UW News

Biology Education Research Group


June 10, 2020

Passing crucial, challenging introductory chemistry course gives biggest boost to underrepresented students

A person at a chalkboard delivering a chemistry lecture

Researchers examined 15 years of records of student performance, education and demographics for chemistry courses at the University of Washington. They found that underrepresented students received lower grades in the general chemistry series compared to their peers and, if the grade was sufficiently low, were less likely to continue in the series and more likely to leave STEM. But if underrepresented students completed the first general chemistry course with at least the minimum grade needed to continue in the series, they were more likely than their peers to continue the general chemistry series and complete this major step toward a STEM degree.


March 9, 2020

Underrepresented college students benefit more from ‘active learning’ techniques in STEM courses

A college classroom with students seated in a lecture hall.

Students from different backgrounds in the United States enter college with equal interest in STEM fields — science, technology, engineering and mathematics. But that equal interest does not result in equal outcomes. Six years after starting an undergraduate STEM degree, roughly twice as many white students finished it compared to African American students. A new…


September 25, 2017

Group project? Taking turns, working with friends may improve grades

A University of Washington study has found that social dynamics affect student performance on group projects. The more comfortable students are in the group, the better they perform.

  It has become an almost essential element of academic life, from college lecture halls to elementary classrooms: the group assignment. Dreaded by some, loved by others, group projects typically aim to build teamwork and accountability while students learn about a topic. But depending on the assignment and the structure of the groups, a project…