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Peer-led team learning in an undergraduate biology course: Impacts on recruitment, retention, and imposter phenomenon

OBJECTIVES: The data presented in this note were collected during a multi-year project conducted in the context of large-enrollment introductory biology course at a large private R-1 research institution in the Northeastern United States. The project aimed to examine the impact of Peer-Led Team Lear...

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Autores principales: Maxwell, Mariah C., Snyder, Julia J., Dunk, Ryan D. P., Sloane, Jeremy D., Cannon, Isabella, Wiles, Jason R.
Formato: Online Artículo Texto
Lenguaje:English
Publicado: BioMed Central 2023
Materias:
Acceso en línea:https://www.ncbi.nlm.nih.gov/pmc/articles/PMC10170855/
https://www.ncbi.nlm.nih.gov/pubmed/37161543
http://dx.doi.org/10.1186/s13104-023-06338-7
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author Maxwell, Mariah C.
Snyder, Julia J.
Dunk, Ryan D. P.
Sloane, Jeremy D.
Cannon, Isabella
Wiles, Jason R.
author_facet Maxwell, Mariah C.
Snyder, Julia J.
Dunk, Ryan D. P.
Sloane, Jeremy D.
Cannon, Isabella
Wiles, Jason R.
author_sort Maxwell, Mariah C.
collection PubMed
description OBJECTIVES: The data presented in this note were collected during a multi-year project conducted in the context of large-enrollment introductory biology course at a large private R-1 research institution in the Northeastern United States. The project aimed to examine the impact of Peer-Led Team Learning (PLTL) on the recruitment and retention of marginalized groups in Science, Technology, Engineering, and Mathematics (STEM) majors. While several results from the project have been published, additional data of interest have yet to be reported. This data note reports on additional associations between PLTL participation and improved outcomes for students from groups that have historically been excluded in STEM. Additional data reported herein were collected to determine if students in the course experienced imposter phenomenon, and whether PLTL may be associated with reduced levels of imposter feelings. DATA DESCRIPTION: The data in this note includes academic information such as final course grades and academic level; socio-demographic information such as gender identity, minority status, and first-generation status; and information on student recruitment, retention, imposter feelings, and participation in Peer-Led Team Learning (PLTL). These data might be useful and of value to education researchers and undergraduate STEM instructors who are interested in improving equity in STEM education.
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spelling pubmed-101708552023-05-11 Peer-led team learning in an undergraduate biology course: Impacts on recruitment, retention, and imposter phenomenon Maxwell, Mariah C. Snyder, Julia J. Dunk, Ryan D. P. Sloane, Jeremy D. Cannon, Isabella Wiles, Jason R. BMC Res Notes Data Note OBJECTIVES: The data presented in this note were collected during a multi-year project conducted in the context of large-enrollment introductory biology course at a large private R-1 research institution in the Northeastern United States. The project aimed to examine the impact of Peer-Led Team Learning (PLTL) on the recruitment and retention of marginalized groups in Science, Technology, Engineering, and Mathematics (STEM) majors. While several results from the project have been published, additional data of interest have yet to be reported. This data note reports on additional associations between PLTL participation and improved outcomes for students from groups that have historically been excluded in STEM. Additional data reported herein were collected to determine if students in the course experienced imposter phenomenon, and whether PLTL may be associated with reduced levels of imposter feelings. DATA DESCRIPTION: The data in this note includes academic information such as final course grades and academic level; socio-demographic information such as gender identity, minority status, and first-generation status; and information on student recruitment, retention, imposter feelings, and participation in Peer-Led Team Learning (PLTL). These data might be useful and of value to education researchers and undergraduate STEM instructors who are interested in improving equity in STEM education. BioMed Central 2023-05-09 /pmc/articles/PMC10170855/ /pubmed/37161543 http://dx.doi.org/10.1186/s13104-023-06338-7 Text en © The Author(s) 2023 https://creativecommons.org/licenses/by/4.0/Open AccessThis article is licensed under a Creative Commons Attribution 4.0 International License, which permits use, sharing, adaptation, distribution and reproduction in any medium or format, as long as you give appropriate credit to the original author(s) and the source, provide a link to the Creative Commons licence, and indicate if changes were made. The images or other third party material in this article are included in the article’s Creative Commons licence, unless indicated otherwise in a credit line to the material. If material is not included in the article’s Creative Commons licence and your intended use is not permitted by statutory regulation or exceeds the permitted use, you will need to obtain permission directly from the copyright holder. To view a copy of this licence, visit http://creativecommons.org/licenses/by/4.0/ (https://creativecommons.org/licenses/by/4.0/) . The Creative Commons Public Domain Dedication waiver (http://creativecommons.org/publicdomain/zero/1.0/ (https://creativecommons.org/publicdomain/zero/1.0/) ) applies to the data made available in this article, unless otherwise stated in a credit line to the data.
spellingShingle Data Note
Maxwell, Mariah C.
Snyder, Julia J.
Dunk, Ryan D. P.
Sloane, Jeremy D.
Cannon, Isabella
Wiles, Jason R.
Peer-led team learning in an undergraduate biology course: Impacts on recruitment, retention, and imposter phenomenon
title Peer-led team learning in an undergraduate biology course: Impacts on recruitment, retention, and imposter phenomenon
title_full Peer-led team learning in an undergraduate biology course: Impacts on recruitment, retention, and imposter phenomenon
title_fullStr Peer-led team learning in an undergraduate biology course: Impacts on recruitment, retention, and imposter phenomenon
title_full_unstemmed Peer-led team learning in an undergraduate biology course: Impacts on recruitment, retention, and imposter phenomenon
title_short Peer-led team learning in an undergraduate biology course: Impacts on recruitment, retention, and imposter phenomenon
title_sort peer-led team learning in an undergraduate biology course: impacts on recruitment, retention, and imposter phenomenon
topic Data Note
url https://www.ncbi.nlm.nih.gov/pmc/articles/PMC10170855/
https://www.ncbi.nlm.nih.gov/pubmed/37161543
http://dx.doi.org/10.1186/s13104-023-06338-7
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