,” Review of educational Research, vol. 68, no. 3, pp. 249-276, 1998. ACKNOWLEDGEMENTS [12] A. M. Langan, C. P. Wheater, E. M. Shaw, B. J. Haines,This material is based upon work supported by a Miller Grant W. R. Cullen, J. C. Boyle, D. Penney, J. A. Oldekop, C. Ashcroft, and L. Lockey, “Peer Assessment of Oralfrom Iowa State University. Presentations: Effects of Student Gender, University
phenomenon in which students who fall outside in a typical CS large classroom.of the norm unwittingly conform to stereotypes of their B. Peer-Lead Team Learning (PLTL)group, due to the stress of knowing others’ low All of the courses in the PINC program integrate peer-expectations of themselves. This causes students to led team learning (PLTL). PLTL is a nationally recognizedunderperform [11-14]. In addition, students who have model of teaching and learning in which peer leadersavoided intensive quantitative
Diversity ScholarshipAbstractRecently, white supremacists rebranded as the “alt-right” have waged a national media campaigntargeting critical education scholars, including STEM education diversity research and ourcommitments to equity, inclusion, and social justice. Many campuses have been besieged bywhite supremacist activity seeking to incite violence and attract media attention.In this climate, many of today’s students are encountering conversations around difference,power, and privilege amid a flurry of alt-right propaganda, exposed in a new way to overtlyracist, sexist, homophobic, transphobic, xenophobic, Islamophobic, or ableist ideas through newmedia. This is a high-stakes, low-safety environment for all learners, presenting