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Equity in practice: Assigning competence to shape STEM student participation.

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Summary

This study explores assigning competence, a strategy from Complex Instruction, in undergraduate STEM classrooms. It shows this equitable teaching technique can increase student participation in science, technology, engineering, and math courses.

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Area of Science:

  • Education
  • Sociology

Background:

  • Improving equity in undergraduate STEM education is crucial.
  • Existing research highlights the need for empirical evidence on equitable teaching techniques.
  • Complex Instruction, a pedagogical approach grounded in sociological theories, has shown promise, primarily in K-12 settings.

Purpose of the Study:

  • To explore the application of the "assigning competence" strategy from Complex Instruction in undergraduate STEM classrooms.
  • To analyze the implementation of this strategy by three instructors.
  • To track the impact of "assigning competence" on student participation.

Main Methods:

  • The study analyzed the implementation of "assigning competence" by three instructors in undergraduate STEM courses.
  • Student participation was tracked to assess the impact of the intervention.

Main Results:

  • The implementation of "assigning competence" was documented.
  • Changes in student participation were observed and tracked, indicating a positive impact.

Conclusions:

  • This study provides the first empirical evidence of "assigning competence" influencing student participation in undergraduate STEM.
  • The findings suggest that "assigning competence" is a viable equitable teaching technique for higher education STEM contexts.