EEB Tuesday Seminar Series - Applying high-structure and study skills training to support students’ learning

Description: Research has shown that active learning and high structure can reduce disparities in learning outcomes by 40-60% across STEM courses (Theobald et al. 2020). Follow-up research is currently focused on two questions: 1) why are active learning and high-structure so effective in helping underprepared students, and 2) what additional interventions can close historical gaps even further? To achieve disproportionate benefits for underprepared students, the heads-and-hearts hypothesis focuses on increased deliberate practice and supportive learning environments, while the study-skills hypothesis emphasizes course designs based on learning objectives and advances in cognitive science. The literature shows that switching from traditional to evidence-based teaching leads to significantly higher student success.