February is Black History Month so it is a good opportunity to write about the issues, achievements and opportunities for engaging African Americans, and other underrepresented minorities (URM), in STEM learning at our colleges and universities. This is an area where many have been focusing attention and effort, from the National Science Foundation to individual campuses. One example of a campus story is that of the University of Maryland, Baltimore County and its successful Meyerhoffs Scholars Program. Freeman Hrabowski, president of UMBC, talks about this program in a recent online interview, and points to the new report from the National Academies on Increasing Minority Participation in STEM.

In reading this report, you will find that improvements have been made – more URM students are identifying interest in studying STEM and they now comprise 26.2% of STEM majors, however we have a long way to go in closing the gap between interest and enrollment and graduation in STEM. Financial support turns out to be a key factor for success and completion for low income and minority students. But, there are other strategies campuses can utilize to ensure more URM students are successful in STEM. The report highlights seven strategies, summarized below:

1. Look at data and act (at course, program, and institution levels)
2. Pay attention to indicators (retention and completion)
3. Take on introductory courses (turn them from gatekeepers to gateways)
4. Don’t hesitate to make demands (set high standards)
5. Assign clear responsibility for student success (if we all own it, nobody does)
6. Insist that presidents step up to the plate (leadership is essential)
7. Bring back the ones you lose (be proactive and responsive).

The report contains more data, statistics, stories and recommendations that should be useful to campuses as they continue to consider how to broaden access and success in STEM for all students.

Tags: Hrabowski, minority participation in STEM, National Academies