Centering Relationships, Active Teaching, and Career Development in One STEM Teaching Practicum

ABSTRACT Broadening participation in STEM fields, particularly among underrepresented minority (URM) groups, has long been a national priority (AIR 2013; The Education Trust 2024). Community colleges—by virtue of their open access, diverse student populations, and teaching‐focused missions—are uniquely positioned to contribute to this effort. The Southern Wisconsin ASPIRE Regional Collaborative (SWARC) leveraged the potential of community colleges to prepare future faculty through an inclusive, mentored teaching practicum. This article outlines the core design principles, implementation strategies, outcomes, and lessons learned from this initiative, with a focus on the role of two‐year institutions in promoting inclusive STEM education and career exploration.