SPI Bibliography

Below is a library of citations the SPI research team is building out to support development of the Institute. This bibliography is available on Zotero.


  1. Science Under the Scope https://freerads.org/science-scope-full/
  2. Did any of you just search for ‘physicist’?” by Moses Rifkin
  3. I wish I knew that I could be a professor” by Dr. Jason Wallace
  4. Truthout Op-Ed: In an Era of Pandemic and Protest, STEM Education Can’t Pretend to be Apolitical
  5. Hybrid Pedagogy piece: But You Can’t Do That in a STEM course? 
  6. Estrada, M., Eroy-Reveles, A., & Matsui, J. (2018). The influence of affirming kindness and community on broadening participation in STEM career pathways. Social issues and policy review, 12(1), 258. 10.1111/sipr.12046   
  7. Killpack, T. L., & Melón, L. C. (2016). Toward inclusive STEM classrooms: what personal role do faculty play?. CBE—Life Sciences Education, 15(3), es3. https://doi.org/10.1187/cbe.16-01-0020 
  8. White, K. N., Vincent-Layton, K., & Villarreal, B. (2020). Equitable and inclusive practices designed to reduce equity gaps in undergraduate chemistry courses. Journal of Chemical Education, 98(2), 330-339. https://doi.org/10.1021/acs.jchemed.0c01094
  9. Nardo, J. E., Chapman, N. C., Shi, E. Y., Wieman, C., & Salehi, S. (2022). Perspectives on Active Learning: Challenges for Equitable Active Learning Implementation. Journal of Chemical Education, 99(4), 1691-1699. https://doi.org/10.1021/acs.jchemed.1c01233
  10. Penner, M. R. (2018). Building an inclusive classroom. Journal of Undergraduate Neuroscience Education, 16(3), A268. https://www.ncbi.nlm.nih.gov/pmc/articles/PMC6153021/ 

Readings by Cluster

Community Science

  1. Smith, T., Avraamidou, L., & Adams, J. D. (2022). Culturally relevant/responsive and sustaining pedagogies in science education: theoretical perspectives and curriculum implications. Cultural Studies of Science Education, 1-24. https://doi.org/10.1007/s11422-021-10082-4 
  2. Stroupe, D., & Carlone, H. B. (2021). Leaving the laboratory: Using Field Science to Disrupt and Expand Historically Enduring Narratives of Science Teaching and Learning. Science & Education, 1-29. https://doi.org/10.1007/s11191-021-00296-x 
  3. Barton, A. C., & Tan, E. (2010). We be burnin’! Agency, identity, and science learning. The Journal of the Learning Sciences, 19(2), 187-229. https://doi.org/10.1080/10508400903530044 
  4. Schindel Dimick, A. (2016). Exploring the potential and complexity of a critical pedagogy of place in urban science education. Science Education, 100(5), 814-836. https://doi.org/10.1002/sce.21233 
  5. Jones, N. N., & Mellieon-Williams, F. M. (2022). Social Justice Service-Learning at an HBCU. Journal of College Science Teaching, 51(5). https://www.nsta.org/journal-college-science-teaching/journal-college-science-teaching-mayjune-2022/social-justice 

Computational Methods

  1. Medeiros, R. P., Ramalho, G. L., and Falcão, T. P. (2019). A Systematic Literature Review on Teaching and Learning Introductory Programming in Higher Education. IEEE Trans. Educ. 62, 77–90. https://doi.org/10.1109/TE.2018.2864133.
  2. Lyon, J. A., and J. Magana, A. (2020). Computational thinking in higher education: A review of the literature. Comput. Appl. Eng. Educ. 28, 1174–1189. https://doi.org/10.1002/cae.22295
  3. Birney, L., & McNamara, D. (2021). The Curriculum and Community Enterprise for Restoration Science: Engaging Marginalized Students in STEM Fields through Data Acquisition and Computational Thinking. Journal of Curriculum and Teaching, 10(4), 82-90. https://doi.org/10.5430/jct.v10n4p82
  4. Lin, Y.-T., Wang, M.-T., and Wu, C.-C. (2019). Design and Implementation of Interdisciplinary STEM Instruction: Teaching Programming by Computational Physics. Asia-Pac. Educ. Res. 28, 77–91.https://doi.org/10.1007/s40299-018-0415-0 
  5. Grushow, A., & Reeves, M. S. (2019). Using Computational Methods To Teach Chemical Principles: Overview. Using Computational Methods To Teach Chemical Principles, 1-10. https://doi.org/10.1021/bk-2019-1312.ch001
  6. Jacobs, C. T., Gorman, G. J., Rees, H. E., & Craig, L. E. (2016). Experiences with efficient methodologies for teaching computer programming to geoscientists. Journal of Geoscience Education, 64(3), 183-198. https://doi.org/10.5408/15-101.1

Early Research Immersion

  1. Nerio, R., Webber, A., MacLachlan, E., Lopatto, D., & Caplan, A. J. (2019). One-year research experience for associate’s degree students impacts graduation, STEM retention, and transfer patterns. CBE—Life Sciences Education, 18(2), ar25. https://doi.org/10.1187/cbe.19-02-0042
  2. Batty, L., & Reilly, K. (2022). Understanding barriers to participation within undergraduate STEM laboratories: towards development of an inclusive curriculum. Journal of Biological Education, 1-23. https://doi.org/10.1080/00219266.2021.2012227
  3. Lopatto, D. (2007). Undergraduate research experiences support science career decisions and active learning. CBE—Life Sciences Education, 6(4), 297-306.https://doi.org/10.1187/cbe.07-06-0039 
  4. Hanauer, D. I., Graham, M. J., Arnold, R. J., Ayuk, M. A., Balish, M. F., Beyer, A. R., … & Sivanathan, V. (2022). Instructional Models for Course-Based Research Experience (CRE) Teaching. CBE—Life Sciences Education, 21(1), ar8. https://doi.org/10.1187/cbe.21-03-0057 
  5. Caplan, A. J., & MacLachlan, E. S. (2014). An overview of undergraduate research in the CUNY community college system. https://academicworks.cuny.edu/oaa_pubs/10/ 


More below…

STEM Education and Career Pathways

Cadenas, G. A., Cantú, E. A., Lynn, N., Spence, T., & Ruth, A. (2020). A programmatic intervention to promote entrepreneurial self-efficacy, critical behavior, and technology readiness among underrepresented college students. Journal of Vocational Behavior, 116, 103350. https://doi.org/10.1016/j.jvb.2019.103350
Halpin, P. A., Donahue, A. E., & Johnson, K. M. S. (2020). Undergraduate biological sciences and biotechnology students’ reflective essays focus on descriptive details of experiential learning experiences. Advances in Physiology Education, 44(1), 99–103. https://doi.org/10.1152/advan.00144.2019
Kulcsár, V., Dobrean, A., & Gati, I. (2020). Challenges and difficulties in career decision making: Their causes, and their effects on the process and the decision. Journal of Vocational Behavior, 116, 103346. https://doi.org/10.1016/j.jvb.2019.103346
Kurban, E. R., & Cabrera, A. F. (2020). Building Readiness and Intention Towards STEM Fields of Study: Using HSLS:09 and SEM to Examine This Complex Process among High School Students. The Journal of Higher Education, 91(4), 620–650. https://doi.org/10.1080/00221546.2019.1681348
Lavi, R., Tal, M., & Dori, Y. J. (2021). Perceptions of STEM alumni and students on developing 21st century skills through methods of teaching and learning. Studies in Educational Evaluation, 70, 101002. https://doi.org/10.1016/j.stueduc.2021.101002
McCloy, R. A., Rottinghaus, P. J., Park, C. J., Feller, R., & Bloom, T. (2020). YouScience: Mitigating the skills gap by addressing the gender imbalance in high-demand careers. Industrial and Organizational Psychology, 13(3), 426–441. https://doi.org/10.1017/iop.2020.73
McDonald, K. S., & Waite, A. M. (2019). Future Directions: Challenges and Solutions Facing Career Readiness and Development in STEM Fields. Advances in Developing Human Resources, 21(1), 133–138. https://doi.org/10.1177/1523422318814552
Park, C. M., Rodriguez, A., Gomez, J. R. F., Erilus, I., Kim, H., Dai, Y., Oliver-Davila, A., Trunfio, P., Nardi, C., Howard, K. A. S., & Solberg, V. S. H. (2021). Embedding Life Design in Future Readiness Efforts to Promote Collective Impact and Economically Sustainable Communities: Conceptual Frameworks and Case Example. Sustainability, 13(23), 13189. https://doi.org/10.3390/su132313189
Rezayat, F., & Sheu, M. (2020). Attitude and readiness for stem education and careers: A comparison between American and Chinese students. International Journal of Educational Management, 34(1), 111–126. https://doi.org/10.1108/IJEM-07-2018-0200
Rivera, H., & Li, J.-T. (2020). Potential Factors to Enhance Students’ STEM College Learning and Career Orientation. Frontiers in Education, 5, 25. https://doi.org/10.3389/feduc.2020.00025
Thomas, S. D., Ali, A., Alcover, K., Augustin, D., & Wilson, N. (2021). Social and Professional Impact of Learning Communities Within the Alliances for Graduate Education and the Professoriate Program at Michigan State University. Frontiers in Psychology, 12, 734414. https://doi.org/10.3389/fpsyg.2021.734414
Waite, A. M., & McDonald, K. S. (2019). Exploring Challenges and Solutions Facing STEM Careers in the 21st Century: A Human Resource Development Perspective. Advances in Developing Human Resources, 21(1), 3–15. https://doi.org/10.1177/1523422318814482
Wang, X. (2013). Why Students Choose STEM Majors: Motivation, High School Learning, and Postsecondary Context of Support. American Educational Research Journal, 50(5), 1081–1121. https://doi.org/10.3102/0002831213488622

Postsecondary STEM Education – Evidence-based Instructional Practices

Akiha, K., Brigham, E., Couch, B. A., Lewin, J., Stains, M., Stetzer, M. R., Vinson, E. L., & Smith, M. K. (2018). What Types of Instructional Shifts Do Students Experience? Investigating Active Learning in Science, Technology, Engineering, and Math Classes across Key Transition Points from Middle School to the University Level. Frontiers in Education, 2, 68. https://doi.org/10.3389/feduc.2017.00068
Aragón, O. R., Eddy, S. L., & Graham, M. J. (2018). Faculty Beliefs about Intelligence Are Related to the Adoption of Active-Learning Practices. CBE—Life Sciences Education, 17(3), ar47. https://doi.org/10.1187/cbe.17-05-0084
Auerbach, A. J. J., & Andrews, T. C. (2018). Pedagogical knowledge for active-learning instruction in large undergraduate biology courses: A large-scale qualitative investigation of instructor thinking. International Journal of STEM Education, 5(1), 19. https://doi.org/10.1186/s40594-018-0112-9
Borrego, M., Froyd, J. E., & Hall, T. S. (2010). Diffusion of Engineering Education Innovations: A Survey of Awareness and Adoption Rates in U.S. Engineering Departments. Journal of Engineering Education, 99(3), 185–207. https://doi.org/10.1002/j.2168-9830.2010.tb01056.x
Bouwma-Gearhart, J., Perry, K., & Presley, J. (2014). Improving Postsecondary STEM Education: Strategies for Successful Interdisciplinary Collaborations and Brokering Engagement With Education Research and Theory. Journal of College Science Teaching, 044(01). https://doi.org/10.2505/4/jcst14_044_01_40
Cleveland, L. M., Olimpo, J. T., & DeChenne-Peters, S. E. (2017). Investigating the Relationship between Instructors’ Use of Active-Learning Strategies and Students’ Conceptual Understanding and Affective Changes in Introductory Biology: A Comparison of Two Active-Learning Environments. CBE—Life Sciences Education, 16(2), ar19. https://doi.org/10.1187/cbe.16-06-0181
Czajka, C. D., & McConnell, D. (2016). Situated instructional coaching: A case study of faculty professional development. International Journal of STEM Education, 3(1), 10. https://doi.org/10.1186/s40594-016-0044-1
Czajka, C. D., & McConnell, D. (2019). The adoption of student-centered teaching materials as a professional development experience for college faculty. International Journal of Science Education, 41(5), 693–711. https://doi.org/10.1080/09500693.2019.1578908
Dancy, M., Henderson, C., & Turpen, C. (2016). How faculty learn about and implement research-based instructional strategies: The case of Peer Instruction. Physical Review Physics Education Research, 12(1), 010110. https://doi.org/10.1103/PhysRevPhysEducRes.12.010110
Deslauriers, L., McCarty, L. S., Miller, K., Callaghan, K., & Kestin, G. (2019). Measuring actual learning versus feeling of learning in response to being actively engaged in the classroom. Proceedings of the National Academy of Sciences, 116(39), 19251–19257. https://doi.org/10.1073/pnas.1821936116
Drinkwater, M. J., Matthews, K. E., & Seiler, J. (2017). How Is Science Being Taught? Measuring Evidence-Based Teaching Practices across Undergraduate Science Departments. CBE—Life Sciences Education, 16(1), ar18. https://doi.org/10.1187/cbe.15-12-0261
Durham, M. F., Knight, J. K., Bremers, E. K., DeFreece, J. D., Paine, A. R., & Couch, B. A. (2018). Student, instructor, and observer agreement regarding frequencies of scientific teaching practices using the Measurement Instrument for Scientific Teaching-Observable (MISTO). International Journal of STEM Education, 5(1), 31. https://doi.org/10.1186/s40594-018-0128-1
Durham, M. F., Knight, J. K., & Couch, B. A. (2017). Measurement Instrument for Scientific Teaching (MIST): A Tool to Measure the Frequencies of Research-Based Teaching Practices in Undergraduate Science Courses. CBE—Life Sciences Education, 16(4), ar67. https://doi.org/10.1187/cbe.17-02-0033
Ebert-May, D., Derting, T. L., Hodder, J., Momsen, J. L., Long, T. M., & Jardeleza, S. E. (2011). What We Say Is Not What We Do: Effective Evaluation of Faculty Professional Development Programs. BioScience, 61(7), 550–558. https://doi.org/10.1525/bio.2011.61.7.9
Fairweather, J. (n.d.). The National Academies National Research Council Board of Science Education. 31.
Ferrare, J. J. (2019). A Multi-Institutional Analysis of Instructional Beliefs and Practices in Gateway Courses to the Sciences. CBE—Life Sciences Education, 18(2), ar26. https://doi.org/10.1187/cbe.17-12-0257
Fong, C. J., Gilmore, J., Pinder-Grover, T., & Hatcher, M. (2019). Examining the impact of four teaching development programmes for engineering teaching assistants. Journal of Further and Higher Education, 43(3), 363–380. https://doi.org/10.1080/0309877X.2017.1361517
Foote, K. T., Neumeyer, X., Henderson, C., Dancy, M. H., & Beichner, R. J. (2014). Diffusion of research-based instructional strategies: The case of SCALE-UP. 18.
Freeman, S., Eddy, S. L., McDonough, M., Smith, M. K., Okoroafor, N., Jordt, H., & Wenderoth, M. P. (2014). Active learning increases student performance in science, engineering, and mathematics. Proceedings of the National Academy of Sciences, 111(23), 8410–8415. https://doi.org/10.1073/pnas.1319030111
Gibbons, R. E., Villafañe, S. M., Stains, M., Murphy, K. L., & Raker, J. R. (2018). Beliefs about learning and enacted instructional practices: An investigation in postsecondary chemistry education. Journal of Research in Science Teaching, 55(8), 1111–1133. https://doi.org/10.1002/tea.21444
Gin, L. E., Guerrero, F. A., Cooper, K. M., & Brownell, S. E. (2020). Is Active Learning Accessible? Exploring the Process of Providing Accommodations to Students with Disabilities. CBE—Life Sciences Education, 19(4), es12. https://doi.org/10.1187/cbe.20-03-0049
Goodwin, E. C., Cao, J. N., Fletcher, M., Flaiban, J. L., & Shortlidge, E. E. (2018). Catching the Wave: Are Biology Graduate Students on Board with Evidence-Based Teaching? CBE—Life Sciences Education, 17(3), ar43. https://doi.org/10.1187/cbe.17-12-0281
Grissom, S., Mccauley, R., & Murphy, L. (2017). How Student Centered is the Computer Science Classroom? A Survey of College Faculty. ACM Transactions on Computing Education, 18(1), 1–27. https://doi.org/10.1145/3143200
Hanks, B., Fitzgerald, S., McCauley, R., Murphy, L., & Zander, C. (2011). Pair programming in education: A literature review. Computer Science Education, 21(2), 135–173. https://doi.org/10.1080/08993408.2011.579808
Henderson, C., & Dancy, M. H. (2009). Impact of physics education research on the teaching of introductory quantitative physics in the United States. Physical Review Special Topics – Physics Education Research, 5(2), 020107. https://doi.org/10.1103/PhysRevSTPER.5.020107
Henderson, C., Dancy, M., & Niewiadomska-Bugaj, M. (2012). Use of research-based instructional strategies in introductory physics: Where do faculty leave the innovation-decision process? Physical Review Special Topics – Physics Education Research, 8(2), 020104. https://doi.org/10.1103/PhysRevSTPER.8.020104
Hill, K. M., & Orchinik, M. (n.d.). Reforming Undergraduate Biology Teaching through Graduate Assistants: Identifying Bridges and Barriers to Making Change. 20.
Hora, M. T. (2015). Toward a Descriptive Science of Teaching: How the TDOP Illuminates the Multidimensional Nature of Active Learning in Postsecondary Classrooms: TOWARD A DESCRIPTIVE SCIENCE OF CLASSROOM. Science Education, 99(5), 783–818. https://doi.org/10.1002/sce.21175
Hora, M. T., Oleson, A., & Ferrare, J. J. (2013). Teaching Dimensions Observation Protocol (TDOP) User’s Manual. 28.
Hoskins, S. G., Gottesman, A. J., & Kenyon, K. L. (2017). CREATE Two-Year/Four-Year Faculty Workshops: A Focus on Practice, Reflection, and Novel Curricular Design Leads to Diverse Gains for Faculty at Two-Year and Four-Year Institutions. Journal of Microbiology & Biology Education, 18(3). https://doi.org/10.1128/jmbe.v18i3.1365
Jones, F. (2018). Comparing student, instructor, classroom and institutional data to evaluate a seven-year department-wide science education initiative. Assessment & Evaluation in Higher Education, 43(2), 323–338. https://doi.org/10.1080/02602938.2017.1343799
Kranzfelder, P., Bankers-Fulbright, J. L., García-Ojeda, M. E., Melloy, M., Mohammed, S., & Warfa, A.-R. M. (2019). The Classroom Discourse Observation Protocol (CDOP): A quantitative method for characterizing teacher discourse moves in undergraduate STEM learning environments. PLOS ONE, 14(7), e0219019. https://doi.org/10.1371/journal.pone.0219019
Kranzfelder, P., Lo, A. T., Melloy, M. P., Walker, L. E., & Warfa, A.-R. M. (2019). Instructional practices in reformed undergraduate STEM learning environments: A study of instructor and student behaviors in biology courses. International Journal of Science Education, 41(14), 1944–1961. https://doi.org/10.1080/09500693.2019.1649503
Landrum, R. E., Viskupic, K., Shadle, S. E., & Bullock, D. (2017). Assessing the STEM landscape: The current instructional climate survey and the evidence-based instructional practices adoption scale. International Journal of STEM Education, 4(1), 25. https://doi.org/10.1186/s40594-017-0092-1
Lewin, J. D., Vinson, E. L., Stetzer, M. R., & Smith, M. K. (2016). A Campus-Wide Investigation of Clicker Implementation: The Status of Peer Discussion in STEM Classes. CBE—Life Sciences Education, 15(1), ar6. https://doi.org/10.1187/cbe.15-10-0224
Lund, T. J., Pilarz, M., Velasco, J. B., Chakraverty, D., Rosploch, K., Undersander, M., & Stains, M. (2015). The Best of Both Worlds: Building on the COPUS and RTOP Observation Protocols to Easily and Reliably Measure Various Levels of Reformed Instructional Practice. CBE—Life Sciences Education, 14(2), ar18. https://doi.org/10.1187/cbe.14-10-0168
Macdonald, R. H., Manduca, C. A., Mogk, D. W., & Tewksbury, B. J. (2005). Teaching Methods in Undergraduate Geoscience Courses: Results of the 2004 On the Cutting Edge Survey of U.S. Faculty. Journal of Geoscience Education, 53(3), 237–252. https://doi.org/10.5408/1089-9995-53.3.237
Miller, C. J., & Metz, M. J. (2014). A comparison of professional-level faculty and student perceptions of active learning: Its current use, effectiveness, and barriers. Advances in Physiology Education, 38(3), 246–252. https://doi.org/10.1152/advan.00014.2014
Pfund, C., Miller, S., Brenner, K., Bruns, P., Chang, A., Ebert-May, D., Fagen, A. P., Gentile, J., Gossens, S., Khan, I. M., Labov, J. B., Pribbenow, C. M., Susman, M., Tong, L., Wright, R., Yuan, R. T., Wood, W. B., & Handelsman, J. (2009). Summer Institute to Improve University Science Teaching. Science, 324(5926), 470–471. https://doi.org/10.1126/science.1170015
Pollard, V., Hains-Wesson, R., & Young, K. (2018). Creative teaching in STEM. Teaching in Higher Education, 23(2), 178–193. https://doi.org/10.1080/13562517.2017.1379487
Sawada, D., Piburn, M. D., Judson, E., Turley, J., Falconer, K., Benford, R., & Bloom, I. (2002). Measuring Reform Practices in Science and Mathematics Classrooms: The Reformed Teaching Observation Protocol. School Science and Mathematics, 102(6), 245–253. https://doi.org/10.1111/j.1949-8594.2002.tb17883.x
Smith, M. K., Vinson, E. L., Smith, J. A., Lewin, J. D., & Stetzer, M. R. (2014). A Campus-Wide Study of STEM Courses: New Perspectives on Teaching Practices and Perceptions. CBE—Life Sciences Education, 13(4), 624–635. https://doi.org/10.1187/cbe.14-06-0108
Stains, M., Harshman, J., Barker, M. K., Chasteen, S. V., Cole, R., DeChenne-Peters, S. E., Eagan, M. K., Esson, J. M., Knight, J. K., Laski, F. A., Levis-Fitzgerald, M., Lee, C. J., Lo, S. M., McDonnell, L. M., McKay, T. A., Michelotti, N., Musgrove, A., Palmer, M. S., Plank, K. M., … Young, A. M. (2018). Anatomy of STEM teaching in North American universities. Science, 359(6383), 1468–1470. https://doi.org/10.1126/science.aap8892
Velasco, J. B., Knedeisen, A., Xue, D., Vickrey, T. L., Abebe, M., & Stains, M. (2016). Characterizing Instructional Practices in the Laboratory: The Laboratory Observation Protocol for Undergraduate STEM. Journal of Chemical Education, 93(7), 1191–1203. https://doi.org/10.1021/acs.jchemed.6b00062
Wieman, C., Deslauriers, L., & Gilley, B. (2013). Use of research-based instructional strategies: How to avoid faculty quitting. Physical Review Special Topics – Physics Education Research, 9(2), 023102. https://doi.org/10.1103/PhysRevSTPER.9.023102
Wieman, C. E. (2014). Large-scale comparison of science teaching methods sends clear message. Proceedings of the National Academy of Sciences, 111(23), 8319–8320. https://doi.org/10.1073/pnas.1407304111
Yadav, A., Kussmaul, C., Mayfield, C., & Hu, H. H. (2019). POGIL in Computer Science: Faculty Motivation and Challenges. Proceedings of the 50th ACM Technical Symposium on Computer Science Education, 280–285. https://doi.org/10.1145/3287324.3287360

Inclusive Teaching

Avraamidou, L., & Schwartz, R. (2021). Who aspires to be a scientist/who is allowed in science? Science identity as a lens to exploring the political dimension of the nature of science. Cultural Studies of Science Education, 16(2), 337–344. https://doi.org/10.1007/s11422-021-10059-3
Calabrese Barton, A., & Tan, E. (2020). Beyond Equity as Inclusion: A Framework of “Rightful Presence” for Guiding Justice-Oriented Studies in Teaching and Learning. Educational Researcher, 49(6), 433–440. https://doi.org/10.3102/0013189X20927363
Dewsbury, B., & Brame, C. J. (2019). Inclusive Teaching. CBE—Life Sciences Education, 18(2), fe2. https://doi.org/10.1187/cbe.19-01-0021
Dewsbury, B. M. (2017). On faculty development of STEM inclusive teaching practices. FEMS Microbiology Letters, 364(18). https://doi.org/10.1093/femsle/fnx179
Schreffler, J., Vasquez III, E., Chini, J., & James, W. (2019). Universal Design for Learning in postsecondary STEM education for students with disabilities: A systematic literature review. International Journal of STEM Education, 6(1), 8. https://doi.org/10.1186/s40594-019-0161-8
Tanner, K. D. (2013). Structure Matters: Twenty-One Teaching Strategies to Promote Student Engagement and Cultivate Classroom Equity. CBE—Life Sciences Education, 12(3), 322–331. https://doi.org/10.1187/cbe.13-06-0115
Walton, G. M., & Cohen, G. L. (2011). A Brief Social-Belonging Intervention Improves Academic and Health Outcomes of Minority Students. Science, 331(6023), 1447–1451. https://doi.org/10.1126/science.1198364

Broadening Participation in STEM

Belser, C. T., Prescod, D. J., Daire, A. P., Dagley, M. A., & Young, C. Y. (2017). Predicting Undergraduate Student Retention in STEM Majors Based on Career Development Factors. The Career Development Quarterly, 65(1), 88–93. https://doi.org/10.1002/cdq.12082
Belser, C. T., Shillingford, M. A., Daire, A. P., Prescod, D. J., & Dagley, M. A. (2018). Factors Influencing Undergraduate Student Retention in STEM Majors: Career Development, Math Ability, and Demographics. The Professional Counselor, 8(3), 262–276. https://doi.org/10.15241/ctb.8.3.262
C. Bullock, E. (2017). Only STEM Can Save Us? Examining Race, Place, and STEM Education as Property. Educational Studies, 53(6), 628–641. https://doi.org/10.1080/00131946.2017.1369082
Carpi, A., Ronan, D. M., Falconer, H. M., Boyd, H. H., & Lents, N. H. (2013). Development and Implementation of Targeted STEM Retention Strategies at a Hispanic-Serving Institution. Journal of Hispanic Higher Education, 12(3), 280–299. https://doi.org/10.1177/1538192713486279
Drew, J. C., Galindo-Gonzalez, S., Ardissone, A. N., & Triplett, E. W. (2016). Broadening Participation of Women and Underrepresented Minorities in STEM through a Hybrid Online Transfer Program. CBE—Life Sciences Education, 15(3), ar50. https://doi.org/10.1187/cbe.16-01-0065
Estrada, M., Burnett, M., Campbell, A. G., Campbell, P. B., Denetclaw, W. F., Gutiérrez, C. G., Hurtado, S., John, G. H., Matsui, J., McGee, R., Okpodu, C. M., Robinson, T. J., Summers, M. F., Werner-Washburne, M., & Zavala, M. (2016). Improving Underrepresented Minority Student Persistence in STEM. CBE—Life Sciences Education, 15(3), es5. https://doi.org/10.1187/cbe.16-01-0038
Glass, J. L., Sassler, S., Levitte, Y., & Michelmore, K. M. (2013). What’s So Special about STEM? A Comparison of Women’s Retention in STEM and Professional Occupations. Social Forces, 92(2), 723–756. https://doi.org/10.1093/sf/sot092
Graham, M. J., Frederick, J., Byars-Winston, A., Hunter, A.-B., & Handelsman, J. (2013). Increasing Persistence of College Students in STEM. Science, 341(6153), 1455–1456. https://doi.org/10.1126/science.1240487
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