ArticleCBE life sciences education2022
"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.
Article in CBE life sciences education, 2022. The graph could read no effect estimate from its abstract, so it casts no vote on the map. Cited by 19 papers.
What it found
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The abstract states no effect estimate the extractor could read, or names no intervention and outcome on the map, so this paper lights no cell and moves no belief. It is still indexed, cited and linked below.
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Who cites it
19 citing papers in PubMed, 44 citations in OpenAlex.
- Peer-Modeled Mindsets: An Approach to Customizing Life Sciences Studying Interventions.CBE life sciences education · 2022Trial
- Maximizing the Value of Learning Assistants for Students' Belonging, Mattering, and Confidence in Gateway STEM Courses.CBE life sciences education · 2026Article
- Studying with Friends in Introductory Biology Is Associated with Low Impact Study Strategies and No Improvement of Exam Scores.CBE life sciences education · 2026Article
- Instructor Talk and Student Belonging in Introductory Biology: Not all Talk Matters and Relationships Vary by Student Identity.CBE life sciences education · 2026Article
- Not simply "active": identifying types of active-learning tasks in introductory biology.Journal of microbiology & biology education · 2026Article
- The Fourth Credit Hour: How do we Teach in Biology Discussion Sections?CBE life sciences education · 2026Article
- Examining Science Practices in an Introductory Biology Laboratory Curriculum.Integrative organismal biology (Oxford, England) · 2026Article
- An undergraduate learning assistant perspective on career development.Journal of microbiology & biology education · 2025Article
- An undergraduate biology pedagogy course curriculum for instructional apprentices.Journal of microbiology & biology education · 2025Article
- Implementing an undergraduate learning assistant model to foster engagement and professional development in microbiology courses.Journal of microbiology & biology education · 2025Article
- Impacts of Learning Assistants on Student Belonging and Confidence Vary Across Science Disciplines and Course Contexts.CBE life sciences education · 2025Article
- Factors Influencing Student Motivations and Experiences in STEM Course Office Hours.CBE life sciences education · 2025Article
- Accessible support at a national scale: the use and value of virtual learning assistants across multiple undergraduate institutions.Journal of microbiology & biology education · 2025Article
- Undergraduate Learning Assistants Using Online Messaging Improves Student Educational Experiences in Large Neuroscience Lecture Courses.Journal of undergraduate neuroscience education : JUNE : a publication of FUN, Faculty for Undergraduate Neuroscience · 2025Article
- Elevating Marginalized Student Experiences of Belonging in the Life Sciences: A Qualitative Case Study Approach.CBE life sciences education · 2024Article
- An Exploratory Mixed-Methods Analysis of Factors Contributing to Students' Perceptions of Inclusion in Introductory STEM Courses.CBE life sciences education · 2024Article
- "They Have Shown Me It Is Possible to Thrive within STEM": Incorporating Learning Assistants in General Chemistry Enhances Student Belonging and Confidence.Journal of chemical education · 2023Article
- Participation in a High-Structure General Chemistry Course Increases Student Sense of Belonging and Persistence to Organic Chemistry.Journal of chemical education · 2023Article
- A scientific communication mentoring intervention benefits diverse mentees with language variety related discomfort.Psychology of language and communication · 2023Article
Corrections and comments
PubMed lists nothing against this paper. Absence here is not a guarantee, only a check that was made.
Authors and funding
7 authors at 2 institutions in 1 country.
Funding
No grant is acknowledged in the PubMed record.
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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Registered trials
Read under generation 80e0d062 · epoch 390. Bibliography from PubMed, PubMed Central and OpenAlex; grants from NIH RePORTER; trial links from ClinicalTrials.gov; estimates, votes and beliefs from the OpenQuestion graph.