Open Access. Powered by Scholars. Published by Universities.®
- Institution
- Publication
- Publication Type
Articles 1 - 4 of 4
Full-Text Articles in Education
Factors In The Probability Of Covid-19 Transmission In University Classrooms, Charles Connor
Factors In The Probability Of Covid-19 Transmission In University Classrooms, Charles Connor
Numeracy
University students and faculty members need an effective strategy to evaluate and reduce the probability that an individual will become infected with COVID-19 as a result of classroom interactions. Models are developed here that consider the probability an individual will become infected as a function of: prevalence of the disease in the university community, number of students in class, number of class meetings, and transmission rate in the classroom given the presence of an infected individual. Absolute probabilities that an individual will become infected in a classroom environment cannot be calculated because some of these factors have unknown values. Nevertheless, …
Smaller Classes Promote Equitable Student Participation In Stem, Cissy J. Ballen, Stepfanie M. Aguillon, Azza Awwad, Anne E. Bjune, Daniel Challou, Abby Grace Drake, Michelle Driessen, Aziza Ellozy, Vivian E. Ferry, Emma E. Goldberg, William Harcombe, Steve Jensen, Christian Jørgensen, Zoe Koth, Suzanne Mcgaugh, Caroline Mitry, Bryan Mosher, Hoda Mostafa, Renee H. Petipas, Paula A.G. Soneral, Shana Watters, Deena Wassenberg, Stacey L. Weiss, Azariah Yonas, Kelly R. Zamudio, Sehoya Cotner
Smaller Classes Promote Equitable Student Participation In Stem, Cissy J. Ballen, Stepfanie M. Aguillon, Azza Awwad, Anne E. Bjune, Daniel Challou, Abby Grace Drake, Michelle Driessen, Aziza Ellozy, Vivian E. Ferry, Emma E. Goldberg, William Harcombe, Steve Jensen, Christian Jørgensen, Zoe Koth, Suzanne Mcgaugh, Caroline Mitry, Bryan Mosher, Hoda Mostafa, Renee H. Petipas, Paula A.G. Soneral, Shana Watters, Deena Wassenberg, Stacey L. Weiss, Azariah Yonas, Kelly R. Zamudio, Sehoya Cotner
Biological Sciences Faculty Publications
As science, technology, engineering, and mathematics (STEM) classrooms in higher education transition from lecturing to active learning, the frequency of student interactions in class increases. Previous research documents a gender bias in participation, with women participating less than would be expected on the basis of their numeric proportions. In the present study, we asked which attributes of the learning environment contribute to decreased female participation: The abundance of in-class interactions, the diversity of interactions, the proportion of women in class, the instructor's gender, the class size, and whether the course targeted lower division (first and second year) or upper division …
Navigating Large Foundational Classes: Providing Scalable Infrastructure For Next Generation Blended Learning Classrooms To Enhance Student Learning Outcomes, Access And Choice, Nick Baker
Centre for Teaching and Learning Reports
Universities across the Province and around the world are struggling to meet the challenges of supporting a rapidly expanding, diverse, digitally literate, and time - poor student population who view education as a service for which they are paying (Garrison & Kanuka, 2004). As class sizes continue to grow and public funds available for expansion of physical campuses decline, there is an urgent need for universities to seek innovative and efficient approaches to utilisation of their existing spaces, leveraging technological and pedagogical advances to continue to provide high quality learning experiences for increasing numbers of students (Bates and Sangra, 2011; …
The Impact Of Class Size On Outcomes In Higher Education, James Monks, Robert M. Schmidt
The Impact Of Class Size On Outcomes In Higher Education, James Monks, Robert M. Schmidt
Economics Faculty Publications
Numerous studies have investigated the impact of class size on student outcomes. This analysis contributes to this discussion by isolating the impact of class size on student outcomes in higher education by utilizing a natural experiment at a selective institution which enables the estimation of class size effects conditional on the total number of students taught by a faculty member. We find that class size negatively impacts student assessments of courses and instructors. Large classes appear to prompt faculty to alter their courses in ways deleterious to students.