Fostering Equitable Outcomes in Introductory Biology Courses through Use of a Dual Domain Pedagogy

Recent studies demonstrate that significant learning gains can be achieved when instructors take intentional steps to address the affective components of learning. While such efforts enhance the outcomes of all students, they are particularly beneficial for students from underrepresented groups and...

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Detalles Bibliográficos
Autores principales: Bauer, Angela C., Coffield, Vernon M., Crater, Dinene, Lyda, Todd, Segarra, Verónica A., Suh, Kevin, Vigueira, Cynthia C., Vigueira, Patrick A.
Formato: Online Artículo Texto
Lenguaje:English
Publicado: American Society for Cell Biology 2020
Materias:
Article
Acceso en línea:https://www.ncbi.nlm.nih.gov/pmc/articles/PMC8697644/
https://www.ncbi.nlm.nih.gov/pubmed/32004100
http://dx.doi.org/10.1187/cbe.19-07-0134

Internet

https://www.ncbi.nlm.nih.gov/pmc/articles/PMC8697644/
https://www.ncbi.nlm.nih.gov/pubmed/32004100
http://dx.doi.org/10.1187/cbe.19-07-0134

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