Traditional Ecological Knowledge and Inclusive Pedagogy Increase Retention and Success Outcomes of STEM Students-Reference-Cited by-同舟云学术

Traditional Ecological Knowledge and Inclusive Pedagogy Increase Retention and Success Outcomes of STEM Students

Published:2021-08-25 Issue:4 Volume:102 Page:
ISSN:0012-9623
Container-title:The Bulletin of the Ecological Society of America
language:en
Short-container-title:Bull. Ecol. Soc. Am.

Author:

Alexiades Alexander V.¹,Haeffner Melissa A.²,Reano Darryl³⁴^ORCID,Janis Maxine¹,Black Jessica¹,Sonoda Kazuhiro¹,Howard Melinda⁵,Fiander Cristy¹,Buck Michael¹

Affiliation:

1. Environmental Science Heritage University 3240 Fort Road Toppenish Washington98948USA

2. Environmental Science and Management Portland State University 1825 SW Broadway Portland Oregon97201USA

3. STEM Transformation Institute Florida International University 11200 SW 8th Street, VH 183 Miami Florida33199USA

4. School of Earth and Space Exploration Arizona State University PO Box 871404 Tempe Arizona85287‐1404USA

5. Biology Gonzaga University 502 East Boone Avenue Spokane Washington99258‐0102USA

Funder

Division of Undergraduate Education

Publisher

Wiley

Subject

General Medicine

Link

https://onlinelibrary.wiley.com/doi/pdf/10.1002/bes2.1924

Reference120 articles.

1. The “spend a summer in with a scientist” (SaS) program at Rice University: a study of program outcomes and essential elements 1991–1997;Alexander B.;Council on Undergraduate Research Quarterly,2000

2. Reimagining the Pipeline: Advancing STEM Diversity, Persistence, and Success

3. Multicultural Science Education

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