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Active Learning Narrows Achievement Gaps for Underrepresented Students in Undergraduate Science, Technology, Engineering, and Math.

Elli J. Theobald, Mariah J. Hill,Elisa Tran,Sweta Agrawal,E. Nicole Arroyo, Shawn Behling,Nyasha Chambwe,Dianne Laboy Cintron,Jacob D. Cooper,Gideon Dunster,Jared A. Grummer, Kelly Hennessey,Jennifer Hsiao, Nicole Iranon,Leonard Jones,Hannah Jordt, Marlowe Keller,Melissa E. Lacey,Caitlin E. Littlefield,Alexander Lowe,Shannon Newman, Vera Okolo,Savannah Olroyd,Brandon R. Peecook, Sarah B. Picketti,David L. Slager,Itzue W. Caviedes-Solis,Kathryn E. Stanchak, Vasudha Sundaravardan, Camila Valdebenito,Claire R. Williams,Kaitlin Zinsli,Scott Freeman

PROCEEDINGS OF THE NATIONAL ACADEMY OF SCIENCES OF THE UNITED STATES OF AMERICA（2020）

Cited 892|Views66
Key words
individual-participant data metaanalysis,active learning,achievement gaps,underrepresented minorities,heads-and-hearts hypothesis
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