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Commentary: What Instructors Can Do to Improve Retention of Racial Minorities in Higher Education

Mustafa I. Hussain, MS, Department of Informatics Science has had a problem for a long time. The problem resurfaced recently, when news broke that Nobel Prize-winning biologist James Watson believes that race determines intelligence (Yancy-Bragg, 2019). Many of us instructors may find silence on such issues comfortable—but our silence is […]

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Making a Large Class Small

Alessandra C. Martini, Ph.D, UCI Institute for Memory Impairments and Neurological Disorders There’s a unique set of challenges that can reduce student learning and exhaust faculty members teaching large-enrollment courses. Among so many people, it is easy for students to feel anonymous, disengage, and obtain a less favorable grade. Within […]

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In with the Good and Out with the Bad: Promoting Healthy Stress in Class

Alicia Hoffman, Department of Chemistry Stress is correlated with both improved and diminished academic achievement. Students are successful when there is a drive to attain high standards, but too much stress negatively impacts learning and memory and increases underachievement, dropout rates, and depression.1,2 Therefore, maintaining a balance between too stressful and […]

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Making Lab Spaces More Accessible to the Variety of Students We Serve

Amy Christiansen, Department of Chemistry Universal Design for Learning (UDL) is a way to make instruction accessible to students with disabilities (SwD) and different learning preferences. UDL strives to make instruction inclusive by providing diverse curriculum delivery formats and building accommodations into curriculum design. UDL is a well-established technique for making […]

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