Research for Inclusive STEM Education Center, Arizona State University, Tempe, Arizona, United States.
Department of Biology, Southern Oregon University, Ashland, Oregon, United States.
Adv Physiol Educ. 2024 Dec 1;48(4):836-856. doi: 10.1152/advan.00126.2024. Epub 2024 Aug 29.
The impersonal nature of high-enrollment science courses makes it difficult to build student-instructor relationships, which can negatively impact student learning and engagement, especially for members of marginalized groups. In this study, we explored whether an instructor collecting and sharing aggregated student demographics could positively impact student-instructor relationships. We surveyed students in a high-enrollment physiology course about their perceptions of their instructor ) distributing a demographic survey, and ) sharing aggregated survey results in class. We found that 72% of students appreciated the demographic survey, and 91% thought it helped their instructor get to know them. Further, 73% of students expressed that the instructor sharing aggregated demographic data in class positively impacted their overall course experience, and over 90% thought both the collection and sharing of demographic data were appropriate. Most students felt both parts of the intervention increased their sense of belonging in class, increased how connected they felt to their instructor, and made their instructor seem more approachable and inclusive, although the intervention also made some students feel more different from their peers. Women and nonbinary students felt the demographic survey increased instructor approachability more than men, and liberal students felt the survey increased instructor approachability more than nonliberal students. Compared to men, women and nonbinary students were more likely to report that taking the survey increased instructor inclusivity and made them feel less different from their peers. Based on these results, collecting student demographic information and sharing it in aggregate may be a practical, effective way to enhance student-instructor relationships. This study examined undergraduate student perceptions of a high-enrollment physiology instructor collecting student demographics and sharing aggregated results to promote course inclusion. Most students perceived the collection and sharing positively, with women and nonbinary students, as well as liberal students, perceiving greater benefits from the data collection than their counterparts. Our results indicate that collecting and sharing in aggregate student demographics may be an effective way to enhance student-instructor relationships in high-enrollment science courses.
高人数科学课程的非个人性质使得建立师生关系变得困难，这可能会对学生的学习和参与产生负面影响，尤其是对于边缘化群体的成员。在这项研究中，我们探讨了教师收集和共享学生综合人口统计数据是否会对师生关系产生积极影响。我们调查了一门高人数生理学课程的学生对他们的教师的看法（分发人口统计调查，和）在课堂上分享汇总调查结果。我们发现，72%的学生对人口统计调查表示赞赏，91%的学生认为这有助于他们的教师了解他们。此外，73%的学生表示，教师在课堂上分享汇总人口统计数据对他们的整体课程体验产生了积极影响，超过 90%的学生认为收集和共享人口统计数据都是合适的。大多数学生认为干预的两个部分都增加了他们在课堂上的归属感，增加了他们与教师的联系感，并使教师更加平易近人和包容，尽管干预也使一些学生感到与同龄人更加不同。女性和非二元性别学生认为人口统计调查增加了教师的可接近性，而自由派学生则认为调查增加了教师的可接近性。与男性相比，女性和非二元性别学生更有可能报告说参加调查增加了教师的包容性，使他们感到与同龄人没有那么不同。基于这些结果，收集学生人口统计信息并以汇总形式共享可能是增强师生关系的一种实用、有效的方法。本研究考察了本科生理学教师收集学生人口统计数据并分享汇总结果以促进课程包容性的学生感知。大多数学生对收集和共享持积极态度，女性和非二元性别学生以及自由派学生比他们的同龄人从数据收集中获得了更大的好处。我们的结果表明，以汇总形式收集和共享学生人口统计数据可能是增强高人数科学课程中师生关系的有效方法。
