Bar graph depicting differences in active and passive study strategy use across biology courses. From: Ewell, S. N., Driessen, E. P., Grogan, W., Johnston, Q., Ferdous, S., Mehari, Y., Peart, A., Seibenhener, M., & Ballen, C. J. (2023). A comparison of study behaviors and metacognitive evaluation used by biology students. CBE Life Sciences Education
We conduct discipline-based education research with a focus on undergraduate biology education research. While our interests are broad, current research in the lab fits within the following framework:
Personal, social and contextual factors that influence study behaviors, academic help-seeking, and metacognition
Student study behaviors, academic help-seeking, and metacognition are predictors of academic performance. In the lab, we critically examine the personal, social and contextual factors that influence student use of effective study behaviors, encourage academic help-seeking, and encourage metacognition. Examples include syllabus construction, neurodiversity, teaching methods, teaching format (in-person vs. online), assessment styles, beliefs about learning, test anxiety, and peer influence.
Factors that promote student engagement in active learning
Active learning can positively impact student learning. However, inconsistent implementation of active learning techniques could result in some students having more opportunities to engage with the content while simultaneously disadvantaging other students. The lab is interested in identifying strategies that will optimize active learning for all students.
Enhancing undergraduate neuroscience education
Our research also focuses on enhancing undergraduate neuroscience education, with particular emphasis on student experiences, active learning, and persistence in the field. The lab is deeply interested in understanding how students engage with complex neuroscience concepts, and how teaching methods can foster deeper learning and critical thinking. We explore the impact of active learning strategies, such as collaborative projects and hands-on activities, on student retention and success. Additionally, we investigate factors that influence persistence, including how early educational experiences shape long-term interest in neuroscience careers. Ultimately, we aim to contribute to the development of more effective and inclusive neuroscience curricula that support student growth, retention, and success.
AhEAA
AM majors from various backgrounds and academic y
Personal, social and contextual factors that influence study behaviors, academic help-seeking, and metacognition
Student study behaviors, academic help-seeking, and metacognition are predictors of academic performance. In the lab, we critically examine the personal, social and contextual factors that influence student use of effective study behaviors, encourage academic help-seeking, and encourage metacognition. Examples include syllabus construction, neurodiversity, teaching methods, teaching format (in-person vs. online), assessment styles, beliefs about learning, test anxiety, and peer influence.
Factors that promote student engagement in active learning
Active learning can positively impact student learning. However, inconsistent implementation of active learning techniques could result in some students having more opportunities to engage with the content while simultaneously disadvantaging other students. The lab is interested in identifying strategies that will optimize active learning for all students.
Enhancing undergraduate neuroscience education
Our research also focuses on enhancing undergraduate neuroscience education, with particular emphasis on student experiences, active learning, and persistence in the field. The lab is deeply interested in understanding how students engage with complex neuroscience concepts, and how teaching methods can foster deeper learning and critical thinking. We explore the impact of active learning strategies, such as collaborative projects and hands-on activities, on student retention and success. Additionally, we investigate factors that influence persistence, including how early educational experiences shape long-term interest in neuroscience careers. Ultimately, we aim to contribute to the development of more effective and inclusive neuroscience curricula that support student growth, retention, and success.
AhEAA
AM majors from various backgrounds and academic y
