A common issue arises when instructors attempt to incorporate EBPs into their courses, the students don’t always embrace the change. In order to effectively implement EBPs the instructor needs to value the practice and know how to implement it, but the students also need to be open to the deviation...

This study looks at the impact first-year STEM grades have on the persistence of first- and continuing-generation college students. First-year introductory STEM courses are often cited as the reason for leaving STEM. Thompson found that grades in these courses differentially impact first- and continuing-generation college students even when prior preparation...

This paper outlines the results of two studies on how the mindset beliefs of STEM faculty impact student outcomes. Both studies collected students' perceptions of professor’s mindset beliefs, based on cues in a syllabus and based on early experience in the course. The studies also collected perceived or experience of professor’s endorsement of gender stereotypes, the students' expected or experienced sense of belonging in the course.

Having seen the benefits of authentic scientific practices for students in STEM laboratory courses and undergraduate research experiences, the researchers aimed to study the effect of those same practices in introductory STEM lecture courses. Research has shown that engagement in scientific practices leads to improved STEM identity and motivation. STEM...