There is a critical need to recruit, retain, and empower first generation students, under-represented minorities, and women in elite university programs. Instructors, programs, and financial investment often start by focusing on access and rectifying perceived deficits in students, such as coming from poor high schools or lacking AP courses. Recent literature and new models indicate that looking at extrinsic factors, such as classroom structure and dynamics, can dramatically improve outcomes and reduce the achievement gap. This session will show data and share strategies to structure classroom interactions to build a more inclusive classroom. Open to faculty, lecturers, graduate students, and instructional development staff.
Sherryl Broverman is Associate Professor of the Practice in Biology and at the Global Health Institute at Duke University. She focuses on developing international service learning in the sciences, examining how civic, social, and international engagement impact student learning, and identifying how course design alters the demographics of student enrollment. She also founded and runs WISER, to educate and empower young women in rural Kenya to drive change in their communities. Presented by the Center for Teaching and Learning within VPTL and the student chapter of the American Society for Engineering Education (ASEE).
Questions? Please contact Kritika Yegnashankaran at firstname.lastname@example.org, Associate Director, Faculty & Lecturer Programs or Zach del Rosario, email@example.com, president of Stanford’s student ASEE chapter