Demonstrating the Impact of Classroom Transformation on the Inequality in DFW Rates (“D” or “F” grade or withdraw) for First-Time Freshmen, Females, and Underrepresented Minorities Through a Decadal Study of Introductory Geology Courses

Demonstrating the Impact of Classroom Transformation on the Inequality in DFW Rates (“D” or “F” grade or withdraw) for First-Time Freshmen, Females, and Underrepresented Minorities Through a Decadal Study of Introductory Geology Courses

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  • November 15, 2018
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Implementation of active-learning practices into science, technology, engineering, and mathematics (STEM) courses has been shown to increase student learning and performance, improve retention of material, and reduce achievement gaps among different student populations when compared to lecture-based approaches. To this end, we transformed two large-enrollment introductory geoscience courses (160 to 270 and 60 to 190 students) at a large public university in the midwestern United States into active-learning classrooms, and systematically analyzed student achievement data over a 10-year period. One course is required for majors in geology as well as majors in petroleum and architectural engineering, and also serves as a natural science distribution requirement for bachelor degrees. The other course serves as a natural-science distribution requirement for bachelor degrees. In both courses, there …

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