Abstract
Throughout college, students encounter experiences that influence their decisions to continue or leave their intended science, technology, engineering, and math (STEM) majors. All STEM faculty share in a responsibility to encourage undergraduates to persist in these studies. Evidence continues to support active learning as an equitable teaching practice that benefits diverse student populations, including women and underrepresented minority students most at risk for leaving STEM. The hope is that more STEM instructors will move away from the traditional lecture format as the primary mode of teaching undergraduates and that institutional leaders will reward those faculty who use inclusive, student-centered teaching practices effectively.
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