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dc.contributor.authorBallen, C.J.
dc.contributor.authorWieman, C.
dc.contributor.authorSalehi, S.
dc.contributor.authorSearle, J.B.
dc.contributor.authorZamudio, K.R.
dc.date.accessioned2018-11-27T19:54:35Z
dc.date.available2018-11-27T19:54:35Z
dc.date.issued2017-12-01
dc.identifier.citationCBE—Life Sciences Education (2017), 16(4), ar56
dc.identifier.urihttps://hdl.handle.net/1813/60433
dc.description.abstractEfforts 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.
dc.description.sponsorshipThis work was funded by the College of Arts and Sciences, Cornell University.
dc.language.isoen_US
dc.publisherAmerican Society for Cell Biology
dc.titleEnhancing diversity in undergraduate science: self-efficacy drives performance gains with active learning
dc.typearticle
dcterms.licensehttp://hdl.handle.net/1813/58682
dc.relation.doihttps://doi.org/10.1187/cbe.16-12-0344


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