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Faculty Professional Development on Inclusive Pedagogy Yields Chemistry Curriculum Transformation, Equity Awareness, and Community
15 references·1 citing·47 second hop
Faculty Professional Development on Inclusive Pedagogy Yields Chemistry Curriculum Transformation, Equity Awareness, and Community (2021)Faculty Professional Development on Inclu…Teach Students How to Learn (2023)Teach Students How to LearnRelationships between academic self-efficacy, learning-related emotions, and metacognitive learning strategies with academic performance in medical students: a structural equation model (2020)Relationships between academi…Reducing achievement gaps in undergraduate general chemistry could lift underrepresented students into a “hyperpersistent zone” (2020)Reducing achievement gaps in …Race Matters (2020)Race MattersExcluded (2020)ExcludedBelonging in general chemistry predicts first-year undergraduates’ performance and attrition (2020)Belonging in general chemistr…A psychological intervention strengthens students’ peer social networks and promotes persistence in STEM (2020)A psychological intervention …STEM faculty who believe ability is fixed have larger racial achievement gaps and inspire less student motivation in their classes (2019)STEM faculty who believe abil…Evaluating Psychosocial Mechanisms Underlying STEM Persistence in Undergraduates: Scalability and Longitudinal Analysis of Three Cohorts from a Six-Day Pre–College Engagement STEM Academy Program (2019)Evaluating Psychosocial Mecha…Learner-Centered Teaching: Putting the Research on Learning into Practice (2012)Learner-Centered Teaching: Pu…Switch: How to Change Things When Change Is Hard (2011)Switch: How to Change Things …Whistling Vivaldi: and other clues to how stereotypes affect us (2010)Whistling Vivaldi: and other …Vision and Change in Biology Undergraduate Education, A Call for Action—Initial Responses (2010)Vision and Change in Biology …A question of belonging: Race, social fit, and achievement. 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References

  • 2007A question of belonging: Race, social fit, and achievement.2,162 cited
  • 2020Relationships between academic self-efficacy, learning-related emotions, and metacognitive learning strategies with academic performance in medical students: a structural equation model584 cited
  • 2010Whistling Vivaldi: and other clues to how stereotypes affect us555 cited
  • 2019STEM faculty who believe ability is fixed have larger racial achievement gaps and inspire less student motivation in their classes548 cited
  • 1999Emotional Labor in Academia: The Case of Professors330 cited
  • 2011Switch: How to Change Things When Change Is Hard303 cited
  • 2020Race Matters266 cited
  • 2010Vision and Change in Biology Undergraduate Education, A Call for Action—Initial Responses191 cited
  • 2020Reducing achievement gaps in undergraduate general chemistry could lift underrepresented students into a “hyperpersistent zone”183 cited
  • 2020Belonging in general chemistry predicts first-year undergraduates’ performance and attrition127 cited
  • 2012Learner-Centered Teaching: Putting the Research on Learning into Practice118 cited
  • 2023Teach Students How to Learn59 cited
  • 2020A psychological intervention strengthens students’ peer social networks and promotes persistence in STEM49 cited
  • 2020Excluded43 cited

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  • 2019Evaluating Psychosocial Mechanisms Underlying STEM Persistence in Undergraduates: Scalability and Longitudinal Analysis of Three Cohorts from a Six-Day Pre–College Engagement STEM Academy Program30 cited
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    • 2024Instructional Influencers: Teaching Professors as Potential Departmental Change Agents in Diversity, Equity, and Inclusion18 cited