Empowering the future: NSF's Innovations in Graduate Education Program elevates Hispanic STEM participation
Hispanics represent one of the fastest-growing populations in the United States, and NSF aims to increase their participation in science, technology, engineering and mathematics and celebrate the full spectrum of talent, creativity and innovation of this underrepresented group. NSF funds projects that address challenges to expanding Hispanic participation in graduate STEM education, including barriers to access, mentorship and representation in STEM leadership positions across STEM disciplines.
NSF IGE projects are making an impact on underserved populations
NSF IGE addresses these challenges head-on by funding projects that are not only innovative but also deeply rooted in community engagement and cultural relevance. Highlighted below are institutions that serve the Hispanic graduate STEM student population and their recent IGE projects.
"Improving access and outcomes for students in semiconductors and solar energy" at Arizona State University.
This project aims to address limited access and underrepresentation of students in the growing fields of semiconductors and solar energy, particularly among underserved groups. Through partnerships with industry and an enhanced curriculum, the initiative provides students with practical experience and mentorship, helping to bridge the gap between education and industry needs. As a result, participating students — particularly those from underrepresented groups — experience improved academic performance, increased retention in STEM programs and greater career opportunities. The project also contributes to diversifying the talent pipeline for the semiconductor and solar energy sectors.
"Reviewer zero: Changing the culture of peer review to increase diversity, equity, and inclusion" at California State University, San Bernardino.
This project focuses on the persistent issue of bias and lack of diversity, equity and inclusion in the STEM research peer review process, which plays a critical role in academic publishing and grant funding decisions. “Reviewer Zero” introduces training programs to emphasize transparency and accountability in the peer review process. As a result, the initiative fosters a more inclusive culture of peer review, increasing the participation and success of underrepresented groups in academic publishing and research funding.
"Transdisciplinary research in graduate engineering education" at Texas A&M University - Kingsville.
This project addresses the challenge of traditional, siloed approaches to graduate engineering education, which often limit students' ability to tackle complex, real-world problems that require insights from multiple disciplines. Students benefit from a new transdisciplinary curriculum for graduate engineering education that combines knowledge from various engineering and non-engineering domains. The initiative has led to improved student outcomes, including a broader skill sets, enhanced critical thinking and better preparedness for tackling global engineering challenges. Graduates of the program are also more competitive in the job market.
"Integrating data science into the applied mathematics PhD: Generalized skills for non-academic careers" at Arizona State University.
This project examines the gap between traditional applied mathematics doctoral training and the growing demand for data science skills in non-academic careers. The project integrates data science into the applied mathematics doctoral curriculum, providing students with the practical skills and interdisciplinary knowledge needed to thrive in non-academic STEM careers. Students pursue computational techniques, data analytics, machine learning and industry partnerships. As a result, graduates are better prepared to pursue diverse career paths in both the private and public sector, broadening their capabilities to be leaders in their chosen STEM fields.
"Applied graduate STEM education through innovative hands-on industry work experience" at the University of New Mexico.
This project offers students the opportunity to collaborate with industry to solve real-world pressing challenges using engineering, technology, and applied sciences. As a result, students acquire the practical and industry skills that are relevant in non-academic STEM careers. The project bridges the gap between academia and industry.
"Graduate communities for academic fellowship and efficacy: A holistic multi-tiered mentoring model" at the University of Arizona.
This project aims to help graduate STEM students develop strategies to balance the demands and complexities of graduate STEM education with personal growth challenges students in underrepresented groups encounter. The project will provide multilayered student support, fostering both academic success and better mental health, resulting in higher retention rates among underrepresented STEM student groups.
Outcomes and impact: A new generation of STEM leaders
Hispanic graduate students who have participated in these programs report a stronger sense of belonging in STEM, increased academic performance and greater confidence in pursuing STEM careers. Moreover, these projects are not just benefiting current individual students — they are helping to create institutional changes that will make STEM graduate education more accessible and inclusive for future generations. By fostering a new generation of Hispanic STEM leaders, these IGE projects contribute to a more innovative and equitable STEM ecosystem, where relevant perspectives and solutions to the scientific challenges of our time prevail, ensuring that the U.S. remains at the forefront of solving pressing global needs.