Students learn best when they actively engage with content relevant to their lived experiences while supported by peers and instructors committed to active discourse.  Most current STEM instruction uses didactic “teacher-centered chalk talk” which reduces the opportunity for traditionally excluded groups to participate in their learning; leading to large gender, ethnic, racial, and economic disparities in student performance and retention.  To address these disparities, we use evidence based practices to  create student-centered instruction and investigate the impact on student learning and belonging. 

The pages on this site describe the people involved with the work and the teaching and research of Dr. Lovitt

Browse the pages to find links to publications, presentations, and resources.