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Talanquer V, Cole R, Rushton GT. Thinking and Learning in Nested Systems: The Classroom Level. JOURNAL OF CHEMICAL EDUCATION 2024; 101:295-306. [PMID: 38370573 PMCID: PMC10868584 DOI: 10.1021/acs.jchemed.3c00839] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Grants] [Track Full Text] [Subscribe] [Scholar Register] [Received: 08/20/2023] [Revised: 12/22/2023] [Accepted: 12/26/2023] [Indexed: 02/20/2024]
Abstract
Teaching and learning in college chemistry classrooms is affected by a variety of structural and psychosocial factors that influence classroom dynamics. In this second part of a two-part perspective [Talanquer et al. J. Chem. Educ.10.1021/acs.jchemed.3c00838], we review and discuss the results from research that has helped us understand the complex social and knowledge dynamics that emerge in interactive learning environments. We use this analysis to make explicit major insights about curriculum, instruction, assessment, teachers, and students gained in the past 25 years and to summarize their implications for chemistry education.
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Affiliation(s)
- Vicente Talanquer
- Department
of Chemistry and Biochemistry, University
of Arizona, Tucson, Arizona 85721, United States
| | - Renee Cole
- Department
of Chemistry, University of Iowa, Iowa City, Iowa 52242, United States
| | - Gregory T. Rushton
- Tennessee
STEM Education Center, Middle Tennessee
State University, Murfreesboro, Tennessee 37131, United States
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2
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Ambrosino CM, Rivera MAJ. Relevance of Science, Conceptualization of Scientists, and Contextualized "Failure" as Mediators in the Development of Student Science Identity. CBE LIFE SCIENCES EDUCATION 2023; 22:ar35. [PMID: 37751504 PMCID: PMC10756042 DOI: 10.1187/cbe.22-04-0074] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 04/13/2022] [Revised: 06/12/2023] [Accepted: 07/24/2023] [Indexed: 09/28/2023]
Abstract
The Research Experiences in Marine Science (REMS) Program is a Hawai'i place-based CURE (course-based undergraduate research experience) for late high school and early undergraduate students wherein students conduct independent research that draws upon the history, culture, and ecosystem of their local communities. In addition to providing meaningful access to marine science education and training, REMS addresses a fear of failure expressed by students who view their culture and personal identity as incompatible with undergraduate science pathways. Data about student attitudes toward and conceptualizations of science and scientists were collected through pre- and postprogram open-ended survey items, Draw-a-Scientist Tests, and postprogram interviews. Results suggest the combination of place-based elements and an authentic research experience shifted students' conceptualization of scientists to a "humanized" construct. The emergence of this theme coincided with students recognizing themselves as scientists, gaining confidence in content understanding and research skills, increasing interest in science as a career pathway, and recognizing how science affects their communities. This study demonstrates how a CURE that emphasizes the cultural relevance of science, an inclusive conceptualization of a "scientist", and contextualized role of "failure" in science, may contribute to historically marginalized students recognizing themselves as scientists and ultimately persisting in science careers.
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Affiliation(s)
| | - Malia Ana J. Rivera
- Hawai‘i Institute of Marine Biology, University of Hawai‘i at Mānoa, Kāne‘ohe, HI 96744
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3
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Lee YF, Altschuld JW, Tseng PK, Hung HS. Assessing Study Skill Needs for Information Technology and Computer Science Students in Technical and Vocational Universities. Heliyon 2023; 9:e20915. [PMID: 37886769 PMCID: PMC10597829 DOI: 10.1016/j.heliyon.2023.e20915] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 04/15/2022] [Revised: 09/13/2023] [Accepted: 10/11/2023] [Indexed: 10/28/2023] Open
Abstract
Not a great deal is known about what study skills are essential for success in the science, technology, engineering, and mathematics' disciplines, particularly in information technology (IT) and computer science (CS) programs in the technical and vocational education (TVE) in Taiwanese higher education. Since TVE accounts for more than half of the post-secondary enrolments in the country, and with the increasing demand for IT and CS talents, we studied perceptions of the importance and competency of such skills to identify the students' needs and demographic factors influencing them. A survey was administered to 1398 students in IT and CS programs in Taiwanese TVE universities. General skills were seen as the most important one among the study skills examined, and students felt competent using them. The needs to manage time, perform quantitative/mathematical tasks, and delegate were identified and these needs were affected by institutional quality, gender, and academic achievement. The results might be useful for further investigation in this area and guiding future plan to improve student performance in TVE.
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Okafor AJ, Monahan M. Effectiveness of Psychoeducation on Burden among Family Caregivers of Adults with Schizophrenia: A Systematic Review and Meta-Analysis. Nurs Res Pract 2023; 2023:2167096. [PMID: 37767330 PMCID: PMC10522442 DOI: 10.1155/2023/2167096] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Track Full Text] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 10/26/2022] [Revised: 07/05/2023] [Accepted: 08/26/2023] [Indexed: 09/29/2023] Open
Abstract
Caring for relatives living with schizophrenia could lead to caregivers' burden. It is believed that lack of information and understanding about schizophrenia and lack of skills to cope effectively while caring for their adult relatives largely contribute to the burden they experience. The burden is assessed using assessment scales. This review aims to assess the effectiveness of psychoeducation in alleviating the burden experienced by family caregivers of adults living with schizophrenia and to identify essential factors that facilitate positive outcomes. Five databases (ASSIA, CINAHL, Embase, MEDLINE EBSCO, and PsycINFO) were systematically searched using combinations of the following key terms: "family caregivers," "schizophrenia," "burden," "psychoeducation," and "adults." Meta-analysis of included studies was conducted using RevMan 5.4. Five RCTs with 320 family caregivers were included in the review. Overall, none of the studies showed a low risk of bias. The evidence suggests that face-to-face group psychoeducation reduced family caregivers' burden when measured across different time points: one-week postintervention (mean difference -3.87 and Cl -6.06 to -1.70), six months (MD -8.76 and Cl -12.38 to -5.13), and twelve months (MD -7.38 and Cl -9.85 to -4.91). Measurements immediately after the intervention, one month, and three months postintervention when reported narratively also showed a reduction in family caregivers' burden. Face-to-face group psychoeducation provided for family caregivers effectively alleviates the burden they experience. Factors such as program content and teaching methods facilitated positive outcomes. It is recommended that psychoeducation should be integrated as a routine intervention for family caregivers.
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Affiliation(s)
- Akunna Jane Okafor
- School of Nursing and Midwifery, Trinity College Dublin, Dublin, Ireland
| | - Mark Monahan
- School of Nursing and Midwifery, Trinity College Dublin, Dublin, Ireland
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5
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Mody M, Gontjes KJ. Health education after COVID-19: A time to revisit, revamp, and revitalize? Am J Infect Control 2023; 51:466-468. [PMID: 36442688 PMCID: PMC9699711 DOI: 10.1016/j.ajic.2022.11.018] [Citation(s) in RCA: 1] [Impact Index Per Article: 1.0] [Reference Citation Analysis] [MESH Headings] [Grants] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 08/04/2022] [Revised: 11/19/2022] [Accepted: 11/21/2022] [Indexed: 11/27/2022]
Affiliation(s)
- Malay Mody
- Department of Physiology & Biophysics, Case Western Reserve University School of Medicine, Cleveland, OH; Center for Research & Innovations in Susceptible Populations, University of Michigan Medical School, Ann Arbor, MI
| | - Kyle J Gontjes
- Center for Research & Innovations in Susceptible Populations, University of Michigan Medical School, Ann Arbor, MI; Department of Microbiology & Immunology, University of Michigan Medical School, Ann Arbor, MI.
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6
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Smith CR, Menon D, Wierzbicki A, Dauer JM. Exploring STEM Teaching Assistants' Self-Efficacy and Its Relation to Approaches to Teaching. CBE LIFE SCIENCES EDUCATION 2023; 22:ar6. [PMID: 36637378 PMCID: PMC10074270 DOI: 10.1187/cbe.22-06-0115] [Citation(s) in RCA: 1] [Impact Index Per Article: 1.0] [Reference Citation Analysis] [Abstract] [MESH Headings] [Track Full Text] [Download PDF] [Figures] [Subscribe] [Scholar Register] [Received: 06/16/2022] [Revised: 12/02/2022] [Accepted: 12/07/2022] [Indexed: 06/17/2023]
Abstract
Undergraduate and graduate teaching assistants (TAs) play large roles in introductory undergraduate education despite having little to no teaching experience or professional development (PD). Self-efficacy and teaching approach have each been studied as independent variables that impact teaching performance and student learning in the absence of practiced skill or developed knowledge. This study explored relationships between TAs' teaching approaches and teaching self-efficacy. Self-efficacy was measured using the Graduate Teaching Self-Efficacy Scale (GTA-TSES), and teaching approach was measured using the Approaches to Teaching Inventory (ATI). The following research questions guided the study: What is the relationship between TAs' approaches to teaching and their self-efficacy? How do approaches to teaching and self-efficacy interact to impact the model of TA self-efficacy? Both ATI subscales correlated strongly with the GTA-TSES learning environment subscale and weakly with the instructional strategy subscale. High self-efficacy TAs demonstrated more concern with impacting student learning, which may contribute to a more student-centered teaching approach. Results indicate that TAs with more confidence in their teaching ability may have a more student-centered approach than teacher-centered approach to teaching. Implications include enhancing TA PD with peer mentoring, constructive feedback, and reflection and incorporating learning concerns in the model of TA teacher efficacy.
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Affiliation(s)
- Cody R. Smith
- Department of Kinesiology, Missouri State University, Springfield, MO 65897
| | - Deepika Menon
- Teaching, Learning & Teacher Education, University of Nebraska–Lincoln, Lincoln, NE 68503
| | - Annette Wierzbicki
- School of Natural Resources, University of Nebraska–Lincoln, Lincoln, NE 68503
| | - Jenny M. Dauer
- School of Natural Resources, University of Nebraska–Lincoln, Lincoln, NE 68503
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Clements TP, Friedman KL, Johnson HJ, Meier CJ, Watkins J, Brockman AJ, Brame CJ. "It made me feel like a bigger part of the STEM community": Incorporation of Learning Assistants Enhances Students' Sense of Belonging in a Large Introductory Biology Course. CBE LIFE SCIENCES EDUCATION 2022; 21:ar26. [PMID: 35412327 PMCID: PMC9508922 DOI: 10.1187/cbe.21-09-0287] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [MESH Headings] [Track Full Text] [Download PDF] [Figures] [Subscribe] [Scholar Register] [Received: 09/30/2021] [Revised: 02/23/2022] [Accepted: 03/10/2022] [Indexed: 06/14/2023]
Abstract
Large introductory science courses are a particularly important and challenging target for creating inclusive learning environments. In this study, we examined the impact of incorporating learning assistants (LAs) on the learning environment in an introductory biology course taught with two different structures: an in-person lecture with intermittent active-learning components and an online setting taught with a flipped instructional approach. Using a survey that measured sense of belonging in a single class, we found that students in sections with LAs reported greater sense of belonging than students in sections without LAs in both class structures. Further, student focus groups revealed that LAs promoted learning and engagement in the class by answering questions and providing clarity; allowing more use of active- and interactive-learning structures; and serving as accessible, approachable, and immediate sources of help. Student responses also indicated that LAs promoted a sense of belonging in science, technology, engineering, and mathematics (STEM) by decreasing feelings of isolation, serving as inspirational role models, clarifying progression through the STEM educational system, and helping students become more engaged and confident in their STEM-related knowledge and skills. These findings indicate that LAs can support multiple elements of inclusive STEM learning environments.
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Affiliation(s)
- Thomas P. Clements
- Department of Biological Sciences, Vanderbilt University, Nashville, TN 37235
| | | | - Heather J. Johnson
- Department of Teaching and Learning, Vanderbilt University, Nashville, TN 37235
| | - Cole J. Meier
- Department of Biological Sciences, Vanderbilt University, Nashville, TN 37235
| | - Jessica Watkins
- Department of Teaching and Learning, Vanderbilt University, Nashville, TN 37235
| | - Amanda J. Brockman
- Department of Sociology, Anthropology, and Philosophy, Northern Kentucky University, Highland Heights, KY 41099
| | - Cynthia J. Brame
- Department of Biological Sciences, Vanderbilt University, Nashville, TN 37235
- Center for Teaching, Vanderbilt University, Nashville, TN 37203
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Hite RL, Childers G, Gottlieb J, Velasco R, Johnson L, Williams GB, Griffith K, Dwyer J. Shifts in learning assistants' self-determination due to COVID-19 disruptions in Calculus II course delivery. INTERNATIONAL JOURNAL OF STEM EDUCATION 2021; 8:55. [PMID: 34692372 PMCID: PMC8520326 DOI: 10.1186/s40594-021-00312-0] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Grants] [Track Full Text] [Figures] [Subscribe] [Scholar Register] [Received: 12/24/2020] [Accepted: 10/04/2021] [Indexed: 06/13/2023]
Abstract
BACKGROUND The Learning Assistant (LA) model with its subsequent support and training has evidenced significant gains for undergraduate STEM learning and persistence, especially in high-stakes courses like Calculus. Yet, when a swift and unexpected transition occurs from face-to-face to online, remote learning of the LA environment, it is unknown how LAs are able to maintain their motivation (competence, autonomy, and relatedness), adapt to these new challenges, and sustain their student-centered efforts. This study used Self-Determination Theory (SDT) to model theoretical aspects of LAs' motivations (persistence and performance) both before and after changes were made in delivery of a Calculus II course at Texas Tech University due to COVID-19 interruptions. RESULTS Analysis of weekly written reflections, a focus group session, and a post-course questionnaire of 13 Calculus II LAs throughout Spring semester of 2020 showed that LAs' reports of competence proportionally decreased when they transitioned online, which was followed by a moderate proportional increase in reports of autonomy (actions they took to adapt to distance instruction) and a dramatic proportional increase in reports of relatedness (to build structures for maintaining communication and building community with undergraduate students). CONCLUSIONS Relatedness emerged as the most salient factor from SDT to maintain LA self-determination due to the COVID-19 facilitated interruption to course delivery in a high-stakes undergraduate STEM course. Given that online learning continues during the pandemic and is likely to continue after, this research provides an understanding to how LAs responded to this event and the mounting importance of relatedness when LAs are working with undergraduate STEM learners. Programmatic recommendations are given for enhancing LA preparation including selecting LAs for autonomy and relatedness factors (in addition to competence), modeling mentoring for remote learners, and coaching in best practices for online instruction.
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Affiliation(s)
- R. L. Hite
- College of Education, Texas Tech University, 3002 18th Street, Lubbock, TX 79409 USA
| | - G. Childers
- College of Education, Texas Tech University, 3002 18th Street, Lubbock, TX 79409 USA
| | - J. Gottlieb
- College of Education, Texas Tech University, 3002 18th Street, Lubbock, TX 79409 USA
| | - R. Velasco
- College of Education, The University of Iowa, 240 South Madison Street, Iowa City, IA 52242 USA
| | - L. Johnson
- Center for Transformative Undergraduate Experiences, Texas Tech University, Drane Hall #239, MS 1010, Lubbock, TX 79409 USA
| | - G. B. Williams
- College of Arts and Sciences, Texas Tech University, P.O. Box 41034, Lubbock, TX 79409 USA
| | - K. Griffith
- STEM Teaching, Engagement and Pedagogy (STEP), Texas Tech University, P. O. Box 43131, Lubbock, TX 79409 USA
| | - J. Dwyer
- College of Education, Texas Tech University, 3002 18th Street, Lubbock, TX 79409 USA
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Evolution of New Approaches in Pedagogy and STEM with Inquiry-Based Learning and Post-Pandemic Scenarios. EDUCATION SCIENCES 2021. [DOI: 10.3390/educsci11070319] [Citation(s) in RCA: 8] [Impact Index Per Article: 2.7] [Reference Citation Analysis] [Abstract] [Track Full Text] [Subscribe] [Scholar Register] [Indexed: 11/17/2022]
Abstract
In the last ten years, pedagogy has been evolving rapidly in terms of teaching approaches. This study is an attempt to analyze the recently developed novel pedagogy models. STEM integration and classroom engagement are primary approaches in pedagogy in recent times. The article aims to provide educators with some analytical tools to complement the modernization of STEM pedagogy. Integration flow and skill-set balancing, along with matrix analysis, are projected to be efficient solutions for evolved pedagogy. A novel PESTLE model is framed for tackling the changes in pedagogies during pandemics and emergencies. Inquiry-based learning can foster and accelerate the cause of integrating subjects in STEM pedagogy. In addition, the article discusses the post-pandemic scenario of pedagogy in the education system as a whole.
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Flewellen AO, Odewale A, Dunnavant J, Jones A, White W. Creating Community and Engaging Community: The Foundations of the Estate Little Princess Archaeology Project in St. Croix, United States Virgin Islands. INTERNATIONAL JOURNAL OF HISTORICAL ARCHAEOLOGY 2021; 26:147-176. [PMID: 34031628 PMCID: PMC8133054 DOI: 10.1007/s10761-021-00600-z] [Citation(s) in RCA: 2] [Impact Index Per Article: 0.7] [Reference Citation Analysis] [Abstract] [Key Words] [Grants] [Track Full Text] [Subscribe] [Scholar Register] [Accepted: 02/22/2021] [Indexed: 06/02/2023]
Abstract
This article discusses how Co-Principal Investigators that designed and executed the Estate Little Princess Archaeology Project (ELPAP) came together as a community, to demonstrate how such a formation within the discipline, with all its ups and downs, facilitates the skills needed to conduct community archaeology. By using the ELPAP as a case study, this article provides a multiscale examination of the ELPAP, expanding the discourse on community archaeology to include community building practices among archaeologists, between organizations, and with communities impacted by archaeological work.
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Affiliation(s)
| | - Alicia Odewale
- Department of Anthropology, University of Tulsa, Tulsa, OK USA
| | - Justin Dunnavant
- Department of Anthropology, Vanderbilt University, Nashville, TN USA
| | | | - William White
- Department of Anthropology, University of Tulsa, Tulsa, OK USA
- Department of Anthropology, University of California, Berkeley, CA USA
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Godec S, Patel U, Archer L, Dawson E. Young people's tech identity performances: why materiality matters. INTERNATIONAL JOURNAL OF STEM EDUCATION 2020; 7:51. [PMID: 33088672 PMCID: PMC7536158 DOI: 10.1186/s40594-020-00249-w] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Grants] [Track Full Text] [Figures] [Subscribe] [Scholar Register] [Received: 03/17/2020] [Accepted: 09/06/2020] [Indexed: 06/11/2023]
Abstract
BACKGROUND Identity provides a useful conceptual lens for understanding educational inequalities in science, technology, engineering and mathematics (STEM). In this paper, we examine how paying attention to physical and digital 'materiality' enriches our understanding of identity work, by going beyond the spoken, written and embodied dimensions of identity performances that currently dominate the area of STEM identity scholarship. We draw on a multimodal ethnographic study with 36 young people aged 11-14 carried out over the course of one year at four UK-based informal STEM learning settings. Data collection included a series of interviews, observations and youth-created portfolios focused on STEM experiences. Illustrative case studies of two young men who took part in a community-based digital arts centre are discussed in detail through the theoretical lenses of Judith Butler's identity performativity and Karen Barad's intra-action. RESULTS We argue that physical and digital materiality mattered for the performances of 'tech identity' in that (i) the focus on the material changed our understanding of tech identity performances; (ii) digital spaces supported identity performances alongside, with and beyond physical bodies, and drew attention to new forms of identity recognition; (iii) identity performances across spaces were unpredictable and contained by the limits of material possibilities; and (iv) particular identity performances associated with technology were aligned with dominant enactments of masculinity and might thus be less accessible to some young people. CONCLUSION We conclude the paper by suggesting that accounting for materiality in STEM identity research not only guides researchers in going beyond what participants say and are observed doing (and thus engendering richer insights), but also offers more equitable ways of enacting research. Further, we argue that more needs to be done to support the translation of identity resources across spaces, such as between experiences within informal and online spaces, on the one hand, and formal education, on the other.
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Affiliation(s)
- Spela Godec
- Department of Education, Practice and Society, UCL Institute of Education, University College London, 20 Bedford Way, London, WC1H 0AL UK
| | - Uma Patel
- Department of Education, Practice and Society, UCL Institute of Education, University College London, 20 Bedford Way, London, WC1H 0AL UK
| | - Louise Archer
- Department of Education, Practice and Society, UCL Institute of Education, University College London, 20 Bedford Way, London, WC1H 0AL UK
| | - Emily Dawson
- UCL Department of Science and Technology Studies, University College London, 22 Gordon Square, London, WC1H 0AW UK
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Alzen JL, Langdon LS, Otero VK. A logistic regression investigation of the relationship between the Learning Assistant model and failure rates in introductory STEM courses. INTERNATIONAL JOURNAL OF STEM EDUCATION 2018; 5:56. [PMID: 30631745 PMCID: PMC6310447 DOI: 10.1186/s40594-018-0152-1] [Citation(s) in RCA: 4] [Impact Index Per Article: 0.7] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Subscribe] [Scholar Register] [Received: 08/29/2018] [Accepted: 12/10/2018] [Indexed: 06/02/2023]
Abstract
BACKGROUND Large introductory STEM courses historically have high failure rates, and failing such courses often leads students to change majors or even drop out of college. Instructional innovations such as the Learning Assistant model can influence this trend by changing institutional norms. In collaboration with faculty who teach large-enrollment introductory STEM courses, undergraduate learning assistants (LAs) use research-based instructional strategies designed to encourage active student engagement and elicit student thinking. These instructional innovations help students master the types of skills necessary for college success such as critical thinking and defending ideas. In this study, we use logistic regression with pre-existing institutional data to investigate the relationship between exposure to LA support in large introductory STEM courses and general failure rates in these same and other introductory courses at University of Colorado Boulder. RESULTS Our results indicate that exposure to LA support in any STEM gateway course is associated with a 63% reduction in odds of failure for males and a 55% reduction in odds of failure for females in subsequent STEM gateway courses. CONCLUSIONS The LA program appears related to lower course failure rates in introductory STEM courses, but each department involved in this study implements the LA program in different ways. We hypothesize that these differences may influence student experiences in ways that are not apparent in the current analysis, but more work is necessary to support this hypothesis. Despite this potential limitation, we see that the LA program is consistently associated with lower failure rates in introductory STEM courses. These results extend the research base regarding the relationship between the LA program and positive student outcomes.
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