The effectiveness of implementing various audience response system (ARS) formats in large classes to engage students, positively influence academic outcomes, and align with their preferences for different types of activities lacked sufficient information. This study aimed to (1) evaluate students' perspectives on different ARS formats, including…

Many instructional methods that focus on analytical, skill, and competency development have a single or small set of appropriate answers. Best-answer assignments are popular for largeenrollment classes because of the relative ease with which scoring and feedback can be managed at scale. However, cheating is regularly confirmed at disturbingly high…

Undergraduate general chemistry courses are often perceived in a negative light by students. Student attitudes towards chemistry play a significant role in their success in chemistry and retention in STEM altogether. Research has shown in K-12 classrooms that care-based instruction strategies can help to improve student attitudes towards…

This paper discusses the role of formative feedback in teaching academic writing for a large class of first-year business students. The paper contributes to our knowledge on how to design an effective formative feedback process for a class in excess of 300 students. Based on survey data from 2018 the paper addresses how the students respond to…

Background: The role of career interventions and their impact on students' sense of self and preparation for careers in STEM fields is an underexplored teaching and research area within STEM education. Purpose: The purpose of our mixed-methods study was to examine how a life sciences career exploration course at a large public research university…

Flipped classrooms are increasingly popular due to improvements in online technology and expected benefits in student engagement and learning. Although research has increased dramatically in the last 10 years, few studies have assessed the effectiveness of flipping large enrollment, barrier mathematics courses. Creating a comprehensive flipped…

When instructing very large groups of students in science, it can be difficult to engage all students in the content and measure their understanding. A major unaddressed challenge in science instruction is how specifically to design and implement strategies that engender active learning particularly in high-enrollment undergraduate courses. Active…

While uncertainty is inherent to doing science, it is often excluded from science instruction, especially postsecondary chemistry instruction. There are a variety of barriers to infusing uncertainty into the postsecondary chemistry classroom, including ensuring "productive" struggle with uncertainty, evaluating student engagement with…

The flipped classroom is proposed as an answer to challenges in higher education. However, studies that explore its influence on first-year student motivation are largely lacking. Using the self-determination theory, this study examines the influence of "large-scale flipped lectures," here called 'expert labs', on first-year student…

Course-based undergraduate research experiences (CUREs) have emerged as a promising approach to enhance undergraduate STEM education by engaging students in authentic discovery. CUREs integrate genuine research projects into undergraduate courses, providing students with a real research experience while earning academic credit. While CUREs offer…

Providing students with timely, targeted, and useful feedback regarding their understanding of course topics is generally accepted as a good educational practice. However, when classes are very large there are challenges that prevent many instructors from accomplishing this goal. This study explores the perceived helpfulness to students and the…

Introductory science courses can be a struggle for instructors and students not only because of the challenging nature of the material, but also due to differences in the background knowledge of students. Provision of pre-lecture resources reviewing or introducing key concepts is recommended to support diverse students. In this paper, we describe…

Implementing formative assessment in large-enrollment statistics courses is recommended by mathematics and statistics education communities. Yet research maintains that large-enrollment courses employ few, if any, formative assessments, exacerbating negative attitudes toward statistics and low student achievement. This conceptual essay applies an…

Unlike design studio, preparatory modules in the undergraduate Architecture course typically have a high student-teacher ratio and are conducted in a traditional lecture setting. By nature, lecture setting hinders engagement and reduces motivation, eventually lowering student learning outcomes. This study aimed to increase engagement with the…

Experiential learning (EL) is widely believed to lead to enhanced student engagement. This form of learning, however, may be difficult to implement in the large class sizes so common today. This case study describes an initiative involving performative pedagogy using interdisciplinary teaching and learning in an undergraduate class of 150 students…