Centering Student Perspectives and Equity Data in a Multi-Institutional Learning Community Program
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| Title: | Centering Student Perspectives and Equity Data in a Multi-Institutional Learning Community Program |
|---|---|
| Language: | English |
| Authors: | Nita A. Tarchinski (ORCID |
| Source: | To Improve the Academy. 2025 44(2):310-346. |
| Availability: | Michigan Publishing. 839 Greene Street, Ann Arbor, MI 48104. Tel: 734-764-3417; e-mail: mpublishing@umich.edu; Web site: https://www.toimprovetheacademy.org/ |
| Peer Reviewed: | Y |
| Page Count: | 37 |
| Publication Date: | 2025 |
| Sponsoring Agency: | National Science Foundation (NSF) |
| Contract Number: | 2215398 2215689 |
| Document Type: | Journal Articles Reports - Research |
| Education Level: | Higher Education Postsecondary Education |
| Descriptors: | Undergraduate Students, Equal Education, STEM Education, Educational Change, College Faculty, Communities of Practice, Data Analysis, Access to Information, Student Participation, Teacher Participation, Program Effectiveness |
| Geographic Terms: | Michigan, Indiana, Pennsylvania, Maryland, California |
| DOI: | 10.3998/tia.7082 |
| ISSN: | 2334-4822 |
| Abstract: | The STEM Equity Learning Community (SELC) project guided multidisciplinary teams from nine large, public research institutions through a yearlong experience. We aimed to support instructors and undergraduate students in developing equity-mindedness to drive structural change efforts on their campuses. The SELCs were supported by access to equity data, which included student enrollment and performance in courses disaggregated by student demographics. The learning communities prioritized collaborations between students and instructors that facilitated authentic interactions and cross-institutional partnerships. In this paper we investigate the value added of the SELC experience, measuring impact on participants and institutions and highlighting the power of student voice throughout the project. An analysis of pre- (N=55) and post-survey data (N=58) from program participants and reflections from project leadership reveal key nuances of the program that can inform best practices for equity-minded STEM reform. Participants indicated that the project was worth the investment of time and effort, that they had increased access to equity data, and that they intended to both expand access to equity data for others and use the data for making future decisions both inside and outside the classroom. We argue that the approach to equity work described in this paper--sustained, multi-institutional, multidisciplinary, multi-role learning communities leveraging equity data--drives equity-minded change in courses and departments across the higher education landscape. |
| Abstractor: | As Provided |
| Notes: | https://www.openicpsr.org/openicpsr/project/208258/version/V1/view |
| Entry Date: | 2025 |
| Accession Number: | EJ1486708 |
| Database: | ERIC |
| Abstract: | The STEM Equity Learning Community (SELC) project guided multidisciplinary teams from nine large, public research institutions through a yearlong experience. We aimed to support instructors and undergraduate students in developing equity-mindedness to drive structural change efforts on their campuses. The SELCs were supported by access to equity data, which included student enrollment and performance in courses disaggregated by student demographics. The learning communities prioritized collaborations between students and instructors that facilitated authentic interactions and cross-institutional partnerships. In this paper we investigate the value added of the SELC experience, measuring impact on participants and institutions and highlighting the power of student voice throughout the project. An analysis of pre- (N=55) and post-survey data (N=58) from program participants and reflections from project leadership reveal key nuances of the program that can inform best practices for equity-minded STEM reform. Participants indicated that the project was worth the investment of time and effort, that they had increased access to equity data, and that they intended to both expand access to equity data for others and use the data for making future decisions both inside and outside the classroom. We argue that the approach to equity work described in this paper--sustained, multi-institutional, multidisciplinary, multi-role learning communities leveraging equity data--drives equity-minded change in courses and departments across the higher education landscape. |
|---|---|
| ISSN: | 2334-4822 |
| DOI: | 10.3998/tia.7082 |
