The instructor must set the expectations why students should use the tool.
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Men participate more in active learning classes
Even though there were more women in the class, participation was not more equitable.
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Students retain conceptual knowledge longer than we think
In fact, it seems like student can retain concepts for months after the course ends.
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Ideas for supporting Black women physicists
Fewer than 100 Black women have PhDs in physics. Something needs to change.
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Expanding the full-time, part-time student dichotomy
Looking at individual semesters doesn’t tell the full story.
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POGIL Teaching Strategy Improves Student Performance in Large Introductory Chemistry Class
POGIL teaching strategies, where students work in groups to construct there own understanding of material from open ended questions, was shown to improve student performance in introductory chemistry courses.
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What do students draw when asked to “draw a scientist”?
Probably what you expect. Brainy white men in a lab.
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More innovative but less impact: The Diversity-Innovation Paradox
Despite producing more innovative work, women and scholars of color are recognized less for that work.
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Active learning may help close the gap between underrepresented & overrepresented students
Achievement gaps do decrease for active learning classes, but the amount of active learning matters.
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Not all disadvantages are equal in higher education
First-gen and low-income Asian/white students fare better than racially underrepresented students.
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