Promoting Persistence in STEM Learning Community: Resources and Reflections
STEM disciplines have long been concerned with disparities between underrepresented and well-represented student groups and the associated “pipeline” problem, where underrepresented students are more likely to switch away from STEM majors. In 2020-2021, a group of about twenty faculty from eight departments met biweekly to consider ways to address this problem individually and collectively. Members of the group have produced several resources for instructors thinking about making their courses more inclusive and equitable:
- A guide on making exams more equitable and effective, with ideas from the group members and the literature
- Reflections on specifications- and standards-based grading, by Richard Haglund
- A syllabus statement to signal inclusion to neurodivergent students, by Keivan Stassun, Claire Barnett, and students in their Freshman Commons iSeminar
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