Funding for this work was received through the National Institute of Health/National Center on Minority Health and Health Disparities: Research Infrastructure in Minority Institutions Award No. 5p20md000215-07002 – Sub-project.
A number of pedagogical innovations are being utilized synergistically to develop a comprehensive model that leads to improved student performance in the major. The project aims to produce novel tools and adopt proven methods for engaging students in the mastery of STEM concepts and promoting knowledge retention. At the center of the project is cohort building, peer mentorship and tutoring, and blended classroom activities that should lead to improved student support system for success throughout the curriculum. It is envisioned that students exposed to these interventions in the first and second year will develop learning strategies that translate into their success in upper level courses and their retention in the major.
In addition to the development of resources, the project seeks to further characterize Spelman’s success by documenting what is occurring in the STEM learning environment and leveraging this to provide culturally relevant insight into the development of curricular models that lead to improved performance of women and minorities in these areas. This work will provide a better understanding of minority students as agents of their own success and Spelman’s learning environment as one which nurtures and encourages such agency.
Funding for this work was received through the National Science Foundation Historically Black Colleges and Universities Award No. HRD-1332575, the National Science Foundation and National Institute of Health Planning Grants for the NIH Building Infrastructure Leading to Diversity (BUILD) Initiative (P20) Award No. 1P20MD008719-01.