An Examination of the Role of Inclusive, Effective, and Innovative Pedagogical Practices in STEM Education

Throughout history, race and socioeconomic status have remained two of the most reliable predictors of STEM student success. Despite millions invested in programs and services to support student success, the opportunity gaps in the retention, persistence, and graduation rates for structurally disadvantaged students such as first-generation, low-income, students of color, and numerically underrepresented students in STEM persists (Boucher et al., 2021; Student Experience Project, 2022). Research shows that students learn more and are more likely to succeed when faculty leverage evidenced-based pedagogical practices such as active learning and culturally responsive teaching. However, the systemic adoption of inclusive pedagogical practices remains elusive, leaving unrealized their full benefits for equity and excellence in STEM education. Therefore, the purpose of this research-in-progress is to examine the efficacy of two inclusive pedagogical practices in STEM education: active learning and culturally responsive teaching. We conclude with implications for research and practice.

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Work Title An Examination of the Role of Inclusive, Effective, and Innovative Pedagogical Practices in STEM Education
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Penn State
Creators
  1. Chandra Shekhar Niredi
  2. Roderick Lee
License In Copyright (Rights Reserved)
Work Type Poster
Publication Date 2023
DOI doi:10.26207/dhwm-mb69
Deposited May 23, 2023

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