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    Designing High Structure Courses to Promote Student Engagement

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    Beck and Roosa Aug 2020.pdf
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    Description:
    Journal article
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    Author
    Beck, Edward J.
    Roosa, Kristen A.
    Keyword
    Inclusive teaching
    Course structure
    Science education
    Research Subject Categories::NATURAL SCIENCES::Biology
    Diversity, equity, and inclusion
    Anatomy
    Physiology
    Journal title
    HAPS Educator: The Journal of the Human Anatomy and Physiology Society
    Date Published
    2020-08
    
    Metadata
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    URI
    https://cdn.ymaws.com/www.hapsweb.org/resource/resmgr/educator_archive/HAPS-Journal-SUMMER_2020.pdf; http://hdl.handle.net/20.500.12648/1522
    Abstract
    While there are many strategies for increasing the inclusiveness of anatomy and physiology courses, increasing course structure is a strategy that can not only close achievement gaps for first generation and underrepresented minority students, but also increase performance for all students. High structure courses are characterized by clear learning goals, regular in-class exercises that promote student participation, and frequent out-of-class assignments that promote practice and preparation. In this article we describe ways to increase the structure of your course design and the learning environment in both face-to-face and online courses.
    Citation
    Beck EJ and Roosa KA (2020). Designing High Structure Courses to Promote Student Engagement. HAPS Educator, Vol 24 (2), pp. 58-63. https://doi.org/10.21692/haps.2020.019
    DOI
    https://doi.org/10.21692/haps.2020.019
    ae974a485f413a2113503eed53cd6c53
    https://doi.org/10.21692/haps.2020.019
    Scopus Count
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