Active Learning in Undergraduate STEM Courses: Student Engagement, Perspectives Toward the Courses, and Perceived Impacts

• In Event: Science Teaching and Learning: Postsecondary Science Education

Abstract

This study analyzed data from 1,420 undergraduate students across California, including UCs, CSUs, and CCs. Students were enrolled in STEM courses where their instructors were participating in a faculty learning program aimed at implementing active learning strategies. We explore students’ perceptions of their courses, perceived engagement, as well as perceived impact of the course on learning outcomes and on STEM aspirations. We also look for differences among these constructs across various student groups. Our findings support the conclusion that active learning activities can foster equitable learning environments in undergraduate STEM courses.

Authors

• Ying-Fang Chen, University of California - Berkeley

• Christina Morales, University of California - Berkeley

• Catherine Halversen, University of California - Berkeley

• Lynn Uyen Tran, National Science Foundation

• Aparajita Pande, Lawrence Hall of Science, University of California - Berkeley