Watch this one-hour workshop to hear how community colleges can respond to the increased student enrollment in introductory statistics courses by integrating modern data science using CourseKata–a free online interactive textbook and in-class lessons.
To explore the reasons students leave Calculus sequences and STEM majors, and shed light on strategies for addressing those barriers, the California Education Learning Lab partnered with Just Equations to synthesize existing research and knowledge from California and beyond.
First-Generation Equity Practitioners: Are They Part of the Problem? (2020)
The authors appropriate “first-generation,” lifting it off students and applying it to faculty to call attention to their racial illiteracy and its detrimental consequences on their ability to educate minoritized students fairly, equitably, successfully, and with fidelity.
U.S. Business leaders cannot find the science, technology, engineering and mathematics (STEM) talent they need to stay competitive. Students’ lagging performance in K–12 is a critical reason why. Years of hard work have improved K-12 student performance in math and science, but not fast enough. Programs in STEMworks, CTEq’s honor roll of STEM education programs that have proven their effectiveness, have the potential to address these and other challenges in states across the country.
Enrollment and Completion Gaps in STEM Higher Education (2019)
This brief surveys data on enrollment and completion gaps for female, African American, and Latinx students in Science, Technology, Engineering, and Mathematics (STEM) fields in California’s systems...
Addressing STEM Enrollment, Completion, and Performance Gaps in Higher Education (2019)
This brief examines approaches to mitigating and closing STEM enrollment, completion, and performance gaps. It discusses strategies and initiatives that institutions of higher education have implemented to reduce those gaps and the relationship between programs to close equity gaps and efforts to improve STEM pedagogy and curricula more broadly. It also considers how technological change impacts efforts to change the STEM undergraduate learning experience and how new technological tools can support student learning and pedagogical innovation.
Measuring actual learning versus feeling of learning in response to being actively engaged in the classroom (2019)
This study found that students in active classrooms learned more (as would be expected based on prior research), but their perception of learning, while positive, was lower than that of their peers in passive environments. This suggests that attempts to evaluate instruction based on students’ perceptions of learning could inadvertently promote inferior (passive) pedagogical methods.
Small changes, big gains: A curriculum-wide study of teaching practices and student learning in undergraduate biology (2019)
The authors quantified classroom practices and related these to student learning. The most significant positive predictor of learning gains was the use of group work, supporting the findings of previous studies. The authors also found that the addition of worksheets as an active learning tool for in-class group activities had the strongest impact on diagnostic test scores. This particular low-tech activity promotes student collaboration, develops problem solving skills, and can be used to inform the instructor about what students are struggling with, thus providing opportunities for valuable and timely feedback.
An initiative of the California Governor’s Office of Planning and Research in partnership with the Foundation for California Community Colleges, Learning Lab aims to improve learning outcomes and close equity gaps across California’s public higher education segments, particularly in the STEM disciplines, by leveraging technology tools and the science of human learning to foster student success in online and hybrid course environments.