STEM Education Literature

STEM Gaps

These papers document gaps in STEM student performance and offer suggestions for reducing and closing them

Systemic advantage has a meaningful
relationship with grade outcomes in students’
early STEM courses at six research universities

A Multi-institutional Cluster Analysis to Identify Groups of Courses with Exemplary Opportunity Gaps for Undergraduate Students in the Biological Sciences

STEM faculty who believe ability is fixed have larger racial achievement gaps and inspire less student motivation in their classes

Understanding persistent gender gaps in STEM

EBIPs Usage

These papers describe how EBIPs are used by faculty in college STEM courses

Anatomy of STEM teaching in North American universities

Factors Influencing the Use of Evidence-based Instructional Practices by Community College Biology Instructors

Awareness and Adoption of Evidence-Based Instructional Practices by STEM Faculty in the UAE and USA

Early-career faculty practice learner-centered
teaching up to 9 years after postdoctoral
professional development

Experience with Scientific Teaching in Face-to-Face Settings Promoted Usage of Evidence-Based Practices during Emergency Remote Teaching

Barriers to Using EBIPs

These papers discuss reasons why faculty may not adopt EBIPs in college STEM courses

Exploring Barriers to the Use of
Evidence-Based Instructional Practice

Barriers to Faculty Pedagogical Change: Lack of Training, Time, Incentives, and. . .Tensions with Professional Identity?

Barriers to student active learning in higher education

Evidence-Based Strategies to Reduce Student Resistance to Active Learning

Faculty Perceptions About Barriers to Active Learning

Active Learning

These papers explore the benefits of using active learning in college STEM courses

Active learning increases student performance in science, engineering, and mathematics

Active learning narrows achievement gaps for underrepresented students in undergraduate science, technology, engineering, and math

Measuring actual learning versus feeling of learning in response to being actively engaged in the classroom

Prescribed Active Learning Increases Performance in Introductory Biology

Evidence-based teaching practices correlate with increased exam performance in biology

Does Active Learning Work? A Review of the Research

High Structure Course Design

These papers showcase the benefits of using high structure course design in college STEM courses

Increased Structure and Active Learning Reduce the Achievement Gap in Introductory Biology

Getting Under the Hood: How and for Whom Does Increasing Course Structure Work?

Improving Academic Performance, Belonging, and Retention through Increasing Structure of an Introductory Biology Course

Student performance in and perceptions of a high structure undergraduate human anatomy course

High Structure Course Design for Chemical Engineering