“All of us are capable, and all of us can be scientists.” The impact of Scientist Spotlight assignments with undergraduates in physiology courses

Abstract

Scientist Spotlights significantly enhance undergraduate students' feelings of inclusion and learning in undergraduate physiology courses at an emerging Hispanic-serving institution. By engaging with assignments featuring counterstereotypical scientists, students in both majors and nonmajors physiology courses shifted in their relatability to and descriptions of scientists. These results suggest that an inclusive curriculum, combined with supportive instructor practices, can positively impact student success and representation in physiology education.

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