Fostering equity, diversity, and inclusion in large, first‐year classes: Using reflective practice questions to promote universal design for learning in ecology and evolution lessons-Reference-Cited by-同舟云学术

Fostering equity, diversity, and inclusion in large, first‐year classes: Using reflective practice questions to promote universal design for learning in ecology and evolution lessons

Published:2020-11-24 Issue:8 Volume:11 Page:3464-3472
ISSN:2045-7758
Container-title:Ecology and Evolution
language:en
Short-container-title:Ecol. Evol.

Author:

Super Laura¹^ORCID,Hofmann Analise²,Leung Connie²,Ho Mabel³,Harrower Emma⁴^ORCID,Adreak Najah⁵,Rezaie Manesh Zohreh¹

Affiliation:

1. Forest and Conservation Sciences The University of British Columbia Vancouver BC Canada

2. Cellular and Physiological Sciences The University of British Columbia Vancouver BC Canada

3. Curriculum Developer Dalhousie University Halifax NS Canada

4. Vancouver BC Canada

5. Surgery Department Faculty of Medicine The University of British Columbia Vancouver BC Canada

Publisher

Wiley

Subject

Nature and Landscape Conservation,Ecology,Ecology, Evolution, Behavior and Systematics

Link

https://onlinelibrary.wiley.com/doi/pdf/10.1002/ece3.6960

Reference40 articles.

1. Rubrics: Tools for Making Learning Goals and Evaluation Criteria Explicit for Both Teachers and Learners

2. The vision of developmental teaching and learning and bloom's taxonomy of educational objectives;Arievitch I. M.;Learning, Culture and Social Interaction,2020

3. Understanding STEM Education and Supporting Students through Universal Design for Learning

4. The Reflective Practice Guide

5. Universal Design for Learning and Instruction: Perspectives of Students with Disabilities in Higher Education

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