Cultivating Institutional Transformation and Sustainable STEM Diversity in Higher Education through Integrative Faculty Development

Abstract

An urgent need to broaden diversity and support the preparation of students and faculty members along proactive pathways to research and success can be facilitated by targeted faculty development and formalization of policies built on institutional commitment, engagement, and accountability. Involvement of the faculty in building institutional diversity will recognize equity-building initiatives as valid forms of faculty scholarship and as one way to address the growing public problem of educational disparities in the STEM fields. We propose systemic, institutional transformation centered on a foundation of faculty engagement, empowerment, and reward that reflects intentionality and accountability for developing diverse institutional communities.

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Acknowledgements

We thank René Montgomery, M.P.A., for valuable assistance in preparing the manuscript. Beronda L. Montgomery is supported by the National Science Foundation (grants MCB-0643516 and MCB-1241970). Joseph A. Whittaker is supported by NSF grant (HRD-1036314).

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Correspondence to Beronda L. Montgomery.

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Whittaker, J.A., Montgomery, B.L. Cultivating Institutional Transformation and Sustainable STEM Diversity in Higher Education through Integrative Faculty Development. Innov High Educ 39, 263–275 (2014). https://doi.org/10.1007/s10755-013-9277-9

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Keywords

  • Diversity
  • Faculty development
  • Higher education
  • Institutional transformation
  • STEM