The Benefits of Active Learning and Group Work in University Classrooms
Active learning and group work have proven to be effective teaching strategies for promoting student engagement and learning in university classrooms. A recent study conducted on Biology curriculum at a large university confirmed the positive impact of these strategies on student performance. Extensive group work, low barrier-to-entry interventions such as in-class worksheets, and instructor interactions with students were found to be beneficial. However, the study also highlighted the adverse effects of instructors moving in groups on student learning. Online learning was discussed as an alternative, providing accessibility, flexibility, and interactivity advantages. The benefits of active learning and group work can also be applied in K-12 schools. Teachers can incorporate these strategies into their lesson plans to encourage student collaboration and promote active learning. Overall, this study emphasizes the need for instructors to adopt innovative teaching strategies and be mindful of their interactions with students to promote student engagement and learning.
Understanding Factors that Influence STEM Graduate Students' Sense of Scientific Identity and Implications for Science Education
Diversity in STEM fields has been a long-standing challenge for the scientific community, and recent research has shed light on the factors that influence graduate students' identification with science. The study titled "Graduate Students' Identification With Science: Differences by Demographics, Experiences, and Discipline" surveyed over 1,200 graduate students in STEM fields from four universities in the United States to measure their identification with science. The results showed that women, underrepresented minorities, and first-generation college students had lower levels of identification with science compared to their male, white, and non-first-generation peers. The study also highlighted the importance of creating high-quality research experiences, supportive advisors, and fostering inclusive environments to promote diversity and inclusion in STEM fields. By emphasising the relevance of STEM fields and providing opportunities for engagement, science education programs can help students develop a stronger sense of scientific identity and create a more diverse and representative STEM workforce for the future.
How we can rethink ability with a focus on interests in a review of Quinlan and Renninger's works in 2022
This journal looks at the disconnect between what students think they want to do with their lives and what they actually pursue when they finish school. They present research on how students can use their interests in other subjects to plan a career. Topics include using coursework in the humanities and social sciences, finding internships, and networking. The journal provides suggestions for how to make the process easier for students and provides illustrations of how different students have built successful careers using these pathways.
Making STEMM More Accessible For Underrepresented Students: Wong et al; 2022
STEMM (Science, Technology, Engineering, Mathematics and Medicine) is an important field of study today, yet underrepresented students are often less inclined to pursue it in higher education. This can be due to various barriers such as a lack of support or resources, a lack of awareness of the opportunities available, or a lack of motivation or self-efficacy. End of the Road? The Career Intentions of Under-Represented STEM Students in Higher Education is a review that looks into why that is and how to make STEMM more accessible and attractive to underrepresented students. The review provides insight into the intentions and motivations of underrepresented students in STEMM-related fields and offers recommendations for promoting and supporting them in higher education.