstacles that currently limit access to STEM education and careers. A critical, common strategy across all STEM-OPS activities has been the inclusion of the voices and input of those who have been most directly impacted by the current system and its inequities: people ...
As we continue our series of blog posts exploring how institutions influence changes in systems that create more equitable outcomes for students and learners from minoritized populations, including Minority Serving Institutions (MSIs), we are celebrating Black History Month and highlighting the many NSF INCLUDES member projects led by or partnering with Historically Black Colleges and Universities. HBCUs have been vital to the American story for over 180 years. The oldest HBCUs were established after the Civil War, and in 1965 Congress officially defined them as schools of higher learning accredited and established before 1964, and “whose principal mission ...
By: NSF INCLUDES Coordination Hub A message from the NSF INCLUDES Coordination Hub Throughout a busy and challenging year, the NSF INCLUDES National Network has flourished and our community of support for broadening participation in STEM education and careers has expanded and deepened. The NSF INCLUDES Coordination Hub is proud to support the 3000+ member strong NSF INCLUDES National Network community, which brings together the power of many to strengthen STEM equity, connecting individuals, alliances, pilot programs, federal agencies, educational institutions, and other entities across the nation working to shift inequitable systems and broaden participation ...
As the nation celebrates Native American Heritage Month, the Hub is showcasing NSF INCLUDES-funded projects that center Native American communities across the country in STEM education and careers. Many of these projects are led by or partner with Tribal Colleges and Universities (TCUs). This is the first of a series blog posts exploring how institutions influence changes in systems that create more equitable outcomes for students and learners from minoritized populations, including TCUs and Minority-Serving Institutions (MSIs). The NSF INCLUDES National Network hosts an Indigenous STEM Affinity Group, where researchers and practitioners ...
Institution/Organization Arizona State University Principal Investigator Caroline VanIngen-Dunn Co-Principal Investigators Maria  Reyes Shelley  Haydel Cynthia  Pickering Felisha  Herrera Villarreal Goal: The ALRISE Alliance is developing a network of faculty, staff, administrators, and students at 2-yr and 4-yr Hispanic Serving Institutions (HSIs) and emerging HSIs (eHSIs) to accelerate Latinx representation in science, technology, engineering, and math (STEM) education. Challenges such as (1) campus environments that are not intentionally culturally-responsive to Latinx STEM students; (2) deficit mindsets of STEM ...
Institution/Organization Northeastern University Principal Investigator Karl  Reid Co-Principal Investigators Michael Silevitch Claire Duggan Karen  Horting Richard  Harris Goal: to achieve a national target of 100,000/30,000 (BS/MS-PhD) degrees for underrepresented minorities and women by 2026 and establish a future growth rate that can substantially close the gap. The Engineering PLUS Alliance will have a broad reach, expanding to 150 higher education institutions in five major regions of the country. The work of the Alliance is designed to learn what is most effective at broadening participation in engineering ...
Institution/Organization Duke University Principal Investigator Alicia  Washington Co-Principal Investigator Shaundra Daily Goal: The Alliance for Identity-Inclusive Computing Education (AIICE) aims to increase the entry, retention, and course/degree completion rates of high-school and undergraduate students from groups that are historically underrepresented in computing through evidence-based, identity-inclusive interventions. AIICE’s collective impact approach to broadening participation convenes national leaders in K-16 CS education to transform high-school and postsecondary CS education using innovative strategies that target the ...
Institution/Organization Auburn University, Alabama - lead Partners Lead: Auburn University Regional Hub leads Auburn University (Southeastern Hub), Northern Arizona University (Mountain Hub), The Ohio State University (Northeastern Hub), the University of Hawaii-Manoa (Islands Hub), the University of Missouri-Kansas City (Midwest Hub) the University of Washington (West Coast Hub). 27 IHEs partner with three professional organizations The Association of University Centers on Disability the Association on Higher Education And Disability the Learning Disabilities Association ...
Institutions/Organizations University of Arizona the University of California, Berkeley The American Indian Higher Education Consortium Principal Investigators Alice Agogino, UC Berkley Karletta Chief, University of Arizona Co-Principal Investigators UC Berkley Matthew  Potts Kathy  DeerInWater Elizabeth  Hoover University of Arizona Greg  Barron-Gafford Kelly  Potter Valerie  Shirley Diana  Dalbotten Goal: The Native FEWS (Food, Energy, Water Systems) Alliance is focused on innovative research and community partnerships linking and addressing two interconnected ...
The U.S. National Science Foundation (NSF) is seeking submissions in a 3-page narrative format describing the evidence-based steps that Institutions of Higher Education (IHEs) have taken, or will take, to mitigate the negative impacts of the COVID-19 pandemic on the diversity, equity, and inclusion of undergraduate and graduate students, postdoctoral researchers, and faculty in STEM higher education programs and institutions. $200,000 in total cash prizes will be awarded to winning institutions. Submissions will be accepted beginning October 14, 2021, through 11:59 EST January 31, 2022 . IHEs do not need to have a grant from NSF to enter the challenge. ...
Matthew Closter , NSF INCLUDES Coordination Hub The theme was “Mobilizing to Transform Systems” as over 200 participants representing projects from across the country focused on broadening participation in STEM education and careers came together virtually for three days in August to share their work, connect to others, learn and share new skills, and collectively strengthen the NSF INCLUDES National Network. The 2021 convening marked three years of the NSF INCLUDES initiative, which is one of NSF’s Big Ideas for 2026. The convening featured inspiring talks from government, civic, and student leaders and innovators; breakout sessions to share successes, challenges, ...
Sharing measures, metrics, and outcomes is critical to communicating progress and challenges and promoting effective action. In September 2021, NSF INCLUDES is launching a Shared Measures platform that will collect and present data documenting the national effort to broaden participation in STEM education and careers. The initial data set, provided by the eight original NSF INCLUDES Alliances , documents the characteristics of the populations served and the growing reach and outcomes associated with the collaborative infrastructure model . Any project or initiative engaged in efforts to broaden participation in STEM for historically excluded ...
By Simone Soso, NSF INCLUDES Coordination Hub Collaborative Strategies for Inclusive Change , a new podcast series from the NSF INCLUDES Coordination Hub, highlights projects and partnerships that are shifting inequitable systems to improve accessibility and inclusivity in STEM education and careers. Hosted by the Hub’s co-PI, Dr. Ivory Toldson , the podcast features interviews with leaders from NSF INCLUDES-funded projects and other scholars and practitioners committed to the NSF INCLUDES vision of a STEM enterprise that reflects the diversity of the nation. Each episode will bring listeners practical ideas for creating innovative collaborations ...
By Matthew Closter, NSF INCLUDES Coordination Hub The social distance required by the past year’s COVID-19 pandemic has offered an unexpected opportunity to experience the benefits of virtual relationships as well as their intense uncertainty and ambiguity. It has been an unplanned experiment in what happens when you dramatically decrease the barriers to collaboration but force all collaboration to occur virtually rather than in person. Although virtual collaboration was a necessity in 2020-2021, virtual collaboration approaches and tools are relevant during any time. The collaborations that have been built to help broaden participation in STEM, often spanning ...