Abstract
AbstractBy drawing on data from two studies, we describe how a strategic partnership between student affairs professionals and faculty researchers supported the expansion of a K‐12 engagement‐focused teaching and learning model to one that could support undergraduate science, technology, engineering, and mathematics (STEM) learners. The model was successfully implemented at the undergraduate level in both formal and informal STEM learning settings. We conclude by offering a Student Engagement Index as a tool that can support higher education professionals to engage HBCU students in both formal and informal STEM learning spaces.
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