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

Authors

Patricia Marten DiBartolo, Smith CollegeFollow
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, Spelman College
Shirley Raps, Hunter College
Kathleen Siwicki, Swarthmore College
Jim E. Swartz, Grinnell College

Document Type

Article

Publication Date

9-1-2016

Publication Title

CBE –Life Sciences Education

Abstract

Best-practices pedagogy in science, technology, engineering, and mathematics (STEM) aims for inclusive excellence that fosters student persistence. This paper describes prin- ciples 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: men- toring programs to build community; research experiences to strengthen scientific skill/ identity; attention to quantitative skills; and outreach/bridge programs to broaden the stu- dent 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.

Volume

15

Issue

ar44

DOI

10.1187/cbe.16-01-0028

Creative Commons License

This work is licensed under a Creative Commons Attribution-NonCommercial-Share Alike 4.0 International License.

Rights

© 2016 P. M. DiBartolo, L. Gregg-Jolly, D. Gross, C. A. Manduca, E. Iverson, et al. CBE—Life Sciences Education © 2016 The American Society for Cell Biology. This article is distributed by The American Society for Cell Biology under license from the author(s). It is available to the public under an Attribution–Noncommercial–Share Alike 3.0 Unported Creative Commons License (http://creativecommons.org/licenses/ by-nc-sa/3.0). “ASCB®” and “The American Society for Cell Biology®” are registered trademarks of The American Society for Cell Biology

Comments

Archived as published.

Recommended Citation

DiBartolo, Patricia Marten; Gregg-Jolly, Leslie; Gross, Deborah; Manduca, Cathryn A.; Iverson, Ellen; Cooke, III, David B.; Davis, Gregory K.; Davidson, Cameron; Hertz, Paul E.; Hibbard, Lisa; Ireland, Shubha K.; Mader, Catherine; Pai, Aditi; Raps, Shirley; Siwicki, Kathleen; and Swartz, Jim E., "Principles and Practices Fostering Inclusive Excellence: Lessons from the Howard Hughes Medical Institute’s Capstone Institutions" (2016). Psychology: Faculty Publications, Smith College, Northampton, MA.
https://scholarworks.smith.edu/psy_facpubs/8