While there are a multitude of contributing factors, under-represented student success in STEM appears to be critically interdependent with teaching and learning practices that are responsive to diverse epistemologies and inclusive pedagogies. However, the professional literature has yet to identify a set of faculty development best practices that might guide the field. Furthermore, the institutional supports required to drive the success of STEM-oriented future faculty programs remain unknown. This inquiry proposal intended to address these concerns through a critical comparative qualitative study in seeking evidence-based practices and institutional elements of STEM faculty professional development programs that support diverse graduate and postdoctoral scholar success. The findings revealed a new STEM faculty professional development model that critically re-imagines constructivist teaching and learning, deconstructed socialization, organizational advocacy, and iterative assessment in supporting diverse graduate and post doctoral scholar success. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://bibliotheek.ehb.be:2222/en-US/products/dissertations/individuals.shtml.]