From panic to pedagogy: Using online active learning to promote inclusive instruction in ecology and evolutionary biology courses and beyond.

Autor: Harris BN; Department of Biological Sciences Texas Tech University Lubbock TX USA., McCarthy PC; Department of Chemistry Morgan State University Baltimore MD USA., Wright AM; Department of Biology Southeastern Louisiana University Hammond LA USA., Schutz H; Department of Biology Pacific Lutheran University Tacoma WA USA., Boersma KS; Department of Biology University of San Diego San Diego CA USA., Shepherd SL; Department of Geosciences Auburn University Auburn AL USA., Manning LA; Department of Biology Pacific Lutheran University Tacoma WA USA., Malisch JL; Biology Department St. Mary's College of Maryland St. Mary's City MD USA., Ellington RM; Department of Advanced Studies, Leadership, and Policy Morgan State University Baltimore MD USA.
Jazyk: angličtina
Zdroj: Ecology and evolution [Ecol Evol] 2020 Oct 29; Vol. 10 (22), pp. 12581-12612. Date of Electronic Publication: 2020 Oct 29 (Print Publication: 2020).
DOI: 10.1002/ece3.6915
Abstrakt: The rapid shift to online teaching in spring 2020 meant most of us were teaching in panic mode. As we move forward with course planning for fall and beyond, we can invest more time and energy into improving the online experience for our students. We advocate that instructors use inclusive teaching practices, specifically through active learning, in their online classes. Incorporating pedagogical practices that work to maximize active and inclusive teaching concepts will be beneficial for all students, and especially those from minoritized or underserved groups. Like many STEM fields, Ecology and Evolution shows achievement gaps and faces a leaky pipeline issue for students from groups traditionally underserved in science. Making online classes both active and inclusive will aid student learning and will also help students feel more connected to their learning, their peers, and their campus. This approach will likely help with performance, retention, and persistence of students. In this paper, we offer broadly applicable strategies and techniques that weave together active and inclusive teaching practices. We challenge instructors to commit to making small changes as a first step to more inclusive teaching in ecology and evolutionary biology courses.
Competing Interests: None.
(© 2020 The Authors. Ecology and Evolution published by John Wiley & Sons Ltd.)
Databáze: MEDLINE
Externí odkaz: