More innovative but less impact: The Diversity-Innovation Paradox

June 3, 2020 Nick Young

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.

May 20, 2020 Nick Young

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.

May 6, 2020 Nick Young

Not all disadvantages are equal in higher education

First-gen and low-income Asian/white students fare better than racially underrepresented students.

April 22, 2020 Nick Young

Should you worry about cheating on online exams?

Yes. However, students may also do worse due to taking the test outside of the classroom.

April 8, 2020 Nick Young

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.

March 25, 2020 Nick Young

Solution Videos and Student Overconfidence

Solution videos can help students learn but they may become overconfident in their abilities.

March 18, 2020 Prasanth

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.