A study published in the Journal of Research in Science Teaching reveals that many introductory biology syllabi fail to engage students in effective study practices or support help-seeking behaviors, focusing instead on content delivery. This gap particularly affects historically marginalized students, who often face additional barriers to academic success. With college readiness declining post-pandemic, the study emphasizes the urgent need for syllabi to incorporate explicit instructions on study skills and academic support, potentially transforming these essential educational tools into instruments for equitable student support and success.
Embedding explicit instruction within syllabi can promote study behaviors, metacognitive evaluation, and academic help-seeking, potentially enhancing student success in biology courses.
Syllabi often prioritize content over fostering effective study habits, which can disadvantage historically marginalized students who may not have access to necessary resources or support.
The ongoing gaps in college readiness, exacerbated by remote learning due to the pandemic, indicate a pressing need for more effective instructional strategies targeting academic skills.
Introductory STEM courses are critical gatekeepers in higher education, thus improving syllabi could help create more equitable opportunities in pursuing these degrees.
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