At the University of Victoria, underrepresented students in science and engineering disproportionately left their programs within the first two years. The original program structures did not adequately address the diverse needs of marginalized students, resulting in lower retention rates. This attrition negatively impacted their professional development and limited the diversity of perspectives essential for effectively addressing complex societal challenges. Therefore, there was an urgent need to redesign STEM education to promote equity, enhance student engagement, and improve retention and graduation outcomes for underrepresented students.
We collaborated with university executives and community leaders to clarify and align the value proposition for all stakeholders involved. We trained Graduate students from underrepresented backgrounds in design thinking methodologies, equipping them to effectively mentor undergraduate students. Together, we co-created an inclusive undergraduate experiential learning program using these design thinking principles. Graduate students actively mentored undergraduates throughout the summer program, supplemented by our industry mentors who provided valuable feedback on the undergraduates' approaches to solving real-world client problems.
The redesigned program resulted in undergraduate students feeling genuinely included in their learning experiences. Community leaders expressed significant appreciation, impressed by the innovative and inclusive approaches students applied to solving their challenges. Consequently, diversity and inclusion within STEM education improved, strengthening both student retention and the quality and creativity of solutions to critical societal issues. We designed the program to be sustainable and governed by embedding iterative improvements which led the program to scaUVic’sbally in 2 countries (Nepal and Singapore).
