The U.S. Bureau of Labor Statistics projects that careers in science, technology, engineering, and math (STEM) will grow more than twice as fast as all other occupations by 2029. With demand for these jobs continuing to skyrocket, there is also an increasing need to address issues of representation and ensure that diverse students have the academic resources, financial assistance, and social support necessary to pursue successful careers in these industries.
Each year, INSIGHT Into Diversity recognizes colleges, universities, and organizations that have established cutting-edge programs, events, and initiatives devoted to the work of improving diversity, equity, and inclusion (DEI) in STEM. We are proud to present the 77 recipients of the 2022 Inspiring Programs in STEM Award and the unique efforts each has undertaken to welcome individuals from marginalized populations to these disciplines.
Among this year’s winners are programs that engage students in a rich array of educational experiences across STEM. Whether it is providing girls and women with hands-on activities aimed at building an interest in research, assisting underserved students in applying to medical school, or offering enrichment and professional development opportunities to underrepresented faculty and staff, the recipients of the 2022 Inspiring Programs in STEM Award have demonstrated inventiveness and dedication in supporting a new generation of high-achieving scholars and professionals.
The Dreamline Pathways are comprehensive, community-based collaborations that introduce K-12 students to graduate health professions programs offered by ATSU. They include immersion experiences and free educational resources, including the ATSU Classroom Kit, for underrepresented young people across the country. This kit features interactive tools such as a stethoscope, heart rate monitor, skeletal system, lesson plans, and literature in both English and Spanish. With grant assistance and other donations, it will soon include suture kits, IV practice kits, and other medical education resources.
Faculty members conducted an evaluation of the university’s computer science program to better understand how students from every background could receive the best educational experience possible. Based on their results, Adelphi restructured the program’s undergraduate curriculum to be more inclusive of women, people of color, and others who are severely underrepresented in this discipline. Changes included adding an orientation seminar, reducing the number of required courses, and allowing more electives. The new structure has surpassed its recruitment and retention goals, doubling the number of women in the program and increasing the percentage of students of color from 49 percent to 72 percent.
Augustana’s physics and astronomy department has developed a student-led, multitiered mentoring program to help build relationships and provide a more welcoming and inclusive environment. Faculty in the department match upper-level students with alumni who can help them in their professional paths. They also facilitate working group sessions for these students to learn about the dynamics of mentoring, including event planning and other responsibilities. These individuals are then paired with first- and second-year students. As mentors, they provide guidance, organize and attend department events, and work to foster a culture of belonging for all individuals.
The center prepares students in grades K-16 to meet national needs for a diverse and well-prepared STEM workforce — including in the field of medicine — and increase STEM literacy. It has collaborated with educational institutions across the state to build pipelines from high school through college to medical school. It also supports magnet middle schools that are geared toward STEM and health sciences education and disseminates free teaching resources through its website, which garners 25,000 users annually. These resources include peer-reviewed STEM lessons, videos, slide sets, and more. In addition, the center has partnered with private companies and public organizations, including NASA, to develop and promote STEM activities for underserved children.
BCC partnered with PespiCo to develop a mentoring program to encourage and support women students interested in STEM careers. PepsiCo selects for this program high-ranking women employees who work in STEM disciplines, including engineering, computer science, and research and development. These individuals are trained through the Million Women Mentors program on various aspects of successful mentoring, including persistence, problem-solving, and setting and meeting goals. They are then paired with BCC women students who are pursuing STEM fields. Since the program’s inception many of the participating undergraduates have seen great success academically and professionally.
WISH is a support group for women majoring in computer science, electrical engineering, software engineering, and related disciplines. It focuses on career preparedness, contributes to regional and national workshops and conferences, and inspires a love of technology in young students in the surrounding community. On-campus support includes Mental Health Lean In circles, peer-to-peer discussion, and a safe space for students with guided reflection on socioemotional support in computing fields. Having been in existence for 15 years, WISH has a robust network of members who reach out to support other girls and women across campus and the nation.
In 2018, Cal State LA was awarded a $525,000 grant from the Weingart Foundation, which supports racial, social, and economic justice in Southern California. The three-year grant built on previous funding from the NSF and the Helmsley Foundation, allowing the college to develop the Acceleration Initiative, which brought together four existing STEM programs for underrepresented students in middle school, high school, and college. It has since added two programs focused on transfer students and sophomore-level courses, and has garnered support from alumni, corporate partners, and the Ralph M. Parsons Foundation.
CSUSB received funding from the U.S. Department of Education through the A4US and PATHS grants to create a Science Success Center and provide holistic academic and career advising, tutoring, and other services to support underrepresented students in STEM. The center connects with community colleges and develops articulation agreements to ensure transfer students can easily transition to campus. It also supports STEM students in creating individual development plans to help them stay on track to graduation. Other efforts supported by these grants include faculty learning communities that advance culturally responsive pedagogy and a chairs learning community that supports faculty in implementing evidence-based methods in the classroom.
This unique institute is an annual executive education program that provides women in STEM and manufacturing workplaces with powerful tools to propel their careers forward and remain competitive for leadership roles in traditionally male-dominated industries. It equips participants with the skills and networks to make an immediate impact in their organizations through leadership development, one-on-one professional coaching, and more. The institute consists of nine days of online coursework in addition to peer coaching, readings, and engagement through an online platform. To date, more than 240 women have successfully completed this program.
Zicklin’s department of information systems and statistics developed a three-pronged strategy to improve gender diversity in the field of computer information systems. This includes redesigning early courses to make them more inclusive, providing early access to computing classes, and creating support structures that encourage women to pursue careers and degrees in this subject. As part of its plan, the school launched the Programming and Computational Thinking course, which aims to increase the number of women seeking computer science degrees through a partnership with Break Through Tech AI, an initiative of Cornell Tech.
COSMIC began as a recruiting and retention effort to support first-year students of color in science that has expanded to include undergraduate women, LGBTQ+ students, individuals with disabilities, military and veteran students, and more. The program now consists of eight affinity groups that foster community and a sense of belonging for members. It pairs mentees with upper-level students who are also underrepresented in STEM. COSMIC includes a study hall, an awards ceremony, and a service-learning component that allows students to connect with and support local residents.
PEER and WISE are dedicated to increasing diversity in science and engineering by supporting students in technical majors. These programs provide mentoring, guidance, counseling, and tutoring. They also offer career development and networking opportunities by pairing students with successful people in their classes and the workforce. Specific offerings include PEER WISE Experience Educational Outreach, a three-week summer program that introduces first-year students to STEM coursework, and Project Wise Summer Program, a one-week event that gives middle school girls hands-on learning opportunities in math, chemistry, and engineering.
COA partnered with BioNetwork, a life science training initiative of the North Carolina Community College System, to develop STEM lessons and activities for children and young people in the community. During the COVID-19 pandemic, COA transitioned these resources to its website, revising them to become public Zoom sessions, activity videos, and more. It also began offering free STEM kits for children to use along with online lessons. In addition, the college has worked with local child care and educational organizations to create in-person science presentations and unique programming.
Both of these programs were established to help meet the need for DEI learning and skill development on campus and to foster a safe, inclusive environment for all. Mines DI&A Ambassadors are students, faculty, and staff who are trained in mitigating implicit bias and minimizing microaggressions. They deliver workshops on these topics to various units on campus. Mines DI&A Advocates’ membership began with men committed to taking personal action in support of women and gender equality and has since expanded to include women facilitators and workshop participants.
During the COVID-19 pandemic, the Society of Women Engineers (SWE) at Mines transitioned their popular community outreach events to virtual programming. Members prepared and shipped at-home STEM kits that were tailored to grade level for K-12 students. These included on-demand video demonstrations or livestreams featuring SWE members, handwritten notes of encouragement, and a dedicated Facebook page where participants could share their experiences. Mines has expanded these kits to classrooms across the state with the intention of broadening outreach to underrepresented young people. The school also offers “virtual classroom takeovers,” which include Zoom sessions with Mines students and interactive STEM lessons.
This two-year, nondegree program targets college graduates from groups underrepresented in STEM, including women, first-generation students, and others who have faced socioeconomic obstacles in pursuing advanced degrees. It includes a range of activities and initiatives to help Bridge scholars successfully transition to graduate education. Members can take free coursework and participate in professional development workshops and seminars that focus on topics such as improving scientific writing, preparing graduate school applications, and overcoming imposter syndrome. They submit monthly progress reports and meet regularly with the program director to ensure they are meeting their goals.
ENG targets rising high school seniors from underrepresented ethnic and racial backgrounds to work with engineering researchers and participate in programming to develop their academic and professional skills. Students gain practical research experience and get to collaborate with their peers and faculty. The six-week summer program also provides participants with a stipend, and its outreach program specialist conducts weekly check-ins with members to ensure they are supported. ENG now recruits from more than 30 public high schools in New York City.
SURE is a unique university-industry partnership designed to build a recruitment path for the university’s graduate engineering programs. Participants are from underrepresented backgrounds and receive free room and board, travel reimbursement, and a weekly stipend during this 10-week experience. The program includes access to in-lab research opportunities with faculty across the university, professional development programming, a site visit to Amazon facilities, mentorship from graduate students, and the opportunity to build community with like-minded peers from across the U.S.
The STEM Guide Program is intended to support students who have been historically excluded because of their ethnicity or race. STEM Guides are students who have been successful in a STEM course and ideally are also racially or ethnically underrepresented. They serve as paid mentors and teaching assistants in introductory courses across eight departments after completing a practicum course on peer-education techniques and issues related to identity and inclusion in STEM. Faculty participate in development workshops to learn about the program and share best practices for collaborating with guides.
The SLI operates several innovative programs designed to advance equity in STEM by supporting underrepresented groups in their academic and career pathways. It also provides internship opportunities that include stipends and prioritize students with demonstrated financial need and no prior internship or company experience. The Program for Readiness and Exploration in STEM (Pre-STEM) helps students discover careers in these disciplines, understand how STEM is connected to social issues, and successfully transition to four-year institutions. The Pre-STEM Summer Institute is a free three-week learning experience for incoming students to gain exposure to data science, calculus, and other college-level subjects.
The Mathematics Recruitment and Retention Committee organizes activities to attract and support math majors. Examples include student trips to mathematics venues, team-oriented contests, and industry guest speakers. Committee members also lead women and underrepresented students in conducting outreach at various events ranging from middle school presentations to professional conferences. They have successfully applied for multiple grants to support recruitment and retention activities, programs, and research.
HCCC participates in the NNJ-B2B, a partnership between six community colleges in the region and the 84 institutions that make up the Garden State Louis Stokes Alliance for Minority Participation. Through the NNJ-B2B, HCCC’s STEM Division has successfully increased enrollment through marketing and outreach efforts, including informational sessions for those interested in STEM careers. Other efforts include NNJ-B2B study groups, monthly program meetings, and research opportunities for students to work alongside faculty at four-year institutions. Students in the program also participate in cross-campus peer mentoring and the Show Your STEM Innovation Challenge, which promotes entrepreneurial problem-solving.
The GSI is a co-curricular, informal STEM education program designed to provide holistic learning opportunities to girls and young women of color ages 9 to 18. It is structured as a four-week summer intensive with monthly follow-up learning experiences throughout the year. Specific goals include engaging girls of color in culturally grounded, inquiry-based, hands-on STEM curricula, instilling an interest and confidence to pursue math and other STEM careers, and empowering them to understand how STEM-related concepts can be used to address inequities in their personal lives and communities.
The STEM Scholars Program helps students develop their strengths and learn to apply them toward achieving academic and professional goals. It is unique in that membership does not include GPA or ACT/SAT requirements, which have historically placed underrepresented students at a disadvantage. Scholars participate in professional development activities, peer academic support, and staff advising. They also create individualized development plans geared toward their identified career goals.
At its core, EQUINOX Week supports and creates educational opportunities for diverse students to advance the United Nations’ Sustainable Development Goals, a list of 17 objectives for achieving a more sustainable future, by catalyzing partnerships across colleges and universities, communities, and corporations. Over the last five years, the event has been devoted to empowering young people as emerging future leaders by creating a multidisciplinary platform for exchanging innovative ideas, identifying emerging environmental challenges, and fostering conversations on how to create more equitable communities. Event programming brings together community partners, students, scholars, and policymakers from around the world to highlight groundbreaking research and practices in sustainability.
KWIC seeks to empower women in the KSU construction management degree program and related disciplines to become successful built environment leaders. It supports and creates various educational, career, and community service opportunities for this demographic. Partnerships with groups such as the National Association of Women in Construction provide networking and educational opportunities, which have led to internships and permanent positions for KWIC members. Additionally, KWIC participates in service activities such as hosting the Kids Build Day with the Girl Scouts of Greater Atlanta at KSU.
LSU Health Shreveport’s Office of Diversity Affairs implemented an HBCU initiative to address the lack of African American physicians in the U.S. workforce. The initiative uses a team-building model to strengthen relationships with pre-med and STEM advisers at HBCUs and features a host of pipeline programs aimed at increasing representation. Other offerings include American Medical College Application Service workshops to assist students at these institutions with developing competitive medical school applications. In addition, the office hosts an annual conference for Black and Latinx students enrolled at HBCUs in Louisiana.
The Early College STEM Academy is a partnership between the Madison Metropolitan School District and Madison College. It was designed to expand access to STEM college courses and increase opportunities for high school students to earn free college credit, especially those who are traditionally underrepresented in these disciplines. Through the program, participants can take a full-time schedule of classes at Madison College in their junior and senior years. They also receive holistic support from program advisers both in and out of the classroom, including help with navigating postsecondary processes and systems and building academic confidence.
The MSRP-Bio program provides a 10-week intensive research experience for undergraduate students from institutions with limited research opportunities, helping to increase the number of individuals from marginalized backgrounds entering PhD and MD/PhD programs. It brings undergraduates from smaller schools who are underrepresented, first-generation, economically disadvantaged, or have disabilities to MIT to conduct supervised research and interact with graduate students and faculty. The MSRP-Bio experience is carefully constructed to train participants in research methods, problem-solving and presentation skills, and critical reading of scientific literature. In addition, it focuses on providing quality advising and one-on-one peer mentoring.
Miami’s LSAMP program provides underrepresented students with a range of resources to ensure their recruitment, retention, and attainment of four-year STEM degrees. Miami LSAMP features an Early Arrival Program that supports first-year students’ transition to college and helps them learn how to meet the rigorous demands that come with studying a STEM discipline. Scholars also receive faculty mentoring and academic success coaching, graduate and professional school preparation, and professional development. In addition, the Stokes Scholars Living Learning Community encourages academic excellence, mutual social support, and a sense of community beyond the classroom.
The Biomanufacturing Baccalaureate at MiraCosta College is one of just 15 programs in the state to be approved by California lawmakers as part of a pilot project of community college bachelor’s degree programs. One of the stated goals of the legislation that provided for this opportunity was to impact student populations historically underserved by higher education, and this particular degree was also intentionally developed to improve equitable outcomes in college access, degree completion, and STEM employment. Students in the Biomanufacturing Baccalaureate are able to access a dedicated student success specialist, a mentorship program that matches them with professionals in the industry, and other services that help them reach their goals in the growing field of biomanufacturing.
The UHSA was created in response to the growing need to increase the diversity of health care professionals and biomedical scientists in Georgia and throughout the nation. The program’s goal is to prepare undergraduates to successfully matriculate to medical school and other professional health careers. The UHSA recruits undergraduates from the Atlanta University Center Consortium, which is comprised of Clark Atlanta University, Morehouse College, Morehouse School of Medicine, and Spelman College. Once admitted, participants are immersed in a wide variety of initiatives designed to inspire them to pursue a STEM career, including summer internship and shadowing opportunities, science-enriched coursework, tutoring services, and more.
WISEatlantic aims to shift gendered stereotypes and empower girls to pursue STEM-based careers. Its two primary offerings are the Girls Get WISE Science Retreat and the Girls Get WISE Junior and Senior Science Summer Camps. Both of these events take place on campus and allow girls in middle and high school to participate in hands-on STEM activities, meet with women role models working in various STEM careers, and more. Since 2011, more than 1,300 girls and young women have participated in these experiences.
The Stranahan High School STEM Seminar Series is a partnership between NSU MD and Stranahan High School’s Medical Magnet Program that seeks to generate a pipeline of high-performing students from underrepresented backgrounds who are interested in health professions and STEM fields. Participants attend monthly interactive lectures delivered by NSU MD professors in anatomy, biochemistry, microbiology, pathology, pharmacology, and physiology. They also take field trips to the medical school campus, where they get to conduct experiments focused on the basic sciences. In addition, NSU MD faculty provide career advising and mentorship.
Northrop Grumman’s HIP Mentoring Program helps inspire and prepare underrepresented and underserved high school students to pursue STEM pathways and fill future workforce need for diverse, innovative leaders. During the program, high school juniors and seniors engage with Northrop Grumman employees who provide exposure to real-world business environments and hands-on application of STEM to the company’s core capabilities, technology, and business priorities. These experiences contribute to students’ development and enhancement of critical skills necessary for success in their career and beyond.
MD Camp is a summer program for diverse high school students interested in medicine. Participants shadow clinicians and researchers at the OSU Wexner Medical Center and at Nationwide Children’s Hospital. The curriculum also teaches campers about taking rigorous science courses in high school, preparing for college, sharing admissions information with OSU, and connecting with mentors through the Community Health Education and Health Science Academies. Ultimately, MD Camp strives to inspire students to pursue a career in medicine by challenging them intellectually and facilitating their academic and social development in the sciences.
OSU CEAT’s diversity, equity, and inclusion (DEI) programs are targeted at supporting women and underserved students interested in careers in architecture, engineering, and technology. Specific offerings include a three-week summer residential experience that helps acclimate first-year students from underserved populations to campus while challenging them with course reviews in physics, mathematics, and technical writing. Monthly DEI Company Spotlight events allow industry professionals to connect with students and talk about the importance of DEI in their organizations. Another effort, the DEI Dean’s Student Advisory Board, gives students a platform to be heard by OSU CEAT administrators.
The Summer Equity Research Internship Program provides underserved students the opportunity to pursue research tracks based on their interests, including biomedical sciences, dentistry, medicine, nursing, and public health. They collaborate with faculty and clinical mentors for eight weeks and participate in a series of seminars that address a wide range of scientific and ethical issues as well as social and professional development. At the culmination of the internship experience, each participant presents a research paper showcasing their work.
Roots to Wings is a transformative, co-mentoring pathway program for young Native Americans and Mexican Americans that is designed to motivate them to consider careers in health sciences and serve their communities in areas where the need is greatest. The yearlong program addresses health disparities and prepares participants to develop skills in STEM research through both didactic and laboratory sessions. Integral to this curriculum is the incorporation of Native American and Hispanic values and traditions in lessons through the participation of elders, traditional knowledge scholars, and teachers.
The League of VetaHumanz SuperPower Pack program offers self-guided educational experiences to underserved children who lack access to veterinary role models. Each pack contains a STEM activity designed to help recipients form a sense of belonging to the veterinary profession, develop self-efficacy, and nurture career expectations. The packs also include collectible cards featuring diverse veterinary superheroes. A postage-paid survey is enclosed so that the university’s Evaluation and Research Learning Center can assess the program’s impact.
The R.E.G.I.S. Research Camp introduces middle school girls in the Denver metro area to biology, chemistry, physics, psychology, and neuroscience projects over the course of one week each summer. Its goal is to help the campers to see themselves as scientists through hypothesis development and testing and to gain confidence in terms of self-advocacy. Students are recruited through social media and word-of-mouth, and need-based scholarships are provided, giving a more diverse group of girls access to the program.
RFU delivers educational programs that provide underrepresented students with opportunities to work on real-world biomedical research projects. These programs include Influence Student Potential and Increase Representation in Education, or INSPIRE, an eight-week mentoring and applied research experience designed to build the pipeline for Black and Latinx high school students pursuing higher education in the fields of science, medicine, and biomedical research. RFU also offers Science Saturdays, which pairs local high school students with graduate students who guide them in core lab techniques. In addition, the university hosts Camp Med, a health sciences program geared toward local underserved teenagers interested in pursuing medical careers.
RHIT created Rose Prime, a two-year pilot program, as part of the Eli Lilly Charting the Future grant to allow incoming first-year students from underrepresented backgrounds the opportunity to hone their math skills before the academic year begins. The program enables students to get a head start on college life, speak with professors, and work through a simulated classroom experience without having to worry about being graded on their assignments. Many participants are first-generation college students, come from rural communities where access to resources is limited, or have never been introduced to calculus or upper-level math courses prior to this experience.
The SES program is designed to motivate young people to pursue science and engineering majors in college so that they can one day join the STEM workforce. It works with the university’s undergraduate admissions office to reach high schools and students from underrepresented populations all across the country and internationally. Participants attend special workshops on a broad range of topics, complete their own engineering projects, and experience life at SCU through afternoon and evening recreational activities.
SAMSA is a three-week inquiry-based STEM education program for middle school youth from underrepresented populations in San Antonio. The program recruits undergraduates at SPC to serve as student instructional assistants (SIAs) who act as role models for participants and help foster an interest in STEM disciplines. By enlisting current students, SAMSA supports their academic integration and provides financial support, which has been shown to increase retention. According to a recent survey, 72 percent of SIAs said they felt more confident about learning math and science after participating in the program because they were able to help others learn.
The AC^2 Program provides academic and professional development support critical to the success of students of color and those from low-income backgrounds in STEM and health-related fields. Incoming first-year students are recruited to join the program and participate in the AC^2 STEM Prep Camp, which helps with the transition from high school to college. During their first year in AC^2, every participant is provided an individualized advising plan based on their academic major and career goals. The program also features a five-week intensive summer research program where up to 12 students work with faculty mentors and gain valuable skills for their future careers.
The aim of this program is to ensure women and underrepresented students receive the proper support necessary to succeed in academically rigorous STEM programs. Participants have biweekly one-on-one meetings with college administrators as well as weekly group sessions dedicated to skills development. These events focus on time management, effective communication, and more. Scholars are also encouraged to pursue the Watson Career Development Essentials micro-credential, which enhances their employability. Other offerings include field visits throughout the academic year to industrial sites that allow students to explore different STEM career paths.
Teens In Health is a youth-led organization in the San Francisco Bay Area empowering high schoolers to conduct research while connecting with STEM professionals online and in person. Each summer, fall, and winter, the group offers a six-week internship for high school students to pursue a research project on biotechnology or medicine and publish a paper online. In 2022, Teens In Health recruited six past participants as project managers who taught new interns how to peer-review their work. The organization also partners with external institutions and organizations, such as Asian Health Services and the Oakland Public Library, to promote STEM initiatives in the local community.
The MUREP Aerospace Academy is a collaborative effort between TSU, NASA, and Metropolitan Nashville Public Schools. It focuses on providing students in kindergarten through eighth grade with STEM education throughout the academic year. The academy’s primary goal is to educate students and their families about the variety of STEM degrees and careers that are available. Its enrichment sessions use five major strategies, including authentic firsthand STEM learning experiences, technologically rich activities through the Aerospace Educational Laboratory, family empowerment sessions, STEM professional development, and STEM community outreach.
The BAT LSAMP Alliance seeks to increase the number of underrepresented students earning STEM degrees across Texas through academic advising and support, mentoring, creating access to STEM-focused materials, and social and peer support. As part of the alliance, TTU established a Virtual Tutoring STEM Center, where upper-level LSAMP Scholars tutor their peers in multiple subjects. All scholars participate in the Undergraduate Research Conference at TTU at least once during their time in the program, helping to solidify their choice in majors, expose them to scholarship and presentations, and aid in their development of faculty and peer networking skills.
TTU hosted the #WhyNotMeSTEM Conference in May 2022 to engage multidisciplinary academic and practitioner stakeholders in addressing the low number of women and other underrepresented groups in STEM. The conference highlighted the variables that support or discourage these individuals from pursuing careers in these fields, such as interpersonal relationships, familial support, developmental trajectories, and larger societal messages. It also focused on exploring research themes and methodological innovations that can help identify and execute actionable steps to increase the hiring and retention of diverse professionals in STEM.
The NSF TTU-ADVANCE program is designed to foster gender equity through a focus on the identification and elimination of organizational barriers that prevent the full participation and advancement of diverse faculty in academic institutions. This project is based on the understanding that any type of intersectionality may lead to obstacles for underrepresented faculty, especially women. After conducting a case study, TTU found several such challenges related to faculty inclusion and implemented strategies to solve them. These include leadership development and mentoring for department chairs, the creation of a data dashboard system to support informed decision-making, and more.
MedAchieve is a two-year science enrichment program serving high school students in the Harlem community who are interested in pursuing a career in medicine. Students engage in medically focused lectures and interactive laboratory sessions after school while being guided by medical student mentors in their academic and career goals. The program is divided into two parts that are designed to mirror the curriculum of medical school. The first year focuses on the foundations of medicine — human anatomy, physiology, and genetics — and the second year studies how the body responds to stress, injury, and disease.
TU REP is designed to retain students from all backgrounds who are interested in STEM careers. This is done by introducing these individuals to authentic research in a classroom setting, providing guidance and mentorship, and creating a supportive community to better prepare them for further education and the professional workforce. Though the program is open to all first-year students, TU intentionally recruits and supports those from underrepresented backgrounds by connecting with local high schools and by training STEM professors in inclusive pedagogy.
DDS is an annual eight-week pipeline program that provides an introduction to the dental profession to 25 underrepresented students in the U.S. and Canada. DDS features seven virtual sessions followed by a three-day in-person training program, during which participants learn about the various dentistry disciplines, conduct research projects, hone their leadership skills, and prepare for the Dental Admission Test (DAT) and dental school applications. DDS fellows receive a stipend to cover travel and lodging expenses, reimbursement for one DAT, and a waived application fee to UB SDM.
Due to the COVID-19 pandemic, the College of Engineering and Polymer Science was forced to forgo plans for an in-person event to celebrate the 30th anniversary of its Increasing Diversity in Engineering Academics program. In lieu of this event, the college created Diverse Engineering, a podcast series that honors the contributions of underrepresented alumni. Now in its third season, the series has resulted in a scholarship campaign in which 100 percent of the donations go toward supporting diverse women pursuing engineering degrees. Thus far, it has raised $56,000 to assist these students in their academic journeys.
T-PREP serves as a bridge program for engineering students transferring from community colleges, particularly those who are women, veterans, ethnically or racially underrepresented, first-generation, or nontraditional students. Participants complete a design project over a three-week period and receive academic support and professional development services throughout the remainder of their tenure at UC Berkeley. Since its formation in 2013, T-PREP has served more than 450 students, some of whom have gone on to pursue master’s and doctoral degrees in engineering.
This program is designed to help students transferring from two-year colleges successfully transition into UC Berkeley’s data science program. Participants are assigned to a team of transfer mentors who offer a support structure and help them navigate the path to a four-year or advanced degree. The program provides courses designed to build a sense of community among transfer students and support them in internship and employment searches. It also offers various social activities and information sessions to help participating students acclimate to campus.
STEM*FYI focuses on increasing DEI among STEM graduate students at UC Berkeley. The initiative consists of informal gatherings, workshops, and social events to build a community of diverse scholars and enhance the educational experience of underrepresented, first-generation, economically disadvantaged, and undocumented graduate students. Participants receive two $500 grants to cover professional development and technology costs. They also engage with a cohort of 15 ambassadors across 11 STEM departments who help guide them during their education.
The CDLS is the first university-based center for DEI and justice in environmental science. It has supported more than 200 early career fellows since its founding in 2017. The CDLS fellows help each other overcome the obstacles that underrepresented professionals face in pursuing science careers. Participants engage with faculty fellows, mentors, and honorary community fellows to pursue interdisciplinary earth and environmental justice, partner with community organizers, and conduct outreach into local schools and communities to support others.
The one-week MLT program is designed to engage economically and educationally disadvantaged high school students and prepare them to pursue health care and STEM careers. Groups of five MLT students are paired with medical student mentors who help them research and create medical education projects that address specific health issues and disparities in their communities. MLT also works with students an d their parents or guardians on the college admissions and financial aid processes.
Programming at UCA’s Department of Chemistry and Biochemistry focuses on internal DEI goals, such as recruiting diverse chemistry and biochemistry majors and supporting them throughout their academic and professional careers. Among these efforts is the ATOM Scholars program, which provides underserved students with a $10,000 annual scholarship. Recipients also have access to the Mentorship Circle program, which meets monthly to offer career advice and preparation, discuss research opportunities, and tour local and regional facilities.
The BOLD Center serves historically marginalized students in pursuit of academic success, community and belonging, professional development, leadership and research opportunities, connections with faculty and staff, and involvement in professional societies. Its nationally recognized endeavors include the Engineering GoldShirt Summer Bridge program and the Leadership and Engagement Scholarship programs. Other offerings include peer mentoring, tutoring, and industry internship connections. The BOLD Center provides a safe space for students to voice their perspectives.
EUROTECH is a dual-degree program supported by UConn’s College of Liberal Arts and Sciences and School of Engineering. Participants pursue a five-year course of study resulting in a BA in German Studies and a BS in any of the engineering disciplines, and each spends a year studying abroad in Germany. The program is intentional about supporting students from diverse backgrounds and engaging in intercultural dialogues. Through the Intercultural Citizenship project, EUROTECH students select a social problem each semester and try to address it using the knowledge gained in both of their fields of study.
SEBA is an enrichment program that provides hands-on STEM experiences to fourth- and fifth-grade underrepresented students and their families to increase their interest in STEM subjects. SEBA systematically exposes students to working professionals and students who serve as mentors, most of whom are first generation, Black, and/or Latinx. Evaluations of the program show that 95 percent of SEBA students are more interested in STEM after participating and 91 percent are more confident during science and math lessons. Student mentors are also paid for their participation and have access to corporate sponsors for career support and advice.
The mission of this unique program is to offer support to underrepresented students throughout their undergraduate experience by providing academic assistance and mentorships, leadership opportunities for building professional skill sets, and a community where students can feel a sense of belonging and pride. SEP hosts numerous talks and workshops each year that provide safe spaces for underrepresented students to discuss their challenges, learn about career opportunities, and collaborate. SEP also organizes the TC Energy Summer Scholars Academy, a summer bridge experience for diverse students who are interested in STEM but may not meet the academic requirements for these majors.
UHCLTeach recruits STEM majors and prepares them to become teachers in economically and culturally diverse secondary school settings. It combines demanding STEM content preparation with an emphasis on student-centered inquiry and project-based teaching methods through a rigorous, research-based, and clinically intensive instructional process. Graduates earn both a degree in their STEM discipline and a teaching certificate in four years. The program recently received funding to financially support two underrepresented and low-income graduates for two years if they teach in high-needs schools in Houston.
The college runs three pipeline programs designed to raise awareness of the pharmacy career path among underrepresented high school students and undergraduates. The High School Pharmacy Workshop is a virtual event for young people to learn broadly about this field and meet with current pharmacy students. The in-person High School Pharmacy Camp engages older high schoolers by presenting career opportunities, labs, and meetings with field professionals. The interactive weeklong Summer Pharmacy Institute allows incoming undergraduates to tour local pharmacies, engage in hands-on lab activities, learn about medication management, and build relationships with local pharmacists.
The UMN Department of Biomedical Engineering (BME) developed a comprehensive DEI program that aims to address five goals: recruitment, retention, advancement, health equity, and community engagement. As part of this overarching effort, the department has partnered with various high schools with large numbers of underrepresented students and historically Black colleges and universities. Through the BME high school internship program, students from these institutions have the opportunity to gain paid hands-on research experience in BME’s labs, complete a poster session, and more.
STEM Cubs at MU utilizes a multitiered approach to increase early exposure, encourage continued engagement, and amplify the existing STEM pipeline among underrepresented elementary-aged students. The ALD hosts three STEM Cubs events per year, each of which consists of two half-day camps that serve up to 480 participants. As the COVID-19 pandemic halted opportunities for in-person outreach, STEM Cubs developed a partnership with STEMed to create STEM Cubs @ Home. This program distributed STEM kits to underrepresented local students and their families, hosted live Zoom sessions, and provided prerecorded videos and worksheets.
The NE STEM 4U program serves the needs of undergraduate students as a pre-professional training program while providing an after-school education experience for K-8 youth using an inquiry-based learning approach. Participants engage in hands-on activities with undergraduate STEM mentors. The program has expanded to three locations across the state since its inception, while aiming to partner with schools that are traditionally underserved in STEM areas and include high levels of socioeconomic need. Over half of the students served through the program are from underrepresented backgrounds in STEM, with more than 8,000 youth and 150 undergraduate mentors matriculating to date.
The aim of the Galvin Scholars program is to provide talented students from underresourced high schools with the support they need to thrive in calculus, chemistry, and physics. Scholars take part in an online summer refresher course and the five-week ASCEND program, which provides grounding in necessary quantitative skills. They review mathematical and quantitative concepts in an online course and join weekly small group video conferences led by current Notre Dame students. The program also provides skills courses throughout scholars’ first three semesters and assistance in finding and funding internships and opportunities in research labs throughout their academic careers.
This weeklong academy exposes underrepresented high school students to all seven colleges on the OU Health campus. Throughout the week, students train with OU Health students, faculty, and staff and participate in a variety of courses and activities across multiple health sciences disciplines. Those who attend virtually receive tool kits so they can engage with some of the hands-on experiences. At the end of the week, in-person students observe a trauma/cadaver simulation to see how the various disciplines work together. In 2021, 84 percent of academy participants were from racially underrepresented backgrounds.
The USC Viterbi K-12 STEM Center develops strategies, builds initiatives, and runs programs to meet the needs of individuals whose race or gender is underrepresented in STEM. Some of these efforts include the BOTS program, which offers professional development in robotics and computer science to teachers in elementary schools that primarily serve students of color. The center also hosts numerous research programs and summer camps that are designed to encourage diverse young people to engage in STEM disciplines.
SOAR encourages high school students of color in the Charlottesville area to pursue careers in science by providing education and mentoring in biomedical research. Students are paired with a mentor for an eight-week course focused on providing a broad introduction to biomedical research and exposure to various STEM fields. At the end of the program, participants give presentations summarizing their research experiences and discoveries. SOAR aims to increase student exposure to STEM fields they otherwise may not consider and provide direct mentorship to foster future academic success.
The ACCESS in STEM Program aims to increase the number of underrepresented STEM graduates by supporting marginalized students with scholarships, various skill development workshops, mentorship opportunities, and a living-learning community on campus. Since the program began, STEM graduation rates have increased among low-income, ethnically and racially underrepresented, and first-generation students by 29 percent or more. STEM graduation rates have increased by 47 percent among women overall and by 140 percent among women of color since the program was implemented.
The Gatton Academy is a two-year residential program at WKU designed to provide a robust STEM education to underrepresented high school juniors and seniors. Academy students take STEM college courses that are traditionally not offered to high schoolers, conduct research projects, and work with individual counselors who help guide them through the program and adjust to the academic rigors of college. Through state support, grants, and individual gifts, the academy covers the cost of tuition, room and board, and meals to admitted students.●
This article was published in our September 2022 issue.