Student-generated questions are an important mechanism for learning and self-regulation, yet their scarcity in classroom discourse points to a need to understand how students decide to ask or withhold their questions. This study examined how 12 graduate students in an introductory statistics course made decisions about asking questions during…

A little studied aspect of supporting students in large introductory STEM courses is examining from whom students seek information and advice when they are struggling in or need advice about issues related to large introductory courses. The current study explores student support-seeking behavior related to academic issues or concerns in their…

A lack of student questioning and engagement is faced by many universities, where a large lecture is a common practice. Emerging technologies bring about possibilities to fill this gap. This study applied constructivist learning theories and used a digital canvas as a Digital Question Board (DQB) for students to freely pose questions and respond…

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,…

Reviews literature on class size and its influence on student performance, attitudes, and behavior, highlighting a recent study of the effect of lecture-group size on the latter variables in an introductory college nutrition course. Student class-size preferences, attitudes about large-class characteristics, interest in the discipline, attitudes…