Enhancing Diversity in College Science with Active Learning

Abstract

Growing evidence supports active learning as a more effective means for teaching students than the traditional, arena-style lecturing that has dominated teaching in higher education for centuries. Among the documented benefitting student populations are those students who are underrepresented in science, technology, engineering, and mathematics (STEM) fields, such as women, racial/ethnic minorities, students “at risk” of failing or withdrawing from the class based on incoming preparation, among others. In this chapter, I describe why and how active learning, coupled with equitable teaching strategies, effectively enhances diversity in college science classes. I conclude with suggested approaches to evaluating the “climate” of your own classroom. Through the use of evidence-based resources and pedagogies, instructors can foster an inclusive environment for teaching and learning in undergraduate STEM.