Demonstrating the impact of classroom transformation on the inequality in DFW rates (“D” or “F” grade or withdraw) for first-time freshmen, females, and underrepresented minorities through a decadal study of introductory geology courses-Reference-Cited by-同舟云学术

Demonstrating the impact of classroom transformation on the inequality in DFW rates (“D” or “F” grade or withdraw) for first-time freshmen, females, and underrepresented minorities through a decadal study of introductory geology courses

Published:2018-10-02 Issue:4 Volume:66 Page:304-318
ISSN:1089-9995
Container-title:Journal of Geoscience Education
language:en
Short-container-title:Journal of Geoscience Education

Author:

Roberts Jennifer A.¹,Olcott Alison N.¹,McLean Noah M.¹,Baker Gregory S.¹,Möller Andreas¹^ORCID

Affiliation:

1. Department of Geology, University of Kansas, Lawrence, Kansas 66045

Funder

University of Kansas Internal Review Board

Publisher

Informa UK Limited

Subject

General Earth and Planetary Sciences,Education

Link

https://www.tandfonline.com/doi/pdf/10.1080/10899995.2018.1510235

Reference58 articles.

1. Coupled collaborative in-class activities and individual follow-up homework promote interactive engagement and improve student learning outcomes in a college-level Environmental Geology course

2. Conceptual Learning Outcomes of Virtual Experiential Learning: Results of Google Earth Exploration in Introductory Geoscience Courses

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