CBE Life Sciences Education
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National efforts to improve equitable teaching practices in biology education have led to an increase in research on the barriers to student participation and performance, as well as solutions for overcoming these barriers. Fewer studies have examined the extent to which the resulting data trends and effective strategies are generalizable across multiple contexts or are specific to individual classrooms, institutions, or geographic regions. To address gaps in our understanding, as well as to establish baseline information about students across contexts, a working group associated with a research coordination network (Equity and Diversity in Undergraduate STEM, EDU-STEM) convened in Las Vegas, Nevada, in No-vember of 2019. We addressed the following objectives: 1) characterize the present state of equity and diversity in undergraduate biology education research; 2) address the value of a network of educators focused on science, technology, engineering, and mathematics equity; 3) summarize the status of data collection and results; 4) identify and prioritize questions and interventions for future collaboration; and 5) construct a recruitment plan that will further the efforts of the EDU-STEM research coordination network. The report that follows is a summary of the conclusions and future directions from our discussion.
Equitable teaching practices; Education; Undergraduate biology
Disability and Equity in Education | Education
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Thompson, S. K.,
Drake, A. G.,
Garcia-Ojeda, M. E.,
Unviersity of New Hampshire, C.,
Ballen, C. J.
A Call for Data-Driven Networks to Address Equity in the Context of Undergraduate Biology.
CBE Life Sciences Education, 19(4),