Centering the Student Experience: What Faculty and Institutions Can Do to Advance Equity (2021)

Equity gaps in students’ experiences and academic outcomes often exist in science, technology, engineering, and mathematics (STEM) college courses, particularly early prerequisite courses. This article reports on the Student Experience Project (SEP), a multi-institutional collaboration to implement classroom interventions to eliminate these gaps. In courses taught by SEP instructors, student experience gaps between groups who have been historically underserved in STEM and those who have not were narrowed. These improvements in students’ experiences predicted better academic performance.

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Citation:

Boucher, K., Murphy, M., Bartell, D., Smail, J., Logel, C., & Danek, J. (2021). Centering the Student Experience: What Faculty and Institutions Can Do to Advance Equity. Change: The Magazine of Higher Learning, 53(6), 42–50. https://doi.org/10.1080/00091383.2021.1987804

Does My Professor Think My Ability Can Change? (2020)

Students' perceptions of their STEM professors' mindset beliefs predict their psychological vulnerability, engagement, and performance in class. Specifically students who perceive their instructor as having a more fixed mindset report less belonging in class, greater evaluative concerns, greater imposter feelings, and greater negative affect. Students with these negative experiences are also more likely to drop out and receive lower grades, and are less likely to attend class, be engaged, and have interest in STEM at the end of the semester.

File: ContentServer-1.pdf

Citation:

Muenks, K., Canning, E. A., LaCosse, J., Green, D. J., Zirkel, S., Garcia, J. A., & Murphy, M. C. (2020). Does my professor think my ability can change? Students’ perceptions of their STEM professors’ mindset beliefs predict their psychological vulnerability, engagement, and performance in class. Journal of Experimental Psychology: General, 149(11), 2119–2144. https://doi.org/10.1037/xge0000763

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