{"id":21729,"date":"2015-04-23t12:49:03","date_gmt":"2015-04-23t17:49:03","guid":{"rendered":"\/\/www.imrbdigital.com\/?p=21729"},"modified":"2015-04-23t12:49:03","modified_gmt":"2015-04-23t17:49:03","slug":"thinking-stem-teaching-stem-a-blog-series-13","status":"publish","type":"post","link":"\/\/www.imrbdigital.com\/2015\/04\/thinking-stem-teaching-stem-a-blog-series-13\/","title":{"rendered":"thinking stem, teaching stem: a blog series"},"content":{"rendered":"
by vivian finch, cft graduate teaching fellow<\/em><\/p>\n <\/a>the cft is in the thirteenth week of “thinking stem, teaching stem,” a blog series that spotlights some of the videos produced at vanderbilt for the cirtl mooc course, \u201can introduction to evidence-based undergraduate stem teaching.<\/strong>\u201d this course drew on the\u00a0expertise of experienced stem faculty,\u00a0educational researchers, and representatives of university teaching centers.\u00a0 as previously mentioned, the series will loosely follow the thematic trajectory of the course through the following topics:<\/p>\n if you would like to see other installments of this blog series, please click the tag \u201cthinking stem, teaching stem\u201d at the bottom of this post.\u00a0 to access the videos featured in this series on youtube, please the cft’s\u00a0youtube channel<\/a> or go directly to our\u00a0blog playlist here<\/a>.<\/p>\n <\/p>\n a few weeks ago, we discussed persistence in stem disciplines and the factors that affect student motivation in stem classrooms.\u00a0 a 1997 study conducted by elaine seymour and nancy m. hewitt asked why undergraduate students leave stem majors, and one of their findings mentioned that social belonging (or lack thereof) played a role in whether students stayed or left stem majors.<\/strong><\/p>\n\n
inclusive teaching<\/h2>\n
week 13: social belonging and classroom inclusivity<\/h3>\n