Below is a collection of research conducted by EDU-STEM collaborators that is relevant to the roles of the organization. Full papers for each study can be accessed through the linked titles.
Implementing team‐based learning in the life sciences: A case study in an online introductory level evolution and biodiversity course
Team‐Based Learning (TBL) is a pedagogical tool that has great potential to develop student engagement, accountability, and equity in the online classroom. The use of these approaches is associated with better student performance, retention, and sense of belonging in the classroom, aspects that are often reported to be especially lacking in online courses. Learn more.
What Questions Are on the Minds of STEM Undergraduate Students and How Can They Be Addressed?
Addressing common student questions in introductory STEM courses early in the term is one way that instructors can ensure that their students have all been presented with information about how to succeed in their courses. Here, we share tips, evidence-based strategies, and resources from faculty that instructors can use to develop their own responses for students. Learn more.
A scientist like me: demographic analysis of biology textbooks reveals both progress and long-term lags
White males make up the overwhelming majority of scientists featured in textbooks. While the representation of female scientists and scientists of color has improved, researchers failed to find a single black female scientist represented. If past trends continue, it could be centuries before we see these scientists highlighted. Learn more.
In A "Scientist Spotlight" Intervention, Diverse Student Identities Matter
The field of science isn't always recognized for its diversity, and this can make it more difficult for minority students to see themselves as future scientists. An intervention that aimed to expose students to the lives and work of diverse scientists helped. Learn more.
Starting the Conversation: Initial Listening and Identity Approaches to Community Cultural Wellness
Demographic, disciplinary, and geographic diversity help to bring a wide array of viewpoints to the table and expand conversations. By broadening perspectives and encouraging interdisciplinary collaboration. STEM fields may be able to increase retention of underrepresented students. Learn more.
Gender Differences in Student Participation in an Active-Learning Classroom
Classrooms are implementing more active learning pedagogies than ever, but this alone isn't enough. This study finds that rates of self efficacy are lower in female students while men are more likely to be over represented in participation in proportion to class population. Learn more.
Hidden Identities Shape Student Perceptions of Active Learning Environments
While active learning is regarded as a tool to create more engaging classrooms, some aspects such as group work may put stress on students that feel pressured to conceal aspects of their identity. Learn more.
Smaller Classes Promote Equitable Student Participation in STEM
Many factors affect student participation during lectures. Class size is one of the biggest factors for female students. Learn more.
Gender Performance, Test Anxiety, and Underlying Mechanisms
Social-psychological factors can have a significant bearing on the way female students approach and perform on exams. This paper explores the effects of test anxiety, distinctions between upper and lower divisions, and impacts of weed-out classes. Learn more.
Anatomy of STEM Teaching in North American Universities
Research supports the correlation between interactive, engaging courses and improved student outcomes. However, much of the data fails to account for the complexity of classroom dynamics. This report begins to paint a clearer picture of how STEM classes function. Learn more.
Ethnically Diverse Undergraduates and Their Mentors
This study reports on the variation in mentoring received by ethnically diverse students and how instrumental managing can greatly increase self-efficacy in STEM fields. Learn more.