Participatory design of course syllabi for research courses in the College of Sciences at the University of Texas Rio Grande Valley

There continues to be a deficit in STEM capacity relative to the demand for qualified workforce personnel, especially among minority students. At the University of Texas Rio Grande Valley, a novel initiative is underway to incorporate authentic community engagement to transform undergraduate education in STEM. Faculty collaborate with community partners to create new courses related to STEM disciplines in Community Engaged Scholarship and Learning. Preliminary data from students on both scientific aptitude, social responsibility, and student sense of belonging reveal the potential of these pedagogical innovations to improve student recruitment and retention in STEM related studies.