Gender Differences in Student Participation in an Active-Learning Classroom

Analysis of different factors on dental students' perception of a flipped classroom model: A 6-year follow-up study

INTRODUCTION

To evaluate different factors affecting two different cohorts of dental students' perceptions with the flipped classroom (FC) model in a preclinical dental course over six years.

MATERIALS AND METHODS

In 2016 (cohort #1) and 2022 (cohort #2), second-year dental students participated in FC model in a preclinical dental course consisting of pre-class recorded videos and lectures along with classroom interactive exercises. Students then completed an anonymous pen-and-paper survey evaluating three factors influencing students' overall study experience with the FC model. Survey responses from cohort #1 and cohort #2 were compared to assess the effect of generation, student demographics and COVID-19 pandemic on students' perceptions.

RESULTS

When asked to rate the FC experience out of 5, the mean ratings of cohort #1 and cohort #2 were 4.3 (±0.9) and 4.0 (±0.8), respectively. Cohort #2 preferred viewing slides and videos prior to class and had a higher agreement that pre-class course materials were beneficial to class preparation. Conversely, cohort #1 had a higher agreement that in-class discussion and exercises helped them to learn course content. From cohort #2, 88.6% of males and 71.6% of females preferred the FC approach over traditional lecture.

CONCLUSION

Both cohorts reported positively with the FC model of teaching. Cohort #2 had higher positive reports with the pre-class work and cohort #1 had a higher positive report with in-class work. Course design should reflect the students' points of view and learning perspectives with careful consideration of the student population in the classroom.

Doctoral students' academic performance: The mediating role of academic motivation, academic buoyancy, and academic self-efficacy

Understanding influential factors for the academic performance of doctoral students is crucial for supporting their exploration of academic research opportunities and aiding their pursuit of careers in academic research. This study surveyed 659 doctoral students in China, utilizing scales to assess academic motivation, buoyancy, self-efficacy, self-concept, and performance. Based on a partial least squares structural equation modeling (PLS-SEM) analysis, a direct correlation between self-concept and performance was identified. Moreover, motivation, buoyancy, and self-efficacy were significant mediators in the relationship between self-concept and performance. To significantly enhance self-concept's impact on doctoral students' academic performance, educators should endeavor to enhance students' motivation, buoyancy, and self-efficacy. This endeavor will contribute to the discourse on academic performance and its underlying psychological mechanisms.

Non-STEM majors COVID-19 vaccine impressions improve, and misconceptions resolve, after podcast assignment

Misinformation regarding vaccine science decreased the receptiveness to COVID-19 vaccines, exacerbating the negative effects of the COVID-19 pandemic on society. To mitigate the negative societal impact of the COVID-19 pandemic, impactful and creative science communication was needed, yet little research has explored how to encourage COVID-19 vaccine acceptance and address misconceptions held by non-Science, Technology, Engineering and Mathematics majors (referred to as non-majors). We have previously demonstrated that including expert guest lectures in the vaccine module in the non-major introductory biology course helps combat students' vaccine hesitancy. In the present study, we further address how learning about vaccines impacts student knowledge and impressions of the COVID-19 vaccines through a podcast assignment. As a part of this assignment, non-majors created podcasts to address COVID-19 vaccine misconceptions of their choice. We coded pre and post, open-ended essay reflections (n = 40) to assess non-majors' knowledge and impressions of the COVID-19 vaccines. Non-majors' impressions of the vaccines improved following the podcast assignment with more than three times as many students reporting a positive view of the assignment than negative views. Notably, eight of the nine interviewed students still ended the course with misconceptions about the COVID-19 vaccines, such as the vaccines being unnecessary or causing fertility issues. In a post semi-structured interview following this assignment, students (n = 7) discussed the impact of looking into the specific misconceptions related to COVID-19 vaccines themselves, including improved science communication skills and understanding of different perspectives. Thus, podcasts can provide opportunities for students to improve engagement in valuable societal topics like vaccine literacy in the non-majors classroom.

University students' free time management and quality of life: the mediating role of leisure satisfaction

The impact of free time management and leisure satisfaction on quality of life is distinct, however, the role of satisfaction in enhancing quality of life through free time management remains uncertain. Hence, the objective of this research is to explore how leisure satisfaction acts as a mediator between free time management and the levels of quality of life among university students. Additionally, this study aims to analyse these concepts in relation to gender, age and the number of days of activity participation. Within this particular framework, a total of 213 university students willingly participated in the survey, which included the administration of the "Free Time Management Scale," "Leisure Satisfaction Scale," and "Quality of Life Scale." The analyses employed the Independent T-Test, Pearson Correlation, and Linear Regression methods. The mediating effect was analysed using Structural Equation Modelling. The study found significant relationships between gender, free time management, and life quality. There was a significant relationship between free time management, leisure satisfaction, and quality of life (p < 0.05). Leisure satisfaction partially mediated the quality of life-free time management relationship. As age and physical activity grow, males have a higher standard of living, and time allocation and quality of life improve. Furthermore, it was found that students who effectively managed their time experienced an enhanced quality of life, as evidenced by their increased satisfaction with leisure activities. Notably, the level of satisfaction with well-managed time was identified as a crucial factor in this association.

To participate or not to participate? A qualitative investigation of students' complex motivations for verbal classroom participation

Previous research has suggested that making classrooms more active and student centered improves learning, and this usually involves encouraging student talk in the classroom. However, the majority of students remain silent during whole-class discussions, and men's voices are more likely to be heard in science classrooms. Previous interview studies and quantitative studies have discussed the role instructors play in encouraging or discouraging participation, the weight students put into the fear of negative evaluation, and other factors. However, interview studies on the experiences of college students in the sciences, specifically, are lacking. Thus, we conducted a qualitative interview study to investigate students' experiences deciding whether to participate verbally in class, focusing on students recruited from science classrooms. We analyzed the data using an inductive approach and found three main themes: (1) A wide variety of external factors impact students' decision to participate, including instructor characteristics and choices, peer influences, and course material characteristics; (2) Students weigh these factors in complex ways, and this internal calculus varies by student; and (3) Women put greater emphasis on fearing peer judgment, and men may be more motivated by course material considerations. Most of the external factors we identified as important for student participation have been described previously, and we validate that previous literature. We add to the literature by a more complex discussion of how students weigh these different factors and how complex the classroom ecosystem can be. We end by framing our results within the Expectancy Value Theory of motivation, discussing limitations, and providing implications for science college instructors to promote broad and equitable participation.

Global perspectives of the impact of the COVID-19 pandemic on learning science in higher education

The COVID-19 pandemic required higher education institutions to rapidly transition to Emergency Remote Instruction (ERI) with little preparation. Discussions are now underway globally to learn the lessons of COVID-19 and to use this knowledge to shape the future of learning science in higher education. In this study, we examined the experiences of instructors and students to ERI in three universities across three continents-America, Europe, and Australia. We measured the instructional strategies used by instructors including assessment types, and interaction opportunities during and outside class schedules. We also measured the learning challenges experienced by students including planning, distractions, technology, learning resources, their views on educational quality and what characterized quality interactions during ERI. Our findings suggest that most instructional strategies used by instructors changed little during ERI, although the nature of instructor and student interactions during class relied more heavily on technology. Students reported significant learning challenges which included distractions from their physical and social media environments and access to technology. Both instructors and students reported that interactions with each other and their peers were concerningly low, albeit similar to pre COVID-19 pandemic levels. There were differences in the perceptions of instructors and students on whether instructor-student interactions were better or worse online. Common among all universities, there was a large proportion of students reporting mental health and work-related stress. Lessons to be learned from the COVID-19 pandemic include ensuring more support for instructors to implement effective and equitable pedagogies and an increased recognition of the importance of practicals, and the social, interactive and hands-on aspects of learning science in higher education. We predict that the incorporation of active learning pedagogies and strategies which increase student engagement and foster a sense of belonging will be ongoing global challenges for learning science in a post COVID-19 campus.

Gender Identity and Student Perceptions of Peer Research Aptitude in CUREs and Traditional Laboratory Courses in the Biological Sciences

While several studies have investigated gender inequities in the social learning environment of biology lecture courses, that same phenomenon remains largely unexplored in biology laboratory contexts. We conducted a mixed methods study to understand the influence of gender on student perceptions of their peers' research aptitude in introductory biology CUREs and traditional laboratory courses. Specifically, students (N = 125) were asked to complete a name generator survey at three time points across the semester. This survey asked students to list the names of peers whom they viewed as "most proficient" in the course investigations and to justify their choice via an open-ended response prompt. Using social network analysis, exponential random graph modeling (ERGM), and thematic analysis, we demonstrate that student gender identity did not influence nomination behaviors in CURE or traditional laboratory courses. However, the ERGMs reveal the presence of a popularity effect in CUREs and demonstrate that mutual nominations were more prevalent in traditional laboratory courses. Our qualitative data further provide insights into the reasons students nominated peers as proficient in CURE and traditional courses.

Gendered Performance Gaps in an Upper-Division Biology Course: Academic, Demographic, Environmental, and Affective Factors

Despite the existent gender parity in undergraduate biology degree attainment, gendered differences in outcomes are prevalent in introductory biology courses. Less is known about whether these disparities persist at the upper-division level, after most attrition is assumed to have occurred. Here, we report the consistent presence of gender equity gaps across 35 offerings (10 years) of a large-enrollment upper-division biology course at a research-intensive public university. Multilevel modeling showed that women's grades were lower than men's, regardless of prior GPA. These gender gaps were present even when controlling for students' race/ethnicity, socioeconomic status, first-generation college-going status, international status, and transfer status. Class size, gender representation in the classroom, and instructor gender did not significantly relate to course grades. Student questionnaires in a subset of offerings indicated gendered differences in course anxiety, science identity, and science self-efficacy, which correlated with grade outcomes. These results suggest that women experience differential outcomes in upper-division biology, which may negatively influence their persistence in STEM fields postgraduation. Our findings suggest that gender disparities are a systemic problem throughout the undergraduate biology degree and underscore the need for further examination and transformation of upper-division courses to support all students, even at late stages of their degrees.

A Digital Single-Session Intervention (Project Engage) to Address Fear of Negative Evaluation Among College Students: Pilot Randomized Controlled Trial

BACKGROUND

Increasingly, college science courses are transitioning from a traditional lecture format to active learning because students learn more and fail less frequently when they engage in their learning through activities and discussions in class. Fear of negative evaluation (FNE), defined as a student's sense of dread associated with being unfavorably evaluated while participating in a social situation, discourages undergraduates from participating in small group discussions, whole class discussions, and conversing one-on-one with instructors.

OBJECTIVE

This study aims to evaluate the acceptability of a novel digital single-session intervention and to assess the feasibility of implementing it in a large enrollment college science course taught in an active learning way.

METHODS

To equip undergraduates with skills to cope with FNE and bolster their confidence, clinical psychologists and biology education researchers developed Project Engage, a digital, self-guided single-session intervention for college students. It teaches students strategies for coping with FNE to bolster their confidence. Project Engage provides biologically informed psychoeducation, uses interactive elements for engagement, and helps generate a personalized action plan. We conducted a 2-armed randomized controlled trial to evaluate the acceptability and the preliminary effectiveness of Project Engage compared with an active control condition that provides information on available resources on the college campus.

RESULTS

In a study of 282 upper-level physiology students, participants randomized to complete Project Engage reported a greater increase in overall confidence in engaging in small group discussions (P=.01) and whole class discussions (P<.001), but not in one-on-one interactions with instructors (P=.05), from baseline to immediately after intervention outcomes, compared with participants in an active control condition. Project Engage received a good acceptability rating (1.22 on a scale of -2 to +2) and had a high completion rate (>97%).

CONCLUSIONS

This study provides a foundation for a freely available, easily accessible intervention to bolster student confidence for contributing in class.

TRIAL REGISTRATION

OSF Registries osf.io/4ca68 http://osf.io/4ca68.

The use of feedback in teaching undergraduate dental students: feedback sandwich or Ask-Tell-Ask model?

BACKGROUND

Feedback is regarded as a key component of formative assessment and one of the elements with the greatest impact on students' academic learning. The present study aimed to evaluate and compare students' perceptions of the use of two feedback models, namely feedback sandwich and Ask-Tell-Ask (ATA), in teaching dental materials science courses.

METHODS

All undergraduate second-year dental students were invited to participate in the dental materials science practical session and were randomly allocated into two groups: Group 1 (feedback) sandwich and Group 2 (ATA). The session began with the teacher giving a short briefing on the commonly used dental materials, followed by a short demonstration of the manipulation of those materials. Students were then allowed to mix and manipulate the materials, and teachers provided feedback accordingly. At the end of the session, 16 close-ended (five-point Likert scales) and an open-ended questionnaire were distributed to students to evaluate their perceptions of the feedback given. Internal reliability of the questionnaire items was evaluated using Cronbach's alpha. Mean feedback scores were analysed using an independent t-test with ANCOVA for controlling gender and ethnicity. Thematic analysis was used to code the qualitative data.

RESULTS

Sixty-nine students participated in the present study with the majority being females (72.5%) and Chinese (79.7%). Cronbach's alpha analysis suggested removing three Likert-scale items, with the remaining 13 items being accepted. Generally, no significant difference was noted between the two groups (p = 0.197), but three items were found to be significant (p < 0.05), with higher mean scores in the feedback sandwich group. Moreover, no significant difference was noted between the two feedback models (p = 0.325) when controlling gender and ethnicity. The open-ended question showed that students in the feedback sandwich group expressed greater positive perceptions.

CONCLUSION

Although students generally had positive perceptions of both feedback models, they tended to favour the feedback sandwich. Neither gender nor ethnicity affected the students' perceptions of the two feedback models.

Exploring Academic Performance of Medical Students in an Integrated Hybrid Curriculum by Gender

Gender gaps in academic performance have been reported at a variety of educational levels including several national standardized exams for medical education, with men scoring higher than women. These gaps potentially impact medical school acceptance and residency matching and may be influenced by curricular design. Performance data for our 4-year integrated hybrid curriculum, which features a large proportion of active learning, revealed a gender gap with men performing better early in the curriculum and on the first national standardized exam. This gap in performance almost entirely disappeared for years 2-4 of the curriculum and the second national standardized exam.

Gender-moderated effects of academic self-concept on achievement, motivation, performance, and self-efficacy: A systematic review

Although academic self-concept plays a crucial role in promoting students' education, there is a paucity of studies simultaneously exploring the gender-moderated effects of academic self-concept. This study aimed to explore gender-moderated effects of academic self-concept on achievement, motivation, performance, and self-efficacy. With Preferred Reporting Items for Systematic Reviews and Meta-Analyses Protocol (PRISMA-P) and STARLITE criteria, this study screened and assessed the retrieved literature, finally including 53 studies. It was concluded that academic self-concept exerted a positive influence on improving achievement, enhancing motivation, ameliorating performance, and boosting self-efficacy. It should also be noted that interrelations between academic self-concept and other educational constructs may be much more complicated than expected since gender disparities may moderate the effects of academic self-concept. Gender discrepancies in academic self-concept could account for the gap between male students and female students in subject-specific achievement, motivation, performance, and self-efficacy, especially in STEM courses. Teaching interventions and educational policies should be taken to enhance female students' STEM courses self-concept. Future studies should promote educational equality, highlight academic self-concept of special groups, and enhance academic self-concept in online learning.

Systematic review registration

https://osf.io/uxjnv/?view_only=b10db44d34154d96a361c159ca15a5b5.

A report on learning gains and student confidence after incorporating an enzyme purification and characterization course-based undergraduate experience

Course-based undergraduate research experiences (CUREs) can provide undergraduate students access to research opportunities when student and faculty resources are limited. In addition to expanding research opportunities, CUREs may also be explored as a pedagogical tool for improving student learning of course content and laboratory skills, as well as improving meta-cognitive features such as confidence. We examined how a 6-week CURE in an upper-level undergraduate biochemistry lab affected student gains in content knowledge and confidence in scientific abilities, compared to a non-CURE section of the same course. We find that gains in content knowledge were similar between CURE and non-CURE sections, indicating the CURE does not negatively impact student learning. The CURE was associated with a statistically significant gain in student confidence, compared to non-CURE group. These results show that even a relatively short CURE can be effective in improving student confidence at scientific research skills, in addition to expanding access to research.

Are synchronous chats a silver lining of emergency remote instruction? Text-based chatting is disproportionately favored by women in a non-majors introductory biology course

The coronavirus disease 2019 (COVID-19) pandemic has led to a reimagining of many aspects of higher education, including how instructors interact with their students and how they encourage student participation. Text-based chatting during synchronous remote instruction is a simple form of student-student and student-instructor interaction. The importance of student participation has been documented, as have clear disparities in participation between those well-represented and those under-represented in science disciplines. Thus, we conducted an investigation into who is texting, what students are texting, and how these texts align with course content. We focused on two sections of a large-enrollment, introductory biology class offered remotely during Fall 2020. Using an analysis of in-class chatting, in combination with student survey responses, we find that text-based chatting suggests not only a high level of student engagement, but a type of participation that is disproportionately favored by women. Given the multiple lines of evidence indicating that women typically under-participate in their science courses, any vehicle that counters this trend merits further exploration. We conclude with suggestions for further research, and ideas for carrying forward text-based chatting in the post-COVID-19, in-person classroom.

Stepping Up to the Mic: Gender Gaps in Participation in Live Question-and-Answer Sessions at Academic Conferences

Question-and-answer (Q&A) sessions following research talks provide key opportunities for the audience to engage in scientific discourse. Gender inequities persist in academia, where women are underrepresented as faculty and their contributions are less valued than men's. In the present research, we tested how this gender difference translates to face-to-face Q&A-session participation and its psychological correlates. Across two studies examining participation in three conferences, men disproportionately participated in Q&A sessions in a live, recorded conference (N = 189 Q&A interactions), and women were less comfortable participating in Q&A sessions and more likely to fear backlash for their participation (N = 234 conference attendees). Additionally, women were more likely to hold back questions because of anxiety, whereas men were more likely to hold back questions to make space for others to participate. To the extent that men engage more than women in Q&A sessions, men may continue to have more influence over the direction of science.

Self-efficacy and perceived recognition by peers, instructors, and teaching assistants in physics predict bioscience majors’ science identity

Prior research shows that in a particular science domain, students’ identity depends on their self-efficacy, perceived recognition by others, and their interest in that domain. In this study, we investigated how the end of the semester physics self-efficacy and perceived recognition by others for bioscience majors enrolled in the second semester of a traditionally taught mandatory physics course sequence predict their overall science identity aligned with their disciplinary major. We find that bioscience majors’ physics self-efficacy and perceived recognition not only predict their physics identity but also their overall science identity. These relations between physics self-efficacy and perceived recognition and the overall science identity of bioscience majors suggest interdisciplinary connections that may provide additional pathways for boosting students’ science identity, e.g., by enhancing their self-efficacy and perceived recognition in their other mandatory courses such as physics. We also find that on average, women majoring in bioscience had lower physics self-efficacy, perceived recognition, physics identity, and overall science identity than men even though women were not underrepresented in the physics course. One possible reason is that the societal stereotypes and biases pertaining to who can excel in physics can impact women who are constantly exposed to them throughout their life.

Gender does not make the difference: interest in STEM by gender is fully mediated by technical socialization and degree program

In Germany, there is a shortage of skilled workers in the fields of science, technology, engineering, and mathematics (STEM) and especially in technology with declining interest in technology and with supposedly fewer teachers in technology education in the next 20 years. The present study examined whether students' interest in STEM is dependent on their career choices (i.e., their degree program), their technical socialization, their personality, and gender. A survey in Germany, Baden-Wuerttemberg (N = 350) examined gender-specific differences in teacher training students with and without technology and engineering students via structural equation modelling with the mediators personality, technical socialization, and degree program. Results show that interest in STEM by gender is fully mediated by technical socialization and degree program. Solutions for the reduction of the staff shortage and gender gap in the technical domain are discussed and it is suggested that an integration of technology lessons in the school curriculum and a reduction of gender normatives may help.

Innovation in physical education: The role of cognitive factors and self-efficacy

Among the beliefs related to teaching work, self-efficacy stands out and encourage innovation across the global education systems. Specifically, the lack of interest among instructors in introducing innovative techniques in physical education is a concern across China. Therefore, this study intends to investigate the role of cognitive indicators (mental workload, decision-making process, innovation in physical education, and self-efficacy) of innovation in physical education across China. This study opted for quantitative techniques, including using a structured questionnaire to collect data from targeted respondents through the survey techniques. Moreover, 800 questionnaires were circulated, and as a result, 420 usable responses were attained, making the overall response rate stand at 40%. The results indicate that the above-stated cognitive factors, along with self-efficacy, have a positive role in causing innovation across the physical education exchequer of China. Likewise, self-efficacy played the mediating role between cognitive indicators and innovation in physical education in China. The study has notable theoretical and practical implications for the policymakers in terms of introducing policies that could help increase the cognitive state of educationists, which in turn possibly will help make them pursue innovation within the education system of China.

College Students' Learning Performance, Teaching Skills, and Teaching Innovation in Intercultural Communication Class: Evidence Based on Experiential Learning Theory

In China, the improvement of the learner performance is critical a challenge for the teaching staff and the management in intercultural communication class. Indeed, the administration of the Chinese schools is failed to provide effective learning to the students with innovative methods. The objective of this study was to identify the role of college students' learning performance, teaching skills, and teaching innovation in intercultural communication class. This study is based on the quantitative data collected on a five-point Likert scale from the target respondents who were the students of different colleges and 700 questionnaires distributed for it. The study concludes that there is a significant relationship among abstract conceptualization, active participation, and reflective observation in students' learning performance. Furthermore, this study highlights that the mediating role of teaching innovation is critical for students' learning performance. This study contributes to the literature with a significant theoretical framework. Finally, this study provides significant theoretical implications and practical implications which are key game-changers for improving the performance of the students in the intercultural communication class.

Understanding Motivation, Career Planning, and Socio-Cultural Adaptation Difficulties as Determinants of Higher Education Institution Choice Decision by International Students in the Post-pandemic Era

The world is facing an unprecedented health crisis with the spread of COVID-19 across different corners of the globe. This pandemic has raised more significant concerns about international students’ learning environment, personality development, and career planning, particularly in high-ranked institutes in China. Now the question concerning this dilemma is, would the COVID-19 pandemic negatively affect students’ education and the country culture where they are bound to seek information and the subject education? Therefore, this study examines the impact of innovative learning environment, career planning, and socio-cultural adaptation-related difficulties faced by international students as determinants of higher education institution choice decisions made by international students in the post-pandemic era. This quantitative study examined international students in high-ranked universities across China. The data from 260 students were collected through a structured questionnaire and analyzed using the AMOS technique. Moreover, it has been observed that the current global health crisis has intensified social inequalities across different international higher education systems. Countries fail to maintain the scale of the innovative international learning environment. The results further indicated that international students are more considerate of innovative learning environments, cultural adoption, career planning, and personality development, specifically after the outbreak of the COVID-19 pandemic, which has drastically affected the global higher education system. Unusually, more than half of the participants wanted to maintain the option of overall distance education after the pandemic. However, apart from this argument, it is appropriate to demand significant changes in post-pandemic education adapted to the post-digital era and to satisfy the concerns and expectations of the students.

Musculoskeletal ultrasound training encourages self-directed learning and increases confidence for clinical and anatomical appreciation of first-year medical students

Best-practice guidelines have incorporated ultrasound in diagnostic and procedural medicine. Due to this demand, the Arizona College of Osteopathic Medicine initiated a comprehensive integration of ultrasound into its first-year anatomy course attended by more than 280 students. Ultrasound workshops were developed to enhance student conceptualization of musculoskeletal (MSK) anatomy through visualizing clinically important anatomical relationships, a simulated lumbar puncture during the back unit, carpal tunnel and shoulder evaluations during the upper limb unit, and plantar fascia, calcaneal tendon, and tarsal tunnel evaluations during the lower limb unit. A 5-point Likert scale survey evaluated if ultrasound improved students' self-perceived anatomical and clinical comprehension of relevant anatomy, improved students' ability to orient to ultrasound imagery, and prompted further independent investigation of the anatomical area. Ultrasound examination questions were added to the anatomy examinations. Two-tailed one-sample t-tests for the back, upper limb, and lower limb units were found to be significant across all Likert survey categories (P < 0.001). Positive student responses to the Likert survey in conjunction with examination question average of 84.3% (±10.3) demonstrated that the ultrasound workshops are beneficial to student education. Ultrasound enhances medical students' clinical and anatomical comprehension and ability to orient to ultrasound imagery for MSK anatomy. This study supports early ultrasound education as a mechanism to encourage students' independent learning as evidenced by many undertaking voluntary investigation of clinical concerns associated with MSK anatomy. This study establishes the successful integration of MSK ultrasound into a large medical school program and its benefit to student clinical education.

An introductory biology research-rich laboratory course shows improvements in students' research skills, confidence, and attitudes

As part of a wider reform to scaffold quantitative and research skills throughout the biology major, we introduced course-based undergraduate research experiences (CURE) in sections of a large-enrollment introductory biology laboratory course in a mid-level, public, minority-serving institution. This initiative was undertaken as part of the in the National Science Foundation / Council for Undergraduate Research Transformations Project. Student teams performed two or three experiments, depending on semester. They designed, implemented, analyzed, revised and iterated, wrote scientific paper-style reports, and gave oral presentations. We tested the impact of CURE on student proficiency in experimental design and statistical reasoning, and student research confidence and attitudes over two semesters. We found that students in the CURE sections met the reformed learning objectives for experimental design and statistical reasoning. CURE students also showed higher levels of experimental design proficiency, research self-efficacy, and more expert-like scientific mindsets compared to students in a matched cohort with the traditional design. While students in both groups described labs as a positive experience in end-of-semester reflections, the CURE group showed a high level of engagement with the research process. Students in CURE sections identified components of the research process that were difficult, while also reporting enjoying and valuing research. This study demonstrates improved learning, confidence, and attitudes toward research in a challenging CURE laboratory course where students had significant autonomy combined with appropriate support at a diverse public university.

Evidence-based teaching practices correlate with increased exam performance in biology

Evidence-based teaching practices are associated with improved student academic performance. However, these practices encompass a wide range of activities and determining which type, intensity or duration of activity is effective at improving student exam performance has been elusive. To address this shortcoming, we used a previously validated classroom observation tool, Practical Observation Rubric to Assess Active Learning (PORTAAL) to measure the presence, intensity, and duration of evidence-based teaching practices in a retrospective study of upper and lower division biology courses. We determined the cognitive challenge of exams by categorizing all exam questions obtained from the courses using Bloom’s Taxonomy of Cognitive Domains. We used structural equation modeling to correlate the PORTAAL practices with exam performance while controlling for cognitive challenge of exams, students’ GPA at start of the term, and students’ demographic factors. Small group activities, randomly calling on students or groups to answer questions, explaining alternative answers, and total time students were thinking, working with others or answering questions had positive correlations with exam performance. On exams at higher Bloom’s levels, students explaining the reasoning underlying their answers, students working alone, and receiving positive feedback from the instructor also correlated with increased exam performance. Our study is the first to demonstrate a correlation between the intensity or duration of evidence-based PORTAAL practices and student exam performance while controlling for Bloom’s level of exams, as well as looking more specifically at which practices correlate with performance on exams at low and high Bloom’s levels. This level of detail will provide valuable insights for faculty as they prioritize changes to their teaching. As we found that multiple PORTAAL practices had a positive association with exam performance, it may be encouraging for instructors to realize that there are many ways to benefit students’ learning by incorporating these evidence-based teaching practices.

Meta-analysis of Gender Performance Gaps in Undergraduate Natural Science Courses

To investigate patterns of gender-based performance gaps, we conducted a meta-analysis of published studies and unpublished data collected across 169 undergraduate biology and chemistry courses. While we did not detect an overall gender gap in performance, heterogeneity analyses suggested further analysis was warranted, so we investigated whether attributes of the learning environment impacted performance disparities on the basis of gender. Several factors moderated performance differences, including class size, assessment type, and pedagogy. Specifically, we found evidence that larger classes, reliance on exams, and undisrupted, traditional lecture were associated with lower grades for women. We discuss our results in the context of natural science courses and conclude by making recommendations for instructional practices and future research to promote gender equity.

Implementing team-based learning in the life sciences: A case study in an online introductory level evolution and biodiversity course

Team-Based Learning (TBL) is a pedagogical tool that has great potential to develop student engagement, accountability, and equity in the online classroom. TBL is rooted in evidence-based educational theories and practices that underlie many active learning approaches such as self-testing, team discussion, and application of knowledge. The use of these approaches is associated with better student performance, retention, and sense of belonging in the classroom, aspects that are often reported to be especially lacking in online courses. Here, we describe how we implemented TBL in a face-to-face and an online introductory level evolution and biodiversity course. We implemented TBL in the face-to-face course (~200 students) starting in 2018 and in the online course (~30 students) starting in the summer of 2019. We used several online applications to facilitate the transition to an online platform such as Simbio, Slack, VoiceThread, Articulate 360, and Teammates. Our experiences using TBL approaches in the online course have been rewarding, and students are engaged and accountable for their learning and performed well in the course. Our goal is to provide an example of how we designed a life science course using TBL approaches and transitioned the course to an online environment. With the current switch to remote instruction and online learning, we recommend the use of TBL as a course design approach that can improve the students' online learning experience.

Reconsidering the Share of a Think-Pair-Share: Emerging Limitations, Alternatives, and Opportunities for Research

The think-pair-share is a common teaching tool, but how critical is the "share" step in helping students achieve learning goals? This feature examines assumptions that instructors may make about the share, explores unanticipated impacts of the share, and provides alternatives to having students share their thoughts in front of the class.

Reconsidering the Share of a Think-Pair-Share: Emerging Limitations, Alternatives, and Opportunities for Research

The think-pair-share is a common teaching tool, but how critical is the "share" step in helping students achieve learning goals? This feature examines assumptions that instructors may make about the share, explores unanticipated impacts of the share, and provides alternatives to having students share their thoughts in front of the class.

Call on me! Undergraduates' perceptions of voluntarily asking and answering questions in front of large-enrollment science classes

Allowing students to voluntarily ask and answer questions in front of the whole class are common teaching practices used in college science courses. However, few studies have examined college science students’ perceptions of these practices, the extent to which students choose to engage in these practices, and what discourages students from participating. In this study, we surveyed 417 undergraduates at a research-intensive institution about their experiences asking and answering questions in large-enrollment college science courses. Specifically, students answered questions about to what extent they perceive voluntarily asking and answering questions in large-enrollment science courses is helpful to them and why. They also answered questions about to what extent they engage in asking and answering questions in large-enrollment college science courses and what factors could discourage them from participating. Using binary logistic regression, we examined whether there were differences among students of different demographic groups regarding their opinions about asking and answering questions. We found that overwhelmingly students reported that other students voluntarily asking and answering instructor questions is helpful to them. Notably, compared to continuing generation students, first-generation students were more likely to perceive other students asking questions to be helpful. Despite perceiving asking and answering questions to be helpful, over half of students reported that they never ask or answer questions in large-enrollment college science courses during a semester, and women were more likely than men to report never asking questions. We identified fear of negative evaluation, or students’ sense of dread associated with being unfavorably evaluated, as a primary factor influencing their decision to answer instructor questions. This work adds to a growing body of literature on student participation in large-enrollment college science courses and begins to uncover underlying factors influencing student participation.

Gender Differences in Student Comfort Voluntarily Asking and Answering Questions in Large-Enrollment College Science Courses

Allowing students to ask and answer questions is a common practice employed by college science instructors. However, recent literature has identified that women participate in whole-class discussions less often than men. One hypothesized reason for this gender gap is that women may be less comfortable participating. However, no studies have examined students' comfort with asking and answering questions in large-enrollment science courses, identified what about these practices might make students uncomfortable, or explored whether there are gender differences with regard to student comfort. To answer these questions, we surveyed 417 undergraduates at an R1 institution about their experiences asking and answering questions in large-enrollment college science courses. Students answered questions about the extent to which they felt comfortable both asking and answering questions and selected possible factors that could make them uncomfortable participating. Using binary logistic regression, we tested whether student demographics predicted their opinions about these practices. Over half of students reported feeling uncomfortable both asking and answering questions in front of college science classes, and women were significantly less comfortable than men both asking and answering questions. Furthermore, we identified student confidence regarding their knowledge of the material and a concern that other students would judge them as some of the primary factors that could cause students to feel uncomfortable asking and answering questions in front of the whole class. This work highlights factors that instructors can target in hopes of maximizing student comfort participating in large-enrollment college science courses.

Does the Match between Gender and Race of Graduate Teaching Assistants and Undergraduates Improve Student Performance in Introductory Biology?

Research suggests there are potential benefits to students when taught by instructors who share the same gender and/or race/ethnicity. While underrepresented students have shown increased persistence and academic performance when they were taught by gender- and/or race/ethnicity-congruent faculty, there is little research that has explored the influence of matching for graduate student teaching assistants (GTAs). Given that science, technology, engineering, and mathematics (STEM) GTAs spend a significant amount of time with undergraduates, measurable impacts on student outcomes have the potential to contribute to the success of undergraduates who have been underrepresented in STEM fields. This study evaluated the effects on academic performance of GTA (n = 50) matching for first-year students (n = 976) in an introductory biology lab course at a Hispanic-serving institution. There was no significant difference in academic performance for students who matched with the gender, race/ethnicity, income, and first-generation status of their GTAs. Results were consistent across multiple cohorts of students, after including statistical controls for prior academic performance and other demographic characteristics and accounting for the nested structure of the data. These results suggest there is a need of supporting GTAs to develop more effective teaching practices and to consider effects of GTA matching on other outcomes.

A Call for Data-Driven Networks to Address Equity in the Context of Undergraduate Biology

National efforts to improve equitable teaching practices in biology education have led to an increase in research on the barriers to student participation and performance, as well as solutions for overcoming these barriers. Fewer studies have examined the extent to which the resulting data trends and effective strategies are generalizable across multiple contexts or are specific to individual classrooms, institutions, or geographic regions. To address gaps in our understanding, as well as to establish baseline information about students across contexts, a working group associated with a research coordination network (Equity and Diversity in Undergraduate STEM, EDU-STEM) convened in Las Vegas, Nevada, in November of 2019. We addressed the following objectives: 1) characterize the present state of equity and diversity in undergraduate biology education research; 2) address the value of a network of educators focused on science, technology, engineering, and mathematics equity; 3) summarize the status of data collection and results; 4) identify and prioritize questions and interventions for future collaboration; and 5) construct a recruitment plan that will further the efforts of the EDU-STEM research coordination network. The report that follows is a summary of the conclusions and future directions from our discussion.

Undergraduate neuroscience education: Meeting the challenges of the 21st century

The dedication of undergraduate neuroscience faculty to their students could not have been more evident than what these educators demonstrated when the COVID-19 pandemic impacted colleges and universities across the United States. These faculty faced the crisis head-on to provide their students with exceptional instruction in virtual formats that many faculty had never used for instruction before the pandemic. This same tenacious attitude has been reflected in pedagogical efforts that undergraduate neuroscience faculty have undertaken since the mid-1990s. The challenges of providing cutting-edge neuroscience education to undergraduates in a dynamic field have produced a series of curricular designs and approaches that capitalize on discipline-based education research. This article reviews curricular models and pedagogical strategies aimed at enhancing the educational experiences of undergraduate neuroscience students whose lived experiences and academic backgrounds reflect the richly kaleidoscopic demographics of college students in the 21st century. The future of undergraduate neuroscience education is bright as faculty and their students collaborate on their journey of discovery in neuroscience.

From panic to pedagogy: Using online active learning to promote inclusive instruction in ecology and evolutionary biology courses and beyond

The rapid shift to online teaching in spring 2020 meant most of us were teaching in panic mode. As we move forward with course planning for fall and beyond, we can invest more time and energy into improving the online experience for our students. We advocate that instructors use inclusive teaching practices, specifically through active learning, in their online classes. Incorporating pedagogical practices that work to maximize active and inclusive teaching concepts will be beneficial for all students, and especially those from minoritized or underserved groups. Like many STEM fields, Ecology and Evolution shows achievement gaps and faces a leaky pipeline issue for students from groups traditionally underserved in science. Making online classes both active and inclusive will aid student learning and will also help students feel more connected to their learning, their peers, and their campus. This approach will likely help with performance, retention, and persistence of students. In this paper, we offer broadly applicable strategies and techniques that weave together active and inclusive teaching practices. We challenge instructors to commit to making small changes as a first step to more inclusive teaching in ecology and evolutionary biology courses.