ERIC Number: EJ1441035
Record Type: Journal
Publication Date: 2024
Pages: 20
Abstractor: As Provided
ISBN: N/A
ISSN: ISSN-8756-7555
EISSN: EISSN-1930-8299
Inclusive-Equity Rubric and Its Evaluation of Introductory Biology Course Syllabi
Laura A. Meadows; Max Bernard; Kaela Clabaugh-Howell; Jessica Duke; Lani Irvin; Lydia Mayo; Emily A. Holt
College Teaching, v72 n4 p292-311 2024
Learner-centered and inclusive and equitable teaching practices aim to promote better learning outcomes for all students. Course syllabi can provide a window into these practices. We adapted an existing rubric to measure inclusiveness and equity-mindedness of syllabi and used an established rubric to assess their learner-centeredness. We then compared the assessed learner-centeredness and inclusiveness and equity-mindedness of introductory biology syllabi exploring their differences by course and instructor factors. Our sample of introductory biology syllabi did not differ significantly by any of the course or instructor factors; however, we found a strong relationship between learner-centeredness and inclusiveness and equity-mindedness of these syllabi.
Descriptors: Inclusion, Biology, Introductory Courses, Science Instruction, Student Centered Learning, Equal Education, Teaching Methods, Course Descriptions, Scoring Rubrics, College Faculty, Correlation, Teacher Characteristics, Undergraduate Students
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Publication Type: Journal Articles; Reports - Research
Education Level: Higher Education; Postsecondary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Grant or Contract Numbers: N/A