Inclusive and active pedagogies reduce academic outcome gaps and improve long-term performance.

ABSTRACT: We assessed the impacts of the implementation of inclusive and active pedagogical approaches in an introductory biology sequence at a large, public research university in the northeast United States. We compared academic performance between these sections with other sections of the same course where didactic approaches were used over a five-year period. We also compared this five-year period (2014-2018) with the previous five years of the same courses. Additionally, we also tracked the academic performance of the students from the sections where active learning and inclusive teaching were used, as well as the more conventionally taught (lecture-based) sections in future, mandatory biology courses. We found that the inclusively taught section of the first semester of introductory biology in

SUBMITTER: Dewsbury BM 

PROVIDER: S-EPMC9200326 | biostudies-literature | 2022

REPOSITORIES: biostudies-literature