Christina L. Miller

Teaching As Research

Abstract

Active learning is widely promoted in undergraduate science education, yet less is known about how it is perceived by students with diverse learning needs, including those who are neurodivergent. In this Teaching-as-Research project, I examined how student perceptions of active learning changed over eight weeks of an Introduction to Ecology course that incorporated varied in-class activities. Using matched pre- and post-surveys, I found that students reported increased enjoyment of and perceived benefit from active learning after participating in the lectures. No significant differences were found between neurodivergent and non-neurodivergent students in overall perceptions; however, neurodivergent students showed a significantly higher preference for structured, individual activities such as worksheets. These findings highlight the value of integrating multiple activity formats to create inclusive and engaging learning environments in Ecology and Evolution education.

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Reflection

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Conducting my Teaching-as-Research project provided a valuable opportunity to examine how diverse students, including those who identify as neurodivergent, perceive and respond to active learning strategies in a large introductory Ecology course. I learned that while active learning is broadly beneficial, leading to increased enjoyment and perceived learning gains, there are meaningful differences in how students engage with specific activity formats. Neurodivergent students, in particular, expressed a stronger preference for worksheets, which are more structured, independent tasks. This highlighted the importance of not only incorporating active learning broadly, but also offering a variety of activity types to accommodate different cognitive styles and comfort levels.

These findings will have a direct impact on how I design future courses. In addition to using tools like Slido to increase whole-class engagement, I will intentionally include more low-social-demand activities that allow for individual reflection and structured thinking, especially in large lecture settings. For example, I plan to use individual worksheets for concept reinforcement before transitioning to pair or group work, and to offer multiple pathways for participation in discussions, such as written responses or anonymous polling.

This project also reinforced the importance of clearly articulating the purpose of active learning activities to students, so they understand how each task supports their learning goals. Looking ahead, I would like to explore additional active learning approaches such as stump your partner, concept mapping, and structured debates, while continuing to evaluate their accessibility and impact on different learner groups. By integrating inclusive design with active learning, I hope to create classroom environments where all students can engage meaningfully and thrive.