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• W310183365 abstract "Four historically Black colleges and universities (HBCUs), Howard University, Jackson State University, Talladega College, and Xavier University of Louisiana, participated in a project titled, Learning Communities for STEM Academic Achievement (LCSAA), whose goal was to increase the participation of African American students in the fields of science, technology, engineering and mathematics (STEM). The means to achieve this goal was the adoption of a faculty learning community that was designed to improve teaching and learning in science and mathematics on the four campuses. This article describes briefly how the program was implemented on each campus and highlights some of the outcomes of the project at each campus, both in terms of students' grades and student and faculty attitudes. The low performance of African Americans in the STEM disciplines (science, technology, engineering and mathematics) from K-12 through college is well documented. (Russell, 2005; Russell & Atwater, 2005; see Table 1). Most explanations for this low performance have focused on some deficiency in the learners or in me learners' environments, such as poor schools, no books in the home, poverty, single parenthood, insufficient or no role models in STEM (Brown, 2005; Steele, 1999; Qi, 2006). Rarely has mere been an emphasis on examining the teaching pedagogies mat are used to teach the STEM discipline to diese students. There is a group of colleges in the United States mat often accept and enroll African American students who frequently do not have the paper credentials or test scores that would suggest success in STEM disciplines. These institutions, historically Black colleges and universities (HBCUs), have had an incredible track record in educating, graduating, and sending many of these same students on to graduate school for advanced degrees through the doctorate level. In 2005, the 105 HBCUs (3% of all colleges and universities in the United States), graduated 21% of all African Americans who earned baccalaureate degrees (National Science Foundation, 2007a, 2007b, 2007c). HBCUs produced 22.3% of African American science and engineering baccalaureates, and when the fields are restricted to traditionally hard sciences (biology, computer science, earth sciences, mathematics and statistics, physical sciences and engineering) HBCUs graduated 31% of the African Americans earning those degrees (National Science Foundation, 2007a, 2007b, 2007c). Twelve of these institutions are among the top 20 institutions mat produce African American baccalaureate degree recipients who go on to obtain the doctoral degree. In some fields, their track record is even more impressive. In 2005, of the 166 African Americans who received bachelor's degrees in physics, 85 (51%) came from HBCUs (National Science Foundation, 2007a, 2007b, 2007c). This project grew out of mese two compelling points: (a) low performance of African American college students in STEM on the one hand and (b) the high overall academic success rates of African Americans at HBCUs on the other. It focused not on perceived impediments to learning, but also on the pedagogies that are used to teach STEM disciplines. The belief was that if HBCUs could document and disseminate more effective pedagogies for teaching the STEM disciplines beyond traditional teaching/learning models mat have been associated wim these failures, men perhaps significant improvements in learning could occur for mese students thought the higher education community. Therefore, the project sought to create faculty learning communities through which pedagogy in the STEM disciplines could be enhanced. Faculty learning communities may be useful in improving students' success, particularly, in African American education (e.g., West-Olatunji, Behar-Horenstein, Rant & Cohen-Phillips, 2008). Additionally, collaborative learning has been proven beneficial in a variety of contexts. A requirement for students to explain problems to one another seems to enhance their own understanding (Fawcett & Garton, 2005). …" @default.
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• W310183365 date "2008-07-01" @default.
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• W310183365 title "The Effect of Learning Communities on Achievement in STEM Fields for African Americans across Four Campuses" @default.
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