Designing Gateway Statistics and Chemistry Courses for Today’s Students: Case Studies of Postsecondary Course Innovations

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dc.contributor.authorPeters, Vanessa
dc.contributor.authorPakhira, Deblina
dc.contributor.authorWhite, Latia
dc.contributor.authorFennelly-Atkinson, Rita
dc.contributor.authorMeans, Barbara
dc.date.accessioned2022-10-24T20:24:35Z
dc.date.available2022-10-24T20:24:35Z
dc.date.issued2022-08
dc.description.abstractScholars of teaching and learning examine the impacts of pedagogical decisions on students’ learning and course success. In this report, we describes findings from case studies of eight innovative postsecondary introductory statistics and general chemistry courses that have evidence of improving student completion rates for minoritized and low-income students. The goal of the case studies was to identify the course design elements and pedagogical practices that were implemented by faculty. To identify courses, Digital Promise sought nominations from experts in statistics and chemistry education and reviewed National Science Foundation project abstracts in the Improving Undergraduate STEM Education (IUSE) program. The case studies courses were drawn from 2- and 4-year colleges and were implemented at the level of individual instructors or were part of a department or college-wide intervention. Among the selected courses, both introductory statistics (n = 5) and general chemistry (n = 3) involved changes to the curriculum and pedagogy. Curricular changes involved a shift away from teaching formal mathematical and chemical equations towards teaching that emphasizes conceptual understanding and critical thinking. Pedagogical changes included the implementation of peer-based active learning, formative practice, and supports for students’ metacognitive and self-regulation practices.en_US
dc.description.sponsorshipThis work was supported with funds from the Bill & Melinda Gates Foundation. Any opinions, findings, conclusions, or recommendations are those of the authors and do not necessarily reflect the position, policy, or endorsement of their organization or the funding agency.en_US
dc.identifier.otherDOI: https://doi.org/10.51388/20.500.12265/162
dc.identifier.urihttp://hdl.handle.net/20.500.12265/162
dc.language.isoen_USen_US
dc.publisherDigital Promiseen_US
dc.subjectpedagogyen_US
dc.subjectpostsecondaryen_US
dc.subjectstatistics educationen_US
dc.subjectchemistryen_US
dc.subjecteducationen_US
dc.subjectcourse designen_US
dc.titleDesigning Gateway Statistics and Chemistry Courses for Today’s Students: Case Studies of Postsecondary Course Innovationsen_US
dc.typeTechnical Reporten_US

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