Abstract
Our first two experiments on adapting a high-structure course model to an essentially open-enrollment university produced negative or null results. Our third experiment, however, proved more successful: performance improved for all students, and a large achievement gap that impacted underrepresented minority students under traditional lecturing closed. Although the successful design included preclass preparation videos, intensive active learning in class, and weekly practice exams, student self-report data indicated that total study time decreased. Faculty who have the grit to experiment and persevere in making evidence-driven changes to their teaching can reduce the inequalities induced by economic and educational disadvantage.
Highlights
Our answer to that question is straightforward
Impressed with accumulating evidence on the efficacy of active learning, the first author set out to implement a high-structure course design with the goal of improving student outcomes compared with her lecture-based class
The high-structure format—modeled closely after course designs that had been successful at flagship public universities [2,3] and at a highly selective private institution [9]—was not helping Eastern Michigan University (EMU) students
Summary
Our answer to that question is straightforward. To implement evidence-based teaching strategies effectively, faculty will need to pursue the same approach that they use when adopting a new technology in their bench or field research. Impressed with accumulating evidence on the efficacy of active learning, the first author set out to implement a high-structure course design with the goal of improving student outcomes compared with her lecture-based class.
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