Introduction to special issue on increasing participation in higher-education stem programs

Research output: Contribution to journalEditorialpeer-review


This special issue highlights the work of several higher-education practitioner–scholars who describe their approaches to facilitating participation in STEM courses and programs. Writing from the standpoint of chemistry, mathematics, and ecology in publicly supported universities, the authors discuss their pedagogical or curricular choices with reference to the broader structures and systemic considerations that sometimes limit and sometimes enable faculty effort. In this editorial, we reflect on the ways in which these authors invoke their own practitioner agency to establish equity-based innovations in higher-education STEM settings.

Original languageEnglish (US)
Article number139
JournalEducation Sciences
Issue number5
StatePublished - May 2020

Bibliographical note

Publisher Copyright:
© 2020 by the authors.


  • Curriculum
  • Diversity
  • Inclusion and equity
  • Institutional structures
  • Pedagogy
  • STEM in higher-education
  • Teacher development


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