By Ashley Mowreader A course syllabus serves as a road map for navigating the upcoming term and content that will be covered, but researchers believe it could support students’ self-directed learning as well. A November study published in the Journal of Research in Science Teaching, authored by a team of faculty from Auburn University and the University of Alabama at Birmingham, shows few introductory biology syllabi engage students in effective study habits or encourage help-seeking behaviors, instead favoring content. The research highlights opportunities to address the hidden curriculum of higher education and support success for historically marginalized students. What’s the need: Some college students
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