Home / STEM  / How educators can increase underrepresented students’ access to and engagement with STEM

Associate Professor Jill Marshall, Department of Curriculum and Instruction, discusses “stereotype threat’s” effect on student outcomes, the importance of helping students develop visual-spatial skills, and how reframing the teaching of math and science using project-based approaches can help engage underrepresented students.

Educational Psychology Professor Kevin Cokley explains how “imposter syndrome” can affect underrepresented students in STEM classes and what educators can do to help ward off its negative effects.

Associate Professor and Director of the Center for STEM Education Victor Sampson discusses how science teachers can modify how they teach to better engage every student in learning scientific methods and retaining content.

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