Author(s):
Need. The reasons for attrition of undergraduate students underrepresented in STEM disciplines are thought to be influenced, at least in part, by the intimidating learning environments created by large entry-level courses. Of major concern is the absence of student interaction and inquiry in such classes even when instructors actively encourage student questions (e.g., “Any questions?”, “Who has questions?”). Many students are uncomfortable posing verbal questions in large lecture settings, which stems, in part, from a lack of confidence, fear of looking foolish, or discomfort in disrupting the class, and is particularly problematic for students traditionally underrepresented in STEM fields. A relatively new way to confront this instructional challenge is backchannels, which are software that facilitate a secondary conversation during university lectures. Backchannels have potential to support student motivation, engagement, STEM identity, and STEM persistence by facilitating anonymous questioning. Guiding Questions. Our project is guided by a range of research questions, including: (1) Will adding an anonymous backchannel during class time change rates of student questioning and other forms of classroom engagement compared to classes without backchannels? (2) Will students in classes with a backchannel experience a higher level of belonging, autonomy, efficacy, interest, and utility than will students in classes without backchannels? (3) Do such increases result in increased STEM identity and planned persistence? (4) Do student characteristics (e.g., gender, and ethnicity) and course characteristics (e.g., class size) moderate differences between backchannel and control classes? Outcomes. We have collected data in 12 courses across two institutions. We are currently processing these data and have begun analyzing how the presence of a backchannel affected STEM identity and achievement via effects on self-efficacy, values, engagement, belonging, and autonomy. Additionally, analyses are underway to assess how students and classroom characteristics moderate effects on STEM identity. We present emerging findings to our research questions, including patterns of verbal questions, differences in perceptions and motivations in treatment and control courses, and backchannel use information.Broader Impact. The attrition of female students, students of color, and students from low-income and working-class backgrounds from STEM disciplines remains a national education priority. Our project aims to improve foundational STEM courses through development of equitable and inclusive STEM teaching practices. Evidence of significant backchannel impact on STEM identity and persistence may lead to new norms for design of entry-level courses to increase student participation. Furthermore, it is expected that increasing options for participation and communication in entry-level courses will offer students underrepresented in STEM disciplines new opportunities to engage in inquiry about course material in a more “comfortable” learning environment, which may also have an effect on student performance.
Coauthors
Perry Samson, University of Michigan, Michigan
