Enhancing Diversity in Undergraduate Science: Self-Efficacy Drives Performance Gains with Active Learning. Ballen, C. J., Wieman, C., Salehi, S., Searle, J. B., & Zamudio, K. R. CBE—Life Sciences Education, 16(4):ar56, December, 2017. tex.ids= ballen-CBELifeSciEduc-EnhancingDiversity-2017Paper doi abstract bibtex Efforts to retain underrepresented minority (URM) students in science, technology, engineering, and mathematics (STEM) have shown only limited success in higher education, due in part to a persistent achievement gap between students from historically underrepresented and well-represented backgrounds. To test the hypothesis that active learning disproportionately benefits URM students, we quantified the effects of traditional versus active learning on student academic performance, science self-efficacy, and sense of social belonging in a large (more than 250 students) introductory STEM course. A transition to active learning closed the gap in learning gains between non-URM and URM students and led to an increase in science self-efficacy for all students. Sense of social belonging also increased significantly with active learning, but only for non-URM students. Through structural equation modeling, we demonstrate that, for URM students, the increase in self-efficacy mediated the positive effect of active-learning pedagogy on two metrics of student performance. Our results add to a growing body of research that supports varied and inclusive teaching as one pathway to a diversified STEM workforce.
@article{ballen_enhancing_2017,
title = {Enhancing {Diversity} in {Undergraduate} {Science}: {Self}-{Efficacy} {Drives} {Performance} {Gains} with {Active} {Learning}},
volume = {16},
issn = {1931-7913},
shorttitle = {Enhancing {Diversity} in {Undergraduate} {Science}},
url = {https://www.lifescied.org/doi/10.1187/cbe.16-12-0344},
doi = {10.1187/cbe.16-12-0344},
abstract = {Efforts to retain underrepresented minority (URM) students in science, technology, engineering, and mathematics (STEM) have shown only limited success in higher education, due in part to a persistent achievement gap between students from historically underrepresented and well-represented backgrounds. To test the hypothesis that active learning disproportionately benefits URM students, we quantified the effects of traditional versus active learning on student academic performance, science self-efficacy, and sense of social belonging in a large (more than 250 students) introductory STEM course. A transition to active learning closed the gap in learning gains between non-URM and URM students and led to an increase in science self-efficacy for all students. Sense of social belonging also increased significantly with active learning, but only for non-URM students. Through structural equation modeling, we demonstrate that, for URM students, the increase in self-efficacy mediated the positive effect of active-learning pedagogy on two metrics of student performance. Our results add to a growing body of research that supports varied and inclusive teaching as one pathway to a diversified STEM workforce.},
language = {en},
number = {4},
urldate = {2022-03-11},
journal = {CBE—Life Sciences Education},
author = {Ballen, Cissy J. and Wieman, Carl and Salehi, Shima and Searle, Jeremy B. and Zamudio, Kelly R.},
editor = {Dolan, Erin L.},
month = dec,
year = {2017},
note = {tex.ids= ballen-CBELifeSciEduc-EnhancingDiversity-2017},
keywords = {Active Learning, Belonging, Higher Education, Inclusivity, STEM, Self-Efficacy, Underrepresented Minorities},
pages = {ar56},
}
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