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...
Increased Structure and Active Learning Reduce the Achievement Gap in Introductory Biology (2011)
This study shows that a highly structured course design, based on daily and weekly practice with problem-solving, data analysis, and other higher-order cognitive skills, improved the performance of all students in a college-level introductory biology class and reduced the achievement gap between disadvantaged and nondisadvantaged students—without increased expenditures.
From Gatekeeping to Engagement: A Multicontextual, Mixed Method Study of Student Academic Engagement in Introductory STEM Courses (2011)
The findings of this study indicate that students tended to be more engaged in courses where the instructor consistently signaled an openness to student questions and recognizes their role in helping students succeed. Likewise, students who reported feeling comfortable asking questions in class, seeking out tutoring, attending supplemental instruction sessions, and collaborating with other students in the course were also more likely to be engaged.
Improved Learning in a Large-Enrollment Physics Class (2011)
This study found increased student attendance, higher engagement, and more than twice the learning in a section of a physics course taught using instruction based on research in cognitive psychology and physics education.
Using Asynchronous Audio Feedback to Enhance Teaching Presence and Students’ Sense of Community (2007)
This paper reports the findings of a case study in which audio feedback replaced text-based feedback in asynchronous courses, which found that that students were more likely to apply content for which audio commenting was provided and significantly increased the level at which students applied such content.
Understanding the science experiences of successful women of color: Science identity as an analytic lens (2007)
In the authors’ view, science identity accounts both for how women make meaning of science experiences and how society structures possible meanings. The results highlight the importance of recognition by others for women in the three science identity trajectories: research scientist; altruistic scientist; and disrupted scientist.
A study of teaching presence and student sense of learning community in fully online and web-enhanced college courses (2006)
This article discusses the critical role that community plays in academic success and persistence in higher education, and presents a multi-institutional study that further substantiates the claim that teaching presence–viewed as the core roles of the online instructor–is a promising mechanism for developing learning community in online environments.
Effects of College Transition and Perceptions of the Campus Racial Climate on Latino College Students’ Sense of Belonging (1997)
The findings of this study suggest that greater attention needs to be paid to minority students’ subjective sense of integration in campus life, temporal sequencing of college experiences, and new avenues for understanding students’ adjustment to college.
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.