Student Diversity Requires Different Approaches To College Teaching, Even in Math and Science
Student Diversity Requires Different Approaches To College Teaching, Even in Math and Science
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学生的多样性需要不同的大学教学方法，即使在数学和科学方面也是如此
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发表时间：
1996
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通讯作者：
C. Nelson
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作者：
C. Nelson
现在看来，所有传统教授的大学课程都明显（尽管是无意的）对许多非传统学生有偏见，事实上，对大多数没有参加精英预科学校的学生也有偏见。因此，当我们仅仅以传统的方式进行教学时，我们可能会基于与我们所希望的完全不同的理由（假设我们所希望的只是努力和功绩）而产生强烈的歧视。我们教学方式的简单易行的改变已经被反复证明可以在不改变标准的情况下促进学生表现的巨大变化-在某些情况下，现在没有学生会获得不及格的成绩。在结果的一致性方面也显示出同样的巨大改进。例如，黑人的成绩与其他群体的成绩之间的差距可以完全消除，即使是在微积分这样的“硬”课程中。
It now appears that all traditionally taught college courses are markedly (though unintentionally) biased against many non-traditional students, and, indeed, against most students who have not attended elite preparatory schools. Thus, when we teach merely in traditional ways we probably discriminate strongly on grounds quite different from those we intend (assuming that we intend only effort and merit). Easily accessible changes in how we teach have been shown repeatedly to foster dramatic changes in student performance with no change in standards—in some cases, no students now earn failing grades. Similarly dramatic improvements have been shown in the uniformity of outcomes. For example, the gap between Black performance and the performance of other groups can be entirely eliminated, even in “hard” courses such as calculus.