Analysis of student performance in large-enrollment life science courses

CBE Life Sciences Education

Volumn 11, Issue 4, 2012, Pages 386-391

  Creech, Leah Renée ^a   Sweeder, Ryan D ^a  

^a MICHIGAN STATE UNIVERSITY   (United States)

Author keywords

[No Author keywords available]

Indexed keywords

ARTICLE; BIOMEDICINE; CURRICULUM; EDUCATION; FEMALE; HUMAN; MALE; STANDARD; STATISTICAL MODEL; STUDENT; UNITED STATES; UNIVERSITY;

BIOLOGICAL SCIENCE DISCIPLINES; CURRICULUM; EDUCATIONAL MEASUREMENT; FEMALE; HUMANS; LINEAR MODELS; MALE; MICHIGAN; STUDENTS; UNIVERSITIES;

EID: 84871351173     PISSN: None     EISSN: 19317913     Source Type: Journal    
DOI: 10.1187/cbe.12-02-0019     Document Type: Article

References (23)

1. Astin AW (1993).What Matters in College? San Francisco: Jossey-Bass Publishers.
2. Beichner R et al. (1999). Case study of the physics component of an integrated curriculum. Am J Phys 67, S16-S24.
3. Beyer S (1999). Gender differences in the accuracy of grade expectancies and evaluations. Sex Roles 41, 279-296.
4. Boyer Commission (1998). Reinventing Undergraduate Education: A Blueprint for America's Research Universities, Stony Brook: State University of New York at Stony Brook.
5. Brownlow S, Jacobi T, Rogers M (2000). Science anxiety as a function of gender and experience. Sex Roles 42, 119-131.
6. Cheng W, Ickes W (2009). Conscientiousness and self-motivation as mutually compensatory predictors of university-level GPA. Person Individual Diff 47, 817-822.
7. Fox MF, Firebaugh G (1992). Confidence in science: the gender gap. Soc Sci Q 73, 101-113.
8. Griffith AL (2010). Persistence of women and minorities in STEM field majors: is it the school that matters? Econ Educ Rev 29, 911-922.
9. Inkelas KK, Soldner M, Longerbeam SD, Leonard JB (2008). Differences in student outcomes by types of living-learning programs: the development of an empirical typology. Res High Educ 49, 495-512.
10. Kokkelenberg EC, Dillon M, Christy SM (2008). The effects of class size on student grades at a public university. Econ Educ Rev 27, 221-233.
11. Miyake A, Kost-Smith LE, Finkelstein ND, Pollock SJ, Cohen GL, Ito TA (2010). Reducing the gender achievement gap in college science: a classroom study of values affirmation. Science 330, 1234-1237.
12. National Academy of Sciences, National Academy of Engineering, and the Institute of Medicine (2007). Rising above the Gathering Storm: Energizing and Employing America for a Brighter Economic Future, Committee on Prospering in the Global Economy of the 21st Century: An Agenda for American Science and Technology, Washington, DC: National Academies Press.
13. National Research Council (2003). BIO2010: Transforming Undergraduate Education for Future Research Biologists, Committee on Undergraduate Biology Education to Prepare Research Scientists for the 21st Century,Washington, DC: National Academies Press.
14. Nowell A, Hedges LV (1998). Trends in gender differences in academic achievement from 1960 to 1994: an analysis of differences in mean, variance, and extreme scores. Sex Roles 39, 21-43.
15. Ost B (2010). The role of peers and grades in determining major persistence in the sciences. Econ Educ Rev 29, 923-934.
16. Rauschenberger MM, Sweeder RD (2010). Gender performance differences in biochemistry. Biochem Mol Biol Educ 38, 380-384.
17. Seymour E, Hewitt NM (1997). Talking About Leaving: Why Undergraduates Leave the Sciences, Boulder, CO:Westview Press.
18. Solnick SJ (1995). Changes inwomen's majors from entrance to graduation at women's and coeducational colleges. Indust Labor Relat Rev 48, 505-514.
19. Springer L, Stanne ME, Donovan SS (1999). Effects of small-group learning on undergraduates in science, mathematics, engineering, and technology: a meta-analysis. Rev Educ Res 69, 21-51.
20. SPSS (2010). SPSS Statistics for Windows (version 19.0), Chicago, IL: IBM.
21. Stassen MLA (2003). Student outcomes: the impact of varying livinglearning community models. Res High Educ 44, 581-613.
22. Turner RC, Lindsay HA (2003). Gender differences in cognitive and noncognitive factors related to achievement in organic chemistry. J Chem Educ 80, 563-568.
23. Wright R, Cotner S, Winkel A (2009). Minimal impact of organic chemistry prerequisite on student performance in introductory biochemistry. CBE Life Sci Educ 8, 44-54.