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This video was part of the July 2021 REMOTE: The Connected Faculty Summit
Exams stand out as a problematic barrier within STEM programs at colleges and universities. What should be a performance of learning is too often a struggle for representation and against anxiety, disenfranchisement, and language issues. With broader efforts underway to overhaul the teaching of STEM, we are investigating methods for making college STEM exams more educative and inclusive. Here we’ll discuss the methods in the public exam system as well as a new, multi-institution research program designed to help understand for whom these methods work and under what conditions.
Manager of Instruction | Lecturer, University of Washington
As a lecturer/researcher at the U of Washington, Ben teaches courses both small (practical teaching methods for grad students) and large (300-800 biology students). His research focuses on active learning and assessment strategies.