{"id":39336,"date":"2021-09-28t09:00:50","date_gmt":"2021-09-28t14:00:50","guid":{"rendered":"\/\/www.imrbdigital.com\/?p=39336"},"modified":"2021-09-08t14:20:56","modified_gmt":"2021-09-08t19:20:56","slug":"promoting-persistence-in-stem-learning-community-resources-and-reflections","status":"publish","type":"post","link":"\/\/www.imrbdigital.com\/2021\/09\/promoting-persistence-in-stem-learning-community-resources-and-reflections\/","title":{"rendered":"promoting persistence in stem learning community: resources and reflections"},"content":{"rendered":"

\"\"stem disciplines have long been concerned with disparities between underrepresented and well-represented student groups and the associated \u201cpipeline\u201d problem, where underrepresented students are more likely to switch away from stem majors. in 2020-2021, a group of about twenty faculty from eight departments met biweekly to consider ways to address this problem individually and collectively. members of the group have produced several resources for instructors thinking about making their courses more inclusive and equitable:<\/span><\/p>\n