Active Learning Increases Equity for Underrepresented Students in Undergraduate STEM

• In Event: AERA Roundtable Session 2
  In Roundtable Session: Fostering Deeper Learning and Engagement in Mathematics

Abstract

We tested the hypothesis that students from minoritized groups experience more equity in active learning STEM classrooms than in traditional lecturing classrooms. To do this, we systematically reviewed and analyzed exam score data from 15 studies (9,238 students) and passing rate data from 26 studies (44,606 students). We find that active learning increased equity in exam scores by 33% and equity in passing rates by 45%. The proportion of time that students spend on in-class activities was important: high intensity active learning was most equitable. We propose the Heads and Hearts Hypothesis which holds that equity is achievable when courses combine deliberate practice with inclusive teaching. Our results suggest that pedagogical innovations can increase equity in higher education.

Authors

• Elli Theobald, University of Washington - Seattle

• Scott Freeman, University of Washington - Seattle