Representation of diverse STEM figures:

• K. Rainey, M. Dancy, R. Mickelson, E. Stearns, and S. Moller, “Race and gender differences in how sense of belonging influences decisions to major in STEM,” Int. J. STEM Educ., vol. 5, no. 1, p. 10, Apr. 2018, doi: http://10.1186/s40594-018-0115-6.

• K. Katherine, M. Seu, D. Lopez, U. Elsie, and E. Ozlem, “Factors influencing participation of underrepresented students in STEM fields: matched mentors and mindsets,” Int. J. STEM Educ., vol. 7, no. 1, Dec. 2020, doi: http://dx.doi.org/10.1186/s40594-020-00219-2.

• Hausmann, L.R., M, Schofield, J.W., Woods, R.L., 2007. Sense of Belonging as a Predictor of Intentions to Persist Among African American and White First-Year College Students. Research in Higher Education 48, 803–839. http://dx.doi.org/10.1007/s11162-007-9052-9

• Hurtado, S., Carter, D.F., 1997. Effects of College Transition and Perceptions of the Campus Racial Climate on Latino College Students’ Sense of Belonging. Sociology of Education 70, 324–345. https://doi.org/10.2307/2673270

• Strayhorn, T.L., 2018. College Students’ Sense of Belonging: A Key to Educational Success for All Students. Routledge.

Supporting student autonomy:

• Baird, Timothy D. "Applying the Own it, Learn it, Share it framework to the flexible Pink Time assignment to scaffold student autonomy online and in person." Educational Technology Research and Development (2020): 1-4.

• Egenrieder, James A. "Facilitating student autonomy in project-based learning to foster interest and resilience in STEM education and STEM careers." Journal of the Washington Academy of Sciences (2010): 35-45.

• Patall, Erika A., and Jeanette Zambrano. "Facilitating student outcomes by supporting autonomy: Implications for practice and policy." Policy Insights from the Behavioral and Brain Sciences 6.2 (2019): 115-122.

• Stefanou, Candice, et al. "Self-regulation and autonomy in problem-and project-based learning environments." Active Learning in Higher Education 14.2 (2013): 109-122.

• Kusano, Stephanie Marie, and Aditya Johri. "Student Autonomy: Implications of Design-Based Informal Learning Experiences in Engineering." Proceedings of the 121st ASEE Annual Conference & Exhibition, Indianapolis. Vol. 24. 2014.

Promoting collaboration over competition:

• S. A. Kalaian, R. M. Kasim, and J. K. Nims, “Effectiveness of Small-Group Learning Pedagogies in Engineering and Technology Education: A Meta-Analysis,” J. Technol. Educ., vol. 29, no. 2, pp. 20–35, 2018.

• O. A.B. Hassan, “The role of peer-learning and formative assessment in effective engineering learning environments: A case study,” J. Appl. Res. High. Educ., vol. 6, no. 2, pp. 285–294, Jan. 2014, doi: http://10.1108/JARHE-04-2013-0015.hypoth

• G. T. Richard and S. Giri, “Inclusive collaborative learning with multi-interface design: Implications for diverse and equitable makerspace education,” in Making a Difference: Prioritizing Equity and Access in CSCL - 12th International Conference on Computer Supported Collaborative Learning, CSCL 2017 - Conference Proceedings, Jan. 2017, pp. 415–422, [Online]

• Udvari-Solner, Alice, and Paula Kluth. Joyful learning: Active and collaborative learning in inclusive classrooms. California: Corwin Press, 2008.

• Loreman, Tim, et al. Inclusive education: Supporting diversity in the classroom. Crows Nest, Australia: Allen & Unwin, 2011.

Providing safe spaces for failure:

• Laursen, S., Hunter, A., Seymour, E., Thiry, H., & Melton, G. (2010).Undergraduate research in the sciences: Engaging students in real science. San Francisco, CA: Wiley.

• Lopatto, D., 2007. Undergraduate Research Experiences Support Science Career Decisions and Active Learning. LSE 6, 297–306. https://doi.org/10.1187/cbe.07-06-0039

• Harsh, J.A., Maltese, A.V., Tai, R.H., 2011. Undergraduate Research Experiences From a Longitudinal Perspective. Journal of College Science Teaching 41, 84–91.

• Hernandez, P.R., Schultz, P.W., Estrada, M., Woodcock, A., Chance, R.C., 2013. Sustaining optimal motivation: A longitudinal analysis of interventions to broaden participation of underrepresented students in STEM. Journal of Educational Psychology 105, 89–107. https://doi.org/10.1037/a0029691