ArticleCBE life sciences education2017
A Bridge to Active Learning: A Summer Bridge Program Helps Students Maximize Their Active-Learning Experiences and the Active-Learning Experiences of Others.
Article in CBE life sciences education, 2017. The graph could read no effect estimate from its abstract, so it casts no vote on the map. Cited by 13 papers.
What it found
Each row is one number read from the abstract, on the scale the paper reported it, with its interval. Left of the dashed line favours the treatment, right favours the comparator. Under each row is the sentence it came from. New to these charts? A ten-minute tutorial.
The abstract states no effect estimate the extractor could read, or names no intervention and outcome on the map, so this paper lights no cell and moves no belief. It is still indexed, cited and linked below.
The trial behind it
Trials whose registry record cites this paper, or whose number appears in the abstract. A trial that started after this paper was published is citing it as background, not reporting it.
Neither the registry nor the abstract names a trial number. If this is a trial report, that itself is worth knowing.
Who cites it
13 citing papers in PubMed, 40 citations in OpenAlex.
- Time spent on active learning activities does not necessarily correlate with student exam performance: a controlled case study.Journal of microbiology & biology education · 2024Article
- Running a successful STEMM summer program: A week-by-week guide.Journal of cellular physiology · 2024Review
- Christian Student Experiences During Peer Interactions in Undergraduate Biology Courses.CBE life sciences education · 2024Article
- Demystifying the Meaning of Active Learning in Postsecondary Biology Education.CBE life sciences education · 2020Article
- Scientist Spotlights: Online assignments to promote inclusion in Ecology and Evolution.Ecology and evolution · 2020Article
- An Exploratory Study of Students with Depression in Undergraduate Research Experiences.CBE life sciences education · 2020Article
- Fear of Negative Evaluation and Student Anxiety in Community College Active-Learning Science Courses.CBE life sciences education · 2020Article
- The Impact of Broadly Relevant Novel Discoveries on Student Project Ownership in a Traditional Lab Course Turned CURE.CBE life sciences education · 2019Article
- Investigating Undergraduate Biology Students' Science Identity Production.CBE life sciences education · 2019Article
- The influence of active learning practices on student anxiety in large-enrollment college science classrooms.International journal of STEM education · 2018Article
- Building an Inclusive Classroom.Journal of undergraduate neuroscience education : JUNE : a publication of FUN, Faculty for Undergraduate Neuroscience · 2018Article
- Building Better Bridges into STEM: A Synthesis of 25 Years of Literature on STEM Summer Bridge Programs.CBE life sciences education · 2017Article
- Using Expectancy Value Theory as a Framework to Reduce Student Resistance to Active Learning: A Proof of Concept.Journal of microbiology & biology education · 2017Article
Corrections and comments
PubMed lists nothing against this paper. Absence here is not a guarantee, only a check that was made.
Authors and funding
3 authors at 1 institution in 1 country.
Funding
No grant is acknowledged in the PubMed record.
Abstract
National calls to improve student academic success in college have sparked the development of bridge programs designed to help students transition from high school to college. We designed a 2-week Summer Bridge program that taught introductory biology content in an active-learning way. Through a set of exploratory interviews, we unexpectedly identified that Bridge students had developed sophisticated views of active learning, even though this was not an explicit goal of the program. We conducted an additional set of semistructured interviews that focused on active learning and compared the interviews of Bridge students with those from non-Bridge students who had been eligible for but did not participate in the program. We used the constant comparative method to identify themes from the interviews. We found that Bridge students perceived that, because they knew how to approach active learning and viewed it as important, they benefited more from active learning in introductory biology than non-Bridge students. Specifically, Bridge students seemed to be more aware of their own learning gains from participating in active learning. Compared with the majority of non-Bridge students, the majority of Bridge students described using a greater variety of strategies to maximize their experiences in active learning. Finally, in contrast to non-Bridge students, Bridge students indicated that they take an equitable approach to group work. These findings suggest that we may be able to prime students to maximize their own and other's experiences in active learning.
Indexed as
Identifiers
What OpenQuestion holds
Registered trials
Read under generation 80e0d062 · epoch 390. Bibliography from PubMed, PubMed Central and OpenAlex; grants from NIH RePORTER; trial links from ClinicalTrials.gov; estimates, votes and beliefs from the OpenQuestion graph.