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Designing for Success in STEM Communities of Practice: Philosophy and Personal Interactions

For the past 20 years, countless reports have been issued calling for reform of undergraduate education to improve student learning, persistence, and graduation rates for students in science, technology, engineering, and mathematics (STEM) majors. However, by many measures, recommendations in these reports have not been widely implemented (Borrego, Froyd, & Hall 2010; Fairweather 2009; Handelsman et al. 2004; Seymour 2002). The most recent report from the President’s Office of Science and Technology states that STEM graduation rates will have to increase annually by 34% to meet the goal of producing one million additional college graduates in STEM (President’s Council of Advisors on Science and Technology, 2012). These additional graduates are needed to fulfill the increasing job market demands for individuals educated in STEM fields.