Problem-Solving Pedagogies: Enhancing Undergraduate STEM Outcomes for Underrepresented Students

• In Event: 16.058 - Roundtable Session 6
  In Roundtable Session: 16.058-12 - Thriving and Surviving in STEM: Improving Outcomes for Underrepresented Populations in the Sciences

Abstract

Science, technology, engineering, and math (STEM) fields require creativity to solve real-world problems. How do STEM students develop this expertise? Inclusion of advanced problem solving strategies in STEM courses is associated with positive student outcomes. Results reported here are taken from of a larger study of promising instructional practices in entry-level STEM courses with enrollments of 250 or more. Institutional data and an observation protocol identified problem solving in introductory chemistry courses (N = 1,265). Results indicated students exposed to algorithmic problem solving during large lecture courses in introductory chemistry tend to progress to the next course and international students exposed to advanced problem solving pedagogies in the first course, they tend to have higher grades in the subsequent course.

Authors

• Lynn C Reimer, University of California - Irvine

• Amanda Nili, University of California - Irvine

• Tutrang Chung Nguyen, University of California - Irvine

• Thurston Domina, University of North Carolina - Chapel Hill

• Mark Warschauer, University of California - Irvine