CUE’s online syllabus review guide is intended to help instructors review often taken-for-granted syllabi content through a race-conscious lens and identify areas that can be leveraged to better support students from minoritized racial/ethnic groups.
The COVID-19 outbreak and subsequent transition to remote instruction posed unprecedented challenges for the students and faculty of California’s institutions of public higher education. In order to...
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.
How One Professor Helps Online Students Forge Connections (2019)
This article highlights one professor’s approach for helping students in her remedial math course deepen their understanding – and connect to their classmates, and points toward a tool to help decide how much work to assign.
The Master Plan for Higher Education in California and State Workforce Needs: A Review (2019)
In this report, OPR identifies cross-segmental strategies to increase higher education enrollment and completion, improve re-skilling opportunities for adults, and better align academic programs with regional workforce demands. In addition, this report seeks to summarize the policy conversations, both historical and current, surrounding the Master Plan and higher education in order to provide a foundation for further thinking about how California can meet the changing needs of its students and economy.
The University of Colorado Boulder Science Education Initiative was a university-supported, 10-year, $5M project to improve how we teach science to all undergraduate students. The SEI centered on department-based Discipline-Based Education Specialists (DBESs); disciplinary experts with training in the science of teaching and learning who serve as catalysts of change within departments. The initiative completed in 2013.
In partnership with member universities, AAU works to understand the wider setting in which educational innovations take place — the department, the college, the university and the national level – and address the key institutional elements necessary for sustained improvement to undergraduate STEM education.
The UC STEM Faculty Learning Community in Biology and related Sciences is composed of chapters from our respective campuses with the overarching goal of disseminating best practices in science teaching and to provide a venue for launching new projects and programs.
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.