Active learning has differential benefits for underserved students

We have had evidence that active learning teaching methods have more benefit for underserved populations than for majority groups (for example, I discussed the differential impact of active learning here). Just published in March in the Proceedings of the National Academy of Science is a meta-analysis of over 40 studies giving us the strongest argument yet: “Active learning narrows achievement gaps for underrepresented students in undergraduate science, technology, engineering, and math” at https://www.pnas.org/content/117/12/6476. I’ll remind everyone that a terrific resource for peer instruction in computer science is here: http://peerinstruction4cs.com/

Achievement gaps increase income inequality and decrease workplace diversity by contributing to the attrition of underrepresented students from science, technology, engineering, and mathematics (STEM) majors. We collected data on exam scores and failure rates in a wide array of STEM courses that had been taught by the same instructor via both traditional lecturing and active learning, and analyzed how the change in teaching approach impacted underrepresented minority and low-income students. On average, active learning reduced achievement gaps in exam scores and passing rates. Active learning benefits all students but offers disproportionate benefits for individuals from underrepresented groups. Widespread implementation of high-quality active learning can help reduce or eliminate achievement gaps in STEM courses and promote equity in higher education.