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Enhancing Diversity in Undergraduate Science: Self-Efficacy Drives Performance Gains with Active Learning

Cissy J. Ballen

Department of Ecology & Evolutionary Biology, Cornell University, Ithaca, NY 14853

Department of Biology Teaching and Learning, University of Minnesota, Minneapolis, MN 55455

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,

Graduate School of Education, Stanford University, Stanford, CA 94305

Department of Physics, Stanford University, Stanford, CA 94305

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Graduate School of Education, Stanford University, Stanford, CA 94305

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,

Jeremy B. Searle

Department of Ecology & Evolutionary Biology, Cornell University, Ithaca, NY 14853

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, and

Kelly R. Zamudio

Department of Ecology & Evolutionary Biology, Cornell University, Ithaca, NY 14853

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Erin L. Dolan, Monitoring Editor

Published Online:15 Mar 2018https://doi.org/10.1187/cbe.16-12-0344

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Vol. 16, No. 4

December 01, 2017

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Downloads: 3958

Citations: 171

History

Submitted: 9 December 2016

Revised: 3 July 2017

Accepted: 11 July 2017

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Information

© 2017 C. J. Ballen et al. CBE—Life Sciences Education © 2017 The American Society for Cell Biology. This article is distributed by The American Society for Cell Biology under license from the author(s). It is available to the public under an Attribution–Noncommercial–Share Alike 3.0 Unported Creative Commons License (http://creativecommons.org/licenses/by-nc-sa/3.0).

We thank P. Lepage, L. Sanfilippo, A. Godert, E. Balko, and Cornell’s Office of Undergraduate Biology and Center for Teaching Excellence for course support; F. Vermeylen for statistical advice; M. Clarkberg for help with student data; and H. W. Greene, M. L. Smith, L. Sanfilippo, A. Godert, G. Trujillo, and the Wieman lab for comments on the manuscript. This work was approved by IRB protocol number 1410005010 and funded by the College of Arts and Sciences, Cornell University.