It has been suggested that as the nation seeks to strengthen its stance in STEM, it must leverage the talents of all citizens, including those from minoritized groups. This symposium will focus on curricular efforts that contribute to a more diverse STEM pipeline. Talks will address impactful teaching and learning support strategies that lead to measurable academic success among diverse populations throughout the chemistry curriculum. Educators will present their experiences with course design, content delivery methods (traditional, flipped, web-enhanced, blended, etc.), non-traditional assessments, and in-class activities that promote critical thinking, skill development, and concept mastery. Such strategies will emphasize the incorporation of diverse perspectives that are relevant to a range of individuals. To this end, talks will highlight curricular activities that allow students from different backgrounds to connect with science personally and cultivate their science identities. Further, best practices will be shared regarding resources and activities external to the classroom that support student success. Presentations will include models for measuring the impact of these strategies, and assessment data on student learning outcomes, retention, and affective traits will be presented. The symposium will be relevant in the chemistry lecture and laboratory and for a range of STEM-based disciplines and academic institutions that desire to acknowledge and encourage the role underrepresented groups play in sustaining our nation’s STEM capabilities.