Students who drop out of their science, technology, engineering, and math (STEM) majors commonly report that they lack skills critical to STEM learning and career pursuits. Many training programs exist to develop students’ learning skills and they typically achieve small to medium effects on behaviors and performance. However, these programs require large investments of students’ and instructors’ time and effort, which limits their applicability to large lecture course formats commonly employed in early undergraduate STEM coursework. This study examined whether brief, digital training modules designed to help students apply learning strategies and self-regulated learning principles effectively in their STEM courses can impact students’ behaviors and performance in a large biology lecture course. Results indicate that a 2-hr Science of Learning to Learn training had significant effects on students’ use of resources for planning, monitoring, and strategy use, and improved scores on quizzes and exams. These findings indicate that a brief, self-guided, online training can increase desirable learning behaviors and improve STEM performance with minimal cost to learners or instructors. Implications for future design of interventions and their provision to students in need of support are discussed.

SUMMARYProlonged inactivity leads to disuse atrophy, a loss of muscle and bone mass. Hibernating mammals are inactive for 6-9 months per year but must return to full activity immediately after completing hibernation. This necessity for immediate recovery presents an intriguing conundrum, as many mammals require two to three times the period of inactivity to recover full bone strength. Therefore, if hibernators experience typical levels of bone disuse atrophy during hibernation, there would be inadequate time available to recover during the summer active season. We examined whether there were mechanical consequences as a result of the extended inactivity of hibernation. We dissected femur and tibia bones from squirrels in various stages of the annual hibernation cycle and measured the amount of force required to fracture these bones. Three groups were investigated; summer active animals were captured during the summer and immediately killed, animals in the 1 month detraining group were captured in the summer and killed following a 1-month period of restricted mobility, hibernating animals were killed after 8 months of inactivity. A three-point bend test was employed to measure the force required to break the bones. Apparent flexural strength and apparent flexural modulus (material stiffness) were calculated for femurs. There were no differences between groups for femur fracture force, tibia fracture force, or femur flexural strength. Femur flexural modulus was significantly less for the 1 month detraining group than for the hibernation and summer active groups. Thus, hibernators seem resistant to the deleterious effects of prolonged inactivity during the winter. However, they may be susceptible to immobilization-induced bone loss during the summer.

Many science, engineering, technology, and math (STEM) majors fail to complete their degrees, and those who leave report they lack learning skills required for STEM coursework. In 2 studies, we examined the effects on students’ exam performances when they were assigned to complete a brief digital learning skills training program we embedded into their course site on the university learning management system for their large lecture science and math courses. Study 1 examined whether delivering brief trainings that teach learning skills to students directly within their STEM course site during the first weeks of class would encourage undergraduate science learners to adopt effective learning behaviors and improve their achievement on exams. Additional analyses examined benefits to a group underrepresented in the STEM workforce: first-generation college students. Students who spent time completing training made greater use of resources supporting planning, monitoring, and cognitive strategy use and outperformed students in the control group on initial and final exams. Study 2 examined whether the same, domain-general learning skill training could produce effects when placed in a college algebra course. Random assignment to treatment and control was conducted early in the second course unit. Those in the skill training condition outperformed a control group who solved additional algebra problems on the next 2 unit exams. Across studies, effects of training were similar for first-generation and continuing generation students. However, the effects obtained often improved the exam scores of first-generation students from below to above the minimum score which requires course reenrollment and delays STEM degree completion.

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