eimer, K ater ina schenK e, t u tr a ng ngu y en, di a ne K. o'dow d, thurston domina, a nd m a r K wa rsch auer Over the course of one year, we systematically observed instruction in nearly all large gateway STEM courses at the University of California, Irvine to assess the prevalence of promising instructional practices and their implications for student success. More than half of the courses included promising instructional practices. Our most conservative student fixed-effects models suggest that students earn slightly higher grades in courses where instructors use explicit epistemological instruction, frequent assessment, and interactive instruction. Although we find no evidence to suggest that these strategies have lasting effects for the average UC Irvine student, we do find they have unique positive effects on the achievement of first-generation college students.
Converting a first-term, accelerated summer organic chemistry course to a flipped format reduced the achievement gap in the flipped course and in the second-term traditional lecture course between Non-Repeaters taking an accelerated course to "get ahead" and Repeaters taking the course to "get back on track." The difference in final exam performance in the second-term course was nearly halved, the GPA gap in both courses was reduced, and the gap in passing rate for the second-term course was eliminated. While most students responded positively to the flipped course structure, repeating students held a stronger preference for the flipped format. These findings provide guidance on how to create courses that promote equity, access and retention of diverse students in STEM. File list (3) download file view on ChemRxiv CHEMRXIV Getting Students Back on Track Rev 111320.... (1.18 MiB) download file view on ChemRxiv ChemRxiv-Getting Students Back on Track Linear Mode... (163.98 KiB) download file view on ChemRxiv Getting Students Back on Track Survey Analysis.pdf (119.68 KiB)
<b>Converting a first-term, accelerated summer organic chemistry course to a flipped format narrowed the achievement gap between students seeking to get ahead in their course of study and those repeating the course. Exam performance improved in the following course in the sequence (taught in traditional format) for students who had previously failed the first-term course. While most students responded positively to the new course structure, repeating students held a stronger preference for the flipped format. These findings provide guidance on how to create courses that promote equity, access and retention of diverse students in STEM. </b>
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