Emerging Researchers National (ERN) Conference

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Integrating Mathematics into the Teaching of Developmental Biology through a Peer-led Learning Community

Faculty #90
Discipline: Mathematics & Statistics
Subcategory: STEM Science and Mathematics Education

Qingxia Li - Fisk University
Co-Author(s): Thomas Gross, Western Kentucky University, Bowling Green, KY; Patricia McCarroll, Fisk University, Nashville, TN


Low participation and retention of African-American STEM students in remains a prevalent. However, integrated approaches have increased participation and retention in STEM programs. We created an intrusive Learning Community (LC) based on the Performance Pyramid Model that included peer-led weekly sessions to reinforce biology course content and connect biology with mathematics concepts through interdisciplinary projects. We compared LC students to separate biology and mathematics control groups on pre-post biology and mathematic quizzes, respectively. We compared all groups on post-test assessments of Performance Pyramid supports and student perceptions. The LC group had greater improvements on biology quiz scores than the biology control group (2= .19). The LC group reported higher rates of feedback compared to both control groups (d = .79 to .81), and greater confidence (d = .62) and science knowledge (d = .72) compared to the math control group. Implications for applying this model will be discussed.

Funder Acknowledgement(s): The authors would like to thank the support from NSF-HBCU-UP-BPR with grant number 1719262.

Faculty Advisor: None Listed,
NSF Affiliation: HBCU-UP

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This material is based upon work supported by the National Science Foundation (NSF) under Grant No. DUE-1930047. Any opinions, findings, interpretations, conclusions or recommendations expressed in this material are those of its authors and do not represent the views of the AAAS Board of Directors, the Council of AAAS, AAAS’ membership or the National Science Foundation.