Cbe-Life Sciences Education最新文献_第2页

Student Perceptions on the Value of an Ideologically Aware Curriculum. 学生对意识形态课程价值的认知。

IF 4.1 2区教育学

Cbe-Life Sciences Education Pub Date : 2025-09-01 DOI: 10.1187/cbe.24-05-0149

Ryan D P Dunk, Paula E Adams, Abby E Beatty, Cissy J Ballen

{"title":"Student Perceptions on the Value of an Ideologically Aware Curriculum.","authors":"Ryan D P Dunk, Paula E Adams, Abby E Beatty, Cissy J Ballen","doi":"10.1187/cbe.24-05-0149","DOIUrl":"10.1187/cbe.24-05-0149","url":null,"abstract":"Recent efforts to make undergraduate biology more inclusive include developing content that explores how human values and priorities impact science, and previous work documents how instructors value an \"ideologically aware\" biology curriculum that highlights these themes. Here, we surveyed a national sample of undergraduate students in biology classes to explore student perceptions of Ideological Awareness via a mixed-methods investigation. Through quantitative analyses, we found that women students, transgender or gender nonconforming students, and students majoring in biology or another science field were more likely to support the inclusion of Ideological Awareness in the biology classroom. We used expectancy value theory to guide our qualitative interpretations of student survey responses. Specifically, students' expectancy of success and the intrinsic value they attach to ideologically aware content influenced their overall acceptance and advocacy for its integration into the curriculum. Students reported valuing Ideological Awareness because it can increase awareness and decrease biases. The most frequently cited cost was the potential for Ideological Awareness to elicit negative emotions. We compared results with similar or identical questions on a national survey distributed to biology instructors, which showed general alignment between students and instructors. These results support the incorporation of Ideological Awareness in biology education, emphasizing the need for more research on the implementation of inclusive content to address potential challenges.","PeriodicalId":56321,"journal":{"name":"Cbe-Life Sciences Education","volume":"24 3","pages":"ar31"},"PeriodicalIF":4.1,"publicationDate":"2025-09-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC12415600/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144610381","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":2,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0

Undergraduate Biology Students' Climate Change Communication Experiences Indicate a Need for Discipline-Based Education Research on Science Communication Education about Culturally Controversial Science Topics. 生物学本科学生的气候变化传播经历表明学科教育的必要性：文化争议性科学话题的科学传播教育研究。

IF 4.6 2区教育学

Cbe-Life Sciences Education Pub Date : 2025-06-01 DOI: 10.1187/cbe.23-07-0134

Chloe D Bowen, Katie A Coscia, Madeline G Aadnes, Alexa R Summersill, M Elizabeth Barnes

{"title":"Undergraduate Biology Students' Climate Change Communication Experiences Indicate a Need for Discipline-Based Education Research on Science Communication Education about Culturally Controversial Science Topics.","authors":"Chloe D Bowen, Katie A Coscia, Madeline G Aadnes, Alexa R Summersill, M Elizabeth Barnes","doi":"10.1187/cbe.23-07-0134","DOIUrl":"10.1187/cbe.23-07-0134","url":null,"abstract":"Science communication is a key skill for undergraduates, but little research explores how biology students communicate about societally important, yet controversial topics like climate change. In this study, we explored whether and how biology students took on the role of science communicators about climate change. We surveyed 191 biology students at 38 universities about their climate change communication frequency and preparedness. We interviewed 25 of the survey participants about their experiences communicating about climate change and their needs when learning about climate change communication. We found that students were communicating about climate change and felt confident discussing the causes and effects of climate change, but they were less confident discussing the solutions to climate change. Students tended to \"preach to the choir\" by mostly communicating with those who already accepted climate change and avoiding interacting with others who disagreed with them about climate change. Students described a lack of science communication training but had a desire to be taught effective communication skills. Our interviews indicate that if these students felt more prepared to communicate, it may make them more willing to discuss climate change and particularly with people who have different views from them.","PeriodicalId":56321,"journal":{"name":"Cbe-Life Sciences Education","volume":"24 2","pages":"ar24"},"PeriodicalIF":4.6,"publicationDate":"2025-06-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC12286635/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144041849","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":2,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0

"We are way too stressed": Balancing Academic Priorities with Mental Health and Wellness Among Life Science Undergraduates. “我们压力太大了”：平衡学术优先与生命科学本科生的心理健康和健康。

IF 4.6 2区教育学

Cbe-Life Sciences Education Pub Date : 2025-06-01 DOI: 10.1187/cbe.24-09-0226

Anastasia Navarro, Richard F Armenta, Mallory M Rice

{"title":"\"We are way too stressed\": Balancing Academic Priorities with Mental Health and Wellness Among Life Science Undergraduates.","authors":"Anastasia Navarro, Richard F Armenta, Mallory M Rice","doi":"10.1187/cbe.24-09-0226","DOIUrl":"10.1187/cbe.24-09-0226","url":null,"abstract":"Recent calls to prioritize mental health discussions in Science, Technology, Engineering, and Mathemathics (STEM) have gained momentum, driven by alarming reports on the prevalence of mental health issues within STEM disciplines. Research has extensively studied anxiety and depression in both STEM graduate and undergraduate students, but there has been little focus on the overall mental health of life science undergraduates. We examined how undergraduate life science students perceive support for mental health in their classes, how their major influences their mental health, and how students manage these challenges. To investigate these ideas, we conducted semistructured interviews with 20 life science undergraduate students at a commuter, primarily undergraduate institution with a diverse student body. Our findings indicate that most students prioritized academics at the expense of their wellness and perceived a lack of support for their mental health from STEM instructors. Despite these challenges, some students used various strategies to maintain their mental health and many remained committed to their degrees, viewing the pursuit as worthwhile despite its adverse effects to their mental health. These findings underscore the critical need for more comprehensive and sustained mental health support in undergraduate life science education, ensuring students are not only academically successful but also emotionally resilient and well supported.","PeriodicalId":56321,"journal":{"name":"Cbe-Life Sciences Education","volume":"24 2","pages":"ar23"},"PeriodicalIF":4.6,"publicationDate":"2025-06-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC12286636/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143997730","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":2,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0

Tiny Earth CURE Demonstrates Equitable Benefits for U.S. College Science Students. Tiny Earth CURE为美国理科生提供了公平的福利。

IF 4.6 2区教育学

Cbe-Life Sciences Education Pub Date : 2025-06-01 DOI: 10.1187/cbe.23-06-0117

Sarah Miller, Paul R Hernandez, Wenyi Du, Cristian Cervantes Aldana, Hyewon Lee, Natalia Maldonado, Perla Sandoval, Janice Vong, Gerald Young, Jo Handelsman, Nichole A Broderick, Mica Estrada

{"title":"Tiny Earth CURE Demonstrates Equitable Benefits for U.S. College Science Students.","authors":"Sarah Miller, Paul R Hernandez, Wenyi Du, Cristian Cervantes Aldana, Hyewon Lee, Natalia Maldonado, Perla Sandoval, Janice Vong, Gerald Young, Jo Handelsman, Nichole A Broderick, Mica Estrada","doi":"10.1187/cbe.23-06-0117","DOIUrl":"10.1187/cbe.23-06-0117","url":null,"abstract":"Course-based undergraduate research experiences (CURE) enhance student retention in science, technology, engineering, and math (STEM), particularly among students who belong to historically excluded communities. Yet the mechanisms by which CUREs contribute to student integration and persistence are poorly understood. Utilizing the tripartite integration model of social influence (TIMSI), this longitudinal study examines whether and how Tiny Earth-an antibiotic-discovery CURE designed for flexible implementation in a variety of course contexts-impacts students' scientific self-efficacy, scientific identity, endorsement of scientific community values, and intentions to persist in science. The study also explores how gains in TIMSI factors (i.e., scientific self-efficacy, identity, and values) vary as a function of student demographics and course characteristics. A comparison of pre- and postcourse measurements showed that scientific self-efficacy and identity increased among students in Tiny Earth. Some student demographics and course characteristics moderated these gains. Gains in all three TIMSI factors correlated with gains in persistence intentions, whereas student demographics and course characteristics did not. This study shows that the Tiny Earth curriculum equitably improved students' scientific self-efficacy and identity. It also showed that orientation toward scientific values and STEM persistence intentions held steady across most demographic groups.","PeriodicalId":56321,"journal":{"name":"Cbe-Life Sciences Education","volume":"24 2","pages":"ar30"},"PeriodicalIF":4.6,"publicationDate":"2025-06-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC12286630/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144182583","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":2,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0

Self-Efficacy is a Stronger Predictor of Final Grade Than Motivation in an Introductory Biology Course: A Structural Equation Analysis. 生物导论课程中自我效能比动机更能预测期末成绩：结构方程分析。

IF 4.6 2区教育学

Cbe-Life Sciences Education Pub Date : 2025-06-01 DOI: 10.1187/cbe.24-09-0233

Bailey Von der Mehden, Laurel Philpott, Elisabeth E Schussler

{"title":"Self-Efficacy is a Stronger Predictor of Final Grade Than Motivation in an Introductory Biology Course: A Structural Equation Analysis.","authors":"Bailey Von der Mehden, Laurel Philpott, Elisabeth E Schussler","doi":"10.1187/cbe.24-09-0233","DOIUrl":"10.1187/cbe.24-09-0233","url":null,"abstract":"Student self-efficacy, their confidence to successfully perform a task, is positively related to course performance. Students with high self-efficacy for a task are more motivated toward that task. Yet few studies have measured students' self-efficacy and motivation levels after exams are returned in introductory biology classes or studied how these levels relate to final course grades. To address these questions, we used structural equation modeling to examine how introductory biology students' (n = 123) self-efficacy and motivation scores at the beginning of the semester and after the first two course assessments related to their final course grades. Both self-efficacy and intrinsic goal orientation-motivated by a desire to learn or gain new skills-decreased after the first assessment grades were returned to the students. We found positive relationships between self-efficacy and motivation, and between self-efficacy and final course grades, across all timepoints. Motivation scores were not associated with final course grades, but the relationship between self-efficacy levels and final grades was significant and became stronger at each timepoint. These results suggest the importance of supporting self-efficacy development after early assessments, a time when students are particularly vulnerable to declines in confidence and motivation.","PeriodicalId":56321,"journal":{"name":"Cbe-Life Sciences Education","volume":"24 2","pages":"ar21"},"PeriodicalIF":4.6,"publicationDate":"2025-06-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC12286638/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143782149","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":2,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0

Factors Influencing Student Motivations and Experiences in STEM Course Office Hours. 影响学生在STEM课程办公时间的动机和体验的因素。

IF 4.6 2区教育学

Cbe-Life Sciences Education Pub Date : 2025-06-01 DOI: 10.1187/cbe.24-08-0214

Gabriella R Dauber, Jeremy L Hsu

{"title":"Factors Influencing Student Motivations and Experiences in STEM Course Office Hours.","authors":"Gabriella R Dauber, Jeremy L Hsu","doi":"10.1187/cbe.24-08-0214","DOIUrl":"10.1187/cbe.24-08-0214","url":null,"abstract":"Office hours are a part of nearly all science, technology, engineering, and mathematics (STEM) courses, with many academic and affective benefits for students who attend. However, despite their ubiquity, there has only been limited past work examining the sources of knowledge students draw from to shape their perceptions of office hours, as well as the factors that influence students' experiences in STEM course office hours. Here, we conducted semistructured interviews with 20 students enrolled in an introductory STEM course to investigate what motivates students to attend STEM course office hours, the factors that shape their experiences in office hours, and what influenced their conceptions of office hours. We situate our work using expectancy value theory and racialized opportunity cost, identifying that students' experiences with office hours in high school and how an instructor describes office hours in a class and on the syllabus influence students' expectancies and perceived value and costs for attending office hours. In addition, we find that most students are motivated by the need for help with course content, though some students report a higher perceived cost of attending office hours when they have lower self-efficacy in the course. We conclude by providing recommendations for instructors to encourage student engagement with office hours.","PeriodicalId":56321,"journal":{"name":"Cbe-Life Sciences Education","volume":"24 2","pages":"ar28"},"PeriodicalIF":4.6,"publicationDate":"2025-06-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC12286627/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144132459","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":2,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0

Yours, Mine, Sometimes Ours: Uncovering the Experiences of Biologists Searching for Academic Jobs Together. 你的，我的，有时我们的：揭示生物学家一起寻找学术工作的经历。

IF 4.6 2区教育学

Cbe-Life Sciences Education Pub Date : 2025-06-01 DOI: 10.1187/cbe.24-05-0150

Elisabeth E Schussler

{"title":"Yours, Mine, Sometimes Ours: Uncovering the Experiences of Biologists Searching for Academic Jobs Together.","authors":"Elisabeth E Schussler","doi":"10.1187/cbe.24-05-0150","DOIUrl":"10.1187/cbe.24-05-0150","url":null,"abstract":"Biologists pursuing faculty jobs are often married to other biologists who may also desire faculty positions. This increases the complexity of the job search, with little guidance for early career researchers about doing this successfully. Couples have been surveyed, but less research qualitatively investigates the lived experiences of couples seeking jobs together. These stories may inform professional development about navigating joint job searches. This study interviewed 18 biologists who were part of a couple who were currently or had sought jobs together. Interviews asked about the strategies and supports guiding their job search, their decisions and compromises, and the emotions they experienced. The transcripts underwent thematic analysis to identify six themes related to strategies (advice, hiding their partner, and searching for jobs), negotiations, compromises (types and tensions), apprehensions, reconciliations, and reflections. Communication to identify joint priorities informed the couple's choices and compromises during the search. There were many emotional burdens related to navigating together. The participants expressed their struggles to understand institutional practices on dual career hires, suggesting a need to provide professional development to early career researchers, particularly in the areas of discussions about job search expectations and potential outcomes, and anticipation of emotional reactions.","PeriodicalId":56321,"journal":{"name":"Cbe-Life Sciences Education","volume":"24 2","pages":"ar22"},"PeriodicalIF":4.6,"publicationDate":"2025-06-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC12286629/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143736181","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":2,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0

Development of the Follow-Up Discourse Observation Protocol (FUDOP) for Characterizing Instructor Active Learning Follow-Up Behaviors. 表征教师主动学习后续行为的后续话语观察协议（FUDOP）的开发。

IF 4.6 2区教育学

Cbe-Life Sciences Education Pub Date : 2025-06-01 DOI: 10.1187/cbe.24-08-0207

Xinjian Cen, Maci Kight, Rachel Lee, Petra Kranzfelder, Stanley M Lo, Jeffrey Maloy, Melinda T Owens

{"title":"Development of the Follow-Up Discourse Observation Protocol (FUDOP) for Characterizing Instructor Active Learning Follow-Up Behaviors.","authors":"Xinjian Cen, Maci Kight, Rachel Lee, Petra Kranzfelder, Stanley M Lo, Jeffrey Maloy, Melinda T Owens","doi":"10.1187/cbe.24-08-0207","DOIUrl":"10.1187/cbe.24-08-0207","url":null,"abstract":"Instructors often provide feedback to their class in multiple ways. One way is through their follow-up behaviors, which are the specific strategies instructors implement after active learning activities. These behaviors could play an important role in student learning as students receive feedback from the instructor. However, there is little research on the effects of different types of follow-up behaviors. Follow-up after active learning can be seen as a form of discourse between the instructor and the entire class. Previous researchers developed the Classroom Discourse Observation Protocol (CDOP) to analyze discourse between the instructor and individual students or small groups. We used CDOP as a starting point to develop and validate a new protocol, the Follow-Up Discourse Observation Protocol (FUDOP), to characterize instructional follow-up behaviors to the entire class after active-learning activities. We then used FUDOP to characterize follow-up behaviors of multiple instructors in introductory biology courses at three different universities. We measured consistent differences in these behaviors across instructors but not within instructors, demonstrating that instructors may engage in consistent follow-up behaviors. FUDOP could allow instructors and researchers to better measure and analyze follow-up behaviors and their effects, which could in turn provide guidance to instructors and faculty developers.","PeriodicalId":56321,"journal":{"name":"Cbe-Life Sciences Education","volume":"24 2","pages":"ar20"},"PeriodicalIF":4.6,"publicationDate":"2025-06-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC12286634/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143617988","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":2,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0

The Impact of Postgraduate Mentors on Undergraduate Researcher Gains. 研究生导师对本科生科研成果的影响。

IF 4.6 2区教育学

Cbe-Life Sciences Education Pub Date : 2025-06-01 DOI: 10.1187/cbe.24-05-0141

Yolanda Chavez, Sara Grineski, Daniel Adkins, Callie Avondet, Timothy Collins, Danielle Morales

{"title":"The Impact of Postgraduate Mentors on Undergraduate Researcher Gains.","authors":"Yolanda Chavez, Sara Grineski, Daniel Adkins, Callie Avondet, Timothy Collins, Danielle Morales","doi":"10.1187/cbe.24-05-0141","DOIUrl":"10.1187/cbe.24-05-0141","url":null,"abstract":"Science, technology, engineering, and mathematics (STEM) undergraduate researchers (UGRs) work under the direction of faculty mentors. Many also work with postgraduate mentors, either graduate students or postdoctoral personnel, but little is known about how these mentors shape student experiences. Using original survey data from 516 participants across 78 National Science Foundation Research Experiences for Undergraduates Sites in Summer 2022, we find that 44% of students had a postgraduate mentor. Our multivariable multilevel analyses of UGRs with postgraduate mentors (n = 229) revealed that having a different gender identity than one's postgraduate mentor, having a competent postgraduate mentor, having a graduate student mentor, and spending more than 26 weekly hours with a postgraduate mentor were associated with greater science identity, personal, and intellectual gains. Matching with one's postgraduate mentor based on racial identity was associated with greater science identity gains. We also find that Hispanic and multiracial/other race students gained more compared with their White peers, and transgender and gender nonconforming students gained less compared with their men peers. Because the attributes and behaviors of postgraduate mentors are integral to undergraduate research experiences, analysts and practitioners should treat postgraduate mentorship as an essential part of the undergraduate research enterprise.","PeriodicalId":56321,"journal":{"name":"Cbe-Life Sciences Education","volume":"24 2","pages":"ar25"},"PeriodicalIF":4.6,"publicationDate":"2025-06-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC12286637/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144043429","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":2,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0

Impacts of Learning Assistants on Student Belonging and Confidence Vary Across Science Disciplines and Course Contexts. 学习助理对学生归属感和自信心的影响因学科和课程背景而异。

IF 4.6 2区教育学

Cbe-Life Sciences Education Pub Date : 2025-06-01 DOI: 10.1187/cbe.24-07-0179

Katherine A Clements, Kyle T Vallone, Thomas P Clements, Elizabeth H Catania, Lily L Claiborne, Katherine L Friedman, Todd R Graham, Heather J Johnson, Savanna R Starko, Tara D Todd, Jessica Watkins, Cynthia J Brame

{"title":"Impacts of Learning Assistants on Student Belonging and Confidence Vary Across Science Disciplines and Course Contexts.","authors":"Katherine A Clements, Kyle T Vallone, Thomas P Clements, Elizabeth H Catania, Lily L Claiborne, Katherine L Friedman, Todd R Graham, Heather J Johnson, Savanna R Starko, Tara D Todd, Jessica Watkins, Cynthia J Brame","doi":"10.1187/cbe.24-07-0179","DOIUrl":"10.1187/cbe.24-07-0179","url":null,"abstract":"Students often experience science, technology, engineering, and mathematics (STEM) courses as competitive, weed-out spaces. Learning Assistants (LAs) have potential to improve students' experiences in these courses. Previously, we elucidated themes describing the impact of LAs on students' sense of STEM belonging and science-related confidence in introductory biology and general chemistry. Here, we expand our analysis to determine impacts of LAs on student belonging and confidence across science courses varying in structure, placement in students' academic trajectory, and discipline. Analyzing 1146 responses to questionnaires from seven classes revealed themes consistent with previous findings across all course structures and disciplines. However, impacts varied based on how LAs were integrated and students' typical class standing. Classes in which students had extended time in LA groups highlighted LAs' role in decreasing student isolation, whereas structures in which LAs were interspersed with lecture emphasized their role in providing feedback. Additionally, in courses that students take early in their STEM trajectory, LAs encouraged students through challenges, while LAs in later classes provided advice on STEM pathways. These results indicate the mechanism of LA impact varies depending on course context. Knowing how impacts vary across courses allows instructors and LAs to tailor their support, promoting the development of more inclusive STEM classrooms.","PeriodicalId":56321,"journal":{"name":"Cbe-Life Sciences Education","volume":"24 2","pages":"ar26"},"PeriodicalIF":4.6,"publicationDate":"2025-06-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC12286625/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144059681","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":2,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0