Identifying and promoting mechanisms that foster a sense of belonging and self-efficacy via Learning Assistants in STEM courses
Overview
The project seeks to improve the impact of Learning Assistants (LAs) on students’ sense of belonging, self-efficacy, and science identity as they move through the first term of introductory biology and chemistry. LAs are undergraduate students with prior experience in a course who work with an instructor to provide support for their peers currently in an active learning classroom. While LAs have been found to increase students’ belonging in gateway science courses on average, it is not known whether or how LAs can specifically support belonging and confidence for students from underserved groups. This project will advance understanding of practices that enhance the impact of LA programs for students in three groups: women, students in racially and ethnically marginalized groups, and first-generation students. Importantly, gaining a deeper understanding of how to structure an equitable LA program that serves students in large introductory courses has the potential to have a positive impact on overall student retention and success in these courses. Moreover, providing the STEM education community with equitable approaches within an LA program is likely to have implications across STEM disciplines and institution types.
Project Team
Want to get involved with the LA program?
To find out more information for how to become an undergraduate Learning Assistant, see https://www.vanderbilt.edu/laprogram/faqs/for-students/ Likewise, if you are a current faculty member wanting to incorporate LAs into your courses, see https://www.vanderbilt.edu/laprogram/faqs/for-faculty/
Funding Source
NSF 21-579 – DUE IUSE, see https://www.nsf.gov/awardsearch/showAward?AWD_ID=2235244&HistoricalAwards=false