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Use of Innovative Pedagogies and Creative Partnership Strategies to Promote Undergraduate STEM Education at an HBCU
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Author(s): Sayo O. Fakayode (North Carolina A&T State University, USA), Vincent Snipes (Winston-Salem State University, USA), Margaret I. Kanipes (North Carolina A&T State University, USA), Abdul K. Mohammed (North Carolina Central University, USA)and Zakiya S. Wilson (North Carolina A&T State University, USA)
Copyright: 2016
Pages: 33
Source title:
Setting a New Agenda for Student Engagement and Retention in Historically Black Colleges and Universities
Source Author(s)/Editor(s): Charles B. W. Prince (Howard University, USA)and Rochelle L. Ford (Syracuse University, USA)
DOI: 10.4018/978-1-5225-0308-8.ch008
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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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