Eight steps to facilitating more equitable education in undergraduate sciences. (26th October 2022)

• Record Type: Journal Article
• Authors: Lübeck, Gintarė; Seery, Michael K.; Ryan, Barry J.
• Is Part Of: Biochemist. Volume 44:Number 5(2022)
• Page Start: 21
• Page End: 26
• Publication Date: 2022-10-26
• Subjects: Molecular biology -- Periodicals; Biochemistry -- Periodicals; 572
• DOI: 10.1042/bio_2022_123
• Languages: English
• ISSNs: 0954-982X

Abstract

Abstract : Pedagogical practices can influence students' confidence and ability beliefs and affect their ambition to persevere in science. Given the continuing need to diversify science and retain students in scientific programmes, science education must be tailored to cater to the needs of varied student groups. Since early experience in university programmes can be decisive in determining students' further academic and professional choices, pedagogies employed in undergraduate science courses can be particularly influential in supporting science careers. Undergraduate science instructors are therefore encouraged to consider their approaches to teaching and learning from a variety of perspectives that could help empower students from under-represented groups.