ArticleCBE life sciences education2019
"What Will I Experience in My College STEM Courses?" An Investigation of Student Predictions about Instructional Practices in Introductory Courses.
Article in CBE life sciences education, 2019. The graph could read no effect estimate from its abstract, so it casts no vote on the map. Cited by 10 papers.
What it found
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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.
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Who cites it
10 citing papers in PubMed, 33 citations in OpenAlex.
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- Unveiling Concealable Stigmatized Identities in Class: The Impact of an Instructor Revealing Her LGBTQ+ Identity to Students in a Large-Enrollment Biology Course.CBE life sciences education · 2022Article
- Undergraduates' Experiences with Online and in-Person Courses Provide Opportunities for Improving Student-Centered Biology Laboratory Instruction.Journal of microbiology & biology education · 2022Article
- Predicting implementation of active learning by tenure-track teaching faculty using robust cluster analysis.International journal of STEM education · 2022Article
- Look Who's Talking: Teaching and Discourse Practices across Discipline, Position, Experience, and Class Size in STEM College Classrooms.Bioscience · 2021Article
- Christianity as a Concealable Stigmatized Identity (CSI) among Biology Graduate Students.CBE life sciences education · 2021Article
- Making a First Impression: Exploring What Instructors Do and Say on the First Day of Introductory STEM Courses.CBE life sciences education · 2021Article
- Relationships between the Religious Backgrounds and Evolution Acceptance of Black and Hispanic Biology Students.CBE life sciences education · 2020Article
Corrections and comments
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Authors and funding
9 authors at 3 institutions in 1 country.
Funding
No grant is acknowledged in the PubMed record.
Abstract
The instructional practices used in introductory college courses often differ dramatically from those used in high school courses, and dissatisfaction with these practices is cited by students as a prominent reason for leaving science, technology, engineering, and mathematics (STEM) majors. To better characterize the transition to college course work, we investigated the extent to which incoming expectations of course activities differ based on student demographic characteristics, as well as how these expectations align with what students will experience. We surveyed more than 1500 undergraduate students in large introductory STEM courses at three research-intensive institutions during the first week of classes about their expectations regarding how class time would be spent in their courses. We found that first-generation and first-semester students predict less lecture than their peers and that class size had the largest effect on student predictions. We also collected classroom observation data from the courses and found that students generally underpredicted the amount of lecture observed in class. This misalignment between student predictions and experiences, especially for first-generation and first-semester college students and students enrolled in large- and medium-size classes, has implications for instructors and universities as they design curricula for introductory STEM courses with explicit retention goals.
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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.