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<p>Active learning can raise course outcomes, while reducing outcome disparities for racially/ethnically underrepresented (UR) students. This study (<i>N</i> = 1120) examined whether these benefits extend to an undergraduate engineering calculus course modified from traditional lecture to two active-learning formats. The Emporium format included online lessons with problem-solving. The Emporium + format added cooperative learning. All enrolled students with complete data were included in analyses, using a cross-sectional design over 8&#xa0;years. With traditional lecture, course grades were lower for UR than non-UR students. With active learning, these differences went away. Compared to lecture, UR students’ grades increased in Emporium + , and non-UR students’ grades increased in both Emporium formats. Failure/withdrawal rates remained unchanged. Prior standardized test scores were lower for UR students, but only predicted grades with traditional lecture. Applying structural course changes that increase active learning can diminish systemic differences for UR students and support learning overall.</p>

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Active Learning Increases Gateway Engineering Course Outcomes and Closes Preparation Gap for Underrepresented Students

  • 期刊论文

  • 发表日期：

    2025年9月23日

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  • Marci S. DeCaro,
  • Katherine G. Golway,
  • Campbell R. Bego,
  • Shannon N. Derkson,
  • Jeffrey L. Hieb

摘要

Active learning can raise course outcomes, while reducing outcome disparities for racially/ethnically underrepresented (UR) students. This study (N = 1120) examined whether these benefits extend to an undergraduate engineering calculus course modified from traditional lecture to two active-learning formats. The Emporium format included online lessons with problem-solving. The Emporium + format added cooperative learning. All enrolled students with complete data were included in analyses, using a cross-sectional design over 8 years. With traditional lecture, course grades were lower for UR than non-UR students. With active learning, these differences went away. Compared to lecture, UR students’ grades increased in Emporium + , and non-UR students’ grades increased in both Emporium formats. Failure/withdrawal rates remained unchanged. Prior standardized test scores were lower for UR students, but only predicted grades with traditional lecture. Applying structural course changes that increase active learning can diminish systemic differences for UR students and support learning overall.