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In an attempt to redesign science, technology, engineering, and mathematics (STEM) departments to be more inclusive of all student populations, institutions of higher learning are reviewing their programs, policies, and the ways they engage students. The Partnership for Undergraduate Life Sciences Education (PULSE) has been working with STEM departments over the past 10 years to improve the student experience by incorporating evidence-based teaching practices and creating curricula with a deeper focus on conceptual understanding of scientific principles, competencies, and the process of science. PULSE created the PULSE rubrics, a set of five rubrics designed to assist life sciences departments in assessing their implementation of the recommendations of the American Association for the Advancement of Science Vision and Change report in the areas of curriculum, assessment, faculty practice and faculty support, infrastructure, and climate for change. An additional rubric, on diversity, equity, and inclusion (DEI), is described in this paper. Each of the 13 criteria of the PULSE DEI rubric begins with a context section of background information with references and a scale of 0 to 4 (baseline to exemplar) with descriptors for each score. The PULSE DEI rubric has been added to allow departments to determine the starting point for their DEI work and reveal areas that require attention. All PULSE rubrics can be accessed from the PULSE Community website (https://www.pulse-community.org/rubrics).
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Stored only when both papers are in the corpus — 19 citations exist upstream.
Papers that cite the same references — the relational fallback while embeddings are still backfilling.
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