Browsing by Author "Gere, AR"

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    Diversity of undergraduates in STEM courses: individual and demographic differences in changes in self-efficacy, epistemic beliefs, and intrapersonal attribute profiles
    (Studies in Higher Education, 2023-01-01) Thompson, RJ; Schmid, L; Mburi, M; Dowd, JE; Finkenstaedt-Quinn, SA; Shultz, GV; Gere, AR; Schiff, LA; Flash, P; Reynolds, JA
    Across undergraduate STEM learning contexts in several countries, students’ intrapersonal attributes of epistemic beliefs, self-efficacy beliefs, intrinsic motivation, and sense of identity have been found to influence learning and to change in response to educational practices. However, research can mask individual and demographic differences in student's attributes that may moderate or mediate the relationship between educational practices and learning outcomes. We employed variable-centered and person-centered methods to examine individual and demographic differences in changes in students’ intrapersonal attributes and patterns of interrelationship among attributes with a study sample of students (N = 4,500) in 14 STEM undergraduate courses (8 biology, 4 chemistry, and 2 statistics) at three research universities in the United States. Variable-centered analyses revealed overall increases in students’ science self-efficacy beliefs and epistemic beliefs even though these outcomes were not intentionally targeted as learning objectives. However, person-centered analyses indicated that not all students experienced these gains. For example, self-identified Asian/Pacific Islander and Black students were more likely to be members of groups demonstrating a decrease in science self-efficacy, whereas Asian/Pacific Islander students and men were less likely to be members of the subgroup with consistently evaluativist epistemic beliefs and higher GPAs. Using latent profile analysis (LPA), we identified five distinct student profiles that reflected different patterns of interrelationship of epistemic beliefs, science and writing self-efficacy beliefs, and science identity. We discuss the implications of these findings for educational practices, particularly with regard to intentionally fostering diverse students’ self-efficacy, sense of identity, and adaptive epistemic beliefs.
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    How faculty discipline and beliefs influence instructional uses of writing in STEM undergraduate courses at research-intensive universities
    (Journal of Writing Research, 2021-02-01) Thompson, RJ; Finkenstaedt-Quinnb, SA; Shultz, GV; Gere, AR; Schmid, L; Dowd, JE; Mburi, M; Schiff, LA; Flashg, P; Reynolds, JA
    Efforts to accelerate the pace of adoption of writing-to-learn (WTL) practices in undergraduate STEM courses have been limited by a lack of theoretical and conceptual frameworks to systematically guide research and empirical evidence about the extent to which intrapersonal attributes and contextual factors, particularly faculty beliefs and disciplinary cultures, influence faculty use of writing assignments in their teaching. To address these gaps, we adopted an ecological systems perspective and conducted a national survey of faculty in STEM departments across 63 research-intensive universities in the United States. Overall, the findings indicated that 70% of faculty assigned writing. However, the assignment of writing differed by faculty demographics, discipline, and beliefs. More specifically, faculty demographics accounted for 5% of the variance in assignment of writing. Faculty discipline accounted for an additional 6% increment in variance, and faculty epistemic beliefs and beliefs about effectiveness of WTL practices and contextual resources and constraints influencing the use of writing in their teaching together accounted for an additional 30% increment in variance. The findings point to faculty beliefs as salient intervention targets and highlight the importance of disciplinary specific approaches to the promotion of the adoption of WTL practices