S. Seidel, A. Reggi, J. Schinske, L. Burrus, and K. Tanner, CBE Life. Sci. Educ., 14 (4) (2015).
Instructors create classroom environments that have the potential to impact learning by affecting student motivation, resistance, and self-efficacy. However, despite the critical…
G. Smith, Natl. Teach. Learn. Forum, 17 (5), 1-12 (2008).
This article discusses use of a 3-part set of questions to foster student buy-in for a newly-designed active learning methodology in an introductory geology course at a southwestern…
J. Smith, K. Lewis, L. Hawthorne, and S. Hodges, Pers Soc Psychol, 39 (2), 131-143 (2013).
Feeling like one exerts more effort than others may influence women’s feelings of belonging with science, technology, engineering, and math (STEM) and impede their motivation. In…
S. Tharayil, M. Borrego, M. Prince, K. Nguyen, P. Shekhar, C. Finelli, and C. Waters, Int. J. STEM Educ., 5 (1), 7 (2018).
Research has shown that active learning promotes student learning and increases retention rates of STEM undergraduates. Yet, instructors are reluctant to change their teaching…
R. Moore and P. Jensen, J. Coll. Sci. Teaching, 36 (7), 46-49 (2007).
Students in an introductory biology course who were given open-book exams during the semester earned significantly higher grades on these exams, but significantly lower grades on the…