Erratum to: Student Buy-In to Active Learning in a College Science Course (CBE Life Sci. Educ. [2016] 15, ar76; doi:10.1187/cbe.16-07-0212);Student buy-in to active learning in a college science course

CBE Life Sciences Education

Volumn 15, Issue 4, 2016, Pages 1-

  Cavanagh, Andrew J ^a   Aragón, Oriana R ^a,b   Chen, Xinnian ^c   Couch, Brian ^d   Durham, Mary ^d   Bobrownicki, Aiyana ^a   Hanauer, David I ^e   Graham, Mark J ^a  

^a YALE UNIVERSITY   (United States)

^b CLEMSON UNIVERSITY   (United States)

^c UNIVERSITY OF CONNECTICUT   (United States)

^d UNIVERSITY OF NEBRASKA   (United States)

^e INDIANA UNIVERSITY OF PENNSYLVANIA   (United States)

Author keywords

[No Author keywords available]

Indexed keywords

ADOLESCENT; ADULT; CURRICULUM; DEMOGRAPHY; EDUCATION; EDUCATIONAL MODEL; FEMALE; HUMAN; INTERPERSONAL COMMUNICATION; MALE; PROBLEM BASED LEARNING; SCIENCE; STUDENT; UNIVERSITY; YOUNG ADULT;

ADOLESCENT; ADULT; CURRICULUM; DEMOGRAPHY; FEMALE; HUMANS; MALE; MODELS, EDUCATIONAL; NEGOTIATING; PROBLEM-BASED LEARNING; SCIENCE; STUDENTS; UNIVERSITIES; YOUNG ADULT;

EID: 85003846572     PISSN: None     EISSN: 19317913     Source Type: Journal    
DOI: 10.1187/cbe.16-07-0212-corr     Document Type: Erratum

References (71)

1. Ajzen I (1991). The theory of planned behavior. Organ Behav Hum Decis Process 50, 179-211.
2. Aragón OR, Dovidio JF, Graham MJ (2016). Colorblind and multicultural ideologies are associated with faculty adoption of inclusive teaching practices. J Divers High Educ, doi: 10.1037/dhe0000026.
3. Armbruster P, Patel M, Johnson E, Weiss M (2009). Active learning and student-centered pedagogy improve student attitudes and performance in introductory biology. CBE Life Sci Educ 8, 203-213.
4. Bandura A (1989). Human agency in social cognitive theory. Am Psychol 44, 1175.
5. Braxton JM, Jones WA, Hirschy AS, Hartley HV (2008). The role of active learning in college student persistence. New Dir Teach Learn 2008, 71-83.
6. Brazeal KR, Brown TL, Couch BA (2016). Characterizing student preceptions and buy-in toward common formative assessment techniques. CBE Life Sci Educ 15, ar73.
7. Brewer MB, Gardner W (1996). Who is this “we”? Levels of collective identity and self representations. J Pers Soc Psychol 71, 83-93.
8. Brownell SE, Hekmat-Scafe DS, Singla V, Seawell PC, Imam JFC, Eddy SL, Stearns T, Cyert MS (2015). A high-enrollment course-based undergraduate research experience improves student conceptions of scientific thinking and ability to interpret data. CBE Life Sci Educ 14, ar21.
9. Chen X, Kimball K, Frederick J, Graham MJ (2013). Training TAs in scientific teaching for the human physiology and anatomy laboratory. Adv Physiol Educ 37, 436-439.
10. Chi MT, Wylie R (2014). The ICAP framework: linking cognitive engagement to active learning outcomes. Educ Psychol 49, 219-243.
11. Cialdini RB, Kallgren CA, Reno RR (1991). A focus theory of normative conduct: a theoretical refinement and reevaluation of the role of norms in human behavior. Adv Exp Soc Psychol 24, 201-234.
12. Connell G, Donovon D, Chambers C (2016). Increasing the use of student-centered pedagogies from moderate to high improves student learning and attitudes about biology. CBE Life Sci Educ 15, ar3.
13. Couch BA, Brown TL, Schelpat TJ, Graham MJ, Knight JK (2015). Scientific teaching: defining a taxonomy of observable practices. CBE Life Sci Educ 14, ar9.
14. Crossgrove K, Curran KL (2008). Using clickers in nonmajors-and majors-level biology courses: student opinion, learning, and long-term retention of course material. CBE Life Sci Educ 7, 146-154.
15. DiBenedetto MK, Bembenutty H (2013). Within the pipeline: self-regulated learning, self-efficacy, and socialization among college students in science courses. Learn Individ Differ 23, 218-224.
16. Dolan EL (2015). Biology education research 2.0. CBE Life Sci Educ 14, ed1.
17. Duncan TG, McKeachie WJ (2005). The making of the motivated strategies for learning questionnaire. Educ Psychol 40, 117-128.
18. Dunlosky J, Rawson KA, Marsh EJ, Nathan MJ, Willingham DT (2013). Improving students’ learning with effective learning techniques: promising directions from cognitive and educational psychology. Psychol Sci Public Interest 14, 4-58.
19. Dweck CS, Master A (2008). Self-theories motivate self-regulated learning. In: Motivation and Self-Regulated Learning: Theory, Research, and Applications, ed. DH Schunk and BJ Zimmerman, Erlbaum, 31-51.
20. Eagly AH, Chaiken S (1998). Attitude structure and function. In: Handbook of Social Psychology, vol. 1, 4th ed., ed. DT Gilbert, ST Fiske, and G Lindzey, Boston: McGraw-Hill, 269-322.
21. Eagly AH, Chen S, Chaiken S, Shaw-Barnes K (1999). The impact of attitudes on memory: an affair to remember. Psychol Bull 125, 64-89.
22. Eddy SL, Brownell SE, Thummaphan P, Lan M-C, Wenderoth MP (2015). Caution, student experience may vary: social identities impact a student’s experience in peer discussions. CBE Life Sci Educ 14, ar45.
23. Eddy SL, Hogan KA (2014). Getting under the hood: how and for whom does increasing course structure work? CBE Life Sci Educ 13, 453-468.
24. Education Commission of the States (1999). Comprehensive School Reform: Five Lessons from the Field, Denver, CO. http://files.eric.ed.gov/fulltext/ED439514.pdf (accessed 5 February 2015).
25. Estrada-Hollenbeck M, Woodcock A, Hernandez PR, Schultz P (2010). Toward a model of social influence that explains minority student integration into the scientific community. J Educ Psychol 103, 206.
26. Fredricks JA, Blumenfeld PC, Paris AH (2004). School engagement: potential of the concept, state of the evidence. Rev Educ Res 74, 59-109.
27. Freeman S, Eddy SL, McDonough M, Smith MK, Okoroafor N, Jordt H, Wenderoth MP (2014). Active learning increases student performance in science, engineering, and mathematics. Proc Natl Acad Sci USA 111, 8410-8415.
28. Freeman S, O’Connor E, Parks JW, Cunningham M, Hurley D, Haak D, Dirks C, Wenderoth MP (2007). Prescribed active learning increases perfor-mance in introductory biology. CBE Life Sci Educ 6, 132-139.
29. Gollwitzer PM (1993). Goal achievement: the role of intentions. Eur Rev Soc Psychol 4, 141-185.
30. Graham MJ, Frederick J, Byars-Winston A, Hunter AB, Handelsman J (2013). Increasing persistence of college students in STEM. Science 341, 1455-1456.
31. Gross D, Pietri ES, Anderson G, Moyano-Camihort K, Graham MJ (2015). Increased preclass preparation underlies student outcome improvement in the flipped classroom. CBE Life Sci Educ 14, ar36.
32. Hake RR (1998). Interactive-engagement versus traditional methods: a six-thousand-student survey of mechanics test data for introductory physics courses. Am J Physics 66, 64-74.
33. Handelsman J, Miller S, Pfund C (2007). Scientific Teaching, New York: Macmillan.
34. Hayes A (2013). Introduction to Mediation, Moderation, and Conditional Process Analysis, New York: Guilford.
35. Hunt DP, Haidet P, Coverdale JH, Richards B (2003). The effect of using team learning in an evidence-based medicine course for medical students. Teach Learn Med 15, 131-139.
36. Kahu ER (2013). Framing student engagement in higher education. Stud High Educ 38, 758-773.
37. Kearney P, Plax TG, Burroughs NF (1991). An attributional analysis of college students’ resistance decisions. Commun Educ 40, 325-342.
38. Kim YK, Sax LJ (2014). The effects of student-faculty interaction on academic self-concept: does academic major matter? Res High Educ 55, 780-809.
39. Krosnick JA, Petty RE (1995). Attitude strength: an overview. Attitude Strength: Antecedents and Consequences, 1st ed., Mahwah, NJ: Erlbaum, 1-24.
40. Kuh GD, Cruce TM, Shoup R, Kinzie J, Gonyea RM (2008). Unmasking the effects of student engagement on first-year college grades and per-sistence. J High Educ 79, 540-563.
41. Kuhn MH (1964). Major trends in symbolic interaction theory in the past twenty-five years. Sociol Q 5, 61-68.
42. Levin B (2000). Putting students at the centre in education reform. J Educ Change 1, 155-172.
43. Linn MC, Palmer E, Baranger A, Gerard E, Stone E (2015). Undergraduate research experiences: impacts and opportunities. Science 347, 1261757.
44. Machemer PL, Crawford P (2007). Student perceptions of active learning in a large cross-disciplinary classroom. Active Learn High Educ 8, 9-30.
45. Maslach C, Leiter MP (2008). Early predictors of job burnout and engagement. J Appl Psychol 93, 498.
46. Mega C, Ronconi L, De Beni R (2014). What makes a good student? How emotions, self-regulated learning, and motivation contribute to aca-demic achievement. J Educ Psychol 106, 121.
47. Micari M, Pazos P (2012). Connecting to the professor: impact of the student-faculty relationship in a highly challenging course. Coll Teach 60, 41-47.
48. Norcross JC, Krebs PM, Prochaska JO (2011). Stages of change. J Clin Psychol 67, 143-154.
49. Pfund C, Miller S, Brenner K, Bruns P, Chang A, Ebert-May D, Fagen AP, Gentile J, Gossens S, Khan IM, Labov JB (2009). Summer institute to improve university science teaching. Science 324, 470.
50. Pintrich PR (2003). A motivational science perspective on the role of student motivation in learning and teaching contexts. J Educ Psychol 95, 667.
51. Pintrich PR (2004). A conceptual framework for assessing motivation and self-regulated learning in college students. Educ Neuropsychol Rev 16, 385-407.
52. Pintrich PR, Smith DA, García T, McKeachie WJ (1993). Reliability and predictive validity of the Motivated Strategies for Learning Questionnaire (MSLQ). Educ Psychol Meas 53, 801-813.
53. Richardson M, Abraham C, Bond R (2012). Psychological correlates of university students’ academic performance: a systematic review and me-ta-analysis. Psychol Bull 138, 353.
54. Roediger HL, Pyc MA (2012). Inexpensive techniques to improve education: applying cognitive psychology to enhance educational practice. J Appl Res Mem Cogn 1, 242-248.
55. Rogers EM (2010). Diffusion of Innovations, Chicago: Simon and Schuster.
56. Seidel SB, Tanner KD (2013). “What if students revolt?” Considering student resistance: origins, options, and opportunities for investigation. CBE Life Sci Educ 12, 586-595.
57. Seymour E, Hunter AB, Laursen SL, DeAntoni T (2004). Establishing the benefits of research experiences for undergraduates in the sciences: first findings from a three-year study. Sci Educ 88, 493-534.
58. Singer SR, Nielsen NR, Schweingruber HA (2012). Discipline Based Education Research, Washington, DC: National Academies Press.
59. Tanner KD (2013). Structure matters: twenty-one teaching strategies to promote student engagement and cultivate classroom equity. CBE Life Sci Educ 12, 322-331.
60. Tinto V (2015). Through the eyes of students. J Coll Stud Ret Res Theory Pract, doi: 10.1177/1521025115621917.
61. Tornatzky LG, Klein KJ (1982). Innovation characteristics and innovation adoption-implementation: a meta-analysis of findings. IEEE Trans Eng Manage EM-29, 28-45.
62. Walker J, Cotner SH, Baepler PM, Decker MD (2008). A delicate balance: integrating active learning into a large lecture course. CBE Life Sci Educ 7, 361-367.
63. Wang M, Eccles J (2012). Adolescent behavioral, emotional, and cognitive engagement trajectories in school and their differential relations to edu-cational success. J Res Adolesc 22, 31-39.
64. Wang MT, Degol J (2013). Motivational pathways to STEM career choices: using expectancy-value perspective to understand individual and gen-der differences in STEM fields. Dev Rev 33, 304-340.
65. Welsh AJ (2012). Exploring undergraduates’ perceptions of the use of active learning techniques in science lectures. J Coll Sci Teach 42, 80-87.
66. Wigfield A, Eccles JS (2000). Expectancy-value theory of achievement motivation. Contemp Educ Psychol 25, 68-81.
67. Wolters CA, Hoops LD (2015). Self-Regulated Learning Interventions with At-Risk Youth: Enhancing Adaptability, Performance, and Well-Being, ed. T Cleary, Washington, DC: American Psychological Association, 67-68.
68. Young MR (2005). The motivational effects of the classroom environment in facilitating self-regulated learning. J Mark Educ 27, 25-40.
69. Yuretich RF (2004). Science classes. J Sci Teach 33, 40-45.
70. Zimmerman BJ, Schunk DH (2001). Self-Regulated Learning and Academic Achievement: Theoretical Perspectives, New York: Routledge.
71. Zumbrunn S, McKim C, Buhs E, Hawley LR (2014). Support, belonging, motivation, and engagement in the college classroom: a mixed method study. Instr Sci 42, 661-684.