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Teaching race

Critical race theory

Effective teaching in racially diverse classrooms

Experiences of students and faculty of color

Working groups and initiatives

Inclusive Teaching in the Sciences

  • Tanner, Kimberly D. “Structure matters: twenty-one teaching strategies to promote student engagement and cultivate classroom equity” CBE life sciences education vol. 12,3 (2013): 322-31.
  • Schinske, Jeffrey N et al. “Scientist Spotlight Homework Assignments Shift Students’ Stereotypes of Scientists and Enhance Science Identity in a Diverse Introductory Science Class” CBE life sciences education vol. 15,3 (2016): ar47.
  • Seidel, Shannon B et al. “Beyond the Biology: A Systematic Investigation of Noncontent Instructor Talk in an Introductory Biology Course” CBE life sciences education vol. 14,4 (2015): ar43.
  • Seymour, E., & Hewitt, N. M. (1997). Talking about leaving: Why undergraduates leave the sciences, Boulder, CO: Westview Press. https://doi.org/10.1086/495437Simpkins.
  • Tanner, Kimberly D. “Order matters: using the 5E model to align teaching with how people learn” CBE life sciences education vol. 9,3 (2010): 159-64.
  • Tanner, Kimberly D. “Promoting student metacognition” CBE life sciences education vol. 11,2 (2012): 113-20.
  • Owens, Melinda T and Kimberly D Tanner. “Teaching as Brain Changing: Exploring Connections between Neuroscience and Innovative Teaching” CBE life sciences education vol. 16,2 (2017): fe2.

Last updated February 27, 2019.

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