Trust, Growth Mindset, and Student Commitment to Active Learning in a College Science Course

Cavanagh, Andrew; Chen, Xinnian; Bathgate, Meghan; Frederick, Jennifer; Hanauer, David I.; Graham, Mark

doi:10.1187/cbe.17-06-0107

Cited by 102 publications

(110 citation statements)

References 41 publications

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“…In some cases, providing examples of work that was previously deemed outstanding can bolster students' appreciation of their own ideas and be highly motivating. We have also found that clear and fair expectations help to establish trust of the instructor, a valuable indicator of student motivation and achievement (14).…”

Section: Clear and Equitable Paths To Achievementmentioning

confidence: 70%

Targeting the Achievement Gap: Strategies Toward Removing Inequities in Undergraduate Immunology Education

2019

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A diverse student body enriches the classroom with lived experiences, varied skillsets, community and cultural knowledge, resiliency, and altruistic interests, all critical attributes that benefit both the classroom and the STEM field at large. However, a persistent disparity in academic and educational attainment exists between under-represented minority (URM) and non-URM students in STEM fields. This achievement gap discourages talented URM students from entering STEM professions, threatening the potential, expertise, and perspective of these professions. Here we describe the factors that contribute to the achievement gap and present strategies, utilized in our Immunology classrooms, for combating each factor. We discuss project-based learning pedagogy to give students increased agency and feelings of empowerment. We also highlight concrete practices to foster students' science identities and sense of community, factors that highly promote STEM retention. The dynamic subject of Immunology provides myriad opportunities to implement a curriculum committed to equity, as we outline below.

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Section: Clear and Equitable Paths To Achievementmentioning

confidence: 70%

Targeting the Achievement Gap: Strategies Toward Removing Inequities in Undergraduate Immunology Education

2019

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“…Results revealed a consistent and strong relationship among trust, commitment to active learning, engagement, and final grades of students. Thus, the findings highlighted the importance of interactions between students and educators in contributing the commitment and engagement of students in active-learning classroom contexts (Cavanagh et al, 2018).…”

Section: Literature Reviewmentioning

confidence: 91%

“…It is observed that the academic performance of students has been declining in higher education institutions. It is because they are not using active learning strategies in the classroom to promote the engagement of nursing students (Cavanagh et al, 2018). Despite a strong empirical link between active learning strategies and students' engagement, less is known about factors leading to engagement in these contexts.…”

Section: Problem Statementmentioning

confidence: 99%

Association Between the Use of Active Learning Strategies and Classroom Engagement Among Nursing Students

2019

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Background: Learning is a whole life process which requires an appropriate learning environment. Research indicated that a number of different factors influence the student's engagement in learning process. One of the most important factors is the use of active learning strategies in classroom environment. Active learning activities such as power point presentation, simulation, role play, case studies, reflection on learning and discussion enhance students meaningful processing, participation and focused attention. Active learning activities can be used to improve students learning outcomes through engaging them in learning process. Objective: The objective of the current study is to assess the association between the use of active learning strategies and classroom engagement among nursing students of The University of Lahore. Methods: A descriptive, correlational study was conducted on 117 nursing students of the University of Lahore. Participants were selected through convenient sampling technique. The data was collected through adopted questionnaire and analyzed on SPSS using descriptive and inferential statistics. Results: According to analysis of study, p value was .015 and Pearson correlation value of active learning strategies and nursing students' engagement was .225. It indicates that there is significant positive association between the use of active learning strategies and classroom engagement of nursing students (r=.225, p<0.05). Conclusions: Active learning strategies and student's perception of active leaning in classroom has positive relationship with Classroom engagement of nursing students. Therefore, active learning strategies can be used in improving and enhancing the engagement of nursing students.

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“…In other words, when classroom approaches that directly address the affective domain of learning are coupled with teaching strategies that most effectively address the cognitive domain of learning (namely, student-centered pedagogies), highly synergistic effects on student outcomes can be observed. A potential explanation for this was recently given by Cavanagh et al (2018), who found a significant relationship between students' growth mindset and other important variables, such as trust in their instructors and their commitment to active learning. It may be the case that, when students view their intelligence as malleable-and when they have a high level of trust in their instructors, as result of intentional growth mindset messages from their instructors-they may exhibit deeper engagement with active learning and, consequently, may reap more of the benefits.…”

Section: Introductionmentioning

confidence: 99%

Fostering Equitable Outcomes in Introductory Biology Courses through Use of a Dual Domain Pedagogy

Bauer

Coffield

Crater

et al. 2020

LSE

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Recent studies demonstrate that significant learning gains can be achieved when instructors take intentional steps to address the affective components of learning. While such efforts enhance the outcomes of all students, they are particularly beneficial for students from underrepresented groups and can reduce performance gaps. In the present study, we examined whether intentional efforts to address the affective domain of learning (through growth mindset messaging) can synergize with best practices for addressing the cognitive domain (via active-learning strategies) to enhance academic outcomes in biology courses. We compared the impact of this two-pronged approach (known as dual domain pedagogy, or DDP) with that of two other pedagogies (lecture only or active learning only). Our results demonstrate that DDP is a powerful tool for narrowing performance gaps. DDP, but not active learning, eliminated the performance gap observed between Black and white students in response to lecture. While a significant gap between white and Latin@ students was observed in response to active learning (but not lecture), this gap was reduced by DDP. These findings demonstrate that DDP is an effective approach for promoting a more equitable classroom and can foster learning outcomes that supersede those conferred by active learning alone.

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Trust, Growth Mindset, and Student Commitment to Active Learning in a College Science Course

Abstract: Predictors of student commitment and engagement in an undergraduate science course featuring active learning are explored. The study identified student trust in the instructor as an important predictor of student commitment and engagement in an active-learning context.

Cited by 102 publications

References 41 publications

Targeting the Achievement Gap: Strategies Toward Removing Inequities in Undergraduate Immunology Education

Targeting the Achievement Gap: Strategies Toward Removing Inequities in Undergraduate Immunology Education

Association Between the Use of Active Learning Strategies and Classroom Engagement Among Nursing Students

Fostering Equitable Outcomes in Introductory Biology Courses through Use of a Dual Domain Pedagogy

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