In a Policy Forum piece published Oct. 1 in Science, a group led by Nesra Yannier at Carnegie Mellon University is advocating for a fresh look at active learning and its potential as classrooms and lecture halls again fill with students. Two co-authors from the University of Washington’s Department of Biology — assistant teaching professor Elli Theobald and lecturer emeritus Scott Freeman — highlight the role that active learning methods have in promoting equity STEM education.
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 study by researchers at the University of Washington shows that teaching techniques in undergraduate STEM courses can significantly narrow gaps in course performance between students…
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 can turn out to be a source of great frustration — for instructor and students alike — or the highlight of the school year. Now…