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|a Increasing retention of under-represented students in STEM through affective and cognitive interventions /
|c Tara L.S. Kishbaugh, editor, Stephen G. Cessna, editor.
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|a 1812
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|a Washington, DC :
|b American Chemical Society,
|c [2018]
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|a ACS symposium series ;
|v 1301
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|a "Sponsored by the ACS Division of Chemical Education."
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|a Includes bibliographical references and index.
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|a The value of theoretical frameworks -- Border crossings : a narrative framework for interventions aimed at improving URM and first-generation college student retention in stem -- Supporting STEM students through attachment theory -- Case studies : models that improved student success -- A comprehensive model for undergraduate science education reform to better serve the underserved -- Evaluation of effects of an intervention aimed at broadening participation in STEM while conveying science content -- UWM STEM CELL accelerating the pace to academic success -- Effective strategies to improve academic success and retention in underrepresented STEM students -- Seeking to improve retention through teaching strategies and peer tutoring -- Studio format general chemistry : a method for increasing chemistry success for students of underrepresented backgrounds -- Applying innovations in teaching to general chemistry.
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|a Kishbaugh, Tara
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|a Cessna, Stephen
|q (Stephen G.),
|e editor.
|0 http://id.loc.gov/authorities/names/no2018139780
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|a American Chemical Society.
|b Division of Chemical Education,
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|0 http://id.loc.gov/authorities/names/n83054277
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|i Print version:
|t Increasing retention of under-represented students in STEM through affective and cognitive interventions.
|d Washington, DC : American Chemical Society, [2018]
|z 9780841233652
|w (DLC) 2018036994
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|u https://pubs.acs.org/doi/book/10.1021/bk-2018-1301
|y American Chemical Society
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|t Library of Congress classification
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|z American Chemical Society
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