TY - JOUR
T1 - The Aspects of Active-Learning Science Courses That Exacerbate and Alleviate Depression in Undergraduates
AU - Araghi, Tala
AU - Busch, Carly A.
AU - Cooper, Katelyn M.
N1 - Funding Information:
We are grateful to the students who were willing to share their thoughts and experiences with us. We thank Sam Maas, Logan Gin, and Sara Brownell for their review of an earlier version of this article. C.A.B. is funded by the NSF GRFP (026257-001) and K.M.C. is funded by an NSF CAREER award (DUE-2143671). Any opinions, findings, conclusions, or recommendations expressed in this material are those of the authors and do not necessarily reflect the views of the National Science Foundation.
Publisher Copyright:
© 2023 T. Araghi, C. A. Busch, and K. M. Cooper.
PY - 2023
Y1 - 2023
N2 - College science courses continue to transition from traditional lecture to active learning, which has been shown to have both alleviating and exacerbating effects on undergraduate mental health. Notably, existing studies have primarily examined the relationship between active learning and anxiety, and no studies have specifically assessed the relationship between active learning and depression. To address this gap, we conducted hourlong exploratory interviews with 29 undergraduates from six institutions who identify as having depression and who had been enrolled in at least one active-learning college science course. We probed how undergraduates’ depression affects their experiences in active learning, and in turn, what aspects of active-learning practices exacerbate or alleviate students’ depressive symptoms. Students described that their depression negatively impacted their cognitive domains, which could make learning and social interactions challenging. Additionally, we found that the underlying aspects of active-learning practices that impact students’ depression fall into four overarching categories: opportunities to compare oneself with others, socializing with others while learning, frequent formative evaluation, and engagement in learning. Each of these aspects of active learning could alleviate and/ or exacerbate depressive symptoms. This work supports recommendations to create more inclusive active-learning courses for students with depression.
AB - College science courses continue to transition from traditional lecture to active learning, which has been shown to have both alleviating and exacerbating effects on undergraduate mental health. Notably, existing studies have primarily examined the relationship between active learning and anxiety, and no studies have specifically assessed the relationship between active learning and depression. To address this gap, we conducted hourlong exploratory interviews with 29 undergraduates from six institutions who identify as having depression and who had been enrolled in at least one active-learning college science course. We probed how undergraduates’ depression affects their experiences in active learning, and in turn, what aspects of active-learning practices exacerbate or alleviate students’ depressive symptoms. Students described that their depression negatively impacted their cognitive domains, which could make learning and social interactions challenging. Additionally, we found that the underlying aspects of active-learning practices that impact students’ depression fall into four overarching categories: opportunities to compare oneself with others, socializing with others while learning, frequent formative evaluation, and engagement in learning. Each of these aspects of active learning could alleviate and/ or exacerbate depressive symptoms. This work supports recommendations to create more inclusive active-learning courses for students with depression.
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U2 - 10.1187/cbe.22-10-0199
DO - 10.1187/cbe.22-10-0199
M3 - Article
C2 - 37097219
AN - SCOPUS:85153900066
SN - 1931-7913
VL - 22
JO - CBE life sciences education
JF - CBE life sciences education
IS - 2
M1 - 22:ar26
ER -