Equitable Group Work in Undergraduate Biology Courses: Leveraging a Complex Instruction Framework to Identify...

Area of Science:

• Undergraduate science education
• Biology pedagogy
• STEM education

Background:

• Group work is a common strategy to improve student learning and bridge opportunity gaps in undergraduate science.
• While beneficial, the effectiveness of group work in undergraduate biology can be improved with strategic implementation.
• Existing pedagogical approaches often present challenges that can hinder equitable learning experiences.

Purpose of the Study:

• To enhance the efficacy of group work in undergraduate biology classrooms.
• To propose strategies for mitigating common pedagogical challenges associated with group work.
• To introduce the Complex Instruction framework as a method for fostering equitable group work.

Main Methods:

• The study reviews common pedagogical challenges in undergraduate science group work.
• It applies the Complex Instruction framework to address these challenges.
• Strategies are discussed for implementing equitable group work in biology classrooms.

Main Results:

• The Complex Instruction framework offers a structured approach to creating more equitable group work environments.
• Specific strategies can mitigate common challenges, leading to improved student learning outcomes.
• The proposed methods aim to increase the positive impact of group work across diverse student populations.

Conclusions:

• Thoughtful implementation of group work, guided by the Complex Instruction framework, is crucial for equitable learning in undergraduate biology.
• This pedagogical approach can effectively address common challenges and enhance student success.
• The strategies discussed have the potential to benefit various STEM contexts and improve group work's impact on all undergraduate students.