The first section of the chapter gives an introduction to various challenges, obstacles, and hindrances that prevent a successful transformation of K–12 science education as well as STEM departments in higher education for inclusion. The second section discusses historical perspectives of the University of Arkansas-Fort Smith (UAFS) – the institutional profile, missions, and visions of UAFS as a regional university. Policies and strategies for addressing the socioeconomic disparity, faculty gender, and racial disparities and cultural competency awareness at UAFS are also highlighted in this section. Other approaches including targeted efforts to recruit and retain underrepresented minority students, provision of financial assistance for students from low-income families, and a creative “Math-up” curriculum innovation to promote inclusive and broad participation in STEM at UAFS are highlighted in the latter section of the chapter. Formation of alliances between UAFS, local K–12 school districts, and governmental and non-governmental agencies to promote broad participation in STEM at UAFS are discussed. The last section of the chapter provides recommendations for adaptation and sustainability of strategies and efforts aimed at transforming national STEM departments for inclusion.
Fakayode, S., Davis, J., Yu, L., Meikle, P., Darbeau, R. and Hale, G. (2019), "Transforming STEM Departments for Inclusion: Creative Innovation, Challenges, Adaptation, and Sustainability at the University of Arkansas-Fort Smith", Broadening Participation in STEM (Diversity in Higher Education, Vol. 22), Emerald Publishing Limited, pp. 73-105. https://doi.org/10.1108/S1479-364420190000022004Download as .RIS
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