Enhancing Diversity in Undergraduate Science: Self-Efficacy Drives Performance Gains with Active Learning

Efforts to retain underrepresented minority (URM) students in science, technology, engineering, and mathematics (STEM) have shown only limited success in higher education, due in part to a persistent achievement gap between students from historically underrepresented and well-represented backgrounds...

Descripción completa

Detalles Bibliográficos
Autores principales: Ballen, Cissy J., Wieman, Carl, Salehi, Shima, Searle, Jeremy B., Zamudio, Kelly R.
Formato: Online Artículo Texto
Lenguaje:English
Publicado: American Society for Cell Biology 2017
Materias:
Article
Acceso en línea:https://www.ncbi.nlm.nih.gov/pmc/articles/PMC5749958/
https://www.ncbi.nlm.nih.gov/pubmed/29054921
http://dx.doi.org/10.1187/cbe.16-12-0344

Internet

https://www.ncbi.nlm.nih.gov/pmc/articles/PMC5749958/
https://www.ncbi.nlm.nih.gov/pubmed/29054921
http://dx.doi.org/10.1187/cbe.16-12-0344

Ejemplares similares