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Direct linkAlmeida, Karen H. – Journal of Chemical Education, 2022
US colleges and universities have known for decades that higher percentages of racial and ethnic subgroups leave STEM majors, contributing to racial inequality in STEM professions. Many interventions have been developed, yet the disparity persists. A partial flipped pedagogical model is presented for a General Chemistry 1 (GChem1) course that is…
Descriptors: College Students, Chemistry, Grades (Scholastic), Minority Group Students
