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Closing the Student Achievement Gap: Evidence-informed Teaching and Learning in Biology and Other STEM Courses

Scott Freeman, University of Washington
David Haak, Indiana University

According to Scott Freeman and David Haak, if teachers were to bring the same level of inquiry to their teaching that they bring to their disciplinary research, more courses would be designed based on evidence of student success. From 2002 to 2009, Freeman and Haak evaluated the impact of "highly structured" course designs on student performance in an introductory course for biology majors. In the course students prepared for class sessions that focused on intensive active learning exercises, followed by weekly practice exams. (read the full study: Increased Structure and Active Learning Reduce the Achievement Gap in Introductory Biology)

In this presentation, Freeman and Haak discuss results from their classroom research and address questions about whether structured interventions can close the achievement gap between students from advantaged and disadvantaged backgrounds enrolled in STEM courses. They will also share methods they developed for evaluating the equivalence of students and assessments when comparing measures of achievement.

Monday October 29, 2012 11:15 AM
Monday October 29, 2012 12:30 PM
Dogwood Room, IMU
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