Longitudinal analysis of a diversity support program in biology: A national call for further assessment

© The Author(s) 2017. National calls to improve the performance and persistence of students from historically underrepresented backgrounds in science have led to a surge of research on inclusive, evidence-based teaching methods. Less work has revealed the effects of diversity support initiatives that improve campus climate and community cohesion. Here, we examine whether participation in the Biology Scholars Program (BSP) at Cornell University-a diversity support program at a prominent university-affects underrepresented racial minority (URM) student performance. We found that BSP participants are less academically prepared when they enter college but typically have GPAs similar to those of their non-BSP counterparts at graduation, thereby closing achievement gaps. Although the BSP appears to help URM students, we cannot assert that the BSP alone is responsible for these effects; future work should isolate effective strategies that contribute to student success. In response to these results, we lay out strategies that support programs could implement to maximize positive impacts

Demystifying the Meaning of Active Learning in Postsecondary Biology Education

Active learning is frequently used to describe teaching practices, but the term is not well-defined in the context of undergraduate biology education. To clarify this term, we explored how active learning is defined in the biology education literature ( = 148 articles) and community by surveying a national sample of biology education researchers and instructors ( = 105 individuals). Our objectives were to increase transparency and reproducibility of teaching practices and research findings in biology education. Findings showed the majority of the literature concerning active learning never defined the term, but the authors often provided examples of specific active-learning strategies. We categorized the available active-learning definitions and strategies obtained from the articles and survey responses to highlight central themes. Based on data from the BER literature and community, we provide a working definition of active learning and an Active-Learning Strategy Guide that defines 300+ active-learning strategies. These tools can help the community define, elaborate, and provide specificity when using the term active learning to characterize teaching practices.</p

Meta-analysis of gender performance gaps in undergraduate natural science courses

To investigate patterns of gender-based performance gaps, we conducted a meta-analysis of published studies and unpublished data collected across 169 undergraduate biology and chemistry courses. While we did not detect an overall gender gap in performance, heterogeneity analyses suggested further analysis was warranted, so we investigated whether attributes of the learning environment impacted performance disparities on the basis of gender. Several factors moderated performance differences, including class size, assessment type, and pedagogy. Specifically, we found evidence that larger classes, reliance on exams, and undisrupted, traditional lecture were associated with lower grades for women. We discuss our results in the context of natural science courses and conclude by making recommendations for instructional practices and future research to promote gender equity

A Call for Data-Driven Networks to Address Equity in the Context of Undergraduate Biology

National efforts to improve equitable teaching practices in biology education have led to an increase in research on the barriers to student participation and performance, as well as solutions for overcoming these barriers. Fewer studies have examined the extent to which the resulting data trends and effective strategies are generalizable across multiple contexts or are specific to individual classrooms, institutions, or geographic regions. To address gaps in our understanding, as well as to establish baseline information about students across contexts, a working group associated with a research coordination network (Equity and Diversity in Undergraduate STEM, EDU-STEM) convened in Las Vegas, Nevada, in No-vember of 2019. We addressed the following objectives: 1) characterize the present state of equity and diversity in undergraduate biology education research; 2) address the value of a network of educators focused on science, technology, engineering, and mathematics equity; 3) summarize the status of data collection and results; 4) identify and prioritize questions and interventions for future collaboration; and 5) construct a recruitment plan that will further the efforts of the EDU-STEM research coordination network. The report that follows is a summary of the conclusions and future directions from our discussion

Smaller classes promote equitable student participation in STEM

Under embargo until: 2020-07-24As science, technology, engineering, and mathematics (STEM) classrooms in higher education transition from lecturing to active learning, the frequency of student interactions in class increases. Previous research documents a gender bias in participation, with women participating less than would be expected on the basis of their numeric proportions. In the present study, we asked which attributes of the learning environment contribute to decreased female participation: the abundance of in-class interactions, the diversity of interactions, the proportion of women in class, the instructor's gender, the class size, and whether the course targeted lower division (first and second year) or upper division (third or fourth year) students. We calculated likelihood ratios of female participation from over 5300 student–instructor interactions observed across multiple institutions. We falsified several alternative hypotheses and demonstrate that increasing class size has the largest negative effect. We also found that when the instructors used a diverse range of teaching strategies, the women were more likely to participate after small-group discussions.acceptedVersio

Longitudinal Analysis of a Diversity Support Program in Biology: A National Call for Further Assessment

© The Author(s) 2017. National calls to improve the performance and persistence of students from historically underrepresented backgrounds in science have led to a surge of research on inclusive, evidence-based teaching methods. Less work has revealed the effects of diversity support initiatives that improve campus climate and community cohesion. Here, we examine whether participation in the Biology Scholars Program (BSP) at Cornell University-a diversity support program at a prominent university-affects underrepresented racial minority (URM) student performance. We found that BSP participants are less academically prepared when they enter college but typically have GPAs similar to those of their non-BSP counterparts at graduation, thereby closing achievement gaps. Although the BSP appears to help URM students, we cannot assert that the BSP alone is responsible for these effects; future work should isolate effective strategies that contribute to student success. In response to these results, we lay out strategies that support programs could implement to maximize positive impacts

Contoh Penggunaan "Anova" Satu Arah dalam Bidang Kesehatan

Untuk menguji hipo­tesis apakah dari dua atau lebih populasi yang bebas mempunyai nilai rata-rata hi­tung yang sama atau tidak, digunakan ANOVA (Analysis of Variances) satu arah yang biasa disebut sebagai ONEWAY ANOVA. Dengan demikian, metoda statis­tika ini sudah termasuk analisis "multivari­ate" tetapi terbatas hanya untuk menguji satu faktor saja. Di dalam ilmu Rancang­an Percobaan (Experimental Design), analisis ini dikenal pula sebagai RAL (Ran­cangan Acak Lengkap) atau "Compeletely Randomized Design"

Data from: Exams disadvantage women in introductory biology

The gender gap in STEM fields has prompted a great deal of discussion, but what factors underlie performance deficits remain poorly understood. We show that female students underperformed on exams compared to their male counterparts across ten large introductory biology course sections in fall 2016 (N > 1500 students). Females also reported higher levels of test anxiety and course-relevant science interest. Results from mediation analyses revealed an intriguing pattern: for female students only, and regardless of their academic standing, test anxiety negatively impacted exam performance, while interest in the course-specific science topics increased exam performance. Thus, instructors seeking equitable classrooms can aim to decrease test anxiety and increase student interest in science course content. We provide strategies for mitigating test anxiety and suggestions for alignment of course content with student interest, with the hope of successfully reimagining the STEM pathway as one that is equally accessible to all

Can mixed assessment methods make biology classes more equitable?

<div><p>Many factors have been proposed to explain the attrition of women in science, technology, engineering and math fields, among them the lower performance of women in introductory courses resulting from deficits in incoming preparation. We focus on the impact of mixed methods of assessment, which minimizes the impact of high-stakes exams and rewards other methods of assessment such as group participation, low-stakes quizzes and assignments, and in-class activities. We hypothesized that these mixed methods would benefit individuals who otherwise underperform on high-stakes tests. Here, we analyze gender-based performance trends in nine large (<i>N</i> > 1000 students) introductory biology courses in fall 2016. Females underperformed on exams compared to their male counterparts, a difference that does not exist with other methods of assessment that compose course grade. Further, we analyzed three case studies of courses that transitioned their grading schemes to either de-emphasize or emphasize exams as a proportion of total course grade. We demonstrate that the shift away from an exam emphasis consequently benefits female students, thereby closing gaps in overall performance. Further, the exam performance gap <i>itself</i> is reduced when the exams contribute less to overall course grade. We discuss testable predictions that follow from our hypothesis, and advocate for the use of mixed methods of assessments (possibly as part of an overall shift to active learning techniques). We conclude by challenging the student deficit model, and suggest a course deficit model as explanatory of these performance gaps, whereby the microclimate of the classroom can either raise or lower barriers to success for underrepresented groups in STEM.</p></div