ArticleCBE life sciences education2026
Investigating Undergraduate Student Perceptions of Classroom Inclusion-Emergence of the Student Perceptions of Instructor Practices-Inclusion/Exclusion (SPIP-I/E) Framework.
Article in CBE life sciences education, 2026. The graph could read no effect estimate from its abstract, so it casts no vote on the map. Not yet cited in PubMed.
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The abstract states no effect estimate the extractor could read, or names no intervention and outcome on the map, so this paper lights no cell and moves no belief. It is still indexed, cited and linked below.
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Authors and funding
6 authors.
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Abstract
While assertions are common about what fosters inclusive undergraduate STEM classrooms, few studies have systematically investigated student perspectives. Additionally, it is unclear how students broadly perceive active learning practices in relation to inclusion. As such, we purposefully investigated student perceptions of classroom inclusion across courses in a biology department enriched with evidence-based teaching and situated in an urban, public institution. Student perceptions were investigated using open-ended prompts on a department-wide, end-of-term assessment. Results revealed that students, across social identities, do indeed report active learning strategies-as well as instructor interactions and collaborative classroom culture-as fostering inclusion. Student reports about instructor practices associated with their inclusion or exclusion clustered into four mirrored categories:
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