Students mindsets, as well as those they think are held by their peers or professors, have an impact on their success in engineering courses.
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Addressing the questions of undergraduate STEM students
Student questions falls into a few common topics and concerns.
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Online learning might not be so bad for student outcomes
When it comes to earning a graduate degree, how the student earned their undergraduate degree doesn’t seem to matter.
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Prior experience with active learning methods promote adoption of such methods
Instructors are more likely to adopt active learning methods when they have exposure to active learning methods or have participated in education research projects.
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Evaluating your Graduate School Offers (PER edition)
Still undecided on which grad program to attend? We have some tips to help you decide.
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The inaccurate feedback of intro physics courses, especially for women
The grades students receive in intro physics don’t predict their grades in advanced physics, pointing to problems of coherency and inclusivity within physics departments.
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Revisiting demographic gaps may just be preparation gaps
When not aggregating race and ethnicity, prior preparation no longer accounts for demographic gaps.
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Escaping the “Covering Content” Narrative
If you want to make your course learner-centered, we have some ideas.
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Students rarely use advanced problem solving strategies that they were explicitly taught in class
Students rarely use advanced problem solving strategies while solving problems even when these strategies had been taught in class. Explicit instruction that scaffolds varying levels of cognitive load inherent in these methods may be necessary for students to effectively use such strategies.
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Changing grade weight can close grade gaps introductory physics
Simply reducing exams from 70 percent of the final grade to 50 makes a large difference.
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