Diverse Student Perceptions of Active Learning in a Large-Enrollment STEM Course

• In Event: Equity and Diversity in Science Learning and Teaching

Abstract

Educators must provide high quality and meaningful education to all students. This includes using research supported strategies that support the academic achievement of students with diverse backgrounds. This preliminary mixed methods study acknowledges this charge by examining underrepresented and non-underrepresented student perceptions of their engagement in active learning to foster higher order thinking within a large enrollment undergraduate course in the area of science, technology, engineering and mathematics (STEM). Findings include three themes that cut across groups; participants perceived their higher order thinking skills improved, that there were benefits and challenges to active learning and a fear of failing the course. Findings lend support for active learning with focus on higher order thinking in large courses.

Authors

• Benikia Kressler, California State University - Fullerton

• Jochen Kressler, San Diego State University