Looking at individual semesters doesn’t tell the full story.
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Category: Research Summaries
POGIL Teaching Strategy Improves Student Performance in Large Introductory Chemistry Class
POGIL teaching strategies, where students work in groups to construct there own understanding of material from open ended questions, was shown to improve student performance in introductory chemistry courses.
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What do students draw when asked to “draw a scientist”?
Probably what you expect. Brainy white men in a lab.
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More innovative but less impact: The Diversity-Innovation Paradox
Despite producing more innovative work, women and scholars of color are recognized less for that work.
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Active learning may help close the gap between underrepresented & overrepresented students
Achievement gaps do decrease for active learning classes, but the amount of active learning matters.
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Not all disadvantages are equal in higher education
First-gen and low-income Asian/white students fare better than racially underrepresented students.
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Should you worry about cheating on online exams?
Yes. However, students may also do worse due to taking the test outside of the classroom.
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Perhaps it’s time to rethink the percentage grading scale
The percentage grading scale can lead to more students failing and over-count low grades.
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Solution Videos and Student Overconfidence
Solution videos can help students learn but they may become overconfident in their abilities.
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Online delivery of Research Based Assessments
Research conducted across 8 institutions, covering 2 introductory-level course and 10 upper-division courses (for a total of 1879 students), suggests that, even in the worst case, only a small percentage of students engage in behaviors such as using external resources while answering Research Based Assessments and this has a negligible effect on the class average.
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