Passing crucial, challenging introductory chemistry course gives biggest boost to underrepresented students

Underrepresented students in STEM received lower grades in a general chemistry series compared to their peers and were less likely to continue. But if underrepresented students completed the first course with at least the minimum grade needed to continue, they were more likely than their peers to do so.

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Underrepresented college students benefit more from ‘active learning’ techniques in STEM courses

Switching from passive techniques, such as lectures, to inquiry-based “active learning” methods in college STEM courses has a disproportionate benefit for underrepresented students, which includes low-income students & Latinx, African-American, Native-American, Native-Hawaiian/Pacific-Islander students.

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Blavatnik Awards for Young Scientists Announces 2019 National Laureates

An ecologist from Stony Brook University, a theoretical physicist from University of Colorado Boulder and a chemical biologist from Harvard

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