Fostering Equitable Outcomes in Introductory Biology Courses through Use of a Dual Domain Pedagogy.

Fostering Equitable Outcomes in Introductory Biology Courses through Use of a Dual Domain Pedagogy. CBE Life Sci Educ. 2020 Mar;19(1):ar4 Authors: Bauer AC, Coffield VM, Crater D, Lyda T, Segarra VA, Suh K, Vigueira CC, Vigueira PA Abstract Recent studies demonstrate that significant learning gains can be achieved when instructors take intentional steps to address the affective components of learning. While such efforts enhance the outcomes of all students, they are particularly beneficial for students from underrepresented groups and can reduce performance gaps. In the present study, we examined whether intentional efforts to address the affective domain of learning (through growth mindset messaging) can synergize with best practices for addressing the cognitive domain (via active-learning strategies) to enhance academic outcomes in biology courses. We compared the impact of this two-pronged approach (known as dual domain pedagogy, or DDP) with that of two other pedagogies (lecture only or active learning only). Our results demonstrate that DDP is a powerful tool for narrowing performance gaps. DDP, but not active learning, eliminated the performance gap observed between Black and white students in response to lecture. While a significant gap between white and Latin@ students was observed in response to active learning (but not lecture), this gap was reduced by DDP. These findings demonstrate that DDP is an effective approach for pr...
Source: CBE Life Sciences Education - Category: Cytology Authors: Tags: CBE Life Sci Educ Source Type: research