SOUTH CAROLINA: INBRE researcher publishes STEM diversity Policy Forum article in Science
SC INBRE researcher Vida Mingo, from Columbia College, was a co-author on a Policy Forum paper published in Science entitled “Achieving STEM diversity: Fix the classrooms.” From the Abstract: Achieving equity in STEM requires attracting and retaining college students from diverse backgrounds. Despite decades of calls for action, change has been slow. Recommendations have largely focused on members of underrepresented groups themselves rather than on fixing the classrooms that drive many students out of STEM.
In extensive interviews of college students enrolled in STEM majors, 90% complained about poor teaching methods. Teaching by lecturing alone dominates introductory STEM courses but is far less effective than active learning, especially for members of HECs.
Engaging in research is the ultimate form of active learning and enhances student retention in STEM, but students from historically excluded communities (HECs) have less access to participation in faculty research. Course-based undergraduate research experiences (CUREs) are a form of active learning that offers a scalable way for all students to obtain research experience early in college, thereby leveling the playing field and closing the gap for students from HECs.