Inclusive Instructional Practices: Course Design, Implementation, and Discourse

Frontiers in Education

Gloriana Trujillo¹  Cissy J. Ballen²  Carl Wieman³  Shima Salehi⁴ 

[1] Center for Teaching and Learning, Stanford University, Stanford, CA, United States;Department of Biological Sciences, Auburn University, Auburn, AL, United States;Department of Physics, Stanford University, Stanford, CA, United States;Graduate School of Eduction, Stanford University, Stanford, CA, United States;

关键词: stem education;    inclusivity;    equity;    underrepresented students;    instructional guideline;   

DOI  :  10.3389/feduc.2021.602639

来源: DOAJ

【 摘 要 】

As national efforts strive to make STEM more inclusive, it is important to identify instructional practices that maximize effective learning for all and provide students from different demographic and educational backgrounds equal opportunities to excel. Here, we present a guideline for inclusive instructional practices based on findings from 1) cognitive psychology about learning and memory, 2) social psychology about creating inclusive discourse, and 3) discipline-based education research (DBER) about effective learning practices in STEM higher education. Our aim is to promote equity across STEM education by providing researchers and instructors across different STEM fields with concrete suggestions for implementing inclusive instructional practices in their courses.

【 授权许可】

Unknown