设计和教学课程的性,性别,和大脑:在本科课堂上两个实施方案
Taralyn M Tan1, Elizabeth C Leininger2
1Office for Graduate Education and Department of Neurobiology, Harvard Medical School, Boston, MA 02115.
概括
这篇文章为教育工作者提供了关于性别和性别神经科学的本科课程的指导. 它详细介绍了创建包容性学习环境的策略,以及对这个复杂主题的有效评估.
科学领域:
- 神经科学是一个神经科学.
- 性和性别研究研究.
背景情况:
- 将性别和性别纳入神经科学课程对于包容性至关重要.
- 由于课题复杂性和政治化,教育工作者在开发这些课程时面临着挑战.
研究的目的:
- 描述两门关于性,性别和大脑的本科课程的发展.
- 为旨在在其机构建立类似课程的教育工作者提供见解.
主要方法:
- 讨论了机构背景,课程结构,学习目标和内容.
- 促进包容性学习环境的详细策略,特别是在COVID-19大流行期间.
- 概述了与学习目标一致的课程活动和各种评估.
主要成果:
- 成功开发和实施了两门不同的关于性,性别和大脑的本科课程.
- 建立了创建包容性教育环境和参与复杂主题评估的方法.
结论:
- 这篇文章为开发和教学神经科学课程中的性别和性别提供了实际框架.
- 教师可以调整这些策略,以加强神经科学教育,并促进他们的机构的包容性.
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