Investigations into student outcomes include comparisons of performance measures such as exam scores, final grades, concept inventory scores, student behaviors, or affective factors (e.g., the extent to which students identify as scientists) (see National Research Council, 2012 for overview of different measures used in DBER research). Brewer and Smith, 2011 National Academies of Sciences and Medicine, E, 2016). Testing the effectiveness of instructional practices in undergraduate STEM requires empirical assessments across multiple disciplinary and institutional contexts (C. Our aim is to promote equity across STEM education by providing researchers and instructors across different STEM fields with concrete suggestions for implementing inclusive instructional practices in their courses. Here, we present a guideline for inclusive instructional practices based on findings from 1) cognitive psychology about learning and memory, 2) social psychology about creating inclusive discourse, and 3) discipline-based education research (DBER) about effective learning practices in STEM higher education. 4Department of Physics, Stanford University, Stanford, CA, United StatesĪs national efforts strive to make STEM more inclusive, it is important to identify instructional practices that maximize effective learning for all and provide students from different demographic and educational backgrounds equal opportunities to excel.3Center for Teaching and Learning, Stanford University, Stanford, CA, United States.2Department of Biological Sciences, Auburn University, Auburn, AL, United States.1Graduate School of Eduction, Stanford University, Stanford, CA, United States.Ballen 2, Gloriana Trujillo 3 and Carl Wieman 4
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