Building STEM Persistence and Identity Through Equity-minded Practices

Michelle Higgins, Associate Director, University of Arizona, STEM Learning Center, mlhiggins@email.arizona.edu
Bruce Johnson, Department Head, UA Teaching, Learning, and Sociocultural Studies Director, UA STEM Learning Center

Abstract

The University of Arizona STEM Learning Center promotes equity-minded practices leading to persistence in STEM majors for underrepresented students. This poster highlights key strategies of six programs: Raytheon Women in Engineering, Science, and Technology and the University: Offers mentoring between industry women and undergraduate students from majors that continue to have low representation of women. Project NAVIGATE: Promotes persistence in STEM by sparking student's excitement in the relevance of GIS in STEM. Microsoft Social Catalyst and Technology Education and Literacy in Schools: Provides opportunities for students to teach computer science classes in schools serving underrepresented populations. Arizona's Science, Engineering, and Math Scholars: Empowers STEM students with tools necessary to succeed while recognizing their unique background and assets. WE: Mentoring and Making: Invites undergraduate women in engineering to co-design inclusive protocols within UA Sound Hub Maker Space and Experiential Laboratory. Integrated Optics for Undergraduate Native Americans: Offers research experiences with pertinent supporting activities to 30 Native American undergraduate students.

Poster

Building STEM Persistence and Identity Through Equity-minded Practices (Acrobat (PDF) 9.6MB Jun15 17)

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