High-structure courses or flipped courses require students to obtain course content before class so that class time can be used for active-learning exercises. While textbooks are used ubiquitously in college biology courses for content dissemination, studies have shown that students frequently do not read their textbooks. To address this issue, we…

In the face of mounting evidence revealing active learning approaches result in improved student learning outcomes compared to traditional passive lecturing, there is a growing need to change the way instructors teach large introductory science courses. However, a large proportion of STEM faculty continues to use traditional instructor-centered…

This project describes the results from a large enrollment introductory psychology course specially designed to improve performance of first-year students. The main objective of the project was to identify early indicators of student success to inform future teaching and promote classroom engagement. Variables representing academic preparation,…