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Use of Innovative Pedagogies and Creative Partnership Strategies to Promote Undergraduate STEM Education at an HBCU

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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