title: Principles and Practices Fostering Inclusive Excellence: Lessons from the Howard Hughes Medical Institute's Capstone Institutions.
abstract: Best-practices pedagogy in science, technology, engineering, and mathematics (STEM) aims for inclusive excellence that fosters student persistence. This paper describes principles of inclusivity across 11 primarily undergraduate institutions designated as Capstone Awardees in Howard Hughes Medical Institute's (HHMI) 2012 competition. The Capstones represent a range of institutional missions, student profiles, and geographical locations. Each successfully directed activities toward persistence of STEM students, especially those from traditionally underrepresented groups, through a set of common elements: mentoring programs to build community; research experiences to strengthen scientific skill/identity; attention to quantitative skills; and outreach/bridge programs to broaden the student pool. This paper grounds these program elements in learning theory, emphasizing their essential principles with examples of how they were implemented within institutional contexts. We also describe common assessment approaches that in many cases informed programming and created traction for stakeholder buy-in. The lessons learned from our shared experiences in pursuit of inclusive excellence, including the resources housed on our companion website, can inform others' efforts to increase access to and persistence in STEM in higher education.
authors: Clark Science Center, Smith College, Northampton, MA 01063 pdibarto@smith.edu.
authors: Patricia Marten
authors: PM
authors: DiBartolo
authors: Department of Biology, Grinnell College, Grinnell, IA 50112.
authors: Leslie
authors: L
authors: Gregg-Jolly
authors: Department of Chemistry, Carleton College, Northfield, MN 55057.
authors: Deborah
authors: D
authors: Gross
authors: Science Education Resource Center, Carleton College, Northfield, MN 55057.
authors: Cathryn A
authors: CA
authors: Manduca
authors: Science Education Resource Center, Carleton College, Northfield, MN 55057.
authors: Ellen
authors: E
authors: Iverson
authors: Department of Biology, Morehouse College, Atlanta, GA 30314.
authors: David B
authors: DB
authors: Cooke
authors: Department of Biology, Bryn Mawr College, Bryn Mawr, PA 19010.
authors: Gregory K
authors: GK
authors: Davis
authors: Department of Geology, Carleton College, Northfield, MN 55057.
authors: Cameron
authors: C
authors: Davidson
authors: Department of Biology, Barnard College, New York, NY 10027.
authors: Paul E
authors: PE
authors: Hertz
authors: Department of Chemistry and Biochemistry, Spelman College, Atlanta, GA 30314.
authors: Lisa
authors: L
authors: Hibbard
authors: Department of Biology, Xavier University of Louisiana, New Orleans, LA 70125.
authors: Shubha K
authors: SK
authors: Ireland
authors: Department of Physics, Hope College, Holland, MI 49422.
authors: Catherine
authors: C
authors: Mader
authors: Department of Biology, Spelman College, Atlanta, GA 30314.
authors: Aditi
authors: A
authors: Pai
authors: Department of Biological Sciences, Hunter College, New York, NY 10065.
authors: Shirley
authors: S
authors: Raps
authors: Department of Biology, Swarthmore College, Swarthmore, PA 19081.
authors: Kathleen
authors: K
authors: Siwicki
authors: Department of Chemistry, Grinnell College, Grinnell, IA 50112.
authors: Jim E
authors: JE
authors: Swartz
mesh_terms: D000047:Academies and Institutes; D003159:Community-Institutional Relations; D004500:Education, Graduate; D004521:Educational Measurement; D004738:Engineering / Q000193:education; D006801:Humans; D008433:Mathematics / Q000193:education; D016730:Program Development; D012586:Science / Q000193:education; D013334:Students; D013672:Technology / Q000193:education; D013850:Thinking