Increasing retention of under-represented students in STEM through affective and cognitive interventions /

Increasing retention of under-represented students in STEM through affective and cognitive interventions /

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Bibliographic Details
Imprint:Washington, DC : American Chemical Society, [2018]
Description:1 online resource
Language:English
Series:ACS symposium series ; 1301
Subject:
Science -- Study and teaching (Higher) -- United States.
Technology -- Study and teaching (Higher) -- United States.
Engineering -- Study and teaching (Higher) -- United States.
Mathematics -- Study and teaching (Higher) -- United States.
Minority college students -- United States.
Dropouts -- United States -- Prevention.
Science -- education
Technology -- education
Engineering -- education
Mathematics -- education
Emigration and Immigration -- trends
Refugees
Teaching -- trends
Dropouts -- Prevention.
Engineering -- Study and teaching (Higher)
Mathematics -- Study and teaching (Higher)
Minority college students.
Science -- Study and teaching (Higher)
Technology -- Study and teaching (Higher)
United States.
Format: E-Resource Book
URL for this record:http://pi.lib.uchicago.edu/1001/cat/bib/12576428
Hidden Bibliographic Details
Other authors / contributors:Kishbaugh, Tara (Tara L. S.), editor.
Cessna, Stephen (Stephen G.), editor.
American Chemical Society. Division of Chemical Education, sponsoring body.
ISBN:0841233640
9780841233645
9780841233652
Notes:"Sponsored by the ACS Division of Chemical Education."
Includes bibliographical references and index.
Print version record and CIP data provided by publisher; resource not viewed.
Other form:Print version: Increasing retention of under-represented students in STEM through affective and cognitive interventions. Washington, DC : American Chemical Society, [2018] 9780841233652

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