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Abstract

This study investigates the experiences and academic outcomes of underprepared and underrepresented undergraduate students enrolled in introductory STEM courses at Texas College, a minority‑serving institution committed to advancing equity in science, technology, engineering, and mathematics education. The research focuses on STEM faculty across Biology, Chemistry, Computer Science, and Mathematics and how the Teaching STEM Center Online (TSC) enhances instructional methods to support this student population.

Using a mixed‑methods design, the study evaluates the implementation and impact of the TSC initiative. This includes faculty development workshops, structured instructional coaching, and the integration of evidence‑based teaching practices. Quantitative data from faculty surveys and student performance indicators were combined with qualitative data from faculty reflections and open‑ended responses. Findings reveal increased adoption of active learning strategies, formative assessment techniques, and culturally responsive pedagogical approaches among participating faculty

The results underscore the importance of sustained professional development, institutional support, and technology‑enhanced instructional tools in transforming STEM teaching practices. The study highlights how targeted interventions such as the TSC can strengthen faculty engagement, improve instructional quality, and contribute to higher levels of student persistence and success in STEM pathways.

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