NRO Scholarship of Teaching and Learning grant

Within STEM education at universities, active learning is considered “state of the art” because it engages students in course material and content. However, there are also concerns because an active learning approach can cause anxiety, lower self-esteem and stress especially among female students, due to negative peer evaluation. A recent study by Aguillon et al. (2020) found that these strategies primarily benefit male students, rather than promoting gender equity. This project aims to critically assess and test best practices for gender-inclusive active learning environments.

The purpose of this project is to improve student engagement and learning in an introductory chemistry course through two different group activities. Puzzle making and complex problem solving in small student groups will be compared over an eight-week period. Expected results include improved peer engagement in puzzle making with similar final exam scores. The study uses mixed methods and teaching staff will receive training to ensure proper support. The study will provide valuable insights into optimizing students' experiences in science subjects.

Diversity in higher education can be a challenge for collaborative learning. Diverse groups can struggle to form common ground and build trust between group members. However, diversity can also be a resource for collaborative learning if the diverse perspectives within a group are articulated and acknowledged. Individual and collective reflexivity can help raise awareness about personal perspectives in relation to others, as a step toward developing trust and common ground for productive collaboration. In this project, we are developing an evidence-based game for reflexivity to encourage collaborative learning in a diverse student population.