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dc.contributor.authorJohnson, Kathryn M. S.
dc.contributor.authorBriggs, Amy
dc.contributor.authorHawn, Christine
dc.contributor.authorMantina, Namoonga
dc.contributor.authorWoods, Brett C.
dc.description.abstractAs student populations become more diverse, it is essential for educators, administrators, and institutions to implement practices that ensure the success of all students. This is particularly true in the sciences, as students from traditionally underrepresented populations in STEM compose an increasingly greater proportion of the national student demographic. The Teaching Section of the American Physiological Society sponsored a symposium, “Inclusive Practices for Diverse Student Populations,” at 2017 Experimental Biology in Chicago, IL, introducing practices that promote inclusion in diverse student populations in STEM. The symposium began with an introduction to quantitative and qualitative assessment strategies of equity and inclusion. The second half of the symposium discussed structural bias and effective inclusive practices.en_US
dc.format.extent8 pagesen_US
dc.identifier.citationJohnson KMS, Briggs A, Hawn C, Mantina N, Woods BC. Inclusive Practices for Diverse Student Populations: Experimental Biology 2017. Adv Physiol Educ 43: 365–372, 2019; doi:10.1152/ advan.00201.2018en_US
dc.publisherAmerican Physiological Societyen_US
dc.relation.isAvailableAtThe University of Maryland, Baltimore County (UMBC)
dc.relation.ispartofUMBC Geography and Environmental Systems Department Collection
dc.relation.ispartofUMBC Faculty Collection
dc.rightsThis item is likely protected under Title 17 of the U.S. Copyright Law. Unless on a Creative Commons license, for uses protected by Copyright Law, contact the copyright holder or the author.
dc.subjectqualitative assessmenten_US
dc.subjectquantitative assessmenten_US
dc.titleInclusive practices for diverse student populations: Experimental Biology 2017en_US

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