Evidence-Based Classroom Practices Improve Student Experiences and Predict More Equitable Outcomes in Colleges/Universities

• In Event: The Role of Institutional Agents and Courses in Student Experiences

Abstract

This paper presents findings from a research-practice partnership testing social-psychology informed classroom practices connected to college student experiences and academic outcomes, focusing on students who are served least well in higher education (i.e., racially minoritized students, women in STEM, financially insecure students). Over three terms, faculty from six universities (N = 295) implemented evidence-based practices to address social psychological constructs identified in prior research as key aspects of students’ experience (e.g., social belonging, identity safety). Use of practices are associated with a 10% increase in students reporting positive student experiences across all terms, with greatest gains for racially minoritized women in STEM courses experiencing financial stress (22%). Student experience scores are also predictive of grade outcomes.

Authors

• Kathryn Boucher, University of Indianapolis
  Non-Presenting Author

• Krysti Ryan, Equity Accelerator
  Non-Presenting Author

• Sara E. Woodruff, Equity Accelerator
  Presenting Author

• Mary C. Murphy, Indiana University
  Non-Presenting Author

• Christine Logel, University of Waterloo
  Non-Presenting Author