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Lottie Peppers

The Underrepresentation Curriculum Project - A flexible curriculum designed to help stu... - 0 views

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    The Underrepresentation Curriculum (URC) is a free, flexible curriculum for STEM instructors to teach about injustice and change the culture of STEM. Using tools such as data analysis, hypothesis creation, and investigation, students look critically at science through the lenses of equity and inclusion. By comparing the general population to similar data describing scientists, students can explore issues of social justice in STEM.
Lottie Peppers

Gender-Inclusive Biology - 0 views

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    Our students will face decisions about health, science, and medicine that we can hardly imagine.   How can we keep student needs and science first, yet still create a safe and affirming space for intellectual curiosity? Teaching biology creates many opportunities to authentically incorporate student curiosity. The Next-Generation Science Standards (NGSS) expect students to ask questions about natural phenomena and then explain their answers using models. This website offers examples of adapting curriculum to NGSS and gender-inclusive standards, as well as resources for advocating to administration and others.
Lottie Peppers

Georgetown-led Group Recommends Policy Changes Regarding Sex Diversity in Research | Ge... - 0 views

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    FEBRUARY 20, 2015-A diverse group of experts from academia, industry and advocacy convened by a Georgetown researcher is offering recommendations to the National Institutes of Health (NIH) regarding how to address the overreliance of male cells and animals used in preclinical studies. The recommendations come as the federal research institution works to increase the inclusion of female animal models and achieve a balance in the use of male and female cells and animals in lab research.
Lottie Peppers

How to Use High Expectations to Boost Middle and High School Students' Sense of Belongi... - 0 views

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    An ongoing commitment to diversity, equity, and inclusion (DEI) work will help you build the foundations of belonging for every student. But DEI work alone is not enough. Let's go back to your students. Are your lessons designed in alignment with what we know from cognitive science about how the human brain learns? What does the practice work you assign look like? What study strategies do you teach students to use? How is metacognition built? Does the feedback you give students help or hurt? What does homework look like?
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