How and for Whom Does Increasing Course Structure Work?
2014
Does increased course structure help particular college students? This article in CBE-Life Sciences Education examines how increasing course structure can better support students from all backgrounds, but especially students from under-represented minority groups.
The authors find that a "moderate-structure" course increased course performance for all student populations, working disproportionately well for Black and first-generation students. In the study, "moderate-structure" halved the Black-white achievement gap and closed the achievement gap between first-generation students and their continuing-generation peers. Students reported completing assigned readings more frequently, spending more time studying for class, and feeling an increased sense of community in the course.
How did the authors define increased course structure? Increased course structure included preparatory assignments, student in-class engagement, and review assignments. In a "moderate-structure" class, assignments could be graded or ungraded, and included a variety of approaches like guided reading questions, prepartory homework, and active-learning activities during class itself. This article can serve as a guide for equity-minded educators who are adapting the organization and structure of their courses to support a greater number of students.
How and for Whom Does Increasing Course Structure Work?
Source:
Eddy SL, Hogan KA. Getting Under the Hood: How and for Whom Does Increasing Course Structure Work? CBE-Life Sciences Education 2014; 13(3): 453-468. DOI: https://doi.org/10.1187/cbe.14-03-0050.