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Meta-Analysis of Gender Performance Gaps in Undergraduate Natural Science Courses
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Odom, Sara; Boso, Halle; Bowling, Scott; Brownell, Sara; Cotner, Sehoya; Creech, Catherine; Drake, Abby Grace; Eddy, Sarah; Fagbodun, Sheritta; Hebert, Sadie; James, Avis C.; Just, Jan; St. Juliana, Justin R.; Shuster, Michele; Thompson, Seth K.; Whittington, Richard; Wills, Bill D.; Wilson, Alan E.; Zamudio, Kelly R.; Zhong, Min; Ballen, Cissy J. – CBE - Life Sciences Education, 2021
To investigate patterns of gender-based performance gaps, we conducted a meta-analysis of published studies and unpublished data collected across 169 undergraduate biology and chemistry courses. While we did not detect an overall gender gap in performance, heterogeneity analyses suggested further analysis was warranted, so we investigated whether…
Descriptors: Gender Differences, Achievement Gap, Science Achievement, College Science
Effects of Digital Learning Skill Training on the Academic Performance of Undergraduates in Science and Mathematics
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Bernacki, Matthew L.; Vosicka, Lucie; Utz, Jenifer C.; Warren, Carryn Bellomo – Journal of Educational Psychology, 2021
Many science, engineering, technology, and math (STEM) majors fail to complete their degrees, and those who leave report they lack learning skills required for STEM coursework. In 2 studies, we examined the effects on students' exam performances when they were assigned to complete a brief digital learning skills training program we embedded into…
Descriptors: Training, Electronic Learning, Skill Development, Metacognition
The Push and Pull of Social Gravity: How Peer Relationships Form around an Undergraduate Science Lecture
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Brown, Michael – Review of Higher Education, 2019
Undergraduate students benefit from academic-centered peer interactions, especially in large lecture courses. However, little is known about how students come together and form relationships around a course. I conduct a mixed-methods study of students' peer networks to explore how students choose peers for academic-focused interactions. The…
Descriptors: Undergraduate Students, College Science, Lecture Method, Peer Relationship
Structure and Evaluation of a Flipped General Chemistry Course as a Model for Small and Large Gateway Science Courses at an Urban Public Institution
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Deri, Melissa A.; Mills, Pamela; McGregor, Donna – Journal of College Science Teaching, 2018
A flipped classroom is one where students are first introduced to content outside of the classroom. This frees up class time for more active learning strategies and has been shown to enhance student learning in high school and college classrooms. However, many studies in General Chemistry, a college gateway science course, were conducted in small…
Descriptors: Educational Technology, Technology Uses in Education, Homework, Video Technology
Research and Teaching: Does the Classroom Matter? How the Physical Space Affects Learning in Introductory Undergraduate Science Courses
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Young, Kaisa E.; Young, Chadwick H.; Beyer, Adam – Journal of College Science Teaching, 2017
We compare student learning and perception data from astronomy, physics, and geology courses taught in a traditional classroom with individual desks to the same classes taught in a large auditorium. In a large student sample (1,593 students), there is no clear difference between rooms in measures of failure rates or average final grades. However,…
Descriptors: Undergraduate Study, Introductory Courses, College Science, School Space
Rapid Conversion of Traditional Introductory Physics Sequences to an Activity-Based Format
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Yoder, Garett; Cook, Jerry – Journal of STEM Education: Innovations and Research, 2014
The Department of Physics at EKU [Eastern Kentucky University] with support from the National Science Foundations Course Curriculum and Laboratory Improvement Program has successfully converted our entire introductory physics sequence, both algebra-based and calculus-based courses, to an activity-based format where laboratory activities,…
Descriptors: Physics, College Science, Science Laboratories, Laboratory Experiments
Decorum in the Large Lecture Class
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Druger, Marvin – Journal of Natural Resources and Life Sciences Education, 2008
Anyone who has taught a lecture to a large group of students has probably experienced undesirable student behaviors. The author, who has taught an introductory college biology course at Syracuse University for 45 years, relates that an important part of his teaching philosophy is that everyone should learn from everything that they do, and…
Descriptors: Student Behavior, College Students, Biology, Science Instruction