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

摘要: 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 standpoint chemistry, mathematics, ecology publicly supported universities, authors discuss pedagogical or curricular choices with reference broader structures systemic considerations that sometimes limit enable faculty effort. In this editorial, we reflect on ways which these invoke own practitioner agency establish equity-based innovations settings.