Principles and Practices Fostering Inclusive Excellence: Lessons from the Howard Hughes Medical Institute’s Capstone Institutions

Patricia Marten DiBartolo, Smith College
Leslie Gregg-Jolly, Grinnell College
Deborah Gross, Carleton College
Cathryn A. Manduca, Carleton College
Ellen Iverson, Carleton College
David B. Cooke III, Morehouse College
Gregory K. Davis, Bryn Mawr College
Cameron Davidson, Carleton College
Paul E. Hertz, Barnard College
Lisa Hibbard, Spelman College
Shubha K. Ireland, Xavier University of Louisiana
Catherine Mader, Hope College
Aditi Pai, Hunter College
Shirley Raps, Hunter College
Kathleen Siwicki, Swarthmore College
Jim E. Swartz, Grinnell College

This document has been relocated to https://scholarworks.smith.edu/psy_facpubs/8/

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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.