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By recognizing preparation gaps, we can design courses that both uphold rigor and support student success.
In 2020, 45% of students taking the ACT met the benchmark for predicted success in reading; by 2024, that number dropped to 40%. In 2024, only 30% met the benchmark for science. These scores reflect students who are already planning to attend college—yet many of the students we see in allied health and nursing programs are even less prepared in science.
This webinar will explore who today’s students are, the challenges they bring to our classrooms, and practical strategies you can use to meet their needs while still achieving your course objectives.
Dr. Cowan started teaching microbiology at Miami University in 1993. Her specialty is teaching microbiology for pre-nursing/allied health students at the university’s Middletown campus, a regional open-admissions campus. She started life as a dental hygienist. She then went on to attain her PhD at the University of Louisville and later worked at the University of Maryland’s Center of Marine Biotechnology and the University of Groningen in the Netherlands. Her first love is teaching – both doing it and studying how to do it better. She is past chair of the Undergraduate Education Committee of the American Society of Microbiology (ASM). Her current research focuses on the student achievement gap associated with economic disparities, as well as improving communication in the health care setting.