Institutional Change in Higher Education: Innovation and Collaboration

Abstract

To remain globally competitive and increase the number of young people completing two- and four-year college degrees, America needs to expand access to higher education and focus attention on the success of those who enroll. Expertise in Science, Technology, Engineering and Mathematics (STEM) will be particularly important for maintaining a thriving economy and in developing innovative solutions to global challenges. However, only 6 percent of 24-year-olds in the United States hold first degrees in these fields, placing the country 20th in a comparison group of 24 industrialized countries. Many American students initially interested in STEM areas select other fields after they begin college: only 33 percent of white students, 42 percent of Asian American students, and about 20 percent of black, Latino, and Native American students who aspire to complete a STEM major succeed. This paper examines strategies developed at the University of Maryland, Baltimore County (UMBC) and elsewhere that have created an atmosphere of inclusive excellence and are allowing more students of all backgrounds to succeed in STEM areas and other disciplines. Culture change at UMBC began 25 years ago with the development of the Meyerhoff Scholars Program for high-achieving minority students interested in STEM research careers. Lessons learned from that program have motivated University-wide changes as faculty, staff, and students have pursued broad initiatives to redesign courses, build community, and support and engage students.

Notes

Some portions of this paper draw on the author's previous writings, including, in this section, Hrabowski, 2009.

This section draws on a piece I wrote with Jack Suess, UMBC's Vice President for Information Technology; see Hrabowski & Suess, 2010.

The College Board's estimates for six-year completion rates are 56 percent for all students, 39 percent for Native American students/Alaska Natives, 41 percent for African-American students, and 47 percent for Latino students (Lee & Rawls, 2010).

This section draws from Hirshman & Hrabowski, 2011.

Additional information

Notes on contributors

Freeman A. Hrabowski

Freeman A. Hrabowski, III, has served as President of the University of Maryland, Baltimore County (UMBC) since 1992. His research and publications focus on science and math education, with special emphasis on minority participation and performance. He chaired the National Academies’ committee that produced the 2010 report, Expanding Underrepresented Minority Participation, and he recently was named by President Obama to chair the newly created President's Advisory Commission on Educational Excellence for African Americans.