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Enhancing Diversity in College Science with Active Learning

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Active Learning in College Science

Abstract

Growing evidence supports active learning as a more effective means for teaching students than the traditional, arena-style lecturing that has dominated teaching in higher education for centuries. Among the documented benefitting student populations are those students who are underrepresented in science, technology, engineering, and mathematics (STEM) fields, such as women, racial/ethnic minorities, students “at risk” of failing or withdrawing from the class based on incoming preparation, among others. In this chapter, I describe why and how active learning, coupled with equitable teaching strategies, effectively enhances diversity in college science classes. I conclude with suggested approaches to evaluating the “climate” of your own classroom. Through the use of evidence-based resources and pedagogies, instructors can foster an inclusive environment for teaching and learning in undergraduate STEM.

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Acknowledgments

Thanks to Scott E. Lewis, Shima Salehi, and Timothy McKay for critical insights that improved the quality of the chapter.

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Authors and Affiliations

  1. Department of Biological Sciences, Auburn University, Auburn, AL, USA

    Cissy J. Ballen

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  1. Cissy J. Ballen
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  1. Departments of Biological Sciences and Science Education, California State University, Chico, CA, USA

    Joel J. Mintzes

  2. Science Learning Associates, Wrightsville Beach, NC, USA

    Joel J. Mintzes

  3. Department of Biological Sciences and Center for STEM Education, California State University, Fresno, CA, USA

    Emily M. Walter

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Ballen, C.J. (2020). Enhancing Diversity in College Science with Active Learning. In: Mintzes, J.J., Walter, E.M. (eds) Active Learning in College Science. Springer, Cham. https://doi.org/10.1007/978-3-030-33600-4_54

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