Standardized measures of intelligence, ability, or achievement are all measures of acquired knowledge and skill and have consistent relationships with multiple facets of success in life, including academic and job performance.
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This study presents the first qualitative investigation into the perspectives of a diverse group of faculty members who have developed and taught course-based undergraduate research experiences (CUREs) stemming from their own research interests. The faculty participants reported a number of faculty benefits that can result from a CURE, identified a variety of challenges to implementing CUREs, and speculated about the attributes of a successful CURE instructor.
A meta-analysis of five popular study strategies shows that students may benefit from training to use them most effectively.
Performance gaps between genders and other minoritized groups may be closed with a 30-minute exercise that allows students to address their fears of “not belonging” and identify how they have or will overcome challenges in college.
Using their experience with initiatives at The Howard Hughes Medical Institute (HHMI), the authors offer three suggestions to guide a concerted national strategy for “doubling down” on the persistence of minoritized students in science. They argue that by insisting that institutions take responsibility for creating inclusive campuses, leveraging successful models through adaptation and adoption, and aligning strategies across the STEM ecosystem, instructors can double the persistence of students from all backgrounds in STEM.
When making grading decisions in a simulated setting, the majority of TAs’ grading considerations focused on correctness and did not encourage expert-like approaches.