Engaged Student Learning and Inclusive Teaching Practices in Higher Education Chemistry
The retention of students in STEM degree pathways continues to be a problem in higher education, particularly for students from minority groups. Addressing this is of the utmost importance in recruiting and retaining high-quality individuals for the 21st-century STEM workforce and, perhaps more impo...
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| Formato: | Online |
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| Idioma: | inglés |
| Publicado: |
MDPI - Multidisciplinary Digital Publishing Institute
2025
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| Subjects: | |
| Acceso en liña: | ONIX_20250812T110751_9783725844173_476 |
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| _version_ | 1869528227618226176 |
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| collection | Directory of Open Access Books |
| description | The retention of students in STEM degree pathways continues to be a problem in higher education, particularly for students from minority groups. Addressing this is of the utmost importance in recruiting and retaining high-quality individuals for the 21st-century STEM workforce and, perhaps more importantly, helping all students who are passionate about STEM achieve their career goals. It is in this context that this Special Issue of Education Sciences was conceived. “Engaged Student Learning and Inclusive Teaching in Higher Education Chemistry” presents 10 articles on how student engagement can be improved in higher education chemistry courses, potentially impacting retention and success in STEM pathways, and interventions to improve outcomes more directly for historically disadvantaged demographic groups. |
| format | Online |
| id | doab-20.500.12854ir-165721 |
| institution | Directory of Open Access Books |
| language | eng |
| publishDate | 2025 |
| publishDateRange | 2025 |
| publishDateSort | 2025 |
| publisher | MDPI - Multidisciplinary Digital Publishing Institute |
| publisherStr | MDPI - Multidisciplinary Digital Publishing Institute |
| record_format | ojs |
| spelling | doab-20.500.12854ir-1657212025-08-12T10:10:13Z Engaged Student Learning and Inclusive Teaching Practices in Higher Education Chemistry Eichler, Jack F. Odeleye, Oluwatobi first-year undergraduate chemistry online learning simulations screencasts postsecondary chemistry supplemental instruction peer-led cooperative learning student success equity gaps evaluation research mastery grading testing effect second-change testing alternative grading textbooks reading comprehension prior knowledge linear regression meta-analysis specifications grading assessment action research qualitative research diversity equity inclusion accessibility disability large lecture courses science education collaborative learning constructivism metacognition student questions Bloom’s taxonomy chemistry education culturally relevant pedagogy culturally responsive teaching introductory chemistry course redesign student engagement organic chemistry reaction mechanisms perspective chemistry learning teaching retention achievement confidence n/a thema EDItEUR::G Reference, Information and Interdisciplinary subjects::GP Research and information: general The retention of students in STEM degree pathways continues to be a problem in higher education, particularly for students from minority groups. Addressing this is of the utmost importance in recruiting and retaining high-quality individuals for the 21st-century STEM workforce and, perhaps more importantly, helping all students who are passionate about STEM achieve their career goals. It is in this context that this Special Issue of Education Sciences was conceived. “Engaged Student Learning and Inclusive Teaching in Higher Education Chemistry” presents 10 articles on how student engagement can be improved in higher education chemistry courses, potentially impacting retention and success in STEM pathways, and interventions to improve outcomes more directly for historically disadvantaged demographic groups. 2025-08-12T10:10:11Z 2025-08-12T10:10:11Z 2025 book ONIX_20250812T110751_9783725844173_476 9783725844173 9783725844180 https://directory.doabooks.org/handle/20.500.12854/165721 eng image/jpeg Attribution 4.0 International https://mdpi.com/books https://mdpi.com/books/pdfview/book/11096 MDPI - Multidisciplinary Digital Publishing Institute 10.3390/books978-3-7258-4418-0 10.3390/books978-3-7258-4418-0 46cabcaa-dd94-4bfe-87b4-55023c1b36d0 9783725844173 9783725844180 194 open access |
| spellingShingle | first-year undergraduate chemistry online learning simulations screencasts postsecondary chemistry supplemental instruction peer-led cooperative learning student success equity gaps evaluation research mastery grading testing effect second-change testing alternative grading textbooks reading comprehension prior knowledge linear regression meta-analysis specifications grading assessment action research qualitative research diversity equity inclusion accessibility disability large lecture courses science education collaborative learning constructivism metacognition student questions Bloom’s taxonomy chemistry education culturally relevant pedagogy culturally responsive teaching introductory chemistry course redesign student engagement organic chemistry reaction mechanisms perspective chemistry learning teaching retention achievement confidence n/a thema EDItEUR::G Reference, Information and Interdisciplinary subjects::GP Research and information: general Engaged Student Learning and Inclusive Teaching Practices in Higher Education Chemistry |
| title | Engaged Student Learning and Inclusive Teaching Practices in Higher Education Chemistry |
| title_full | Engaged Student Learning and Inclusive Teaching Practices in Higher Education Chemistry |
| title_fullStr | Engaged Student Learning and Inclusive Teaching Practices in Higher Education Chemistry |
| title_full_unstemmed | Engaged Student Learning and Inclusive Teaching Practices in Higher Education Chemistry |
| title_short | Engaged Student Learning and Inclusive Teaching Practices in Higher Education Chemistry |
| title_sort | engaged student learning and inclusive teaching practices in higher education chemistry |
| topic | first-year undergraduate chemistry online learning simulations screencasts postsecondary chemistry supplemental instruction peer-led cooperative learning student success equity gaps evaluation research mastery grading testing effect second-change testing alternative grading textbooks reading comprehension prior knowledge linear regression meta-analysis specifications grading assessment action research qualitative research diversity equity inclusion accessibility disability large lecture courses science education collaborative learning constructivism metacognition student questions Bloom’s taxonomy chemistry education culturally relevant pedagogy culturally responsive teaching introductory chemistry course redesign student engagement organic chemistry reaction mechanisms perspective chemistry learning teaching retention achievement confidence n/a thema EDItEUR::G Reference, Information and Interdisciplinary subjects::GP Research and information: general |
| topic_facet | first-year undergraduate chemistry online learning simulations screencasts postsecondary chemistry supplemental instruction peer-led cooperative learning student success equity gaps evaluation research mastery grading testing effect second-change testing alternative grading textbooks reading comprehension prior knowledge linear regression meta-analysis specifications grading assessment action research qualitative research diversity equity inclusion accessibility disability large lecture courses science education collaborative learning constructivism metacognition student questions Bloom’s taxonomy chemistry education culturally relevant pedagogy culturally responsive teaching introductory chemistry course redesign student engagement organic chemistry reaction mechanisms perspective chemistry learning teaching retention achievement confidence n/a thema EDItEUR::G Reference, Information and Interdisciplinary subjects::GP Research and information: general |
| url | ONIX_20250812T110751_9783725844173_476 |