The Relationship Between Good Teaching Practices and High Academic Achievement Among Underrepresented Minority STEM Collegians at Research Universities

• In Event: Marriott Roundtable Session 37
  In Roundtable Session: Student and Faculty Perspectives on Inclusive Curriculum and Teaching

Abstract

This study examined the influence of effective pedagogical practices (Chickering & Gamson, 1987) on the college GPAs of underrepresented minority (URM) STEM majors at research universities. Analyzing data from 2,027 URM STEM collegians who completed the Student Experience in the Research University survey, this study used disaggregated data to understand the unique influences of pedagogical practices as they relate to students’ GPAs. The results identified several significant relationships between good practices and students’ likelihood to have at least a 3.0 GPA. Several items had positive relationships to students’ GPA, while out of class group projects had a negative relationship. This study suggests implications for practice and research.

Authors

• Amanda Lyn Mollet, University of Iowa

• Jodi L Linley, University of Iowa

• Joshua M. Holmes, University of Iowa

• Kari Weaver, The University of Iowa