Current Insights.

The feature is designed to introduce life science educators and researchers to current articles of interest in other social science and education journals. In this installment, I highlight three recent studies from the fields of psychology and higher education that can inform practices in the life sciences. The first is a synthesis paper that builds a unifying framework for the diverse activities that fall under the umbrella term "active learning." This paper emphasizes a novel aspect of the active-learning classroom: student agency. The second paper employs an underutilized framework in biology education research, quantitative critical theory, to explore why faculty-student interactions may not be universally beneficial. The third paper explores how valuing relationships can keep first-generation college students from reaching out for help when they need it. Together, these last two papers help researchers understand the perceived costs and benefits of seeking help from faculty.