Transforming Undergraduate STEM Education Supporting Equitable and Effective Teaching (2025) / Chapter Skim
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5 Using the Principles to Improve Learning Experiences
5 Using the Principles to Improve Learning Experiences
Pages 98-135
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From page 98... ...
In order for instructors to teach equitably and effectively, they need to consider the students' point of view and reflect on the planned approach and its implications for equity and student learning in all aspects of course preparation. Engaging in professional learning and development (discussed in Chapter 8)
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From page 99... ...
Focusing on student learning as the goal of a course has several important components for the instructor, including clearly articulating what they expect students will know and be able to do by the end of a course; making use of assessments that allow them to see students' progress towards those goals; and making use of class time to help students build their skills and be successful on the assessments, thus achieving the learning goals. Designing courses explicitly with learning goals in mind may require a shift in the instructional approaches and classroom activities that instructors use.
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From page 100... ...
TABLE 5-1 Changes That Can Increase Teaching Strategies Focused on Student Learning Teaching Focused on Student Learning Includes More of… Less of… Clear articulation of learning goals and how A focus on getting through a set amount of the work done in the course will help students content achieve learning goals Course structures that engage students as Course structures that maintain students as active learners passive receivers of information Activities that regularly engage students in Separate laboratory sections focused on skills using the skills and knowledge of the without clear connections to course content discipline Being transparent about opportunities and Assuming that all students are aware of what expectations for learning and engagement they "should" be doing Grading practices that allow for formative Grading practices that focus on a theoretical feedback and focus on mastery distribution (a curve) and promote competition in a few high-stakes assessments SOURCE: Committee generated.
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From page 101... ...
CAST updated the UDL guidelines in July 2024 to include components addressing systemic bias and exclusion in learning environments, making the framework even more comprehensive. Figure 5-1 shows the latest version of the UDL guidelines (CAST, 2024)
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From page 102... ...
3 SOURCE: CAST (n.d.) , retrieved from https://udlguidelines.cast.org 4 Prepublication copy, uncorrected proofs
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From page 103... ...
Designing Around Clear Learning Goals When designing for learning, a critical step is to develop clear learning goals for students. These goals then guide selection of course materials, development of tasks and activities for students and assessments of student learning -- an intentional approach to course design that reflects Principle 7: Intentionality and transparency.
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From page 104... ...
Reynolds & Kearns (2017) developed a planning tool that incorporates backward design, active learning, and assessment.
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From page 105... ...
, and often have been tested in college classrooms for their effectiveness. Engaging Students Actively Courses can be designed to develop skills within a particular discipline through the use of inclusive teaching strategies and active learning approaches centered around groupwork and peer instruction; this incorporation of active learning into STEM courses is the focus of Principle 1: Active engagement in learning.
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From page 106... ...
Instead, students' tasks and student learning are the focal point. There are many ways to design and implement courses that incorporate active learning, and many strategies have been shown to lead to improved course outcomes for all students.
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From page 107... ...
There are many ways that instructors can actively engage students in their learning. One approach is to have students do preparatory work outside of class and then have them participate in deliberate practice facilitated with active learning and groupwork during class.
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From page 108... ...
. Some approaches to active learning and group work can cause increased challenges for women, LGBTQIA+ students, students with anxiety and/or depression, neurodiverse learners, students with disabilities, and other underserved students (Araghi et al., 2023; Cooper et al., 2018; Cooper & Brownell, 2016; Downing et al., 2020; Gin et al., 2020)
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From page 109... ...
Engaging students in co-creation of norms for classroom and group behavior can be helpful. Instructors can get started by reflecting on their own experiences and how they are similar to and different from those of their students (these issues are discussed in more depth in the next major section of this chapter)
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From page 110... ...
Supportive peer learning environment and relationships with peer facilitators partly contributed to the successes. SOURCE: Committee generated.
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From page 111... ...
. In other instances, understanding students' prior knowledge allows the instructor to help students reflect on any alternative conceptions they may have (Fisher, 2004)
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From page 112... ...
. Deepening Engagement in Disciplinary Knowledge and Work As discussed above and in Chapter 4 active engagement in disciplinary content is critical for student learning.
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From page 113... ...
A longitudinal study to explore the role of undergraduate research in changes to institutional culture and student learning is documented in the book Transforming Academic Culture and Curriculum: Integrating and Scaffolding Research 29 As an example, see additional information about the SCALE-UP model of arranging classrooms for active learning is available at https://www.physport.org/methods/Section.cfm? G=SCALE_UP&S=What 30 More information about the AACU's High Impact Practices is available at https://www.aacu.org/trending-topics/high-impact 31 https://www.csun.edu/build-poder Prepublication copy, uncorrected proofs
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From page 114... ...
. BOX 5-3 Building Infrastructure Leaning to Diversity: Promoting Opportunities for Diversity in Education and Research This undergraduate research initiative involved 81 community college students and 41 community college faculty mentors working with California State University, Northridge (CSUN)
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From page 115... ...
Students enrolled in classes with CUREs learn about the scientific practices and generate new knowledge within their discipline. Over the last few years, CUREs are being used as a tool to improve undergraduate STEM classes while simultaneously engaging a larger number of students in disciplinary practices (e.g., Werth et al., 2022)
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From page 116... ...
The student context and design factors reflect the Principles for Equitable and Effective teaching and are important whether the field experience is a few hours long or a few weeks. Virtual field experiences have become more common, in part because of the COVID-19 pandemic, and provide a technology-supported means for broadening access to the field.
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From page 117... ...
Summative assessments might also be used to evaluate the effectiveness of a course -- that is, to determine whether the structure of the course and the tasks and activities for students have successfully advanced students' learning. Providing a variety of low-stakes opportunities for students to engage with course content, such as through reflection assignments, breaking large projects into multiple components, peer-review of early drafts, or short quizzes, can help students make connections and understand concepts without provoking as much anxiety as midterms and final exams.
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From page 118... ...
Two of these are particularly relevant to assessments (the other two are discussed in the next section on creating a productive learning environment)
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From page 119... ...
. Alternative grading methods may also help students adopt more of a growth mindset about their skills and abilities (Blum, 2020; Dweck, 2006; Ferns et al, 2021; Stommel, 2024)
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From page 120... ...
. Technology to Support Monitoring of Student Learning Using technological tools to track real-time data about students can allow instructors to monitor student status and progress through an online interface that displays learning analytics.
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From page 121... ...
. CULTIVATING AN EQUITABLE AND EFFECTIVE LEARNING ENVIRONMENT Students' learning and motivation are strongly influenced by many elements of course design that come together to shape students' experiences in a classroom or other learning setting.
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From page 122... ...
Instructors can focus on establishing that respectful culture in order to foster their primary goal of supporting student learning. One way for instructors to approach how to create a productive learning environment is to consider the students' point of view and reflect on the planned approach and its implications for equity and student learning.
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From page 123... ...
Through an asset lens, students are seen as bringing rich, diverse backgrounds and experiences with them into their undergraduate STEM classes that can serve as launch points for discussions and opportunities to apply STEM methods to questions of interest (Jaimes, 2021; Johnson, & Bozeman, 2012; Williams, 2021)
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From page 124... ...
. Understanding their students' interests and goals, prior knowledge, experiences, and needs will help instructors create an inclusive classroom environment and design or refine their class activities to create more effective learning experiences by connecting to and leveraging students' identity, sense of belonging, interests, and goals.
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From page 125... ...
. Instructors can use disaggregated data about the students they teach coupled with surveys to gain access to information about their students, such as majors, experience with campus, firstgeneration status, work and family responsibilities outside of school, performance in prerequisite classes, and more, useful to instruction and course design.
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From page 126... ...
. As discussed above in the section Help Students Build upon their Knowledge and Lived Experiences there are many strategies that can build on students' culture and prior experience.
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From page 127... ...
These time blocks act as an extra opportunity for students to engage with professors outside of the main learning environment and can provide a venue for reflection on the course material. One way to make office hours more useful is to improve accessibility, and instructors can try to find creative ways to get students to reduce barriers to attendance.
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From page 128... ...
For instance, part-time or adjunct professors may only be required to teach their class during the assigned hours. Academic units and institutions may consider compensating part-time or adjunct faculty for the work they do outside of class, and that work should include office hours.
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From page 129... ...
found that incorporating LAs in a large introductory biology class promoted a "sense of belonging in science, technology, engineering, and mathematics (STEM) by decreasing feelings of isolation, serving as inspirational role models, clarifying progression through the STEM educational system, and helping students become more engaged and confident in their STEM-related knowledge and skills" (Clements et Prepublication copy, uncorrected proofs
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From page 130... ...
Providing Opportunities for Student Agency As STEM instructors and academic units engage in creating equitable learning experiences and reflect on their current approaches and future opportunities, it is crucial to give space, attention, and importance to student voices (Cook-Sather et al., 2014; Matthews, 2017; Mercer-Mapstone et al., 2017)
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From page 131... ...
. STEM instructors play an important role in helping students recognize strategies that can advance their own learning.
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From page 132... ...
demonstrating how the instructors themselves use these strategies in their own practice and (b) providing opportunities for students to reflect on their learning experiences (Mitsea & Drigas, 2019; Tanner, 2012; Van Vliet et al., 2015)
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From page 133... ...
Through incorporating these practices in the syllabus, instructors can help create a more equitable and effective learning environment. The Center for Urban Education offers a syllabus review tool that can help instructors construct syllabi that are equitable and welcoming 35.
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From page 134... ...
As noted at the start of the chapter, the Principles are interconnected. For example, making progress on Principle 1: Active learning or Principle 5: Assessment and data will benefit from attention to other Principles such as Principle 3: Affective and social and Principle 4: Identity and Belonging.
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From page 135... ...
Conclusion 5.2: Using the Principles to achieve equitable and effective teaching requires careful consideration of how to design courses around desired learning goals and how to develop student centered productive learning environments. Prepublication copy, uncorrected proofs
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